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THE CONTENT OF TYPES OF COMMUNICATION IN THE PEDAGOGICAL PROCESS

The article is devoted to the description of various approaches to the interpretation of communication as a complex, multifunctional and multicomponent process. Types of communication are distinguished depending on a number of grounds, signs, criteria. The article presents the scientific points of view of domestic and foreign scientists on the understanding and definition of the term communication, shows the types of communication, identified with regard to content functional and structural features, taking into account the spatial and temporal characteristics of the communication process, as well as other grounds: by sphere of activity, by degree of mediation, by orientation, by depth of penetration, by types of communication of subjects, by professional characteristics. In addition, the criteria for classifying types of communication are also the nature, goals, forms of expression and direction of communication, etc. In the light of the global challenges of our time, the problems of remote business communication, including business communication in mentoring activities, are being updated. Within the framework of mentoring, business communication is carried out taking into account certain standards based on the constructivist paradigm, which provides for the implementation of external and internal pedagogical goals. In the distance format, business communication is aimed both at solving the problems of individual educational trajectory of a particular student («teacher ↔ student»), and at organizing joint collaborative activities of students («teacher ↔ students», «student ↔ students», «students ↔ students»).