Formation of Communication Skills of the Future Specialist

The article reveals the role of the formation of communication skills in the professional training of a future specialist. Communicative skills are an important component of the professional communicative competence of future specialists, which ensure the exchange of information and are formed on the basis of speech actions. Professional communication skills are the communication skills of specialists in a certain field within the scope of their activities. The level of formation of this type of communication skills is a condition under which professional communication can be productive. Communicative skills and personal skills are components of communicative activity, a rather complex characteristic that is expressed in certain needs to communicate, manifested in personal readiness to interact in certain communicative situations, to reproduce its essence in optimal and rational ways, which are aimed at specific results of educational activities. It has been established that the formation of communication skills of future specialists becomes more effective if, in the process of professional training, based on the studied educational material, the student receives creative tasks that help him master such components of communication competence as: forecasting and programming of a communication situation; knowledge and erudition; means of communication (verbal and non-verbal); management of the communication situation; communicative culture (general and national); orientation towards a social partner; speech competence.During the organization of communicative interaction of the subjects of the educational process, it becomes especially important to create appropriate conditions for the development of the subject position of the students of education through the actualization and enrichment of their own subject experience (referring to previously accumulated knowledge and skills, encouraging the use of different methods and independent choice performing tasks, creating situations of moral choice, encouraging the search for non-standard options for solving a cognitive task (problem), organizing cognition through experiences, actualizing sensory experience, etc.); development of activity in cognitive activity (encouragement of initiative, creation of choice situations, organization of project activity, etc.). Thus, we are talking about a complex process of communicative interaction between the teacher and the learner, the result of which are decisions and actions that encourage progress in the development of the future specialist and his acceptance of responsibility for his own choice and the result of solving the problem.