FORMATION OF HIGHER EDUCATION STUDENTS' READINESS FOR INTERPERSONAL INTERACTION

Purpose. The purpose of the study is to determine the effective forms and methods of work, criteria and levels of interpersonal interaction in a higher education institution. The methodological basis of the study is humanistic paradigm of philosophy of education; methodological approaches (systemic, humanistic, communicative, activity- and competence-based); unity of cognitive theoretical and practical activity, activity of the subject in educational and speech developing activities; psychological and pedagogical theories of interactive, personality-oriented learning, development and self-development of speech interpersonal competence; specific principles of formation of interpersonal interaction of first-year students of higher education institution. Methods. To achieve the identified goals, a variety of methods was used including theoretical methods - study and analysis of scientific literature - to substantiate the basic theoretical positions, systematize and summarize the results of theoretical achievements on the research problem; empirical methods- testing, documentation study, ranking, targeted observation, surveys, interviews – enabling identification of the main forms and methods of shaping interpersonal interaction. Experimental methods allowed to analyze real level of interpersonal skills development. Comparative principle was employed as the basis for evaluating effectiveness of the study and enabled assessment of the level of interpersonal interaction in groups of higher education institution students. Originality. Training program "Psychology of Interpersonal Communication" has been developed on the bases of the analysis and generalization of approaches to the systematization of interactive methods and teaching experience. Its practical tasks and exercises have been selected considering their information value, age of higher education students, whether the tasks are accomplishable and how they are perceived by students with different levels of actual readiness, with the focus being on further development and self-education as well as use of acquired knowledge and skills in students`practical activities. Use of interactive technologies opens new opportunities by improving efficiency through reinforcing cognitive interest and enhancing interpersonal interaction through external dialogue in the training process. Conclusions. The training program "Psychology of Interpersonal Communication" promotes and facilitates interactive activities of participants through active engagement in meaningful individual and collective activities to enhance their respective experience. Prospects for further research are aimed at improving the content of the training and use of innovative interactive technologies to increase level of readiness of higher education students for interpersonal interaction.