{'fraction_non_alphanumeric': 0.024934383202099737, 'fraction_numerical': 0.0, 'mean_word_length': 6.027649769585254, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Metacognition Didactic Communication in Higher Education

Didactic communication is the communication of subjects about learning: its various components and processes. Didactic communication can only be studied as a multi-component, multilevel and multistage phenomenon, the features of which (modes, opportunities, limitations) are associated with the features of personal, interpersonal, and professional development of the subjects of interaction, manifested in the features of their understanding of themselves and the surrounding world, situations (tasks) of educational and professional activities. The main features of didactic communication are associated with its modes (orientation): learning, self-learning, and mutual learning. Didactic communication in various modes has different opportunities and limitations for the training and development of subjects of interaction, largely regardless of the subject area or specialization to which the student(s) belongs. As for the possibilities and limitations of various modes of didactic communication, in the reality of which all modes coexist in different proportions, depending on the level of personal, interpersonal, and professional development of a person, we can note the unproductiveness of learning and learning modes in working with subjects who have reached a high level of development in these areas. On the contrary, in didactic communication with children and beginners and specialists (students), these modes will be the basis for productive learning.