6 research outputs found
Why Do Teenagers Dislike Reading Russian Classical Literature?
Based on the research in the field of psychology of reading, sociology of reading, psycholinguistics, literature studies and methodology of teaching literature from the beginning of the 19th century to present day,the article clarifies the mechanisms of how a school reader perceives a literary text, which then logically leads to an understanding as to why teens dislike Russian classical literature. The relevance of systematizing scientific theses on this subject is determined by the critical situation in terms of reading and understanding literature books from the school program both in Russia and abroad.Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΡ Π²ΠΎΡΠΏΡΠΈΡΡΠΈΡ Ρ
ΡΠ΄ΠΎΠΆΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠ΅ΠΊΡΡΠ° ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠ°ΠΌΠΈ, ΠΎΠ±ΡΡΡΠ½ΡΡΡΠΈΠ΅ Π·Π°ΠΊΠΎΠ½ΠΎΠΌΠ΅ΡΠ½ΡΠΉ Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ Π½Π΅Π»ΡΠ±Π²ΠΈ ΠΊ ΡΡΠ΅Π½ΠΈΡ ΡΡΡΡΠΊΠΎΠΉ ΠΊΠ»Π°ΡΡΠΈΠΊΠΈ
Specifics of Educational Texts Selection for Schoolchildren Doing the Humanities Subjects
The paper proposes the new approach to educational text selection for the humanities teaching. Its specifics is based on the wide interpretation of educational texts, as the culture texts involved in cognitive learning activity and fulfilling the multiple tasks of the related subjects and personal development. The educational text is taken as a generalized model, its content and structure determining the scheme of a speech cognitive activity, as well as the meaning formation mechanism responsible for understanding and personal development. The texts and tasks selection is oriented on schoolchildrenβs understanding with the reference to the psycholinguistic, psychological and hermeneutic approaches; information extraction and interpretation level related to the authorβs and studentβs context. The given approach could provide the basis for developing and structuring the textbooks content for the humanities subjects
Developing the Information Training Skills of Schoolchildren in the Process of Learning the Humanity Subjects
The paper considers the psychological pedagogic mechanism of developing schoolchildrens information training skills, which implies mastering general ways of behavior and providing the increasing level of text comprehension: starting from the information retrieval up to its interpretation both in the authors context and the context of personal experience. The methodology applied in the research is based on pedagogic hermeneutics. The defined mechanism provides the basis for the new training technique aimed at improving schoolchildrens learning abilities by acquiring operational and technological skills, along with such personal qualities as dialogic thinking, subjectivity, reflectivity in text processing, high level of awareness in selecting value and semantic attitude.Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½Π½ΡΠΉ Π°Π²ΡΠΎΡΠΎΠΌ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΎ-ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΡΠ΅Π±Π½ΠΎ-ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΡΠΌΠ΅Π½ΠΈΠΉ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠ΅, ΠΊΠΎΡΠΎΡΡΠΉ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΠΈ ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠ°ΠΌΠΈ ΠΎΠ±ΠΎΠ±ΡΠ΅Π½Π½ΡΡ
ΡΠΏΠΎΡΠΎΠ±ΠΎΠ² Π΄Π΅ΠΉΡΡΠ²ΠΈΠΉ, ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠΈΠ²Π°ΡΡΠΈΡ
ΠΏΡΠΎΠ΄Π²ΠΈΠΆΠ΅Π½ΠΈΠ΅ ΠΏΠΎ ΡΡΠΎΠ²Π½ΡΠΌ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΡΠ΅ΠΊΡΡΠ°: ΠΎΡ ΠΈΠ·Π²Π»Π΅ΡΠ΅Π½ΠΈΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ Π΄ΠΎ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΠΈ Π΅Π΅ Π² Π°Π²ΡΠΎΡΡΠΊΠΎΠΌ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΎΠΏΡΡΠ° ΠΏΠΎΠ½ΠΈΠΌΠ°ΡΡΠ΅Π³ΠΎ ΡΡΠ±ΡΠ΅ΠΊΡΠ°. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΡΡ ΠΎΡΠ½ΠΎΠ²Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΡΡΠ°Π²ΠΈΠ»ΠΈ ΠΏΡΠΈΠ½ΡΠΈΠΏΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π³Π΅ΡΠΌΠ΅Π½Π΅Π²ΡΠΈΠΊΠΈ. ΠΠΏΠΈΡΠ°Π½Π½ΡΠΉ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌ ΠΏΠΎΡΠ»ΡΠΆΠΈΠ» ΠΎΡΠ½ΠΎΠ²ΠΎΠΉ Π΄Π»Ρ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠΈ ΠΏΡΠΈΠ½ΡΠΈΠΏΠΈΠ°Π»ΡΠ½ΠΎ Π½ΠΎΠ²ΠΎΠΉ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΡΠ΅Π±Π½ΠΎ-ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΡ
ΡΠΌΠ΅Π½ΠΈΠΉ, ΠΏΡΠ΅Π΄ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΠ΅ΠΉ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΠΎΠ²Π»Π°Π΄Π΅Π½ΠΈΠ΅ ΠΎΠΏΠ΅ΡΠ°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎ-ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ ΡΠΌΠ΅Π½ΠΈΡΠΌΠΈ, Π½ΠΎ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΡΠ°ΠΊΠΈΡ
Π»ΠΈΡΠ½ΠΎΡΡΠ½ΡΡ
ΠΊΠ°ΡΠ΅ΡΡΠ² ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ, ΠΊΠ°ΠΊ Π΄ΠΈΠ°Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ΅ ΠΌΡΡΠ»Π΅Π½ΠΈΠ΅, ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΠΎΡΡΡ, ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΠΏΡΠΈ ΡΠ°Π±ΠΎΡΠ΅ Ρ ΡΠ΅ΠΊΡΡΠΎΠΌ, Π²ΡΡΠΎΠΊΠ°Ρ ΡΡΠ΅ΠΏΠ΅Π½Ρ ΠΎΡΠΎΠ·Π½Π°Π½Π½ΠΎΡΡΠΈ Π² Π²ΡΠ±ΠΎΡΠ΅ ΡΠ΅Π½Π½ΠΎΡΡΠ½ΠΎ-ΡΠΌΡΡΠ»ΠΎΠ²ΠΎΠΉ ΠΏΠΎΠ·ΠΈΡΠΈΠΈ
Specifics of educational texts selection for schoolchildren doing the humanities subjects
The paper proposes the new approach to educational text selection for the humanities teaching. Its specifics is based on the wide interpretation of educational texts, as the culture texts involved in cognitive learning activity and fulfilling the multiple tasks of the related subjects and personal development. The educational text is taken as a generalized model, its content and structure determining the scheme of a speech cognitive activity, as well as the meaning formation mechanism responsible for understanding and personal development. The texts and tasks selection is oriented on schoolchildrenβs understanding with the reference to the psycholinguistic, psychological and hermeneutic approaches; information extraction and interpretation level related to the authorβs and studentβs context. The given approach could provide the basis for developing and structuring the textbooks content for the humanities subjectsΒ Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠ΅Π΄Π»Π°Π³Π°ΡΡΡΡ Π½ΠΎΠ²ΡΠ΅ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ ΠΊ ΠΎΡΠ±ΠΎΡΡ ΡΡΠ΅Π±Π½ΡΡ
ΡΠ΅ΠΊΡΡΠΎΠ² Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΡ Π³ΡΠΌΠ°Π½ΠΈΡΠ°ΡΠ½ΡΡ
Π΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½. ΠΡ
ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠΈΡΠΎΠΊΠ°Ρ ΡΡΠ°ΠΊΡΠΎΠ²ΠΊΠ° ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΡΠ΅ΠΊΡΡΠ° ΠΊΠ°ΠΊ Π»ΡΠ±ΠΎΠ³ΠΎ ΡΠ΅ΠΊΡΡΠ° ΠΊΡΠ»ΡΡΡΡΡ, Π²ΠΎΠ²Π»Π΅ΡΠ΅Π½Π½ΠΎΠ³ΠΎ Π² ΡΡΠ΅Π±Π½ΠΎ-ΠΏΠΎΠ·Π½Π°Π²Π°ΡΠ΅Π»ΡΠ½ΡΡ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡ ΠΈΡΡΠ°ΡΡΠ²ΡΡΡΠ΅Π³ΠΎ Π² ΡΠ΅ΡΠ΅Π½ΠΈΠΈ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ½ΡΡ
, ΠΌΠ΅ΡΠ°ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ½ΡΡ
ΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎ ΡΠ°Π·Π²ΠΈΠ²Π°ΡΡΠΈΡ
Π·Π°Π΄Π°Ρ. Π£ΡΠ΅Π±Π½ΡΠΉ ΡΠ΅ΠΊΡΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ Π² ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΠΎΠ±ΠΎΠ±ΡΠ΅Π½Π½ΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ, ΡΡΡΡΠΊΡΡΡΠ° ΠΈ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ ΠΊΠΎΡΠΎΡΠΎΠΉ Π·Π°Π΄Π°ΡΡ ΡΡ
Π΅ΠΌΡ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠΈΠ²Π°ΡΡΠΈΡ
ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΠ΅ΡΠ΅ΠΌΡΡΠ»ΠΈΡΠ΅Π»ΡΠ½ΡΡ
Π΄Π΅ΠΉΡΡΠ²ΠΈΠΉ, ΠΈ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠ° ΡΠΌΡΡΠ»ΠΎΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ. ΠΠ±ΠΎΡΠ½ΠΎΠ²ΡΠ²Π°Π΅ΡΡΡ ΠΎΡΠ±ΠΎΡ ΡΠ΅ΠΊΡΡΠΎΠ² ΠΈ Π·Π°Π΄Π°Π½ΠΈΠΉ ΠΊ Π½ΠΈΠΌ Π² ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠΈ Ρ ΡΠ΅Π»ΡΠΌΠΈ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ² ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ, ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΠΌΠΎΠΌΡ Ρ ΠΏΡΠΈΡ
ΠΎΠ»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
, ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈ Π³Π΅ΡΠΌΠ΅Π½Π΅Π²ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΠΎΠ·ΠΈΡΠΈΠΉ, Π½Π° ΡΡΠΎΠ²Π½ΡΡ
ΠΈΠ·Π²Π»Π΅ΡΠ΅Π½ΠΈΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΠΈ Π΅Π΅ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΠΈ Π² Π°Π²ΡΠΎΡΡΠΊΠΎΠΌ, ΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΌ ΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎΠΌ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ°Ρ
ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ. ΠΠΏΠΈΡΠ°Π½Π½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ ΠΌΠΎΠΆΠ΅Ρ ΡΡΠ°ΡΡ ΠΎΡΠ½ΠΎΠ²ΠΎΠΉ Π΄Π»Ρ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠΈ ΠΈ ΡΡΡΡΠΊΡΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π° ΡΡΠ΅Π±Π½ΠΈΠΊΠΎΠ² Π³ΡΠΌΠ°Π½ΠΈΡΠ°ΡΠ½ΠΎΠ³ΠΎ ΡΠΈΠΊΠ»
Personality development in Sociocultural Information Environment of Modern Education (Regional Aspect): the Review of Conference Materials
Π‘ΡΠ°ΡΡΡ ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° ΠΡΠ΅ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ Π½Π°ΡΡΠ½ΠΎ-ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΊΠΎΠ½ΡΠ΅ΡΠ΅Π½ΡΠΈΠΈ Β«Π€ΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ Π»ΠΈΡΠ½ΠΎΡΡΠΈ Π² ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΌ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎΠΌ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ (ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠΉ Π°ΡΠΏΠ΅ΠΊΡ)Β», ΠΊΠΎΡΠΎΡΠ°Ρ Π±ΡΠ»Π° ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½Π° Π½Π° Π±Π°Π·Π΅ ΠΠ½ΡΡΠΈΡΡΡΠ° ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΠΈ, ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΠΊΠΈ, ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ (ΠΠΠΠ‘Π£) Π’ΡΠΌΠ΅Π½ΡΠΊΠΎΠ³ΠΎ Π³ΠΎΡΡΠ΄Π°ΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ° 1β2 ΠΌΠ°ΡΡΠ° 2011 Π³