Release:2017, Vol. 3. №3
About the authors:Elena N. Volodina, Cand. Sci. (Philol.), Associate Professor, Tyumen Regional State Institute of Development of Regional Education; firstname.lastname@example.org
This article analyzes the process of shaping the language experience of an individual — the experience of understanding, interpreting and producing texts within the system of general education. It is proved that personal language experience is an indispensable condition of humanitarian development, it allows to resist manipulation of human consciousness and its depersonalization, primitivization of thinking, deformations of the communicative sphere and speech-processes in the modern information environment. Language experience of a person is formed, accumulated and practically realized in the process of language acquisition, which has a system-shaping, integrated character and serves as a meta-subject basis for general education. Being a meta-subject component of the content of general education, a way of interiorization of culture and personal mastering of universal teaching activities, language experience is acquired in the student’s interaction with different subject languages and metalanguage in educational activities, semiotic, sociocultural and life practices and extrapolated to other types of personal experience. The article analyzes the content of teaching, linguistic and cultural in its essence, which includes not only subject knowledge about the language and the norms of its possession, but also the general language, general cultural components of the content of subject disciplines, actualizing the value aspects of cognition, personally developing resources of humanitarian and natural science paradigms. Types of educational situations of language experience development are presented in accordance with the subject specificity and stages of language education. The effectiveness of the language experience shaping in the process of language education on the basis of hermeneutic methodology and the systematic use of the sense-forming and world-modeling potential of the language is proved, which provides a comprehensive impact on all the structural components of a personality, allows us to conceptualize knowledge and fill it with personal meaning. Psychological and pedagogical mechanisms of the linguistic experience shaping of an individual are defined, that include the mediating conceptualizing influence of linguistic systems of representation of knowledge (conceptual, figurative, conceptual) on ways of thinking as a form of internal organization of internalized experience and school children’s behavior. This impact results in the conceptual organization of personal language experience in the form of ways of linguistic assimilation of activity (emotional-sensual and intellectual-rational) and forms of linguistic life-creation (sign-symbolic and behavioral texts). A criterial diagnostic complex, approved in the practice of network design to make a complex multidimensional assessment of the level of the language experience shaping of the individual at all levels of general education. The presented pedagogical concept of language education opens up new opportunities for building a school education system that is focused on personal and meta-subject educational results and allows effectively solving the tasks of the value and professional self-determination of an individual that are relevant to the modernization of general education, sense orientation in the culture and conditions of the changing world.