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Cognitive activity specifics in the context of educational discourse

Annotation

We consider the issue of modeling the cognitive activity of an individual in the context of educational discourse. In the context of educational discourse, the presentation of new material is carried out through educational texts, the acquired knowledge is checked and consolidated, which becomes particularly relevant in the context of new requirements for language training in educational institutions of different levels. The relevance of the study is due to the need to study different aspects of the functioning of the educational discourse in the context of the tasks of the updated content of Kazakhstan's secondary education. The educational text as a product of the author's written speech activity is the main form of knowledge transfer to schoolchildren. The most important characteristic of the educational text is expressed in the presence of educational, cultural, educational, and developmental components in it. The main purpose of the educational text is to store information, and in the process of its transmission – to influence the consciousness of students, motivating them to work with the educational material, the development of their creative qualities. An important fact is that the volume and nature of pre-text information vary among people, and therefore the study of individual perception of educational discourse in the process of mastering new knowledge should be based on modeling the cognitive activity of the student, taking into account their apperceptive base. In this paper, the specifics of the cognitive activity of students in the context of educational discourse are considered on the example of real educational texts.

Keywords

educational text; educational discourse; cognitive activity; learning process; individual consciousness

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DOI

10.20310/1810-231X-2021-20-1(47)-73-79

UDC

37.013+16.31.51

Pages

73-79

References

1. Nikulshina N.L. Pis'mennyy nauchnyy diskurs kak ob"ekt modelirovaniya v uchebnykh tselyakh [Written scientific discourse as an object of modeling for educational purposes]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki – Tambov University Review. Series Humanities, 2008, no. 3 (59), pp. 245-250. (In Russian). 2. Rubas A.A., Shcherbak A.S., Agmanova A.E. Mekhanizm «perspektivizatsiya» pri ponimanii uchebnogo teksta [The mechanism of “perspectivization” in understanding of educational text]. Neofilologiya – Neophilology, 2021, vol. 7, no. 26, pp. 241-247. (In Russian). DOI 10.20310/2587- 6953-2021-7-26-241-247. 3. Romanova T.V. Kognitivnyy analiz teksta: rabota nad metodologicheskimi oshibkami [Сognitive analysis of the text: working on methodological mistakes]. Teoreticheskie i prikladnye aspekty izucheniya rechevoy deyatel'nosti – Theoretical and Applied Aspects of Studying Speech Activity, 2013, vol. 8, no. 1, pp. 170-181. (In Russian). 4. Demyankov V.Z., Kubryakova E.S. Kognitivnaya deyatel'nost' [Cognitive activity]. Kratkiy slovar' kognitivnykh terminov [Short Dictionary of Cognitive Terms]. Moscow, Philological Faculty of Lomonosov MSU Publ., 1996, pp. 51-52. (In Russian). 5. Pavilyonis R.I. Problema smysla: sovremennyy logiko-filosofskiy analiz yazyka [The Issue of Meaning: a Modern Logical and Philosophical Analysis of Language]. Moscow, Mysl Publ., 1983, 286 p. (In Russian). 6. Sabitova Z.K., Sklyarenko K.S. Russkiy yazyk: v 2 ch. [Russian Language: in 2 pts]. Almaty, Mektep Publ., 2018, pt 1, 176 p. (In Russian). 7. Abildinova Z.B. Yazykovoe soznanie kak psikholingvisticheskiy fenomen [Linguistic consciousness as a psycholinguistic phenomenon]. Neofilologiya – Neophilology, 2018, vol. 4, no. 14, pp. 33-43. (In Russian). DOI 10.20310/2587-6953-2018-4-14-33-43.

Received

2021-03-18

Section of issue

Kindergarten, school, higher education institution

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