Abstract:

The pedagogical communication represents a complex transfer of information that takes place throughout several informational channels. It is a multiphased transfer between two entities (individuals or groups) that assume, simultaneously or successively, the role of transmitter and receiver, representing desirable contents within the instructive and educational context.
This kind of communication assumes a feedback type of interaction both regarding the explicit information and the adjacent ones. The didactical communication act requires reciprocity and follows a circular process that submits to a certain temporal guide line.
As a form of interaction the didactical communication implies earning and activating the communicative competence, which has a skillful and a gained side. The lace of one or both of them explains the difficulties or the failures that teachers (even the well-trained ones) encounter in their daily teaching activity.
Owning a rich luggage of knowledge is not enough in order to be “a good teacher”. It is highly compulsory to have the capacity to didactically translate and transmit. In other words, to know what, how much, how, when, in what way, with what means and to whom, you provide the information.
In real life, education and instruction take place throughout several repeated interventions coming from the grown-ups, mainly through communication, mentality and behavior of the educated personalities.
The entire educational activity can be compromised if the teacher does not decrypt his students’ reactions and does not fix his communicational behavior in due time. Any communication accomplishes a closed circuit, and in order for it to open, the communication must be bilateral. The informative act can be unilateral whereas the communication cannot be. The teacher does not inform, but he communicates. His information varies in amplitude and depth depending upon the information received from the students. The teacher is a resonator, just like the student.
Therefore, the didactical communication sums up the informational fluxes, be they deliberate or not, verbal or non-verbal, foreseeing a pluri-directional, multi-channeled and polysemantic discursive universe.
Within the academic studies, apart from the ones before them, where the classes do not significantly vary, in this case the number of students can vary. If during one lecture the didactical communication takes place in front of 100 students, or even more, at the seminaries we have a maximum of 25 students and at the lab or the practical classes we have an average of 10.
Taking into consideration these variables the communication must be adapted and performed both depending upon the number of students and the way in which the message is being transmitted.
We chose this topic because an efficient communication requires as well knowledge about the particularities belonging to the group one is addressing to.
In the present paper there are presented various types of relation belonging to the academic didactical communicational act depending upon the participants’’ number.

Keywords:

communication, didactical process, efficiency, group.