Study Course of Mother-Tongue: Relevant Aspects

 
 
 
  • Abstract
  • Keywords
  • References
  • PDF
  • Abstract


    The article analyzes relevant aspects of the Russian language syllabus for schools in the light of the study content being presented in reference documents while taking into consideration historical background and context. Based on modern methods of scientific research, experimental work and experience in designing the study content of the Russian language course the authors conclude that relevant aspects of the school course syllabus come The article analyzes relevant aspects of the Russian (native) language syllabus for schools in the light of the study content being presented in reference documents while taking into consideration historical background and context. The article aims at drawing attention to peculiarities of designing the study content of the mother-tongue course formed at the edge of the 19-20th centuries which are still fruitfully developing nowadays. Based on modern methods of scientific research, experimental work and experience in designing the study content of the Russian (native) language course the authors conclude that relevant aspects of the school course syllabus come down to progressive movement towards competence approach in the presentation of the course’s content; actualization of its supra-subject (meta-subject) function; implementation of its axiological aspect; orientation of the school course on the development of the child's personality, one’s cognitive and creative abilities, as well as spiritual and social experience. The research resulted in methodical system aimed at meeting axiological, thematic and meta-subject challenges during the students’ broad-ranging activities.

     

     


  • Keywords


    mother-tongue, designing the study content of the mother-tongue course, relevant aspects of syllabus.

  • References


      [1] O.M. Aleksandrova, S.I. L'vova, Ju.N. Gosteva, et al., Zakonomernosti stanovlenija soderzhanija filologicheskogo obrazovanija v sovremennom sociume [Regularities in the formation of the content of philological education in modern society], Jekon-Inform, 2014.

      [2] O.M. Aleksandrova, I.P. Vasilevykh, Yu.N. Gosteva, et al., Upon the Problem of The Definition Of "Training Text" In the Conditions of Information and Educational Environment, Espacios 38 (2017). http://www.revistaespacios.com/a17v38n40/a17v38n40p04.pdf

      [3] D. Dneprov, A.G. Arkad'ev, Osnovnoe obshhee obrazovanie. Russkij jazyk. Sbornik normativnyh dokumentov dlja obrazovatel'nyh uchrezhdenij Rossijskoj Federacii, realizujushhih programmy obshhego obrazovanija [Basic general education. Russian language. Collection of normative documents for educational institutions of the Russian Federation implementing general education programs], Drofa, Moscow, 2004.

      [4] C. Drubich, A. Carena, M. Anderegen, et al., Application of collaborative multimedia tools for the generation of digital content for secondary education, Virtualidad Educacion Y Ciencia 8(14) (2017) 153-164.

      [5] B. Hokanson, A New Ecology for Education: Refocusing Educational Technology Beyond Content. HKAECT-AECT Summer International Research Symposium on New Ecology for Education - Communication X Learning, Springer-Verlag Singapore Pte Ltd, Singapore, (2017) 1-6.

      [6] V.V. Kozlov, A.M. Kondakov, Fundamental'noe jadro soderzhanija obshhego obrazovanija [The fundamental core of the content of general education], Prosveshhenie, Moscow, 2009.

      [7] E.S. Kubrjakova, Kognitivnye aspekty slovoobrazovanija i svjazannye s nim pravila inferencii (semanticheskogo vyvoda). Novye puti izuchenija slovoobrazovanija slavjanskih jazykov [Cognitive aspects of word formation and related rules of inference (semantic inference). New ways of studying the word formation of Slavic languages], Magdeburg, 1997.

      [8] S.P. Morreale, J.M. Valenzano, J.A. Bauer, Why communication education is important: a third study on the centrality of the discipline's content and pedagogy, Communication Education 66(4) (2017) 402-422.

      [9] Primernaja osnovnaja obrazovatel'naja programma osnovnogo obshhego obrazovanija [Sample basic educational program of basic general education], 2015. www.fgosreestr.ru Accessed March 03, 2018.

      [10] Primernye programmy osnovnogo obshhego obrazovanija. Russkij jazyk. Proekt [Sample programs of basic general education. Russian language. Project], Prosveshhenie, Mocsow, 2009.

      [11] Primernye programmy po uchebnym predmetam. Russkij jazyk. 5-9 klassy: proekt [Sample programs for academic subjects. Russian language. Grades 5-9: Project], Prosveshhenie, Moscow, 2011.

      [12] M.V. Ryzhakov, Riski vvedenija Federal'nyh gosudarstvennyh obrazovatel'nyh standartov osnovnogo obshhego obrazovanija: nauchnyj doklad [Risks of introducing Federal state educational standards for basic general education: a scientific report], ISMO RAO, Moscow, 2003.

      [13] N.M. Shanskij, Shkol'nyj kurs russkogo jazyka: Aktual'nye problemy i vozmozhnye reshenija [Russian language school course: Actual problems and possible solutions], Russkij jazyk v shkole 2 (1993) 3-8.

      J. Xiao, Learner-content interaction in distance education: The weakest link in interaction research, Distance Education 38(1) (2017) 123-135.

 

View

Download

Article ID: 27640
 
DOI: 10.14419/ijet.v7i4.38.27640




Copyright © 2012-2015 Science Publishing Corporation Inc. All rights reserved.