Лекція як риторична подія у структурі риторичної культури викладача вищого навчального закладу
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Дата
2016
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Анотація
У статті досліджується актуальна проблема сучасної освіти – вдосконалення традиційного методу викладання у вищому навчальному закладі лекції засобами ораторського мистецтва. На думку автора, лекція, відповідно до вимог сьогодення, має розглядатися як риторична подія, яку слід розуміти як єдність дискурсу, риторичної ситуації, екстра-лінгвістичних і психолого-педагогічних характеристик студентської аудиторії. Розглянуто зміст і специфічні риси поняття «риторична подія». Докладно представлено етапи підготовки та презентації лекції як риторичної події відповідно до канонів класичної риторики. Автор також наголошує на необхідності розвитку риторичної культури викладача вищої школи, елементом якої є риторична подія, з метою підвищення якості професійно-педагогічної діяльності.
The article studies a topical problem of modern education – the improvement of the lecture, which is a traditional method of teaching in higher education, by means of oratory. According to the author the lecture must be treated as a rhetorical event in accordance with the requirements of the present day. It should be interpreted as the unity of the discourse, rhetorical situation, extra-linguistic and psychological and pedagogical characteristics of the student audience. The content and specific features of the concept of «rhetorical event» are discussed in the article. In particular in the rhetorical event the addressee (student) is an active person. The teacher who has well-developed rhetorical culture perceives the student audience not as a passive object of influence but an equal participant in the communication process. The understanding of socio-demographic, socio-psychological and personal characteristics of the audience, which are in the base of communicative contact, is an essential component of successful public speaking. The rhetorical approach to the lecture also determines the specificity of definition of the topic, which is formulated by the teacher as a problem. This is one of the important steps to creating a dialogue of personalities. Due to this the initial position of the target object becomes paradoxical, has an intriguing character both for the student and the teacher. In this case the teacher communicates with the students on the bases of scientific knowledge as such that require evidence and justification. The problematic approach to the topic of the lecture determines such organization of the process of perception of the material, based on the actualization of different, sometimes contradictory views on the content of the discussion. The article presents in details the stages of preparation and presentation of the lecture as rhetorical events in accordance with the canons of classical rhetoric. The main points confirmed the ideas of prominent speakers of the past and the present. The author argues that a rhetorical event is not only an effective tool to create dialogue in the verbal interaction of academic nature, but the result of the implementation in practice of the rhetorical culture of the teacher. The author also emphasizes the need to develop rhetorical culture of the teacher of the high school, which is a rhetorical event, with the aim of improving the quality of professional pedagogical activity.
The article studies a topical problem of modern education – the improvement of the lecture, which is a traditional method of teaching in higher education, by means of oratory. According to the author the lecture must be treated as a rhetorical event in accordance with the requirements of the present day. It should be interpreted as the unity of the discourse, rhetorical situation, extra-linguistic and psychological and pedagogical characteristics of the student audience. The content and specific features of the concept of «rhetorical event» are discussed in the article. In particular in the rhetorical event the addressee (student) is an active person. The teacher who has well-developed rhetorical culture perceives the student audience not as a passive object of influence but an equal participant in the communication process. The understanding of socio-demographic, socio-psychological and personal characteristics of the audience, which are in the base of communicative contact, is an essential component of successful public speaking. The rhetorical approach to the lecture also determines the specificity of definition of the topic, which is formulated by the teacher as a problem. This is one of the important steps to creating a dialogue of personalities. Due to this the initial position of the target object becomes paradoxical, has an intriguing character both for the student and the teacher. In this case the teacher communicates with the students on the bases of scientific knowledge as such that require evidence and justification. The problematic approach to the topic of the lecture determines such organization of the process of perception of the material, based on the actualization of different, sometimes contradictory views on the content of the discussion. The article presents in details the stages of preparation and presentation of the lecture as rhetorical events in accordance with the canons of classical rhetoric. The main points confirmed the ideas of prominent speakers of the past and the present. The author argues that a rhetorical event is not only an effective tool to create dialogue in the verbal interaction of academic nature, but the result of the implementation in practice of the rhetorical culture of the teacher. The author also emphasizes the need to develop rhetorical culture of the teacher of the high school, which is a rhetorical event, with the aim of improving the quality of professional pedagogical activity.
Опис
Ключові слова
риторика, риторична культура, лекція, риторична подія, діалог, rhetoric, rhetorical culture, lecture, rhetorical event, dialogue
Бібліографічний опис
Будянський, Д. Лекція як риторична подія у структурі риторичної культури викладача вищого навчального закладу [Текст] / Д. Будянський // 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, 2016. – № 3 (57). – С. 364–376.