scholarly journals PRODUCTIVITY OF A NUMBER OF SUFFIXES IN WRITTEN PEDAGOGICAL DISCOURSE

2015 ◽  
pp. 155-161
Author(s):  
N. Skitina
Keyword(s):  
Pedagogical Discourse

PERSPECTIVE DIRECTIONS OF EDUCATIONAL AND PEDAGOGICAL DISCOURSE DEVELOPMENT: CONSTRUCTIVISM AND HERMENEUTICS

2020 ◽  
Vol 5 (98) ◽  
pp. 125-135
Author(s):  
TAMARA G. GALUSHKO ◽  
NATALIA Y. ZAITSEVA ◽  
ELENA A. ZHEREBINA
Keyword(s):  
Fundamental Concept ◽  
Pedagogical Discourse

This article deals with the paradigms of constructivism and hermeneutics in modern educational and pedagogical discourse in order to justify the developing function of education. The theoretical provisions of constructivism, on the basis of which man constructs reality, and hermeneutic understanding, expressed through the concept of construction , are presented in the works of domestic and foreign researchers.The method of communication between the learner and teacher is considered as an awakening learning, as a construction based on reflection and understanding in the context of activity and deep ethics. An example of the use of constructivism in linguodidactics based on the fundamental concept oflearner autonomy is given.

Reading literacy and periphrastic capacity in the context of individual language development

2021 ◽  
Vol 82 (1) ◽  
pp. 7-15
Author(s):  
E. V. Arkhipova ◽  
L. V. Lagunova
Keyword(s):  
Information Age ◽  
Russian Language ◽  
Reading Literacy ◽  
Informational Texts ◽  
Pedagogical Discourse ◽  
Cultural Concepts ◽  
New Information ◽  
Didactic Texts ◽  
First Time ◽  
The Russian Language

The aim of the study was to develop linguistic and methodological theoretical aspects of training the skill of paraphrasing, which constitutes an important element of reading literacy. To this end, the authors reviewed research and educational publications in the field of teaching the Russian language and conducted a pedagogical experiment to analyse pedagogical processes. Interrelation between the infosphere and axiosphere of Russian language lessons within the pedagogical discourse involves the division of didactic texts into informational and axiological, including modern linguistic and ethnographic texts that manifest Russian cultural concepts in the new information age. It is shown that various aspects of teaching paraphrasing and interpretation techniques on the basis of informational texts have already been elucidated quite efficiently. However, formation of the axiological component of reading literacy (teaching to paraphrase on the basis of linguo-ethnographic texts) has been undertaken within the framework of the present study for the first time. These issues should be considered comprehensively, in the context of language and values-based development of a personality.

scholarly journals Deskriptivni i normativni pojam odgoja

2018 ◽  
Vol 29 (6) ◽  
Author(s):  
Slavica Bašić
Keyword(s):  
Pedagogical Discourse ◽  
Definition Of ◽  
Different Levels

The analysis of pedagogical statements in which we include definitions of pcdaogical concepts brings us Io the conclusion I hat pedagogy uses the same categorical apparatus when it forms the theoretical thought about education and when it forms opinions about moral and practical questions of education, in other words, in pedagogical discourse the differentiation of theoretical from practical language about education is not even mentioned. The fact that different levels of language are not distinguished is supported by the use of pragmatic and prescriptive concepts of education in the so-called general pedagogical (theoretical and epistemological) discourse. The author stresses the point that the programatic concept of education in the science which goes under the definition of »science about the laws of upbringing and education« is completely useless.

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