673 research outputs found
Modern Didactic Text in Russian: Mechanisms of Perception and Principles of Construction
The article is devoted to the study of cognitive mechanisms of perception of textual information: stages and peculiarities of its intellectual processing and its understanding and internalization in the light of the activity-based theory of cognition. The author analyzes the existing approaches to the definition of the essence of the modern didactic text, which is not to focus on memorizing concepts, but on the development of independence and creative attitude to learning. This requires a fundamentally new approach to the structure of the textbook as a whole and its individual sections (themes) in particular, taking into account the psychological laws of information acquisition and specific features of formation of cognitive and metacognitive operations of the child. Special attention is given to psycholinguistic methods and techniques of identification of the nature of reception of the didactic text in the unity of its formal and content parameters. The article poses a postulate about the need to take into consideration these mechanisms in the process of design (development) of a didactic text in Russian for students of secondary general education institutions. The didactic text is analyzed from two angles: 1) from the standpoint of the person reading (listening to) the text and modeling the image of the content of the text perceived in their mind; 2) from the standpoint of the author of the text. The article contains experimental data, which make it possible to identify the factors that determine the nature of perception of the didactic text. The author concentrates her attention on individual psychological differences of information perception both via verbal and non-verbal codes and specificity of acquisition of information presented in different ways (in particular, by way of algorithms or equivalents). The authorβs analysis of typical exercises and tasks (including after-reading tasks), which can be found in modern textbooks of the Russian language, in terms of their cognitive βcomfortβ and efficiency for children with different lateral profiles is methodologically important. The study reveals the factors facilitating perception and understanding of the learning material or hindering these processes. The research results include a practical guide for teachers-philologists, specialists in methods, and psycholinguists regarding the form and the content of didactic texts (including game-based ones) for teaching Russian.Π‘ΡΠ°ΡΡΡ ΠΏΠΎΡΠ²ΡΡΠ΅Π½Π° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΡ
ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠΎΠ² Π²ΠΎΡΠΏΡΠΈΡΡΠΈΡ ΡΠ΅ΠΊΡΡΠΎΠ²ΠΎΠΉ ΠΈΠ½- ΡΠΎΡΠΌΠ°ΡΠΈΠΈ: ΡΡΠ°ΠΏΠ°ΠΌ ΠΈ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΡΠΌ Π΅Π΅ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠΉ ΠΎΠ±ΡΠ°Π±ΠΎΡΠΊΠΈ, ΠΎΡΠΌΡΡΠ»Π΅Π½ΠΈΡ ΠΈ ΠΈΠ½ΡΠ΅ΡΠΈΠΎΡΠΈΠ·Π°ΡΠΈΠΈ Π² ΡΠ²Π΅ΡΠ΅ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠ½ΠΎΠΉ ΡΠ΅ΠΎΡΠΈΠΈ ΠΏΠΎΠ·Π½Π°Π½ΠΈΡ. ΠΠ²ΡΠΎΡΠΎΠΌ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ ΡΡΡΠ΅ΡΡΠ²ΡΡΡΠΈΠ΅ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ ΠΊ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ ΡΡΡΠΈ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΡΠ΅ΠΊΡΡΠ°, ΠΊΠΎΡΠΎΡΡΠΉ Π΄ΠΎΠ»ΠΆΠ΅Π½ Π±ΡΡΡ ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½ Π½Π΅ Π½Π° Π·Π°ΡΡΠΈΠ²Π°Π½ΠΈΠ΅ ΠΏΠΎΠ½ΡΡΠΈΠΉ, Π° Π½Π° ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ, ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ ΠΊ ΡΡΠ΅Π½ΠΈΡ. ΠΡΠΎ ΡΡΠ΅Π±ΡΠ΅Ρ ΠΏΡΠΈΠ½ΡΠΈΠΏΠΈΠ°Π»ΡΠ½ΠΎ Π½ΠΎΠ²ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° ΠΊ ΠΊΠΎΠ½ΡΡΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΡΡΡΠΊΡΡΡΡ ΠΊΠ°ΠΊ ΡΡΠ΅Π±Π½ΠΈΠΊΠ° Π² ΡΠ΅Π»ΠΎΠΌ, ΡΠ°ΠΊ ΠΈ ΠΎΡΠ΄Π΅Π»ΡΠ½ΡΡ
Π΅Π³ΠΎ ΡΠ°Π·Π΄Π΅Π»ΠΎΠ² (ΡΠ΅ΠΌ) Ρ ΡΡΠ΅ΡΠΎΠΌ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
Π·Π°ΠΊΠΎΠ½ΠΎΠΌΠ΅ΡΠ½ΠΎΡΡΠ΅ΠΉ ΠΎΠ²Π»Π°Π΄Π΅Π½ΠΈΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠ΅ΠΉ, ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Ρ ΡΠ΅Π±Π΅Π½ΠΊΠ° ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΡ
ΠΈ ΠΌΠ΅ΡΠ°ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΡ
ΠΎΠΏΠ΅ΡΠ°ΡΠΈΠΉ. ΠΡΠΎΠ±ΠΎΠ΅ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΠΏΡΠΈ ΡΡΠΎΠΌ ΡΠ΄Π΅Π»ΡΠ΅ΡΡΡ ΠΏΡΠΈΡ
ΠΎΠ»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΠΌ ΠΌΠ΅ΡΠΎΠ΄Π°ΠΌ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ°ΠΌ Π²ΡΡΠ²Π»Π΅Π½ΠΈΡ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ° ΡΠ΅ΡΠ΅ΠΏΡΠΈΠΈ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΡΠ΅ΠΊΡΡΠ° Π² Π΅Π΄ΠΈΠ½ΡΡΠ²Π΅ Π΅Π³ΠΎ ΡΠΎΡΠΌΠ°Π»ΡΠ½ΡΡ
ΠΈ ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ΅Π»ΡΠ½ΡΡ
ΠΏΠ°ΡΠ°ΠΌΠ΅ΡΡΠΎΠ². ΠΡΠ΄Π²ΠΈΠ³Π°Π΅ΡΡΡ ΠΏΠΎΡΡΡΠ»Π°Ρ ΠΎ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΠΈ ΡΡΠ΅ΡΠ° ΡΡΠΈΡ
ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠΎΠ² Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠΈ (ΠΊΠΎΠ½ΡΡΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ) ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΡΠ΅ΠΊΡΡΠ° ΠΏΠΎ ΡΡΡΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ Π΄Π»Ρ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ ΡΡΠ΅Π΄Π½ΠΈΡ
ΠΎΠ±ΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΡΡΠ΅ΠΆΠ΄Π΅Π½ΠΈΠΉ. Π£ΡΠ΅Π±Π½ΡΠΉ ΡΠ΅ΠΊΡΡ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΠ΅ΡΡΡ Π² Π΄Π²ΡΡ
Π°ΡΠΏΠ΅ΠΊΡΠ°Ρ
: 1) Ρ ΠΏΠΎΠ·ΠΈΡΠΈΠΉ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° ΡΠΈΡΠ°ΡΡΠ΅Π³ΠΎ (ΡΠ»ΡΡΠ°ΡΡΠ΅Π³ΠΎ) ΠΈ ΠΌΠΎΠ΄Π΅Π»ΠΈΡΡΡΡΠ΅Π³ΠΎ Π² ΡΠ²ΠΎΠ΅ΠΌ ΡΠΎΠ·Π½Π°Π½ΠΈΠΈ ΠΎΠ±ΡΠ°Π· ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ Π²ΠΎΡΠΏΡΠΈΠ½ΠΈΠΌΠ°Π΅ΠΌΠΎΠ³ΠΎ ΡΠ΅ΠΊΡΡΠ°; 2) Ρ ΠΏΠΎΠ·ΠΈΡΠΈΠΉ ΡΠ°Π·ΡΠ°Π±ΠΎΡΡΠΈΠΊΠ°, ΠΊΠΎΠ½ΡΡΡΡΠΈΡΡΡΡΠ΅Π³ΠΎ ΡΡΠ΅Π±Π½ΡΠΉ ΡΠ΅ΠΊΡΡ. ΠΡΠΈΠ²ΠΎΠ΄ΡΡΡΡ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΠ΅ Π΄Π°Π½Π½ΡΠ΅, ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡΠΈΠ΅ Π²ΡΡΠ²ΠΈΡΡ ΡΠ°ΠΊΡΠΎΡΡ, ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΡΡΠΈΠ΅ Ρ
Π°ΡΠ°ΠΊΡΠ΅Ρ Π²ΠΎΡΠΏΡΠΈΡΡΠΈΡ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΡΠ΅ΠΊΡΡΠ°. ΠΠΊΡΠ΅Π½ΡΠΈΡΡΠ΅ΡΡΡ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ Π½Π° ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎ-ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ°Π·Π»ΠΈΡΠΈΡΡ
Π²ΠΎΡΠΏΡΠΈΡΡΠΈΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ, ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΠΎΠΉ ΠΊΠ°ΠΊ Π²Π΅ΡΠ±Π°Π»ΡΠ½ΡΠΌ, ΡΠ°ΠΊ ΠΈ Π½Π΅Π²Π΅ΡΠ±Π°Π»ΡΠ½ΡΠΌ ΠΊΠΎΠ΄Π°ΠΌΠΈ; ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠ΅ ΡΡΠ²ΠΎΠ΅Π½ΠΈΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ, ΠΏΡΠ΅Π΄ΡΡΠ²Π»ΡΠ΅ΠΌΠΎΠΉ ΡΠ°Π·Π»ΠΈΡΠ½ΡΠΌΠΈ ΡΠΏΠΎΡΠΎΠ±Π°ΠΌΠΈ (Π² ΡΠ°ΡΡΠ½ΠΎΡΡΠΈ, Π°Π»Π³ΠΎΡΠΈΡΠΌΠ°ΠΌΠΈ ΠΈΠ»ΠΈ Π°Π½Π°Π»ΠΎΠ³Π°ΠΌΠΈ). ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈ Π²Π°ΠΆΠ½ΡΠΌ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΡΠΉ Π² ΡΡΠ°ΡΡΠ΅ Π°Π½Π°Π»ΠΈΠ· ΡΠΈΠΏΠΎΠ²ΡΡ
ΡΠΏΡΠ°ΠΆΠ½Π΅Π½ΠΈΠΉ ΠΈ Π·Π°Π΄Π°Π½ΠΈΠΉ (Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ ΠΏΡΠΈΡΠ΅ΠΊΡΡΠΎΠ²ΡΡ
), ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΠΈΡ
ΡΡ Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΠΊΠΎΠ»ΡΠ½ΡΡ
ΡΡΠ΅Π±Π½ΠΈΠΊΠ°Ρ
ΠΏΠΎ ΡΡΡΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ, Π² Π°ΡΠΏΠ΅ΠΊΡΠ΅ ΠΈΡ
ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎΠΉ Β«ΠΊΠΎΠΌΡΠΎΡΡΠ½ΠΎΡΡΠΈΒ» ΠΈ ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ Π΄Π»Ρ Π΄Π΅ΡΠ΅ΠΉ Ρ ΡΠ°Π·Π½ΡΠΌΠΈ Π»Π°ΡΠ΅ΡΠ°Π»ΡΠ½ΡΠΌΠΈ ΠΏΡΠΎΡΠΈΠ»ΡΠΌΠΈ. ΠΡΡΠ²Π»ΡΡΡΡΡ ΡΠ°ΠΊΡΠΎΡΡ, ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΡΡΠΈΠ΅ Π²ΠΎΡΠΏΡΠΈΡΡΠΈΡ ΠΈ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΡΡΠ΅Π±Π½ΠΎΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΠΈΠ»ΠΈ Π·Π°ΡΡΡΠ΄Π½ΡΡΡΠΈΠ΅ ΡΡΠΈ ΠΏΡΠΎΡΠ΅ΡΡΡ. Π ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² Π°Π½Π°Π»ΠΈΠ·Π° ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π° ΠΏΡΠ΅Π΄Π»Π°Π³Π°ΡΡΡΡ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΠ΅ΠΊΠΎΠΌΠ΅Π½Π΄Π°ΡΠΈΠΈ Π΄Π»Ρ ΡΡΠΈΡΠ΅Π»Π΅ΠΉ-ΡΠ»ΠΎΠ²Π΅ΡΠ½ΠΈΠΊΠΎΠ², ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΡΠΎΠ², ΠΏΡΠΈΡ
ΠΎΠ»ΠΈΠ½Π³Π²ΠΈΡΡΠΎΠ² ΠΎΡΠ½ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎ ΡΠΎΡΠΌΡ ΠΈ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΡΠ΅ΠΊΡΡΠ° (Π² ΡΠΎΠΌ ΡΠΈΡΠ»Π΅ ΠΈΠ³ΡΠΎΠ²ΠΎΠ³ΠΎ) ΠΏΠΎ ΡΡΡΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ
Creative syncretism of speech genres threats and appeasement in sacred texts of traditional folk culture
The article analyzes the texts of archaic folk culture (spells, incantations, incantations, divination), which are considered as a set of cultural codes of sacred communication, not limited to verbal components. Explores the nature of speech genres of threat and appeasement which, in the analyzed texts that embody a conditional set of real and imaginary, deshow existing in the popular mind the strategy of interaction with the unreal world. The analysis allows us to speak of a "creative syncretism" of techniques for creating a suggestive effect of the described cultural texts, which have the same structure, common presuppositions and a set of language tools for different intentions. The structure of the suggestive mental scenario of texts, which correlates with the features of mythological thinking, is determined.Π ΡΡΠ°ΡΡΠ΅ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ ΡΠ΅ΠΊΡΡΡ Π°ΡΡ
Π°ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π½Π°ΡΠΎΠ΄Π½ΠΎΠΉ ΠΊΡΠ»ΡΡΡΡΡ (Π·Π°Π³ΠΎΠ²ΠΎΡΡ, Π·Π°ΠΊΠ»ΠΈΠ½Π°Π½ΠΈΡ, Π·Π°ΠΊΠ»ΠΈΡΠΊΠΈ), ΠΊΠΎΡΠΎΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ Π² ΡΠΎΠ²ΠΎΠΊΡΠΏΠ½ΠΎΡΡΠΈ ΠΊΡΠ»ΡΡΡΡΠ½ΡΡ
ΠΊΠΎΠ΄ΠΎΠ² ΡΠ°ΠΊΡΠ°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΈ, Π½Π΅ ΠΎΠ³ΡΠ°Π½ΠΈΡΠ΅Π½Π½ΠΎΠΉ Π²Π΅ΡΠ±Π°Π»ΡΠ½ΠΎΠΉ ΡΠΎΡΡΠ°Π²Π»ΡΡΡΠ΅ΠΉ. ΠΡΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠ° ΡΠ΅ΡΠ΅Π²ΡΡ
ΠΆΠ°Π½ΡΠΎΠ² ΡΠ³ΡΠΎΠ·Ρ ΠΈ Π·Π°Π΄Π°Π±ΡΠΈΠ²Π°Π½ΠΈΡ, ΠΊΠΎΡΠΎΡΡΠ΅ Π² ΡΠ°ΠΌΠΊΠ°Ρ
Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΠ΅ΠΌΡΡ
ΡΠ΅ΠΊΡΡΠΎΠ², Π²ΠΎΠΏΠ»ΠΎΡΠ°ΡΡΠΈΡ
ΡΡΠ»ΠΎΠ²Π½ΡΠΉ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡ ΡΠ΅Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈ Π²ΠΎΠΎΠ±ΡΠ°ΠΆΠ°Π΅ΠΌΠΎΠ³ΠΎ, Π΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΡΡΡ ΡΡΡΠ΅ΡΡΠ²ΡΡΡΠΈΠ΅ Π² Π½Π°ΡΠΎΠ΄Π½ΠΎΠΌ ΡΠΎΠ·Π½Π°Π½ΠΈΠΈ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ Ρ Π½Π΅ΡΠ΅Π°Π»ΡΠ½ΡΠΌ ΠΌΠΈΡΠΎΠΌ. ΠΠ½Π°Π»ΠΈΠ· ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ Π³ΠΎΠ²ΠΎΡΠΈΡΡ ΠΎ Β«ΠΊΡΠ΅Π°ΡΠΈΠ²Π½ΠΎΠΌ ΡΠΈΠ½ΠΊΡΠ΅ΡΠΈΠ·ΠΌΠ΅Β» ΠΏΡΠΈΠ΅ΠΌΠΎΠ² ΡΠΎΠ·Π΄Π°Π½ΠΈΡ ΡΡΠ³Π³Π΅ΡΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΡΡΠ΅ΠΊΡΠ° ΠΎΠΏΠΈΡΡΠ²Π°Π΅ΠΌΡΡ
ΠΊΡΠ»ΡΡΡΡΠ½ΡΡ
ΡΠ΅ΠΊΡΡΠΎΠ². ΠΠ½ΠΈ ΠΈΠΌΠ΅ΡΡ ΠΎΠ΄ΠΈΠ½Π°ΠΊΠΎΠ²ΡΡ ΡΡΡΡΠΊΡΡΡΡ ΠΈ ΠΎΠ±ΡΠΈΠ΅ ΠΏΡΠ΅ΡΡΠΏΠΏΠΎΠ·ΠΈΡΠΈΠΈ ΠΏΡΠΈ ΡΠ°Π·Π½ΡΡ
ΠΈΠ½ΡΠ΅Π½ΡΠΈΡΡ
ΡΡΠ°ΡΡΠ½ΠΈΠΊΠΎΠ² ΡΠ°ΠΊΡΠ°Π»ΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΈ ΠΈ Π½Π°Π±ΠΎΡΠ°Ρ
ΡΠ·ΡΠΊΠΎΠ²ΡΡ
ΡΡΠ΅Π΄ΡΡΠ². ΠΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π° ΡΡΡΡΠΊΡΡΡΠ° ΡΡΠ³Π³Π΅ΡΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΡΠ΅Π½Π°ΡΠΈΡ ΡΠ΅ΠΊΡΡΠΎΠ², ΠΊΠΎΡΠΎΡΠ°Ρ ΡΠΎΠΎΡΠ½ΠΎΡΠΈΡΡΡ Ρ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΡΠΌΠΈ ΠΌΠΈΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ
ΠΠΠΠ ΠΠΠ«Π ΠΠΠ ΠΠ ΠΠΠΠΠ Π ΠΠΠ ΠΠΠΠΠΠ’ΠΠΠ¬ΠΠΠ ΠΠ ΠΠ¦ΠΠ‘Π‘Π
The article deals with the concept of a healthy lifestyle in the educational process. Forms of implementation of a healthy lifestyle are carrying out activities for its formation in the youth environment: educational, diagnostic, gaming, reproductive. The article presents a program for the formation of a healthy lifestyle in the educational environment with the help of various techniques and techniques. The task of forming a healthy lifestyle is to create a program that reflects the main aspects of the direction of awareness and adoption of a healthy lifestyle by young people as part of their social activity.Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ ΠΏΠΎΠ½ΡΡΠΈΠ΅ Π·Π΄ΠΎΡΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·Π° ΠΆΠΈΠ·Π½ΠΈ Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°. ΠΠ΄Π½ΠΎΠΉ ΠΈΠ· ΡΠΎΡΠΌ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ΠΈΠ΅ ΠΌΠ΅ΡΠΎΠΏΡΠΈΡΡΠΈΠΉ ΠΏΠΎ Π΅Π³ΠΎ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π² ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΠ½ΠΎΠΉ ΡΡΠ΅Π΄Π΅. Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π° ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠ° ΠΏΠΎ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π·Π΄ΠΎΡΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·Π° ΠΆΠΈΠ·Π½ΠΈ Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΡΠ΅Π΄Π΅ ΠΏΡΠΈ ΠΏΠΎΠΌΠΎΡΠΈ ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΡΠ΅Ρ
Π½ΠΈΠΊ ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊ. ΠΠ°Π΄Π°ΡΠ΅ΠΉ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π·Π΄ΠΎΡΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·Π° ΠΆΠΈΠ·Π½ΠΈ ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠΎΠ·Π΄Π°Π½ΠΈΠ΅ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΡ, ΠΎΡΡΠ°ΠΆΠ°ΡΡΠ΅ΠΉ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ Π°ΡΠΏΠ΅ΠΊΡΡ, Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΡΠ΅ Π½Π° ΠΎΡΠΎΠ·Π½Π°Π½ΠΈΠ΅ ΠΈ ΠΏΡΠΈΠ½ΡΡΠΈΠ΅ ΠΌΠΎΠ»ΠΎΠ΄Π΅ΠΆΡΡ Π·Π΄ΠΎΡΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·Π° ΠΆΠΈΠ·Π½ΠΈ ΠΊΠ°ΠΊ ΡΠ°ΡΡΠΈ ΡΠ²ΠΎΠ΅ΠΉ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ
The professional transspective of the students in the conflicting realities of the post-industrial society
The topicality of the issue under investigation is determined by the rising demand of the Russian society in the mastering and controlling conflicting realities that are capable of changing the integral notional structure of an individual, leading to the evolution or degradation of such individualβs social and professional life activity. The purpose of the article is to identify the professional positions and views of the modern students in conditions of affecting their internalities, motives, and values of the conflicting realities, defining methods of negotiation of the latter. The leading methods of the research of this problem are the art technology that consists of the representation of the personal professional path in future, the postpictural interview, the questionnaire method, qualitative data analysis, allowing to identify the features of the professional transspective of the students in the conflicting realities. The following results have been achieved: the analysis of the professional transspective of the students, whose self-realization occurs in the post-industrial society, was provided, the reasons (conflicting realities) of the obtained data were found, the methods to overcome the impact of the conflicting realities on the personality were proposed. The research materials may be useful for the psychologists of the professional education, the teachers of the vocational training in the organization of accompaniment and rendering assistance in the professional self-realization of young people in realities of the post-industrial society. Β© 2016 Zinnatova, Konovalova and Makarova
ΠΠΈΡΡΠΌΠΎΠ²Ρ Π½Π°Π²ΠΈΡΠΊΠΈ ΠΏΡΠΈ Π²ΠΈΠ²ΡΠ΅Π½Π½Ρ Π°Π½Π³Π»ΡΠΉΡΡΠΊΠΎΡ ΠΌΠΎΠ²ΠΈ ΡΠΊ ΡΠ½ΠΎΠ·Π΅ΠΌΠ½ΠΎΡ. Π’Π΅ΠΎΡΠ΅ΡΠΈΡΠ½Ρ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²ΠΈ
Π¦Ρ ΡΡΠ°ΡΡΡ ΠΏΡΠΈΡΠ²ΡΡΠ΅Π½Π° ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ°ΠΌ, ΠΏΠΎΠ²βΡΠ·Π°Π½ΠΈΠΌ Π· Π½Π°Π²ΡΠ°Π½Π½ΡΠΌ Π½Π°Π²ΠΈΡΠΊΠ°ΠΌ ΠΏΠΈΡΡΠΌΠ°. ΠΡΠ½ΠΎΠ²Π½ΠΎΡ ΠΌΠ΅ΡΠΎΡ ΡΡΠ°ΡΡΡ Ρ Π°ΡΠΏΠ΅ΠΊΡΠΈ Π΄ΠΈΡΠΊΡΡΡΡ, Π° ΡΠ°ΠΊΠΎΠΆ ΡΠΎΠ·Π³Π»ΡΠ΄Π°ΡΡΡΡΡ Π΅ΡΠ΅ΠΊΡΠΈΠ²Π½ΡΡΡΡ ΠΏΠΎΠ²ΡΠ΄ΠΎΠΌΠ»Π΅Π½Ρ, ΠΌΠΎΠ²Π½ΠΈΡ
ΡΡΡΠ°ΡΠ΅Π³ΡΠΉ Ρ ΡΠ΅ΡΡΡΡΡΠ². ΠΡΡΠΌ ΡΠΎΠ³ΠΎ, Π·Π°ΠΏΡΠΎΠΏΠΎΠ½ΠΎΠ²Π°Π½ΠΎ Π·Π°Π²Π΄Π°Π½Π½Ρ Ρ ΠΌΠ΅ΡΠΎΠ΄ΠΈ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½Π½Ρ Π·Π°Π½ΡΡΡ, ΡΠΊΡ ΠΌΠΎΠΆΡΡΡ Π½Π°Π΄Π°ΡΠΈ Π½ΠΎΠ²ΠΈΠ·Π½ΠΈ ΠΏΡΠ°ΠΊΡΠΈΡΡ ΠΏΠΈΡΡΠΌΠΎΠ²ΠΈΡ
ΠΊΠ»Π°ΡΠ½ΠΈΡ
Π·Π°Π½ΡΡΡ Ρ Π·ΡΠΎΠ±ΠΈΡΠΈ ΡΠ²ΡΠΉ Π²Π½Π΅ΡΠΎΠΊ Ρ ΡΠΎΠ·Π²ΠΈΡΠΎΠΊ Ρ Π·ΠΌΡΡΠ½Π΅Π½Π½Ρ ΡΠ½Π΄ΠΈΠ²ΡΠ΄ΡΠ°Π»ΡΠ½ΠΈΡ
Ρ ΡΠΎΡΡΠ°Π»ΡΠ½ΠΈΡ
ΡΠ΄Π΅Π½ΡΠΈΡΠ½ΠΎΡΡΠ΅ΠΉ ΡΡΡΠ΄Π΅Π½ΡΡΠ² ΡΠ΅ΡΠ΅Π· ΡΡΠ½ΠΊΡΡΠΎΠ½Π°Π»ΡΠ½ΠΎ ΠΎΡΡΡΠ½ΡΠΎΠ²Π°Π½Ρ ΡΠ΅ΠΊΡΡΠΈ.
(This article is devoted to some problems referred to teaching writing skills. The objective of the article is to highlight the discourse dimension, the effectiveness of the message as a whole, the linguistic strategies and resources. Moreover, the tasks proposed may provide an invigorating effect on classroom writing practices and contribute to the development and reinforcement of the studentsβ individual and social identities through functionally oriented texts.
The 2011 October Draconids Outburst. II. Meteoroid Chemical Abundances from Fireball Spectroscopy
On October 8, 2011 the Earth crossed dust trails ejected from comet
21P/Giacobini-Zinner in the late 19th and early 20th Century. This gave rise to
an outburst in the activity of the October Draconid meteor shower, and an
international team was organized to analyze this event. The SPanish Meteor
Network (SPMN) joined this initiative and recorded the October Draconids by
means of low light level CCD cameras. In addition, spectroscopic observations
were carried out. Tens of multi-station meteor trails were recorded, including
an extraordinarily bright October Draconid fireball (absolute mag. -10.5) that
was simultaneously imaged from three SPMN meteor ob-serving stations located in
Andalusia. Its spectrum was obtained, showing a clear evolution in the relative
intensity of emission lines as the fireball penetrated deeper into the
atmosphere. Here we focus on the analysis of this remarkable spectrum, but also
discuss the atmospheric trajectory, atmospheric penetration, and orbital data
computed for this bolide which was probably released during
21P/Giacobini-Zinner return to perihelion in 1907. The spectrum is discussed
together with the tensile strength for the October Draconid meteoroids. The
chemical profile evolution of the main rocky elements for this extremely bright
bolide is compared with the elemental abundances obtained for 5 October
Draconid fireballs also recorded during our spectroscopic campaign but observed
only at a single station. Significant chemical heterogeneity between the small
meteoroids is found as we should expect for cometary aggregates being formed by
diverse dust components.Comment: Manuscript in press in Monthly Notices of the Royal Astronomical
Society. Accepted for publication in MNRAS on April 28th, 2013 Manuscript
Pages: 28 Tables: 5 Figures: 12. Manuscript associated: "The 2011 October
Draconids outburst. I. Orbital elements, meteoroid fluxes and
21P/Giacobini-Zinner delivered mass to Earth" by Trigo-Rodriguez et al. is
also in press in the same journa
The Trajectory, Orbit and Preliminary Fall Data of the JUNE BOOTID Superbolide of July 23, 2008
The results of the atmospheric trajectory, radiant, orbit and preliminary fall data calculations of an extremely bright slow-moving fireball are presented. The fireball had a -20.7 maximum absolute magnitude and the spectacular long-persistence dust trail (Fig 1 and 2) was observed in a widespread region of Tajikistan twenty eight minutes after sunset, precisely at 14h 45m 25s UT on July 23, 2008. The bolide was first recorded at a height of 38.2 km, and attained its maximum brightness at a height of 35.0 km and finished at a height of 19.6 km. These values are very much in line with other well-known fireballs producing meteorites. The first break-up must have occurred under an aerodynamic pressure Pdyn of about 1.5 MPa, similar to those derived from the study of atmospheric break-ups of previously reported meteorite-dropping bolides. Our trajectory, and dynamic results suggest that one might well expect to find meteorites on the ground in this case. The heliocentric orbit of the meteoroid determined from the observations is very similar to the mean orbit of the June Bootid meteor shower, whose parental comet is 7P/Pons-Winnecke (Lindblad et al. 2003). If the parent was indeed a comet, this has implications for the internal structure of comets, and for the survivability of cometary meteorites
Problems of research of speech activities of bilingual students in the context of contemporary linguistic situation
Situation of bilinguism is discussed on the basis of people speaking both Armenian (native for the person or his/her ancestors) and Russian. One of the languages is, as a rule, dominating in the mind of the bilingual person, it βforces outβ the second, though the ideal situation may occur when both languages are equal, their usage is accompanied by meta-language reflection on both of them, their differences and similarities.Π Π°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°Π΅ΡΡΡ ΡΠΈΡΡΠ°ΡΠΈΡ Π±ΠΈΠ»ΠΈΠ½Π³Π²ΠΈΠ·ΠΌΠ° Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΠ΅ Π»ΡΠ΄Π΅ΠΉ, Π²Π»Π°Π΄Π΅ΡΡΠΈΡ
ΠΊΠ°ΠΊ Π°ΡΠΌΡΠ½ΡΠΊΠΈΠΌ (ΡΠΎΠ΄Π½ΡΠΌ Π΄Π»Ρ ΡΠ΅Π±Ρ ΠΈΠ»ΠΈ ΠΏΡΠ΅Π΄ΠΊΠΎΠ²), ΡΠ°ΠΊ ΠΈ ΡΡΡΡΠΊΠΈΠΌ ΡΠ·ΡΠΊΠ°ΠΌΠΈ. ΠΠ΅ΠΌΠΎΠ½ΡΡΡΠΈΡΡΠ΅ΡΡΡ, ΡΡΠΎ, ΠΊΠ°ΠΊ ΠΏΡΠ°Π²ΠΈΠ»ΠΎ, ΠΎΠ΄ΠΈΠ½ ΠΈΠ· ΡΠ·ΡΠΊΠΎΠ² Π² ΡΠΎΠ·Π½Π°Π½ΠΈΠΈ Π±ΠΈΠ»ΠΈΠ½Π³Π²Π° ΡΠ²Π»ΡΠ΅ΡΡΡ Π΄ΠΎΠΌΠΈΠ½ΠΈΡΡΡΡΠΈΠΌ, Β«Π²ΡΡΠ΅ΡΠ½ΡΠ΅ΡΒ» Π΄ΡΡΠ³ΠΎΠΉ, Ρ
ΠΎΡΡ Π½Π°Π±Π»ΡΠ΄Π°Π΅ΡΡΡ ΠΈ ΡΠΈΡΡΠ°ΡΠΈΡ, ΠΏΡΠΈΠ·Π½Π°Π²Π°Π΅ΠΌΠ°Ρ ΠΈΠ΄Π΅Π°Π»ΡΠ½ΠΎΠΉ, β ΡΠ°Π²Π½ΠΎΠ΅ Π²Π»Π°Π΄Π΅Π½ΠΈΠ΅ ΠΎΠ±ΠΎΠΈΠΌΠΈ ΡΠ·ΡΠΊΠ°ΠΌΠΈ, ΡΠΎΠΏΡΠΎΠ²ΠΎΠΆΠ΄Π°ΡΡΠ΅Π΅ΡΡ ΠΌΠ΅ΡΠ°ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ΅ΠΉ ΠΏΠΎ ΠΏΠΎΠ²ΠΎΠ΄Ρ ΠΊΠ°ΠΆΠ΄ΠΎΠ³ΠΎ ΠΈΠ· Π½ΠΈΡ
, ΠΈΡ
ΡΡ
ΠΎΠ΄ΡΡΠ²Π° ΠΈ ΡΠ°Π·Π»ΠΈΡΠΈΡ
Ocular hemodynamics in patients with posterior uveitis entities
Background: In spite of recent advances in ophthalmology, the diagnosis and treatment of uveitis is still a challenge.
Purpose: To assess ocular hemodynamics in patients with primary and recurrent posterior uveitis (focal and disseminated chorioretinitis) using ophthalmic rheography.
Material and Methods: One hundred and eighteen patients (mean age Β± standard deviation, 37.2 Β± 1.5 years) with posterior uveitis were included in the study. The median duration of recurrent posterior uveitis was 2920 days (range, 1080 to 5110 days). The etiology of chorioretinitis was not established in all patients of the study. The age-matched control group was composed of 16 healthy volunteers (32 eyes). Patients and controls underwent ophthalmic rheography (ORG) with Reocom, the computerized rheography apparatus (Kharkiv, Ukraine). ORG included measurements of ocular pulse blood filling (expressed as RQ, β° rheographic coefficient) and vascular tone (expressed as alpha/T percentage index), and volumetric pulse blood filling rate (expressed as Ohm/s).
Results: In primary focal and disseminated chorioretinitis, inflammation was characterized by increased ocular circulation, which was manifested by (a) 20% increased ocular pulse blood filling (both for unilateral and bilateral inflammation); (b) 1.4-times and twice, respectively, increased volumetric pulse blood filling rate and (c) 12.5% and 33.3%, respectively, increased vascular tone in large-caliber vessels and small-caliber vessels. Ocular hemodynamics was increased in patients with unilateral recurrent focal, bilateral recurrent focal and bilateral recurrent disseminated chorioretinitis in the period of recurrence; particularly, ocular pulse blood filling was 17% increased, and volumetric pulse blood filling rate, 1.6 times increased. In addition, vascular tone in large-caliber vessels was increased. The period of remission in patients with focal chorioretinitis was characterized by normal ocular pulse blood filling, whereas in those with recurrent disseminated chorioretinitis, by 20% decreased ocular pulse blood filling compared to the norm. Volumetric pulse blood filling rate in the period or remission was 1.4-1.5-times increased in patients with focal chorioretinitis, but not in those with disseminated chorioretinitis.
Conclusion: Ocular pulse blood filling, volumetric pulse blood filling rate, and vascular tone in large-caliber and small-caliber vessels were increased in patients with primary posterior uveitis and those with recurrent posterior uveitis in the period of recurrence, both for unilateral and bilateral inflammation. In patients with recurrent posterior uveitis, the period of remission was characterized by a wide range of changes, from normal values to mild deficits, in ocular pulse blood filling, as well as increased vascular tone in vessels, which requires adequate anti-ischemic treatment in the period between recurrences
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