Volgograd, Vologda, Russian Federation
Annotation. Introduction. This article addresses the need to develop a more in-depth approach to teaching students how to conduct debates. This educational format is considered one of the most effective, as it helps students develop many important elements of communicative competence. Despite this, almost no one teaches students the actual procedure of conducting a debate. The availability of diverse educational materials on this topic does not solve the problem, as most of these manuals lack a common theoretical basis and contain only disparate recommendations. The purpose of the author's study was to systematize materials on the methodology of organizing academic debates. It was necessary to determine optimal ways to develop debate competence in humanities students and to describe effective teaching methods for various forms of interaction between partners in a debate. Methods. The study utilized a range of theoretical and empirical methods typical of pedagogy, including analysis of theoretical principles and practical recommendations found in scientific literature, method of systematizing and interpreting the obtained information, comparative analysis, definitional analysis, induction and deduction, and analysis of pedagogical experience. Results. A list of skills that need to be developed while applying the considered educational form has been formulated. The most important of these include: the ability to be tolerant of other points of view; the ability to clearly formulate both one's own point of view and the opponent's point of view; the ability to identify common ground between the positions of the proponent and the opponent, which can serve as the basis for consensus; the ability to find compelling arguments in defense of one's position; the ability to correctly formulate questions during a debate; the ability to construct one's responses according to the laws of rhetoric; and the ability to behave correctly during a debate. Examples of educational situations involving the organization of a discussion are provided.
Dispute, discussion, rhetoric teaching methods, methods of teaching, organization of academic discussion, communicative competence, interaction of partners in discussion
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