ESSENTIAL CHARACTERISTICS OF THE CONCEPT OF SUBJECTS INTERACTION
At present, the Russian education system is largely subject to transformation, primarily due to the introduction of new educational standards, there is a tendency to reorient the system of secondary general education to the development of students in the process of cooperation with the teacher. In the process of personal-oriented learning, the formation of subjective positions, their implementation takes place. An important aspect is the interaction of the subjects of the educational process, which leads to an active search for new methods and forms of interpersonal interaction between the teacher and students. Subject-subject interaction is the most important factor determining the quality of secondary general education. The research presents the scientific foundations and experience of studying interaction as a philosophical and pedagogical category. To determine the essential characteristics of the concept of interaction of subjects, an analysis was made of foreign and domestic sources. The results of the research showed that the concept of «interaction» is meta-subjective in nature. The concept of «interaction» is regarded as a philosophical category and a pedagogical category. In the ongoing study «Identification of the essential characteristics of the interaction of subjects», «interaction» is understood as a mutually directed process of communication and individual actions of subjects characterized by personal and role positions and performed functions, the result of which will be personal development and changes in the relations, communication and activities of subjects of interaction. On the basis of the definition in question, the structure of interpersonal communication is also discussed. As a result of the comparative analysis of the terms «interaction» and «interpersonal communication,» the essential characteristics of the interaction of subjects were revealed, the component composition of interaction between subjects was determined, the positions and roles of subjects of interaction in the educational process were revealed, and the pedagogical positions of the person-centered approach were clarified.