Текстоцентричний підхід до формування соціокультурної компетентності майбутнього вчителя-словесника
Дата
2015
Назва журналу
Номер ISSN
Назва тому
Видавець
Анотація
Стаття присвячена проблемі реалізації текстоцентричного підходу до формування соціокультурної компетентності майбутнього вчителя-словесника. Визначено лінгвістичні й лінгводидактичні засади текстоцентричного підходу, з’ясовано його роль у формуванні соціокультурної компетентності майбутнього вчителя-словесника, окреслено основні текстологічні знання й текстотворчі вміння і навички, якими повинен оволодіти студент-філолог; визначено критерії відбору текстів, запропоновано систему вправ і завдань у процесі вивчення складнопідрядних речень на основі текстів християнсько-моральної тематики.
The article deals with the problem of the implementation of the text-centered approach in the forming of the socio-cultural competence of the future teacher-philologist. The article considers the concept of socio-cultural competence as an integrated ability of the individual, containing the lingvo-geographic knowledge, a system of ideas about national traditions, customs and realities of the country, the rules of verbal and nonverbal behavior of its ethnic representatives, the ability to respond adequately and build their behavior in accordance with these features and standards. The substantial components of socio-cultural competence were identified. They are: ethno-cultural, ethno-linguistic, socio-linguistic. According to the program requirements of the Ukrainian language for primary and higher school, in order to implement the socio-cultural content line the main textual knowledge and skills that the future teacher-philologist should seize were defined. The article outlines the main reasons for the low level of the theoretical knowledge and professional skills which are needed to work with text, the most important among them are: eclectic text analysis; domination of the system-structural research paradigm of linguistic phenomena; lack of methodological system to implement text-centered approach to vocational training of the teacher-philologist. The main criteria for the selection of texts: socio-cultural, linguistic, didactic, sensitivity, communicative and cognitive were defined. In order to form the socio-cultural competence it was worked out the system of exercises of complex sentence syntax based on the texts of Christian moral subjects. Among the exercises it was suggested analytical, constructive, creative exercises and tasks aimed at a holistic understanding of the text, language and stylistic units, learning the Christian moral values of Ukrainian people. The article summarizes that text-centered approach to language learning contributes to the formation of social and cultural identity of the future teacher of language and literature, which owns the national cultural knowledge, linguistic means of expression, realizes himself as the bearer of ethnic culture and society, capable of producing coherent expression in different communicative situations.
The article deals with the problem of the implementation of the text-centered approach in the forming of the socio-cultural competence of the future teacher-philologist. The article considers the concept of socio-cultural competence as an integrated ability of the individual, containing the lingvo-geographic knowledge, a system of ideas about national traditions, customs and realities of the country, the rules of verbal and nonverbal behavior of its ethnic representatives, the ability to respond adequately and build their behavior in accordance with these features and standards. The substantial components of socio-cultural competence were identified. They are: ethno-cultural, ethno-linguistic, socio-linguistic. According to the program requirements of the Ukrainian language for primary and higher school, in order to implement the socio-cultural content line the main textual knowledge and skills that the future teacher-philologist should seize were defined. The article outlines the main reasons for the low level of the theoretical knowledge and professional skills which are needed to work with text, the most important among them are: eclectic text analysis; domination of the system-structural research paradigm of linguistic phenomena; lack of methodological system to implement text-centered approach to vocational training of the teacher-philologist. The main criteria for the selection of texts: socio-cultural, linguistic, didactic, sensitivity, communicative and cognitive were defined. In order to form the socio-cultural competence it was worked out the system of exercises of complex sentence syntax based on the texts of Christian moral subjects. Among the exercises it was suggested analytical, constructive, creative exercises and tasks aimed at a holistic understanding of the text, language and stylistic units, learning the Christian moral values of Ukrainian people. The article summarizes that text-centered approach to language learning contributes to the formation of social and cultural identity of the future teacher of language and literature, which owns the national cultural knowledge, linguistic means of expression, realizes himself as the bearer of ethnic culture and society, capable of producing coherent expression in different communicative situations.
Опис
Ключові слова
текст, текстоцентричний підхід, текстологічні знання, текстотворчі вміння, соціокультурна компетентність, аналітичні вправи, конструктивні вправи, творчі вправи, вчитель-словесник, text, text-centered approach, textual knowledge, textual skills, socio-cultural competence, analytical exercises, practical exercises, creative exercises, teacher-philologist
Бібліографічний опис
Кухарчук, І. О. Текстоцентричний підхід до формування соціокультурної компетентності майбутнього вчителя-словесника [Текст] / І. О. Кухарчук // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 5 (49). – С. 286–295.