| Форма представления | Статьи в зарубежных журналах и сборниках |
| Год публикации | 2019 |
| Язык | английский |
|
Бастрикова Елена Михайловна, автор
Коршунова Анастасия Александровна, автор
|
|
Abylkhassova Karlygash S., автор
Urazayeva Kuralay B., автор
Zharkynbekova Sholpan K., автор
|
| Библиографическое описание на языке оригинала |
Korshunova, A.A., Bastrikova, E.M., Zharkynbekova, S.K., Urazayeva, K.B. &Abylkhassova, K.S. (2019). Formation of rhetorical skills in school: Mental features and active teaching methods. 3C TIC. Cuadernos de desarrollo aplicados a las TIC. Special Issue, October 2019, 180-193. doi: http://dx.doi.org/10.17993/3ctic.2019. specialissue1.180-193 |
| Аннотация |
3C TIC. Cuadernos de desarrollo aplicados a las TIC. |
| Ключевые слова |
Rhetoric, Effective communication, Secondary school, Second (non-native)
language, Russian literature, National psychology, Mental characteristics of
students. |
| Название журнала |
3C TIC. Cuadernos de desarrollo aplicados a las TIC.
|
| Пожалуйста, используйте этот идентификатор, чтобы цитировать или ссылаться на эту карточку |
https://repository.kpfu.ru/?p_id=216218 |
| Файлы ресурса | |
|
|
Полная запись метаданных  |
| Поле DC |
Значение |
Язык |
| dc.contributor.author |
Бастрикова Елена Михайловна |
ru_RU |
| dc.contributor.author |
Коршунова Анастасия Александровна |
ru_RU |
| dc.contributor.author |
Abylkhassova Karlygash S. |
ru_RU |
| dc.contributor.author |
Urazayeva Kuralay B. |
ru_RU |
| dc.contributor.author |
Zharkynbekova Sholpan K. |
ru_RU |
| dc.date.accessioned |
2019-01-01T00:00:00Z |
ru_RU |
| dc.date.available |
2019-01-01T00:00:00Z |
ru_RU |
| dc.date.issued |
2019 |
ru_RU |
| dc.identifier.citation |
Korshunova, A.A., Bastrikova, E.M., Zharkynbekova, S.K., Urazayeva, K.B. &Abylkhassova, K.S. (2019). Formation of rhetorical skills in school: Mental features and active teaching methods. 3C TIC. Cuadernos de desarrollo aplicados a las TIC. Special Issue, October 2019, 180-193. doi: http://dx.doi.org/10.17993/3ctic.2019. specialissue1.180-193 |
ru_RU |
| dc.identifier.uri |
https://repository.kpfu.ru/?p_id=216218 |
ru_RU |
| dc.description.abstract |
3C TIC. Cuadernos de desarrollo aplicados a las TIC. |
ru_RU |
| dc.description.abstract |
ABSTRACT
The presence of more than twenty directions in Russian rhetoric is based on a
different understanding of the effectiveness of communication. Common is the
understanding of the effectiveness as an overall criterion of rhetoricalness – nonrhetoricalness
speech communication. This article considers the formation of
rhetorical skills in the American and Kazakh schools on the example of the study
of literature in a non-native language ‒ didactic prose of Leo Tolstoy. The article
analyzes the active methods for the formation of rhetorical competence of the
student in the American school, for the schools of Kazakhstan with non-Russian
language of education, forecasts of active tasks on the same didactic prose of
Tolstoy are offered. These scenarios of designing lessons are explained by the
identification of commonality and differences in the formation of rhetorical
competence. The solution of such issues is made in the article: an attempt to
understand whether the recommendations for the formation of rhetorical skills in
the American and Kazakh schools with non-Russian language of education are
common, is there a connection with mental differences. To answer this question
types of speech activity, argumentation technique, critical thinking, empathy,
receptive and productive activity in the classroom (reflection) were analyzed.
Comparison of teaching non-native literature in American and Kazakh schools
with non-Russian language of education is based on the application of such
experience in social life and the formation of students' motivation to study. The
establishment of commonality and differences in the formation of effective
communication skills allowed to understand the role of mental characteristics
of students, the impact of national psychology of students in Kazakhstan on the
cognitive and metacognitive scaffolding. The use of the same types of speech
activity ‒ listening, speaking, reading, writing ‒ showed the dominance of speaking
in the school in Kazakhstan. |
ru_RU |
| dc.language.iso |
ru |
ru_RU |
| dc.subject |
Rhetoric |
ru_RU |
| dc.subject |
Effective communication |
ru_RU |
| dc.subject |
Secondary school |
ru_RU |
| dc.subject |
Second (non-native)
language |
ru_RU |
| dc.subject |
Russian literature |
ru_RU |
| dc.subject |
National psychology |
ru_RU |
| dc.subject |
Mental characteristics of
students. |
ru_RU |
| dc.title |
Formation of rhetorical skills in school: Mental features and active teaching methods. |
ru_RU |
| dc.type |
Статьи в зарубежных журналах и сборниках |
ru_RU |
|
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