Psychological features of the perception of time in the conditions of didactic communication

Introduction. The article is devoted to a particular aspect of the problem of psychological research of the process of didactic communication. The central object of the study is the subjective image of educational time arising in student’s consciousness during didactic communication. Problem statement. The problem that necessitated this study is the lack of psychological elaboration of the construct «time of educational interaction», which in teaching practice leads to a decrease in the potential of didactic communication. Methodology and methods of the study. The methodological basis of the study was formed by the domestic ideas of the school of A. N. Leontiev and S. L. Rubinstein about the unity of consciousness and activity. The didactic communication that the student enters into is reflected in all its aspects in the system of his subjective ideas, the most important of which is the idea of the «time of educational interaction». The study involved students from different fields of study at Kaluga State University named after K. E. Tsiolkovski. Empirical data were obtained on the basis of a specially developed by the author Indicative questionnaire. Results. The study traces a number of trends in the psychological perception of time in the context of didactic communication. Time acts as a constitutive dimension of human experience, which significantly influences how people make sense of their world, their educational activity, and relationships within it. Conclusion. Respondents, in general, link psychological comfort with a well-structured and regulated time of educational interaction. At the same time, the concept of «comfortable time for educational interaction» turns out to be more operationalized in the minds of students than the concept of «time convenient for training sessions». The educational content of about a third of the respondents from the total sample is associated with a specific time of didactic communication. The subjects most frequently mention «ambiguous, contrasting» sensations associated with the time of educational interaction. Also, the perception of the time of educational interaction reveals high dynamism, since almost every temporal modality is mentioned frequently (with some predominance in the sample of the frequency of mentioning the modality of the «future»).