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Abstract
The article proposes to consider the essence of the pedagogical situation as a meaningful specification of the spatio-temporal act of pedagogical interaction and the context of the conditions in which the actions of the teacher and other subjects of the pedagogical process are carried out. The peculiarities of object, subject and subject-object pedagogical situations are analysed. Attention is focused on the fact that the optimal solution to the pedagogical situation is provided by the experience, intuition, effectiveness of the teacher's planning or improvisation. It is noted that the situation of social interaction is a type of pedagogical situation with a social dominant. The components of the social interaction situation are: target component (motivational support, indicative information, goal setting); content component (subject area and actual task or system of tasks); operational component (methods of interaction of participants, type and directions of activity); reflexively – a critical component (valuable content of activity, social interaction skills, reflection of one's own experience).
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