12 research outputs found
ΠΠΈΡΠ°ΠΉΡΠΊΠΎΠ΅ ΠΊΠΈΠ½ΠΎ: ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΡΠ΅ ΠΈ Π»ΠΈΠ½Π³Π²ΠΎΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΡ Π² ΠΏΡΠ°ΠΊΡΠΈΠΊΠ΅ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°. Π‘ΡΠ°ΡΡΡ Π²ΡΠΎΡΠ°Ρ
The article deals with the problems of Chinese language peculiarities and the elaboration of teaching methods and programmes including Chinese films and cinema language presentation. It analyses organizational specifics of methods to introduce Chinese films in the field of elaborating and functioning of the general system of teaching Chinese.Π‘ΡΠ°ΡΡΡ ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ΅ Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° ΠΈ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠ΅ ΡΡΠ΅Π±Π½ΡΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΠΊΠΈΠ½ΠΎΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΠΎΠ². ΠΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Ρ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΡΠ΅ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΠΊΠΈΠ½ΠΎ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠΈ ΠΈ ΡΡΠ½ΠΊΡΠΈΠΎΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΎΠ±ΡΠ΅ΠΉ ΡΠΈΡΡΠ΅ΠΌΡ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΡ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°
ΠΠΈΡΠ°ΠΉΡΠΊΠΎΠ΅ ΠΊΠΈΠ½ΠΎ: ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΎΠ½Π½ΡΠ΅ ΠΈ Π»ΠΈΠ½Π³Π²ΠΎΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΡ Π² ΠΏΡΠ°ΠΊΡΠΈΠΊΠ΅ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΡ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°. Π‘ΡΠ°ΡΡΡ ΠΏΠ΅ΡΠ²Π°Ρ
The article deals with the problems of Chinese language peculiarities and the elaboration of teaching methods and programmes including Chinese films and cinema language presentation. Unique authors' methods are developed proceeding from specific usage of film and cinema materials presentation.Π‘ΡΠ°ΡΡΡ ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ΅ Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° ΠΈ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠ΅ ΡΡΠ΅Π±Π½ΡΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΠΊΠΈΠ½ΠΎΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΠΎΠ². ΠΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Π° ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠ° ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΠΊΠΈΠ½ΠΎΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΠΎΠ² ΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π° Π°Π²ΡΠΎΡΡΠΊΠ°Ρ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ°
Analysis of antibiotic prescriptions in patients with community-acquired pneumonia in clinical practice
Objective.
To analyze new strategies for the treatment of community-acquired pneumonia (CAP) by age and assess treatment efficacy by age category based on real world data.
Materials and Methods.
A total of 612 patients (medical charts) with CAP treated in 3 hospitals during the 2017β2019 were included in the retrospective pharmacoepidemiological study. A retrospective analysis of antimicrobial therapy (AMT) administration in the treatment of CAP was performed.
Results.
Duration of hospital stay in CAP patients of young age was 10% shorter than in patients of any other age category. The least frequency (19.6%) of antibiotic combination administration as initial empiric therapy was found in patients of young age. There were no significant differences in frequency of initial AMT administration between age groups. Ceftriaxone, cefepime and cefoperazone were the most common antimicrobials used as monotherapy in all age groups. Ceftriaxone with azithromycin combination was the most common (42%) initial combination therapy in all age groups. The highest number (27) of various antibiotic combinations was administered to old patients, and the lowest number (16) β to young patients. Efficacy of initial AMT was similar between elderly and old patients. Overall efficacy of initial AMT in patients with non-severe CAP and severe CAP was 54% and 50%, respectively. Analysis of antimicrobial treatment of CAP in real practice and its compliance with the current clinical guidelines showed cephalosporin plus macrolide to be a predominant antibiotic combination (83%).
Conclusions.
Antibiotic combination administration was found to be common in patients with non-severe CAP, whereas initial monotherapy was administered to severe CAP patients. Antibiotic prescription pattern in patient of young age was different from that in any other age groups. CAP had a less severe course in young patients as evidenced by shorter duration of hospital stay, more frequent monotherapy administration and higher efficacy of initial AMT compared to other age categories. There were no prescriptions of the recommended fifth generation cephalosporin (ceftaroline fosamil)
ΠΠΠΠΠΠΠ‘Π’ΠΠ§ΠΠ‘ΠΠΠ― Π’ΠΠΠ ΠΠ― Π ΠΠΠΠ ΠΠ‘Π« ΠΠ ΠΠΠ’ΠΠ§ΠΠ‘ΠΠΠΠ ΠΠ ΠΠΠΠΠΠΠΠΠΠ― ΠΠΠ’ΠΠΠ‘ΠΠΠΠ Π―ΠΠ«ΠΠ Π ΠΠΠΠ‘ΠΠΠ-Π‘ΠΠΠΠΠ’ΠΠ§ΠΠ‘ΠΠΠ ΠΠ‘ΠΠΠΠ’Π
The article examines the possibilities to acquire lexico-semantic skills of Chinese considering psychological, formal and meaningful aspects. The focus is made on the necessity to realize the asymmetry in the nominative aspect between the Russian and Chinese lexical signs, since itβs the main source of difficulties for the Chinese learners. The possibilities for practical realization of the assigned purposes are illustrated by the example of a certain Chinese concept.Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΡΡΠ° ΠΏΠΎΠΏΡΡΠΊΠ° ΠΎΡΠΌΡΡΠ»ΠΈΡΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΏΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡ Π»Π΅ΠΊΡΠΈΠΊΠΎ-ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π·Π½Π°Π½ΠΈΠΉ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° Ρ ΡΡΠ΅ΡΠΎΠΌ ΠΈΡ
ΡΠΈΠΏΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ, ΡΠΎΡΠΌΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈ ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ Π°ΡΠΏΠ΅ΠΊΡΠΎΠ². ΠΠ½Π°ΡΠΈΡΠ΅Π»ΡΠ½ΡΠΉ Π°ΠΊΡΠ΅Π½Ρ Π΄Π΅Π»Π°Π΅ΡΡΡ Π½Π° Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΠΈ ΠΎΡΠΎΠ·Π½Π°Π½ΠΈΡ Π°ΡΠΈΠΌΠΌΠ΅ΡΡΠΈΠΈ Π² Π½ΠΎΠΌΠΈΠ½Π°ΡΠΈΠ²Π½ΠΎΠΌ ΠΏΠ»Π°Π½Π΅ ΠΌΠ΅ΠΆΠ΄Ρ Π»Π΅ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ Π·Π½Π°ΠΊΠ°ΠΌΠΈ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΠΈ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠΎΠ². ΠΠ°Π½Π½ΡΠΉ ΡΠ°ΠΊΡΠΎΡ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ ΠΊΠ°ΠΊ ΠΎΡΠ½ΠΎΠ²Π½ΠΎΠ΅ ΠΏΡΠ΅ΠΏΡΡΡΡΠ²ΠΈΠ΅ Π½Π° ΠΏΡΡΠΈ ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΡ ΡΡΡΠ½ΠΎΡΡΠ½ΡΡ
ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΈΠ·ΡΡΠ°Π΅ΠΌΠΎΠ³ΠΎ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ° - ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°. ΠΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΠΎΡΡΠ°Π²Π»Π΅Π½Π½ΡΡ
Π·Π°Π΄Π°Ρ ΠΈΠ»Π»ΡΡΡΡΠΈΡΡΡΡΡΡ Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΠ΅ ΠΎΠ΄Π½ΠΎΠ³ΠΎ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠ°
ΠΠΠΠΠΠΠ‘Π’ΠΠ§ΠΠ‘ΠΠΠ― Π’ΠΠΠ ΠΠ― Π ΠΠΠΠ ΠΠ‘Π« ΠΠ ΠΠΠ’ΠΠ§ΠΠ‘ΠΠΠΠ ΠΠ ΠΠΠΠΠΠΠΠΠΠ― ΠΠΠ’ΠΠΠ‘ΠΠΠΠ Π―ΠΠ«ΠΠ Π ΠΠΠΠ‘ΠΠΠ-Π‘ΠΠΠΠΠ’ΠΠ§ΠΠ‘ΠΠΠ ΠΠ‘ΠΠΠΠ’Π
The article examines the possibilities to acquire lexico-semantic skills of Chinese considering psychological, formal and meaningful aspects. The focus is made on the necessity to realize the asymmetry in the nominative aspect between the Russian and Chinese lexical signs, since itβs the main source of difficulties for the Chinese learners. The possibilities for practical realization of the assigned purposes are illustrated by the example of a certain Chinese concept.Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΡΡΠ° ΠΏΠΎΠΏΡΡΠΊΠ° ΠΎΡΠΌΡΡΠ»ΠΈΡΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΏΠΎΡΡΠΈΠΆΠ΅Π½ΠΈΡ Π»Π΅ΠΊΡΠΈΠΊΠΎ-ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠ΅ΡΠΊΠΈΡ
Π·Π½Π°Π½ΠΈΠΉ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° Ρ ΡΡΠ΅ΡΠΎΠΌ ΠΈΡ
ΡΠΈΠΏΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ, ΡΠΎΡΠΌΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈ ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ Π°ΡΠΏΠ΅ΠΊΡΠΎΠ². ΠΠ½Π°ΡΠΈΡΠ΅Π»ΡΠ½ΡΠΉ Π°ΠΊΡΠ΅Π½Ρ Π΄Π΅Π»Π°Π΅ΡΡΡ Π½Π° Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΠΈ ΠΎΡΠΎΠ·Π½Π°Π½ΠΈΡ Π°ΡΠΈΠΌΠΌΠ΅ΡΡΠΈΠΈ Π² Π½ΠΎΠΌΠΈΠ½Π°ΡΠΈΠ²Π½ΠΎΠΌ ΠΏΠ»Π°Π½Π΅ ΠΌΠ΅ΠΆΠ΄Ρ Π»Π΅ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ Π·Π½Π°ΠΊΠ°ΠΌΠΈ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΠΈ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠΎΠ². ΠΠ°Π½Π½ΡΠΉ ΡΠ°ΠΊΡΠΎΡ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ ΠΊΠ°ΠΊ ΠΎΡΠ½ΠΎΠ²Π½ΠΎΠ΅ ΠΏΡΠ΅ΠΏΡΡΡΡΠ²ΠΈΠ΅ Π½Π° ΠΏΡΡΠΈ ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΡ ΡΡΡΠ½ΠΎΡΡΠ½ΡΡ
ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΈΠ·ΡΡΠ°Π΅ΠΌΠΎΠ³ΠΎ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ° - ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°. ΠΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΠΎΡΡΠ°Π²Π»Π΅Π½Π½ΡΡ
Π·Π°Π΄Π°Ρ ΠΈΠ»Π»ΡΡΡΡΠΈΡΡΡΡΡΡ Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΠ΅ ΠΎΠ΄Π½ΠΎΠ³ΠΎ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠ°
Π Π²ΠΎΠΏΡΠΎΡΡ ΠΎ Π»Π΅ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΡ ΠΏΡΠΈΠΎΡΠΈΡΠ΅ΡΠ°Ρ Π² ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΠΈ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°
The article attempts to outline the range of issues related to the teaching of the Chinese language in modern conditions, highlighting those that appear to the authors most significant from the point of view of comprehending the basic mechanisms of the language associated with thought processes, understanding information in its perception and its representation with the help of speech, lexical means. Particular emphasis is placed on the consideration of the latter, in connection with the peculiarities of the Chinese language system and language consciousness. The authors suggest that in the teaching of Chinese lexical knowledge is formed on the model of Russian lexical units, which contradicts both word-building and substantive facts of the Chinese language. In this regard, it is proposed to pay attention to the semantic features of Chinese words. Priority in the study should be simple words (morphemes) with the involvement of information about complex formations derived from them. It is suggested that the study and analysis of the semantic structure of monosyllabic, simple words, will provide an opportunity to know the mechanism of their combination potencies. The formation of this kind of knowledge as procedural knowledge will help in the implementation of speech activities aimed at the perception and generation of statements that do not contradict the cognitive-semantic structures of Chinese speakers
ΠΠΠΠΠ’ΠΠ§ΠΠ‘ΠΠΠ ΠΠΠ‘ΠΠ£Π Π‘ ΠΠΠ’ΠΠΠ‘ΠΠΠΠ Π―ΠΠ«ΠΠ ΠΠΠ ΠΠ ΠΠΠΠΠ’ ΠΠ ΠΠΠΠΠΠΠΠΠΠ― Π Π€ΠΠ ΠΠΠ ΠΠΠΠΠΠ― ΠΠΠΠΠΠ’ΠΠΠ¦ΠΠ ΠΠΠ ΠΠΠΠΠ§ΠΠΠ
The article is written at the interserface of two sciences - linguistics and methodology of teaching foreign languages - within the framework of the linguodidactic approach. With regard to the development of translation skills among students of Chinese, in such language representation as political discourse. The authors focus on the specifics of this discourse as a special cognitive-semantic education. They also emphasize the need in this regard to integrate knowledge of extra-linguistic and proper linguistic as the output from the special concept realm of the Chinese. The article provides illustrations on the development of meaningful units of the language.Π‘ΡΠ°ΡΡΡ Π½Π°ΠΏΠΈΡΠ°Π½Π° Π½Π° ΡΡΡΠΊΠ΅ Π΄Π²ΡΡ
Π½Π°ΡΠΊ - Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΠΊΠΈ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΡ
ΡΠ·ΡΠΊΠΎΠ² - Π² ΡΠ°ΠΌΠΊΠ°Ρ
Π»ΠΈΠ½Π³Π²ΠΎΠ΄ΠΈΠ΄Π°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π°, ΠΈ ΠΊΠ°ΡΠ°Π΅ΡΡΡ Π²ΠΎΠΏΡΠΎΡΠΎΠ² ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄ΡΠ΅ΡΠΊΠΈΡ
Π½Π°Π²ΡΠΊΠΎΠ² Ρ ΠΈΠ·ΡΡΠ°ΡΡΠΈΡ
ΠΊΠΈΡΠ°ΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ, Π² ΡΠ°ΠΊΠΎΠΉ Π΅Π³ΠΎ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ ΡΠ΅ΠΏΡΠ΅Π·Π΅Π½ΡΠ°ΡΠΈΠΈ, ΠΊΠ°ΠΊ ΠΏΠΎΠ»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠΉ Π΄ΠΈΡΠΊΡΡΡ. ΠΠ²ΡΠΎΡΠ°ΠΌΠΈ Π΄Π΅Π»Π°Π΅ΡΡΡ Π°ΠΊΡΠ΅Π½Ρ Π½Π° ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠ΅ Π΄Π°Π½Π½ΠΎΠ³ΠΎ Π΄ΠΈΡΠΊΡΡΡΠ° ΠΊΠ°ΠΊ ΠΎΡΠΎΠ±ΠΎΠ³ΠΎ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎ-ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΠΈ Π½Π° Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΠΈ Π² ΡΡΠΎΠΉ ΡΠ²ΡΠ·ΠΈ ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠΈ Π·Π½Π°Π½ΠΈΠΉ Π²Π½Π΅Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΠΎ ΡΠ·ΡΠΊΠΎΠ²ΡΡ
ΠΊΠ°ΠΊ Π²ΡΠ²ΠΎΠ΄Π½ΡΡ
ΠΈΠ· ΠΎΡΠΎΠ±ΠΎΠΉ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΎΡΡΠ΅ΡΡ ΠΊΠΈΡΠ°ΠΉΡΠ΅Π². Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠΈΠ²ΠΎΠ΄ΡΡΡΡ ΠΈΠ»Π»ΡΡΡΡΠ°ΡΠΈΠΈ ΠΏΠΎ ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΡ ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ΅Π»ΡΠ½ΡΡ
Π΅Π΄ΠΈΠ½ΠΈΡ ΡΠ·ΡΠΊΠ°
Π ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎ-ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠ΅ΡΠΊΠΎΠΌ ΠΏΠΎΠ΄Ρ ΠΎΠ΄Π΅ Π² ΠΈΠ·ΡΡΠ΅Π½ΠΈΠΈ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°
The article makes an attempt to comprehend the cognitive-semantic approach to the Chinese language in the framework of its teaching and study in higher education, taking into account features contrasting to the Russian language. The main theoretical postulates of the Chinese language-study were formulated by the Russian sinologists in line with formal structural paradigms based on materials of Western languages and their level of language organization. This approach is reflected in most Chinese language textbooks. In this regard, the Chinese language is taught according to the patterns of teaching Western languages. This approach does not allow to fully master the language, as it does not take into account the semantic and cognitive disproportion of the basic units of languages. The basic unit of the Russian language is the word as its nominative and at the same time the main speech unit. In the Chinese language, according to our observations and analysis of the relevant literature, this role belongs mainly to a more fractional substantive unit, which in the dictionary, in the nomination, acts as the main unit of the language division of the world, and in speech can also act as a simple word and as part of more complex formation - words or phrases. In writing, this unit is presented in the form of a Β«ziΒ» hieroglyph, figuratively or otherwise denoting certain objects of reality and conceptualizing them, which allows us to consider these Β«ziΒ» as expressors of minimal concepts of Chinese linguistic thinking. For the first time in Russian linguistics, the article addresses issues related to these basic units in connection with teaching issues. At the present stage, there are practically no textbooks or techniques aimed at mastering these specific Chinese language units. The authors make an attempt to attract the attention of sinologists to this problem and to reconsider the existing views in a new cognitive-semantic vein. In this context, the necessity of reorienting teaching that reproduces the methodological and linguistic orientations applied in relation to the study of Indo-European languages to methodological orientations corresponding to the essential characteristics of the Chinese language as consistently isolated in type and specifically orientational in terms of mental and cultural grounds is substantiated. In this regard, there marked relevant issues are there proposed some ways to resolve them.Π ΡΡΠ°ΡΡΠ΅ Π΄Π΅Π»Π°Π΅ΡΡΡ ΠΏΠΎΠΏΡΡΠΊΠ° ΠΎΡΠΌΡΡΠ»ΠΈΡΡ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎ-ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ ΠΊ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ Π² ΡΠ°ΠΌΠΊΠ°Ρ
Π΅Π³ΠΎ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΡ ΠΈ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ Π² Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Π΅ Ρ ΡΡΠ΅ΡΠΎΠΌ ΠΊΠΎΠ½ΡΡΠ°ΡΡΠΈΠ²Π½ΡΡ
ΠΏΠΎ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ ΠΊ ΡΡΡΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ. ΠΡΠ½ΠΎΠ²Π½ΡΠ΅ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΠΎΡΡΡΠ»Π°ΡΡ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠΎΠ·Π½Π°Π½ΠΈΡ Π±ΡΠ»ΠΈ ΡΡΠΎΡΠΌΡΠ»ΠΈΡΠΎΠ²Π°Π½Ρ Π² ΡΡΡΠ΄Π°Ρ
ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΡ
ΠΊΠΈΡΠ°Π΅Π²Π΅Π΄ΠΎΠ² Π² ΡΡΡΠ»Π΅ ΡΠΎΡΠΌΠ°Π»ΡΠ½ΠΎΡΡΡΡΠΊΡΡΡΠ½ΡΡ
ΠΏΠ°ΡΠ°Π΄ΠΈΠ³ΠΌ, ΠΎΡΠ½ΠΎΠ²Π°Π½Π½ΡΡ
Π½Π° ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π°Ρ
Π·Π°ΠΏΠ°Π΄Π½ΡΡ
ΡΠ·ΡΠΊΠΎΠ² ΠΈ ΠΈΡ
ΡΡΠΎΠ²Π½Π΅Π²ΠΎΠΉ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ. ΠΠ°Π½Π½ΡΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ ΠΎΡΡΠ°ΠΆΠ΅Π½ Π² Π±ΠΎΠ»ΡΡΠΈΠ½ΡΡΠ²Π΅ ΡΡΠ΅Π±Π½ΠΈΠΊΠΎΠ² ΠΏΠΎ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ, Π² ΡΠ²ΡΠ·ΠΈ Ρ ΡΠ΅ΠΌ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΈΠΉ ΡΠ·ΡΠΊ Π·Π°ΡΠ°ΡΡΡΡ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π΅ΡΡΡ ΠΏΠΎ Π»Π΅ΠΊΠ°Π»Π°ΠΌ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΡ Π·Π°ΠΏΠ°Π΄Π½ΡΡ
ΡΠ·ΡΠΊΠΎΠ², ΡΡΠΎ Π½Π΅ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΠΎΠ²Π»Π°Π΄Π΅ΡΡ ΠΈΠΌ Π² ΠΏΠΎΠ»Π½ΠΎΠΉ ΠΌΠ΅ΡΠ΅, ΡΠ°ΠΊ ΠΊΠ°ΠΊ ΠΈΠ·Π½Π°ΡΠ°Π»ΡΠ½ΠΎ Π½Π΅ ΡΡΠΈΡΡΠ²Π°Π΅ΡΡΡ ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΈ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½Π°Ρ Π½Π΅ΡΠΎΡΠ°Π·ΠΌΠ΅ΡΠ½ΠΎΡΡΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
ΡΠ·ΡΠΊΠΎΠ²ΡΡ
Π΅Π΄ΠΈΠ½ΠΈΡ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΠΈ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠΎΠ². ΠΠ°Π·ΠΎΠ²ΠΎΠΉ Π΅Π΄ΠΈΠ½ΠΈΡΠ΅ΠΉ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠ»ΠΎΠ²ΠΎ ΠΊΠ°ΠΊ Π΅Π³ΠΎ Π½ΠΎΠΌΠΈΠ½Π°ΡΠΈΠ²Π½Π°Ρ ΠΈ Π² ΡΠΎ ΠΆΠ΅ Π²ΡΠ΅ΠΌΡ ΠΎΡΠ½ΠΎΠ²Π½Π°Ρ ΡΠ΅ΡΠ΅Π²Π°Ρ Π΅Π΄ΠΈΠ½ΠΈΡΠ°. Π ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠΌ ΠΆΠ΅ ΡΠ·ΡΠΊΠ΅, ΠΏΠΎ Π½Π°ΡΠΈΠΌ Π½Π°Π±Π»ΡΠ΄Π΅Π½ΠΈΡΠΌ ΠΈ Π°Π½Π°Π»ΠΈΠ·Ρ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡΠ΅ΠΉ Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΡ, ΡΡΠ° ΡΠΎΠ»Ρ ΠΏΡΠΈΠ½Π°Π΄Π»Π΅ΠΆΠΈΡ Π² ΠΎΡΠ½ΠΎΠ²Π½ΠΎΠΌ Π±ΠΎΠ»Π΅Π΅ Π΄ΡΠΎΠ±Π½ΠΎΠΉ ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΅Π΄ΠΈΠ½ΠΈΡΠ΅, ΠΊΠΎΡΠΎΡΠ°Ρ Π² ΡΠ»ΠΎΠ²Π°ΡΠ΅, Π² Π½ΠΎΠΌΠΈΠ½Π°ΡΠΈΠΈ Π²ΡΡΡΡΠΏΠ°Π΅Ρ ΠΊΠ°ΠΊ ΠΎΡΠ½ΠΎΠ²Π½Π°Ρ Π΅Π΄ΠΈΠ½ΠΈΡΠ° ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΡΠ»Π΅Π½Π΅Π½ΠΈΡ ΠΌΠΈΡΠ°, Π° Π² ΡΠ΅ΡΠΈ ΠΌΠΎΠΆΠ΅Ρ Π²ΡΡΡΡΠΏΠ°ΡΡ ΠΈ ΠΊΠ°ΠΊ ΠΏΡΠΎΡΡΠΎΠ΅ ΡΠ»ΠΎΠ²ΠΎ ΠΈ ΠΊΠ°ΠΊ ΡΠ°ΡΡΡ Π±ΠΎΠ»Π΅Π΅ ΡΠ»ΠΎΠΆΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ - ΡΠ»ΠΎΠ²Π° ΠΈΠ»ΠΈ ΡΠ»ΠΎΠ²ΠΎΡΠΎΡΠ΅ΡΠ°Π½ΠΈΡ. ΠΠ° ΠΏΠΈΡΡΠΌΠ΅ ΡΡΠ° Π΅Π΄ΠΈΠ½ΠΈΡΠ° ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π° Π² Π²ΠΈΠ΄Π΅ ΠΈΠ΅ΡΠΎΠ³Π»ΠΈΡΠ°, ΠΎΠ±ΠΎΠ·Π½Π°ΡΠ°Ρ ΠΎΠ±ΡΠ°Π·Π½ΠΎ ΠΈΠ»ΠΈ ΠΈΠ½ΡΠΌ ΡΠΏΠΎΡΠΎΠ±ΠΎΠΌ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΡΠ΅ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΡ ΡΠ΅Π°Π»ΡΠ½ΠΎΡΡΠΈ ΠΈ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΠΈΠ·ΠΈΡΡΡ ΠΈΡ
, ΡΡΠΎ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ Π½Π°ΠΌ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡ ΠΈΠ΅ΡΠΎΠ³Π»ΠΈΡΡ Π² ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ Π²ΡΡΠ°Π·ΠΈΡΠ΅Π»Π΅ΠΉ ΠΌΠΈΠ½ΠΈΠΌΠ°Π»ΡΠ½ΡΡ
ΠΊΠΎΠ½ΡΠ΅ΠΏΡΠΎΠ² ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ. Π ΡΡΠ°ΡΡΠ΅ Π²ΠΏΠ΅ΡΠ²ΡΠ΅ Π² ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠΌ ΡΠ·ΡΠΊΠΎΠ·Π½Π°Π½ΠΈΠΈ Π·Π°ΡΡΠ°Π³ΠΈΠ²Π°ΡΡΡΡ Π²ΠΎΠΏΡΠΎΡΡ ΠΎΡΡΠ°ΠΆΠ΅Π½ΠΈΡ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΡ ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΡΠ½ΡΡ
ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°. ΠΠ° ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΡΡΠ°ΠΏΠ΅ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈ Π½Π΅Ρ ΡΡΠ΅Π±Π½ΠΈΠΊΠΎΠ² ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊ, Π½Π°ΡΠ΅Π»Π΅Π½Π½ΡΡ
Π½Π° ΠΎΡΠ²ΠΎΠ΅Π½ΠΈΠ΅ ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΊΠΈΡΠ°ΠΉΡΠΊΠΈΡ
ΡΠ·ΡΠΊΠΎΠ²ΡΡ
Π΅Π΄ΠΈΠ½ΠΈΡ. ΠΠ²ΡΠΎΡΡ Π΄Π΅Π»Π°ΡΡ ΠΏΠΎΠΏΡΡΠΊΡ ΠΏΡΠΈΠ²Π»Π΅ΡΡ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΠΊΠΈΡΠ°ΠΈΡΡΠΎΠ² ΠΊ ΡΡΠΎΠΉ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ΅ ΠΈ ΠΏΠ΅ΡΠ΅ΡΠΌΠΎΡΡΠ΅ΡΡ ΡΠ»ΠΎΠΆΠΈΠ²ΡΠΈΠ΅ΡΡ Π²ΠΎΠ·Π·ΡΠ΅Π½ΠΈΡ Π² Π½ΠΎΠ²ΠΎΠΌ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎ-ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠ΅ΡΠΊΠΎΠΌ ΠΊΠ»ΡΡΠ΅, Π² ΡΠ²ΡΠ·ΠΈ Ρ ΡΠ΅ΠΌ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²ΡΠ²Π°Π΅ΡΡΡ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΠΏΠ΅ΡΠ΅ΠΎΡΠΈΠ΅Π½ΡΠ°ΡΠΈΠΈ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΡ, Π²ΠΎΡΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ΅Π³ΠΎ ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΈ Π»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΡΡΠ°Π½ΠΎΠ²ΠΊΠΈ, ΠΏΡΠΈΠΌΠ΅Π½ΡΠ΅ΠΌΡΠ΅ ΠΏΠΎ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ ΠΊ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½Π΄ΠΎΠ΅Π²ΡΠΎΠΏΠ΅ΠΉΡΠΊΠΈΡ
ΡΠ·ΡΠΊΠΎΠ², Π½Π° ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΡΡΠ°Π½ΠΎΠ²ΠΊΠΈ, ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡΠΈΠ΅ ΡΡΡΠ½ΠΎΡΡΠ½ΡΠΌ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ°ΠΌ ΠΊΠΈΡΠ°ΠΉΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° ΠΊΠ°ΠΊ ΠΏΠΎΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎ ΠΈΠ·ΠΎΠ»ΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠ³ΠΎ ΠΏΠΎ ΡΠΈΠΏΡ ΠΈ ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ΅ΡΠΊΠΈ Π²ΠΎΡΡΠΎΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎ ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠΊΡΠ»ΡΡΡΡΠ½ΡΠΌ ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΡΠΌ. ΠΠ²ΡΠΎΡΡ ΠΌΠ°ΡΠΊΠΈΡΡΡΡ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡΠΈΠ΅ Π²ΠΎΠΏΡΠΎΡΡ Π΄Π°Π½Π½ΠΎΠΉ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ°ΡΠΈΠΊΠΈ ΠΈ ΠΏΡΠ΅Π΄Π»Π°Π³Π°ΡΡ Π½Π΅ΠΊΠΎΡΠΎΡΡΠ΅ ΠΏΡΡΠΈ ΠΊ ΠΈΡ
ΡΠ°Π·ΡΠ΅ΡΠ΅Π½ΠΈΡ