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2.3.2. Epistemichesky strategy in the school textbook

The basic strategy of the textbook – informing, organizujushchaja and supervising.

Informing strategy is found out in a formulation of headings, rubrication system, ways of introduction of terms etc.

Headings usually represent imenitelnyj themes that allows to judge communicative intention of author UT in the most approximate kind: strategy - a concrete definition of "a world picture» in consciousness of the addressee, tactics ‑ maximum "obezlichivanie" the text, that is the message of the facts out of their estimation. In this case the motivation of the further continuation of "dialogue" with the educational text lays down entirely on the addressee or the intermediary (teacher).

The rubrication system too is reflexion epistemicheskih strategy of the author. In all textbooks it includes a table of contents (maintenance) as the tool of search by the addressee of the necessary information. Within the paragraph system of a rubrication at different authors the. So, E.V.Malyhina builds it in the following sequence: actualisation of basic knowledge (a heading «Recollect the studied: the repetition block») → the description / the characteristic of the studied phenomenon (a heading «It should be known!») → algorithm of application of a rule of the/analysis of language unit → the basic abstract – system of exercises. At other authors of so rigid determination of informative actions of the addressee is not present. The theoretical material is allocated by means of symbols, exercises are numbered. Differently, efficiency of informative strategy by means of a rubrication low enough.

Introduction of terms (concepts) is made by means of various definitions, most frequency of which are classification (are under construction on the basis of a sign-qualifier and a sign of specific characteristics: the Text are the two or several offers connected among themselves on sense), transformatsionnye (the concept maintenance reveals through a synonym, perifrazu and so forth: the Phraseological unit is a steady combination of words), interpretatsionnye (represent the instruction on the use of language unit: In – a pretext which is used for a place and direction designation, for example, «the Bookmark lays in the book» or «We go to Moscow»). In some cases in definition of concepts there are no instructions on essential signs of concept only specific signs without instructions patrimonial, for example, are marked. In the textbook it is possible to name the general tendency of introduction of terms reduction tactics: This simplification of interpretation, the message only those signs of the reviewer which are necessary for the further communications.

Statement of a theoretical material. As we already wrote, in a theoretical part of textbooks are presented to the basic two principal views of knowledge ‑ declarative («knowledge that») and procedural («knowledge as»). Declarative knowledge prevails, while one of the basic modern lines at presentation of a theoretical material ‑ reflexion not only the described validity, but also the course of thought (strategy of reproduction of logic of reasonings). Here such parametre of analysis UT, as character of "packing" of texts of rules is important. Now they are formulated basically as not which ascertaining of a reality.

But the pragmatical purpose which faces trained to learn, it should undertake what steps, actions to reach result, that is it requires the instruction. Occurrence of such way of packing of rules ‑ characteristic line of textbooks of last 10-15 years. As the name for it the word borrowed from computer science "algorithm" (in a little wider value) is often used. Thus, textbooks gradually turn to the arch of instructions plus the directory with definition of the terms mentioned in instructions. This tendency we observe in E.V.Malyhinoj's textbook where strategy of reproduction of logic of reasonings is realised through instructions, algorithms of application of spelling and punctuation rules and so forth

Before a statement of a new theoretical material all authors of textbooks create an information context. As a rule, it occurs to the help of tactics «actualisation of basic knowledge»: use of basic abstracts, tables and so forth

Meets in textbooks and tactics of "the reasonable reticence». It is a question about intended ostavlenii information lacunas with which addressee UT fills independently.

All authors UT aspire to use support tactics on background knowledge of the addressee, preferring an inductive way of a statement to the deductive.

Formulation of rules. The important characteristic of the textbook is the communicative aspect of verbal registration of rules, laws, conclusions, that is that information which should be acquired the addressee without fail. The optimal is the "positive" formulation, that is instructions that it is necessary to do, instead of on what to do does not follow. However there is also a variant of realisation of strategy of the prevention which it is conditionally possible to name tactics of an interdiction for certain actions.

The analysis of school textbooks also shows, that in them the special speech means directed on an intensification of storing are a little used (except font allocation and vnetekstovyh a dung «Remember!», «note!»}. That is the basic care of authors at a formulation of rules ‑ scientifically exact definition, instead of simplification of storing. Are not found out in school UT and the speech tactics directed on simplification of mastering of the information vizualami, audialami and kinestetikami.

Ways of "packing" of a theoretical material in UT as a whole essentially depend on what aspect of knowledge here prevails ‑ in detail-ontologic or gnoseological. « For the first that the basis of a subject of discipline is made by theories of a studied science is characteristic, and its methods are perceived thus as auxiliary means. At the gnoseological approach to knowledge modelling the methodology and history of a studied science, its informative means and technologies prevails. Hence, depending on the strategy chosen by author UT, language registration of a teaching material forms a number of psychological installations: 1) so it is arranged in the world, it is an objective reality, therefore in my interests it is the nobility and to consider in the further activity; 2) so someone has thought up; probably, it has objective, logical reasons so to consider, and can be, and are not present. It is obvious, that the information stated in the first way, it will be acquired with smaller internal resistance »[Tokarev 2005: 12]. The first aspect is put In a basis of Russian textbooks of Ukraine.

Organizujushchaja strategy is found out in a formulation of tasks, rules, specificity of questions etc.

The most frequency tactics at a formulation of tasks is the direct prompting, which communicative centre ‑ an imperative. Indirect tactics of prompting are presented by questions which will easily be transformed in instructions. It can be instructions on objective necessity of performance of those or other actions for the offered situation.

Questions realise strategy of stimulation of such thought processes of the addressee, as the identification of various objects and fixing of some information. The most part of questions – a reproductive, small part – creative. Question type ‑ a marker of what on the mental abilities sees the addressee author UT.

Supervising strategy is shown in textbooks differently. Most variously it is presented in Мал-6. It is tactics of self-checking which is used in «self-checking sheets», «self-checking cards» after studying of a theme or section, control dictations. This reproduction of the basic abstract (in the form of a monologue and dialogue). This filling of the table with the examples etc. In Мих-6 supervising strategy is realised in examinations. These are tests on language themes. These are questions to a theoretical part of the paragraph. These are oral messages of pupils on a paragraph theme and so forth In E.I.Bykovoj's textbooks each section comes to an end with the block «we Prepare for thematic certification».

Thus, we see, that authors of school Russian textbooks adhere to is standard-reproductive strategy of formation of knowledge and abilities that corresponds accepted in a society «diskursivnoj to practice».

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A source: Gabidullina Alla Rashatovna. TRAINING AND PEDAGOGICAL DISCOURSE: CATEGORIAL STRUCTURE AND GENRE PERSONALITY. Thesis for the degree of Doctor of Philology. Donetsk 2009. 2009

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