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3.2. An estimation in an uchebno-pedagogical discourse

The estimation is a way of an establishment of the importance something for the operating and learning subject. It is "defined" modusom ”designations of a situation and itself is characterised by different modalities» [Kosmeda 2000: 289].

The structure of estimated activity of participants UPD is that:

· a need condition in opredmechivanii and requirement realisations;

· actualisation and object "consumption" (the valuable relation);

· an estimation (correlation of qualities of object with the requirement maintenance);

· estimated judgement;

· an establishment of personal sense for the subject.

The estimation structure contains a number of obligatory and facultative elements. It is possible to present it as a modal framework which is imposed on the statement and does not coincide neither with its logiko-semantic construction, nor with the syntactic. At the heart of an estimated modality formula A r B, where And – the subject of an estimation, In – its object, and r – the estimated relation [Volf 1985] lays.

The subject of an estimation – the person (or society), defining value of this or that phenomenon by estimation expression: In my opinion, the composition theme is not opened, therefore more than seven points I put to you I can not. The subject of an estimation in UPD is the person allocated with the power, therefore has the right to estimated statements. The object of an estimation is a subject or the phenomenon to which value (or antivalue) is attributed: “Useless knowledge does not happen”. The subject and object often incorporate estimated predicates of opinion, sensation, perception (to consider, believe, put, seem, regard etc.). Linguists allocate following properties of an estimated predicate: 1) emotivnost “You the fine fellow!”, 2) an emotionality and rationality: "Well done" and “I consider, that it is good”; 3) ekspressivnost “It is more tremendous!” ; 4) affectivity; 5) an intensification, i.e. Sign strengthening “is good or it is"bad". The integral attribute of an estimation is the rating scale. Property of a rating scale is first of all the increase sign. The estimated scale is dynamical, it is developed in two directions: towards increase and towards reduction of quantity of the given sign. On an estimated scale there is a zone positive and negative (well / badly) between which the zone of the neutral is located.

Character of an estimation is a recognition of value (positive, negative or zero) object of an estimation: “Laziness very much harms to your knowledge”.

The estimation basis is its motivation or an estimated sign, i.e. From the point of view of what it is made otsenivanie; arguments which decline the subject to approval, to censure of object of an estimation or indifference expression in relation to it: “If you carefully not prepare homeworks, it will be difficult to you to acquire the subsequent themes». The estimation basis here is If you carefully not prepare homeworks, since. Only from the point of view of the given condition it is made otsenivanie. As the basis of estimations feelings or sensations, the sample, an ideal, the standard can act. Language estimations of standard character, joining in a discourse, are often accompanied by a nomination of the norm: Here it is the present answer: both a rule has told, and examples has resulted, and questions has answered.

Between an estimation and a norm nomination the cause and effect relations specifying here are established that in this case as the estimation argument the standard standard representations serve.

The estimation basis is base of numerous qualifications of estimated statements. Depending on what signs are staticized in the estimated certificate, the estimation basis can be differentiated on external (rational) and internal (pragmatical).

The external estimation is focused on kognitivnuju sphere speaking, it reflects the knowledge of the subject formed by the relation of the mental and social nature of the validity surrounding the person. It is a logic, intellectual estimation speaking statements in its parity with the validity; it is reaction not feelings, and reason, logic of reasonings speaking. E.M.Volf and N.D.Arutyunov is connected by rational estimations with practical activities of the person and name their following kinds [Volf 1985: 27]: 1) utilitarian, or the pragmatical estimations characterising property and the importance of knowledge of the person and practical consequences of this knowledge: useful – harmful, favorable – adverse; 2) the standard estimations connected with norm, its approval or disapproval; 3) teleologic estimations specify that action development allows to achieve the object: effectively or inefficiently, successfully – it is unsuccessful, expedient or not. Version of rational estimations are estimations logic: epistemicheskie ‑ a knowledge estimation / ignorances, polaganija, reliability / assumption, possibility / impossibility; deonticheskie (a modality of a debt, obligation).

In UPD the rational (informative) estimation participates in formation of the maintenance of the text and methodologically it makes out. It is directed on a substantiation of this or that theoretical position, the proof of any component of knowledge and connected with operations of an explanation, specification, an explanation, the explanatory, a concrete definition and teaching material generalisation.

The internal estimation expresses emotional sphere of speaking, its feeling, sensation, the positive and negative emotions connected with mental sphere of liking and antipathies. Aksiologichesky obshcheotsenochnye predicates are demonstrated by adjectives good, bad, and also their synonyms with various stylistic and expressional shades: fine, excellent, excellent, nasty, thin, bad, etc. They are opposed chastnootsenochnym to predicates which share on groups depending on the estimation basis: 1) touch estimations:) the hedonistic: pleasant-unpleasant; psychological estimations which include an element of rationalisation, judgements of motives: intellectual – interesting, fascinating, grasping; emotional – undesirable, pleasant; 2) sublimirovannye estimations:) the aesthetic estimations following from synthesis of sensorno-flavouring and psychological estimations: beautiful, ugly, ugly, fine; Ethical estimations – moral, immoral, moral, kind, malicious, vicious. All these types of estimated predicates contain aksiologicheskie components "well" ‑ "badly".

In texts UPD rational and pragmatical estimations are presented differently depending on a functional orientation of the text: educational or konversatsionnogo.

In UNT it first of all an estimation of necessity of a studied material. The author defines degree of importance of informed data and will organise the educational text in hierarchical structure where it is marked less or more significant information thanks to what the addressee can concentrate the attention to the most important thing, considerable, that essentially facilitates perception and understanding of the uchebno-scientific text, its retelling, scheduling and so forth the Main information in the textbook (a rule, a definition, the description-characteristic of the studied phenomenon) is usually allocated by means of nonverbal means: a semiboldface font (in all textbooks), strips of red colour (E.I.Bykova), pink (E.V.Malyhina's) framework or blue (E.P.Goloborodko) of colour, ikonicheskih signs and so forth Verbal expression of the important information occurs to the help of means of grammar. So, secretory function is fixed to a number of syntactic words, including – gradation on importance degree. It is carried out by secretory and restrictive particles, the graded, connecting, comparative unions, ogranichitelno-secretory pretexts, parenthesises (so, first, secondly, first of all, especially, only, only, it it is not so much …, how many, if …, etc.) which mark more and less significant informative pieces of the text and the offer. In superphrase unity the most significant information is transferred by the thematic (conceptual) offer. Incentive designs are used: for example, E.V.Malyhina accompanies the most important UNT an appeal «Remember!». In UNT teachers the important information can be allocated also prosodicheski and metaspeech means of attraction of attention: It is important! "," attention! "," and now I pass to the most important thing »etc.

The rational estimation in UPD carries out smyslostroitelnuju function and has two versions: ontologic and gnoseological. The first participates in process of formation and expression of the maintenance of the text, i.e. Author's idea, the concept, the second – in methodological registration of this concept (movement of scientific knowledge from hypothetical to proved), «thanks to what last from personal knowledge turns in nadlichnostnoe, getting structure and the form of scientific knowledge» [Danilevsky 2004: 137].

Let's analyse fragment UPD «an explanation of a new material» (diskursivnyj a genre «heuristic conversation»).

Spelling N and NN in adjectives – difficult orfogramma. She demands attraction of various knowledge: not only spelling, but also grammatical. First, it is necessary to know, from what part of speech the adjective is formed: from a verb or from other parts of speech, as a rule, nouns. Therefore them and name: verbal and denominative adjectives. Secondly, in each group there are grammatical features.

Let's begin with denominative adjectives, i.e. Formed from nouns. Result examples of such adjectives, for example: a tin →? – Tin. – it is correct. Other examples? – Glass, tin, wooden. – it is true. How many here it is written N? – Two. This exception. – and how the rule sounds? – In suffixes AN. JAN, IN one is written N – For example? – Sandy, silver, snake. – it is good. And when NN? – In suffixes ENN and ONN. For example: shaving, excursion. – always? Exceptions are? – A word "windy". – So, with denominative adjectives have understood.

We pass to the verbal. Here the important role is played by a verbal aspect: made or imperfect. As a rule, from perfective aspect verbs adjectives with NN, for example are formed: to throw (what to make?) → thrown to buy kuplennyj. Often verbs of a perfective aspect and the adjectives formed from them have a prefix: to TAKE (what to make?) → the second-hand. We named two conditions of writing NN in suffixes of verbal adjectives. Is also the third. Suffixes OVANNYJ and YOVANNYJ: to pickle → marinaded, to indulge balovannyj. However here the verbal aspect can bring you. Why? Who has guessed? – Imperfective aspect verbs. – it is exact. Here as signal NN the suffix serves. Perhaps somebody will formulate a rule of a writing of one N in suffixes of adjectives? – It is written N if the adjective is formed from a verb of an imperfective aspect without OVANNYJ/YOVANNYJ. – in general, truly. And about exceptions we will talk later.

We will make what conclusion of our conversation? In what complexity orfogrammy? How the grammar influences choice NN or N in suffixes of adjectives? – Not to make the wrong choice N, it is necessary to know, from what part of speech the adjective is formed. – still? – If it is formed from a verb, it is necessary to define a verbal aspect correctly. – it is true. So, to define choice NN and N in suffixes of adjectives, it is necessary to define a word-formation basis of an adjective, first: denominative or verbal, and then for each of them to apply the rules.

The ontologic estimation contains in the formulation of thesis UNT (… difficult orfogramma. She demands attraction of various knowledge: not only spelling, but also grammatical). The Primary goal of the teacher – to show complexity, multigradualness of a spelling rule, its dependence on grammatical characteristics of making base. With that end in view it makes the various is informative-estimated actions directed on expression of concrete stages of a substantiation of the maintenance of knowledge. The methodological estimation penetrates all fabric UNT, making its structural-semantic skeleton. With its help the teacher forms a leading line of the proof (so, and the maintenance) the text. Is informative-estimated actions here are the explanation, specification, the explanatory, a concrete definition and generalisation.

Explaining action is directed on semantic expansion of explaining argument in favour of the stated position. As markers of this estimation parenthesises and designs first, secondly, as a rule, in general, etc., compound sentences with general semantics of an explanation act: to define choice NN and N in suffixes of adjectives, it is necessary …; question-answer complexes; adversative designs However here the verbal aspect can bring you. Why? Who has guessed?, Etc.

The same function carries out and the specifying estimation directed on narrowing of semantic volume of a previous word or the statement, that, finally, promotes rapprochement of scientific pictures of the teacher and the pupil. It is entered into a fabric of the text by means of "directing" questions – Always? Exceptions are? In last microtext the question is specifying As the grammar influences choice NN or N in suffixes of adjectives?

The explanatory as a mental estimation of a subject of speech from the point of view of its other understanding and verbal representation gives the chance to schoolboys to look at a lexical unit differently. New (or forgotten, for a long time studied) the term is entered into the text by means of a predicative design Therefore them and name: the verbal and denominative adjectives, the explaining union that is: we Will begin with denominative adjectives, i.e. Formed from nouns. It is necessary to notice, that explaining and specifying estimations often merge, therefore the same statement is bifunctional.

The concretising estimation helps to make the analyzed phenomenon more "convex", concrete. It is expressed by means of parenthesises so, for example, metaphors … the verbal aspect can bring you and so forth

Generalising estimation (we will make What conclusion of our conversation? So, to define choice NN and N in suffixes of adjectives, it is necessary, first …) allows the teacher or the pupil to express in other words kontsept the text, but at higher level of abstraction. Estimating previous statements from the point of view of the thesis disclosing, speaking simultaneously carries out their analysis and synthesis that promotes gradual forming in consciousness of the addressee of the logic scheme of the maintenance of the text in its particulars and integrity.

The Aksiologichesky estimation reflects the relation of the author of the textbook and the teacher to a studying subject, the maintenance of the text of the textbook, UNT the pupil and so forth Most consistently relation to a subject express E.I.Bykova and its colleagues. So, in the foreword to the textbook for 6 classes authors not only acquaint pupils with structure of the book and the symbols accepted in it, but also state it an estimation: At you in hands the surprising book – the Russian textbook! With strict, but fair laws of "Lexicon" you have already begun acquaintance. "Speech" etc. will be the reliable companion on your travel still. "Introduction" where it is spoken about riches of Russian is estimated. The Aksiologichesky estimation contains in a constant heading «It interestingly!» Including additional data on language. E.V.Malyhina too enters into the textbook popular scientific texts of estimated character (for example, «the Word about grammar» A.Voznesenskogo), but incidentally. For G.A.Mihajlovskoj and E.P.Goloborodko's textbooks it is characteristic aksiologicheskaja "bezotsenochnost" uchebno-scientific texts, that, in our opinion, is the negative factor reducing interest of schoolboys to a subject.

Appointment of didactic texts – «education of feeling of beauty and expressiveness of a native word, respect for a state language and languages of other people, education at pupils of aesthetic taste, development of requirement for aesthetic perfection of own speech [Російська a speech 2005: 3, 4], spiritually-moral, ecological, etc. education kinds. According to these problems in textbooks selection of didactic texts is carried out also. Tasks to exercises quite often contain the requirement to give touch or sublimirovannuju (ethical or aesthetic) an estimation of this or that phenomenon at the formulation of the basic thought of the text: Read N.Zabolotsky's poem« do not allow soul to be lazy! ». Write down the expression which has become by an aphorism. Explain, how you understand its value [Быкова-6, with. 49]

Object aksiologicheskoj estimations in konversatsionnyh texts UPD are leading values of moral sphere more often:

Discipline and order as priority value UPD that proves to be true numerous detailed elaboration of the norms providing their realisation: you Break discipline!

The knowledge and training as a way to it admit the main means of familiarising with culture and act as key values of an uchebno-pedagogical discourse. The norms providing a course of teaching and educational process, are considered preparation of homeworks (Again has not executed exercise № …), presence at a lesson of necessary educational accessories; the organisation of educational work (In the lecture abstract it is not necessary to write all successively, only the most important thing); a way of performance of the educational task (Again the textbook has copied!) and so forth;

Value of another's property (Same plagiarism!);

Value of time (you Will pass a lesson – you do not learn new orfogrammy);

Value of humanism (it is bad to scoff at a companion);

Value of safety of associates: You hardly to it a ruler have not got to an eye!

The relation to work: Finish exercise, be not lazy;

The statement of the valuable relation to a seniority: You behave with me as with the girl-friend! Etc.

Certificates otsenivanija are an object of research not only in linguistics, but also in psihologo-pedagogical sciences. S.A.Amonashvili, JU.K.Babansky, V.M.Polonsky, S.L.Rubinshtjn, G.A.Schukin, I.S.Jakimjansky, etc. consider what to organise any activity, including uchebno-informative, without an estimation it is impossible, as last is one of activity components, its regulator, a productivity indicator. The estimation represents not only a component of educational activity, but also ability to estimate world around, and others.

According to S.A.Amonashvili, the estimation is a process, activity (or action) otsenivanija, carried out by the person. The known teacher opposes concepts "estimation" and "mark", treating last as result of process otsenivanija, its is conditional-formal reflexion. He writes: « Estimation and mark likening to equivalently identification of process of the decision of a problem with its result. On the basis of an estimation there can be a mark as its is formal-logic result »[Amonashvili 1984]. According to the scientist, an estimation as the specific kind of activity in the course of training serves an overall objective – to stimulate and direct uchebno-informative activity of schoolboys. It enters concept“ a substantial estimation ”which understands as“ process of correlation of a course or result of activity with the standard planned in a problem for an establishment of level and quality of advancement and definition and acceptance of problems for the further perfection ”[in the same place: 164]. S.A.Amonashvili names two kinds of a substantial estimation: external (the teacher makes) and internal (it is made by the schoolboy). Estimated activity is carried out on the basis of the standard, i.e. The sample of process of uchebno-informative activity, its steps, its result. The standard should possess such properties, as clearness, a reality, accuracy, completeness.

B.G.Ananev considers, that “estimation influence on development of schoolboys multilaterally. The estimation acts in two parties:) focusing, influencing cerebration of the schoolboy, promoting comprehension by the pupil of process of this work and understanding it of own knowledge; stimulating, influencing affektivno-strong-willed sphere by means of experience of success or failure, formation of claims and intentions, acts and relations. Thanks to it the estimation influences both on intellectual, and on affektivno-strong-willed spheres, i.e. On the person of the schoolboy as a whole” [Ananev 1935: 16]. Estimation functions, according to the scientist, can be the following:) orientation of the schoolboy in a condition of its knowledge and conformity degree to their requirements of the account; the direct or mediated information on success or failure in the given situation; expression of the general opinion and judgement of the teacher about the given pupil [in the same place: 19-20]. On level obobshchennosti all estimations B.G. Ananev divides into the general and (rational) partsialnye, i.e. What are used at a lesson. They act in the form of separate estimated references and estimated influences of the teacher on pupils during interrogation though do not represent qualification of success of the pupil in general. Partsialnye estimations are allocated from a number of estimations of type of the account of the success, marks coming to the end with exhibiting (fiksirovannok estimations).

On a way of estimated stimulation, or influence, partsialnye estimations are divided by the researcher into following kinds: initial (absence the estimations mediated, an uncertain estimation), direct positive and negative estimations. V.G.Ananev allocates three groups having the special ways of estimated stimulation, or influence:

· the initial: absence of an estimation after the answer of the pupil at a board; in

Such case he perceives the answer as wrong; mediated, i.e. Through an estimation of other schoolboys, for example: - That such a suffix? Petrov, your answer. – the suffix is a part of speech … - All agree? Feodors? – The suffix is a significant part of a word which costs after a root and serves for formation of new words or forms of the same word. Is an another matter; uncertain ("urging on": "Well", "All right", "So", "Further"): - the Suffix is a part of speech … is not present, a word part … - Well, further that? Similar "urging on", according to V.G.Ananeva, has no independent form, and serves as stimulation for movement of the pupil forward in the course of interrogation;

· negative estimations: remarks which are an estimation not

Knowledge and skills of the pupil, and only an estimation of behaviour and diligence degree: “Ivanov, you prevent to be engaged to us”; negations, i.e. The statements of the teacher specifying in abnormality of the answer and stimulating reorganisation of a course of the decision of a problem: “Well, Belov, what you have stopped?;) censures which act in speech certificates of threat (“ I with your mother I will talk: absolutely from hands has beaten off! ”), notations (“ Look, what you speak, really you and houses so talk? After all at home so you do not talk, and will start to tell here so you will understand nothing … It is necessary to study. Children to state the thoughts coherently, and when you speak, will understand nothing ”), sarcasm (It is necessary what talent at you: so to spoil the equation!”), sneers (-Keys happen warm? – Yes. – Well also I congratulate. And you sometime drank spring water?) One party, and the prevention (“Today you have not coped with a homework. I will check up it at a following lesson”), reproach (“Yes, such explanation does not suit anywhere … you have afflicted me today, children”), – with another. In what a difference between the given kinds of estimated statements? According to B.G.Ananeva, the first group of statements-censures will disorganise the pupil, humiliates its advantage; the second group (even at censure, but with perspective character) stimulates the pupil to the further self-improvement;

· positive estimations are shown in the form of encouragement (“More safely!

More safely! ”), repetitions (What role the prefix plays? – With its help new words are formed. – new words …”) or answer acknowledgement (Yes, it it is all truly so ”), approval Are formed (“ is Well done correct! ”).“ The variety of estimated influences at a lesson, - writes B.G.Ananev, - shows deep social and affektivno-strong-willed oposredstvovanie mental work of schoolboys in the course of study. It oposredstvovanie is constant stimulation of intellectual development of the schoolboy and its success ”[in the same place: 37]. Partsialnye estimations in a discourse of the teacher are distributed non-uniformly. B.G.Ananev cites such data: the share of negative estimations makes 41 %, positive estimations in speech of the teacher of 34 %, and initial – 24 %. This information sets thinking: the relation to the pupil at teachers is faster negative, than positive.

The consent and negation represent bezotsenochnye judgements with which help simple ascertaining or correctness is made, or abnormality of the answer or behaviour: «Yes, it is all truly», «Is not present, it not so». Encouragement and approval, the remark and censure is not only ascertaining of known result, but also the form of estimated definition of the person in which it is expressed corresponding (positive or negative) the relation of the teacher to the pupil and advantage or a lack of any parties of its person – abilities, character or behaviour is underlined: «it is more courageous, Petja, here so, (encouragement),« the Good fellow, Misha is good … »! It is beauty!» (approval).

How the teacher estimates knowledge of the child, depends, according to G.J.Ksenzovoj [Ksenzova 2001], from authoritative (standard) or "dialogue" (individual) orientation of the teacher.

Individual estimation Standard estimation
1. Analyzes features of a situation and the behaviour in it.

2. Does conservative forecasts.

3. Strong blames, weak praises for improvement.

4. Encourages for diligence in the course of work.

5. Gives individual problems different in complexity is more often.

1. Is guided by steady characteristics of abilities.

2. Does long-term forecasts.

3. Strong praises always, weak – it is very rare.

4. Estimates result, process does not see.

5. Gives identical tasks is more often

In modern training which S.A.Amonashvili names imperative for in it the autocratic owner is the teacher, to the pupil the role of the silent partner in communications, bezukosnitelno pedagogical collective executing various requirement is taken away. The estimation acts (along with pedagogical requirements) as means of the external control and regulation of activity of schoolboys and their behaviour. At the same time in many textbooks and scientific publications scientists-teachers call colleagues for training of children to an independent estimation of own activity. However, these appeals are not heard yet.

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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

More on topic 3.2. An estimation in an uchebno-pedagogical discourse:

  1. 1.2. The Uchebno-pedagogical discourse as type institutsionalnogo a discourse
  2. 4.3.3.2. Incentive RZH in an uchebno-pedagogical discourse
  3. 2.4. Interpretiruemost as a base category of an uchebno-pedagogical discourse
  4. 4.2. Genres of an uchebno-pedagogical discourse
  5. antropotsentrichnost an uchebno-pedagogical discourse
  6. 2.2.1. A category adresantnosti an uchebno-pedagogical discourse
  7. 2.2.2. A category adresatnosti an uchebno-pedagogical discourse
  8. 1.4.2. The addressee of an uchebno-pedagogical discourse
  9. 3.4. A subcategory parafrastichnosti an uchebno-pedagogical discourse
  10. CHAPTER 2. CATEGORIES of the UCHEBNO-PEDAGOGICAL DISCOURSE