Bulletin «Педагогика ғылымдары» сериясы
жүктеу/скачать 6,57 Mb. Pdf көрінісі
|
Майлыбаева Вестник
| Абай атындағы ҚазҰПУ-ң ХАБАРШЫСЫ «Педагогика ғылымдары» сериясы, №1(57), 2018
225 - questions and tasks, didactic materials that contribute to the pupil‘s value-semantic self-determination; - the use of emotionally colored structural-semiotic units of language that convey the attitude to the message (modal words, metaphors, analogies, punctuation marks, etc.). The principle of empathity assumes the focus of the text-book content on the formation of conditions for: - expression by the pupil of the emotionally valuable attitude to the world and to himself; - development of the pupil‘s ability to recognize, describe the feelings and moods of other people, etc.; - the pupil‘s empathic understanding, that is, empathy by the pupil; - the use of methods of teaching and upbringing, various visual means, methods of artistic knowledge, which impress on the personality and at the same time allow the personality to express himself. The principle of contextuality is expressed in: - introduction of a complex of modern knowledge about a person, human activity, its goals, methods and results; development of a holistic view of man and the world around him (intersubject communications), consideration of the problems of human development and ways to solve them; - revealing the role of the studied subject in the life activity of the society, a person, in the development of his personal qualities; - comprehension of objects, phenomena, events, etc. in concrete historical conditions (historically accurate exposition, consideration taking into account the development of ideas, views, etc.); - the disclosure of social significance, the role of ideas, events, activities, their culturological meaning, and also uniqueness. The principle of problematics and dialogicality is stated in the following: - denial of imposing specific ideas about truth, values as a standard, creation of moral choice; formation of the skill of establishing facts and opinions, arguments and conclusions, plausible false judgments and reliable statements, etc. Encouraging comparison of ordinary and scientific knowledge. The introduction of situations of paradox, unusual; - establishment of respectful attitude to the opinion of other people proceeding from the principle of equality of interaction subjects, the ability to take into account the opponents‘ opinion, to make fruitful agreements. The principle of dialecticality and polysemity is traced in: - the formation of skills to analyze, to substantiate each phenomenon from the author‘s, own, from different points of view; - the introduction of variability situations (the presentation of hypotheses, opinions, etc.), the use of various information sources, sign systems, dialogue technologies that contribute to the creation of the educational space of the textbook as an open system. The principle of personality-centeredness: - the personal significance of the material, appeal to important problems for the pupil, the discovery of knowledge by the pupil; - study of ways, methods of culturological activity, the transfer of culturological knowledge to the level of personal ideas and beliefs through the organization of educational cooperation, the use of communicative, project and other technologies to determine the pupil‘s position, deepening his experience in uncovering the semantic values of human activity; - the formation of conditions for the possibility of creating an individual direction for mastering the subject, developing the person‘s ability to be the manager of his activity (to set and correct goals, to select material, methods of cognition, etc.). The principle of meaningfulness and reflexivity: - the orientation of the content to comprehension and understanding by the pupil, i.e., not to automatically master the information, but to master the world of culture, the world of man; - development of skills of productive reflexive analysis and discussion: to evaluate, critically comprehend ideas, actions, to predict their consequences and influence, to regulate one‘s own views, actions with social experience, moral culturological attitudes. The principles of the culturological model of the school text-book content harmoniously fit into the criteria for the conception of the education content according to I. Ya. Lerner, which express the education content in the light of the culturological approach, one of the founders of which is I.Ya. Lerner. For example, |