Linguocultural work on the lessons Russian and Russian as a native language as a means to promote learners’ cognitive activity

2021 ◽  
Vol 82 (4) ◽  
pp. 21-30
Author(s):  
L. N. Verkhovykh
Keyword(s):  
Cognitive Skills ◽  
Native Language ◽  
Cognitive Activity ◽  
Cultural Work ◽  
Basic Principles ◽  
Main Research ◽  
Cultural Approach ◽  
Educational Challenges ◽  
Approach To Teaching ◽  
Descriptive Method

. The paper deals with the issues of using the linguistic cultural approach to teaching Russian and Russian as a native language to boost learners’ cognitive activity. During the study, the basic principles and types of linguistic cultural work are characterised. The paper also describes areas where linguistic cultural material can be used. Additionally, a number of specific tasks facilitating learners’ cognitive skills development are given. The descriptive method is the main research tool in conjunction with some elements of comparative analysis. It was found that the linguistic cultural approach to teaching Russian and Russian as a native language is an important component in education as it enhances learners’ cognitive activity. Moreover, it provides comprehensive solutions to teaching and educational challenges.

MUSIC KNOWS NO BOUNDARIES: THE CASE OF MME RANGWATO MAGORO

2015 ◽  
Vol 25 (1) ◽  
Author(s):  
M A Masoga
Keyword(s):  
Arts Education ◽  
African Music ◽  
Main Research ◽  
Educational Challenges ◽  
Apparent Shift

There is an apparent shift that challenges the so-called ‘established music fields’ to begin dialogue with African music perspectives. In the process of such dialogues and developments, there is a need to recast the importance of unmentioned, unsung and uncelebrated indigenous African music practitioners, composers, performers, poets, and praise singers. In this regard, musical arts education and its process cannot eschew broad educational challenges. The paper argues for the place of indigenous musical arts education experts in the current or mainstreamed musical arts processes. Mme Rangwato Magoro, from Malatane village in the greater Ga-Seloane community, is included as the main research collaborator in this brief piece of work.

scholarly journals WAYS TO INCREASE THE ACADEMIC ACTIVITY OF TECHNICAL UNIVERSITY STUDENTS IN FOREIGN LANGUAGE CLASSES

2021 ◽  
pp. 19-25
Author(s):  
O.I. Taranenko ◽  
◽  
L.A. Fedko ◽  
E.V. Shchepotieva ◽  
I.F. Veremeeva
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Foreign Language ◽  
Cognitive Skills ◽  
Cognitive Activity ◽  
Self Control ◽  
Important Condition ◽  
Language Classes ◽  
Cognitive Activities ◽  
Definition Of

The relevance of the formation of professionally and socially significant personality traits is obvious. The theoretical and practical issues of students’ cognitive activities during their studies in higher education institutions are considered. The definition of cognitive skills is formulated and their characteristics are proposed. Being formed cognitive activity characterizes the attitude of students to the content and process of teaching, the desire for effective mastering knowledge, skills and abilities. Cognitive activity is defined as the most important condition for their academic success. The ways of increasing the cognitive activity of students, both during classes and in the process of extracurricular self-training, are proposed. The importance of self-control of knowledge in the course of independent activity in the performance of group or individual work is emphasized.

scholarly journals METHODOLOGICAL KNOWLEDGE IN THE CONTEXT OF NATURAL EDUCATION IN MODERN SCHOOL

2018 ◽  
Author(s):  
Yury Halatyuk ◽  
Taras Halatyuk
Keyword(s):  
Cognitive Skills ◽  
Cognitive Activity ◽  
Learning Activities ◽  
Effective Mechanism ◽  
Close Link ◽  
Scientific Methods ◽  
Modern School ◽  
Creative Learning ◽  
Education School

The article analyzes the place and role of methodological knowledge in the system of natural education of the modern school. It is shown that methodological knowledge is an important didactic category, an integral criterion for the effectiveness of natural education. School natural science has a powerful didactic potential for the formation of methodological knowledge. There is a close link between methodological knowledge and creative learning activities. Methodological knowledge is a means and product of creative bulk-cognitive activity. Creative educational and cognitive activity is an effective mechanism for the formation of methodological knowledge. Creative educational and cognitive activity of students is an activity directed by a teacher with the help of the appropriate system of educational means; is aimed at formulating problems and performing creative tasks; provides for the search and explanation of natural relationships and relations of observable facts, phenomena, processes through the application of methods of scientific methods of cognition, as a result of which students discover new knowledge and actively acquire them, get acquainted with the methodology of scientific knowledge, develop cognitive skills and skills, form cognitive motives and organizational qualities. The priority of the creative function of teaching is a necessary didactic condition for the formation of methodological knowledge in the process of studying natural subjects in a modern school.

Challenges to Use Recommender Systems to Enhance Meta-Cognitive Functioning in Online Learners

Data Mining ◽  
2013 ◽  
pp. 1916-1935
Author(s):  
Mingming Zhou ◽  
Yabo Xu
Keyword(s):  
Learning Environment ◽  
Cognitive Skills ◽  
Cognitive Activity ◽  
Cognitive Strategies ◽  
Monitoring And Control ◽  
Online Learners ◽  
Data Mining Algorithms ◽  
E Learning ◽  
And Performance ◽  
Mining Algorithms

A wealth of research has shown that meta-cognition plays a crucial role in the promotion of effective school learning. In most of the e-learning environment designs, however, meta-cognitive strategies have generally been neglected, and therefore, satisfactory uses of these strategies have rarely been realized. Most learners are not even aware of what they have been studying. If the learning system could automatically guide and intelligently recommend learning activities or strategies to facilitate student monitoring and control of their learning, it would favor and improve their learning process and performance. Unfortunately, nearly no e-learning systems to date have attempted to do so. In this chapter, we first described the need for enhancing meta-cognitive skills in e-learning environment, followed by an outline of major challenges for meta-cognitive activity recommendations. We then proposed to adopt data mining algorithms (i.e., content-based and sequence-based recommendation techniques) to meet the identified issues with a toy example.

scholarly journals A cognitive approach to teaching deictic motion verbs to German and Italian students of Spanish

2019 ◽  
Vol 57 (1) ◽  
pp. 71-95
Author(s):  
Marina Anna Colasacco
Keyword(s):  
First Language ◽  
Cognitive Grammar ◽  
Motion Verbs ◽  
Processing Instruction ◽  
Cognitive Approach ◽  
Basic Principles ◽  
The Third ◽  
Students First ◽  
Approach To Teaching ◽  
Method Of Instruction

AbstractIn this study we compare two instruction approaches (cognitive and traditional) to the teaching of Spanish deictic motion verbs –ir, venir, llevarandtraer– to German and Italian learners. We also analyse whether the students’ first language (Italian or German) influences the results of the cognitive methodology we applied. The Cognitive Instruction combined the basic principles of Cognitive Grammar with those of Processing Instruction for activities in which students practice both comprehension and production. We carried out a survey of 274 university students who were learning Spanish (Level B1) at universities in Italy and Germany. Students carried out a test prior to receiving the instruction and three tests subsequently, one immediately afterwards, the second a week later and the third, a month later. The cognitive methodology proved to be beneficial and positive. The students who received cognitive instruction made better form-meaning connections and showed higher performances in the use of deictic motion verbs than those who received traditional instruction. The learners’ L1 did not appear to influence the results of the groups that received the cognitive method of instruction.

scholarly journals A Cultural Perspective of Conceptual Change: Re-examining the Goal of Science Education

2012 ◽  
Vol 47 (1) ◽  
pp. 109-129 ◽  
Author(s):  
George Zhou
Keyword(s):  
Science Education ◽  
Conceptual Change ◽  
Classroom Discourse ◽  
Cultural Analysis ◽  
Basic Knowledge ◽  
Cultural Perspective ◽  
Cultural Approach ◽  
Intuitive Conceptions ◽  
Approach To Teaching ◽  
Scientific Attitudes

The goal of science education is usually meant to develop students’ basic knowledge, skills, and scientific attitudes as stated in many countries’ curriculum documents, with little consideration of what backgrounds students bring into the classroom. A cultural approach to education has challenged this universal goal of science education. This paper provides a cultural analysis of conceptual change and recommends an argument approach to teaching for conceptual advancement. It argues that the outcome of classroom discourse cannot be oriented to be a replacement of students’ intuitive conceptions with scientific notions, rather coexistence between scientific understanding and culture/experience-based views is considered to be a more reasonable and realistic goal.

Some Doubts about the Cultural Approach to Teaching Spanish

Hispania ◽  
1981 ◽  
Vol 64 (2) ◽  
pp. 266
Author(s):  
Mary H. Lusky
Keyword(s):  
Cultural Approach ◽  
Approach To Teaching

scholarly journals A communicative and cognitive approach to teaching monologue communication to foreign students in the educational and professional sphere

2021 ◽  
Vol 273 ◽  
pp. 11004
Author(s):  
Olga Voskerchyan ◽  
Larisa Lepichova
Keyword(s):  
Foreign Students ◽  
Cognitive Activity ◽  
Cognitive Approach ◽  
Approach To Teaching

The article discusses the issue of the unit of learning/mastering of foreign students to a scientific monologue as one of the types of communicative-cognitive activity. In the mainstream of the communicative-cognitive approach, the content of the concept of a unit of learning/assimilation is formulated, the requirements and functions of this methodological category are described, the parameters of methodological modeling are indicated.

scholarly journals Implementation of the linguistic and cultural approach to teaching Romanic languages in the system of master degree preparation

Rhema ◽  
2019 ◽  
pp. 133-147
Author(s):  
E. Grigoryeva ◽  
E. Cherkashina
Keyword(s):  
National Culture ◽  
Professional Training ◽  
Foreign Languages ◽  
New Approach ◽  
Master Degree ◽  
Cultural Approach ◽  
Approach To Teaching

The article presents the innovative experience of professional training of teachers of  Romanic languages (French and Italian) based on  linguo-cultural approach. The  stages of  the  development of  linguoculturology are  considered. A  new approach to  teaching foreign languages is  proposed, which is  implemented in  modules of  a  linguo-culturological orientation and allows students to  create professional and special competences through the  prism of  the  national culture of Roman countries.

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