Text activity as a means of achieving educational results. Types of text activities Main activities

Step 3. Types of activities It is necessary to select the types of activities in advance. To do this, you will need to carefully study the current OKVED codes. Prohibitions on most types of activities for an LLC are the same as for an individual entrepreneur. However, unlike the latter, an LLC has the right

Text activity as a basis for teacher-student interaction in Russian language lessons.

Annotation.

The article is devoted to one of the topical problems of the methods of teaching the Russian language. Text activity is the basis for organizing the educational process in Russian language lessons. Through text activity, the teacher-student interacts in the educational process. Methods and techniques for organizing interaction in Russian language lessons through text.

Keywords: Russian language; methods of teaching the Russian language; text; text activity; methods and techniques of text activity.

G. Tomsk, MAOU secondary school No. 58, teacher of Russian language and literature, e-mail: *****@***ru

Text activity is the basis for organizing the educational process in Russian language lessons. In the Federal State Educational Standard of general education, a significant place is given to the formation and improvement of the ability to carry out textual activities, the development of textual competence of students. Through text activity (through texts) there is an interaction between a teacher and a student in the educational process, aimed at mastering the meta-subject and subject results of mastering the main educational program of basic general education in the Russian language and literature.

Text activity in the modern methodology refers to different types of work with text, and text activity itself is considered as a form of speech activity (oral, written). According to the opinion, text activity is “a system of actions based on knowledge, skills and abilities that allow you to create texts and perceive and interpret them. Since the text is a speech work, textual activity is essentially speech, but differs from it in the specificity of goals, objectives, spheres of communication and genre, situational conditioning, personal orientation.

the following types of text activity are distinguished: text-forming; text-perceiving; interpretive. Text as a speech work is a universal form of communication. Thanks to text activity, interaction between the participants of the educational process is carried out.

Text activity in the lessons of the Russian language and literature is carried out through the text, namely the reading and perception of texts of different types, styles, genres, the analysis and interpretation of texts, the generation of one's own texts. The text has the ability to be a link in communication, to interact between the author of the text and the participants in the educational process - the student and the teacher, between the teacher and the student. Work with a text of any content (a scientific text of linguistic content for mastering language knowledge, a literary or journalistic text, etc.) in the classroom should be built in such a way as to encourage participants in the educational process to form and express various positions, based on the personal experience of students .

Text activity is “a system of actions based on knowledge, skills and abilities that allow you to create texts and perceive and interpret them. Since the text is a speech work, textual activity is essentially speech, but differs from it in the specificity of goals, objectives, spheres of communication and genre, situational conditioning, personal orientation.

Text activity contributes to the organization of effective interaction between the teacher and the student. The text is a unit of communication, the main form of communication in the classroom. The purpose of text activity is to establish a dialogue between the text and readers (students). The technology of text activity is aimed at teaching reading, which consists of the following stages: perception, understanding, interpretation (primary text activity); for learning to compose related speech statements based on the text read, on a given topic, etc. (secondary text activity). Types of text activities: content prediction, text analysis (linguistic, stylistic, textual), perception and understanding of the text, text interpretation; reproduction, recreation (retelling detailed, concise, selective), creation (writing of different types and genres), redesign and processing of the text, control and self-control over the quality of the text, editing and improvement of the text. The content of teaching textual activity: the assimilation of textual knowledge; mastery of various types of work with text. Different types of work with the test (reading, perception, understanding, interpretation, generation) contributes to the organization of joint receptive, analytical, productive, control-evaluative and editorial activities of the perceived and generated text.

In the process of textual activity, educational, communicative, developmental, educational, cultural goals of learning are realized. Based on the text, the dialogue of the teacher with students and students is enriched.

1. Bolotnova on text activity, text formation and text norm // Bolotnova text analysis: textbook. allowance. - M.: Flinta, Nauka, 2009. - 520 p. - S. 301–311.

2. Ippolitova in the system of teaching the Russian language at school: textbook. allowance. for university students. - Flint, Science, 1998. - 176p.

3. Lviv of the theory of speech: Proc. allowance. - M.: Academy, 2002. - 248 p.

4. Meshcheryakov school essays: Theory and practice of writing. - M.: Flinta, Nauka, 2001. - 256 p.

5. Fundamentals of text science at school: A book for teachers / Ed. prof. . - Tomsk: Publishing House of the Central Institute. - 2000. 244s.

6. Pedagogical speech science. Reference Dictionary / Ed. and. - M.: Flinta, Nauka, 1998. - 312 p.

7. Stylistic encyclopedic dictionary of the Russian language / Ed. . - M.: Flinta, Nauka, 2003. - 696 p.

Topic 1. Texts in the social interaction of people and culture. The concept of text activity.

Literature

1. Bolotnova N.S. Communicative style of the text: dictionary-thesaurus. – M.: Flinta: Nauka, 2009. – 384 p.

2. Dridze T.M. Text activity in the structure of social communication. – M.: Nauka, 1984. – 268 p.

3. Bolotnova N.S. Text activity in the lessons of Russian literature: methods of linguistic analysis of a literary text: Methodological guide. - Tomsk: UFO - PRESS, 2002. - 64 p.

4. Leontiev A.A. Perception of the text as a psychological process / / In the book. Psycholinguistic and linguistic nature of the text and features of its perception. – Leontiev A.A. Perception of the text as a psychological process / / In the book. Psycholinguistic and linguistic nature of the text and features of its perception / ed. Yu. A. Zhluktenko and A. A. Leontiev. - Kyiv: Vishcha school, 1979, p. 18-29. (http://test-method.ru/index.php/component/content/article/13-leontev/377-leontev234)

5. Zimnyaya I.A. Semantic perception of a speech message // Semantic perception of a speech message (in conditions of mass communication) / ed. T.M. Dridze, A.A. Leontiev. – M.: Nauka, 1976. – 263 p., p. 6 (http://www.twirpx.com/file/366331/)

6. Gorshkov A.I. Russian literature. 10-11 grades. 9th ed. – M.: 2010. – 492 p.

Exercise 1.

Determine the role of texts in the social interaction of people. Use source 2 (p. 7).

____________________________________________________________________________

Task 2.

Get acquainted with different definitions of the concept of "text".

1) The text is a complex communicative linguistic unit of the highest linguistic level with its own structural and semantic characteristics that distinguish it from other linguistic units [Shvarts E.F. Semantic organization of the text: creative and perceptual approaches // Text in language and speech activity. - M., 1987. - S. 236-247, p. 236].

2) A text is “a speech work, conceptually conditioned (i.e., having a concept, an idea) and communicatively oriented within a certain sphere of communication, having an informative-semantic and pragmatic essence (it can be zero)” [Bolotnova N.S. . Communicative style of the text: dictionary-thesaurus. - M.: Flinta: Nauka, 2009. - 384 p., p. 224];

3) A coherent text is usually understood as a certain (complete) sequence of sentences related in meaning to each other within the framework of the general intention of the author” [Peshkova N.P. Psycholinguistic interactive model of text understanding (on the basis of texts of various types) // Vestn. Volume. state university Philology. - 2013. - No. 5 (25). – S. 48-54];

4) The text is a sequence of symbolic units, united in meaning, the main properties of which are connectedness and integrity” [Valgina N.S. Text Theory / Textbook. – M.: Logos, 2003. – 250 p., p. 6];

5) In the most general form, a text can be defined as a product of people's verbal-cogitative activity that arises in the process of cognizing the surrounding reality, in the process of direct communication” [Abramov B.A. Text as a closed system of linguistic means // Text Linguistics. In 2 hours. Part 1 - M .: MGPII them. M. Torez, 1974. - S. 3-6, p. 3];

6) The text is ““the correlation of linguistic elements with the extralinguistic objects they designate, which really exist or are conceivable, since any text “speaks of something”” [Gak V.G. On the semantic organization of the text // Text Linguistics. Materials of the scientific conference: At 2 o'clock. Part I. - M .: type. MGPII them. Maurice Thorez, 1974. - S. 61-66, p. 61];

7) The text is “a work of speech fixed on a letter” [Akhmanova O.S. Dictionary of linguistic terms. 2nd ed. - M.: Soviet Encyclopedia, 1969. - 608 p., p. 470], “this concept is specific in relation to the generic concept of speech” [Fomenko Yu.V. Myths of modern linguistics: monograph / Yu.V. Fomenko. - Novosibirsk: Ed. NGPU, 2010. - 176 p., p. fourteen];

8) “The text as something integral (whole) is a certain concept, that mental formation, which in linguistic literature is called the integrity of the text;

9) the phenomenon of culture: “The text in this case is perceived as a part belonging to some complete cultural whole, as a document for understanding a wider historical and cultural relationship [Fazylzyanova G.I. Literary text as a resource of self-awareness: cultural methodology of analysis / Bulletin of the Tambov University. Series: Humanities. - 2008. - No. 8 (64). - S. 270-274., p. 273],

10) In science, text is understood as a meaningful sequence of any signs, any form of communication, including ritual, dance, ritual. In this understanding, the text recognizes, for example, a city that “carries information fixed in social signs about various aspects of human life, that is, it is a text, like any production structure” [Lotman Yu.M. Semiosphere. - St. Petersburg: "Art-SPB", 2000. - 704 p., p. 299].

11) A text is a work of a speech-creative process that has completeness, objectified in the form of a written document, literary processed in accordance with the type of this document, a work consisting of a title (heading) and a number of special units (spheral phrasal units), united by different types of lexical, grammatical , logical, stylistic connection, having a certain purposefulness and pragmatic attitude ".

Fill the table

Analysis of the definitions of the concept of "text"

Table 1

According to psychologists, “the coding of a speech message goes through a difficult path from a thought to a detailed statement. It begins with the emergence of a motive that gives rise to the need to convey something to another person; this need is embodied in an idea or thought, which is only the most general scheme of the message. With the help of the mechanism of inner speech, the thought and its semantic representation are recoded into the deep-syntactic structure of the future utterance, which then turns into a surface-syntactic structure and, finally, into a linearly ordered expanded utterance” (Luriya, 1975: 51). Therefore, the text program includes the following elements:

• orientation - familiarization with the communicative task and its "assignment";
• planning - drawing up a communicative plan for the implementation of the text, solving a communicative task;
• implementation - the formulation of the text during production or the understanding and processing of the content of the text during its perception;
• control over the solution of a communicative task, adjustment of the plan depending on the result.

Orienting stage text activity involves familiarization with the communicative task - the determining factor that determines the entire strategy of text activity. It includes:

• familiarization with the intercultural situation, the conditions for the implementation of text activities (determining partners in the intercultural situation, their social status, knowledge, skills, linguistic and communicative competence of partners, place, time, communication channel, etc.);
• definition of communicative intention;
• definition of the subject of text activity, which is presented in the individual mind as a topic or problem solved in the process of text activity;
• definition of a text class that is the result of solving a communicative task;
• determination of the planned verbal reaction of the communication partner.

An important point is, as emphasized above, the motivation of text activity for the individual. Motives of text activity are understood as conscious, aimed at the implementation of a communicative task, subjective incentives for performing textual activity in a certain situation and sphere, therefore, its optimal implementation provides for the correspondence of the communicative task to the structure of the individual's motivational requirements for "assigning" the communicative task to them.

planning stage text activity includes the development of a communicative plan (receptive or productive). The main point is to determine the sequence of the material in the text, its compositional scheme (Moskalskaya, 1981), with the help of which the communicative intention of the speaker is realized. Consequently, it is the communicative intention that acts as a determinant in the selection of the lexical and grammatical material of the text. This process can be called the structuralization of the material, which occurs on the basis of a speech act (communicative device) that determines the type of text. The process of structuralization is carried out in close connection with the process of thematization, including the disclosure of the topic of the text: the selection of the semantic core, the main idea of ​​the text, expressed in the title, keywords, key sentence or superphrasal unity. Within a topic, subtopics can be distinguished, which include thematic chains.

The thematic chain begins with the main word - the designation of an object or phenomenon, and it includes words and combinations that have a semantic and / or functional relationship with the keyword. In the communicative (textual) plan, therefore, the semantic, communicative and structural integrity of the text is taken into account.

The text plan can consist of several parts that represent the organization of individual sections of the text, since the text itself can be determined by several communicative intentions, one of which will be dominant and determine the compositional scheme of the text.

The result of this stage of the implementation of textual activity will be internal text program (text program)- fixing the macrostructure of the text and its constituent elements, which must be exteriorized, translated into the external plan of oral or written speech.

Implementing stage consists in the sound realization of the text and its lexical and grammatical design in accordance with the norms of the given language in the production of the text and understanding and processing (interpretation) of its content during reception. A.R. Luria emphasizes the exceptional complexity of this stage, noting that its essential features, in addition to the implementation of the task, are also a wide amount of RAM and a complex system of strategies that allows you to highlight the essential meaning of statements, inhibit side associations and choose speech formulations in accordance with the task. This requires not only the compilation of a text program, but also constant monitoring of the implementation of the components of the utterance and the selection of the necessary speech components from many alternatives (Luriya, 1979:199).

All elements of the text program are embedded in the product of text activity - the text-discourse, therefore the text is an informative unit both in the system and in the activity plan.

Hopreninova Valentina Alekseevna, candidate of pedagogical sciences, associate professor, Orenburg State Pedagogical University, Orenburg [email protected]

Text activity as a means of achieving educational results

Annotation. The article outlines methodological approaches to organizing the reading activity of younger schoolchildren with cognitive and educational texts. Reading as an interdisciplinary skill requires not only a certain level of technical skills formed in reading lessons, but also specially organized work on the understanding of educational texts placed in primary school textbooks. Knowledge of the types of these texts, the features of their structures is the basis for primary school students to choose ways to work with any educational text to extract information and its creative interpretation.

Key words: educational text, features of scientific text, components of text activity, methods of working with educational text.

It is well known that reading belongs to one of the highest intellectual functions of a person. Reading is a source of acquiring knowledge, spiritual and moral development of the individual. The process of reading itself represents the work and creativity of the reader, since the process of reading includes creative, intellectual and labor activity, emotional empathy, co-creation, attraction of the recreating imagination, mental operations. Formed reading as an action is part of his cognitive activity. The essence of the process is the semantic analysis of sign material, the purpose of which is the perception and comprehension of the information contained in the text. Noting the complexity of the reading process,

most researchers distinguish two aspects of it:

technical and semantic. The technical side involves optical perception, reproduction of the sound shell of the word, speech movements, that is, decoding texts and translating them into oral speech. The semantic side includes understanding the meaning and meaning of individual words and the whole statement. semantic code.

It is associated with orientation in the text and involves analytical and synthetic work (orientation in the topic of the text, general content, outline of planning one’s work). an interdisciplinary learning skill that will fully function when teaching mathematics, natural history, mastering grammar rules and exercises, etc. For reading as an interdisciplinary skill, a certain level of technical skills is required that are formed in reading lessons, as well as specially organized work on the understanding of educational texts, placed in elementary school textbooks. Knowledge of the types of these texts, the features of their structures is the basis for developing methods of action with each of them and determining a generalized action with any educational text. Analysis of the works of leading psychologists and psycholinguists makes it possible to identify the following patterns related with the problem of understanding any text:

understanding of the text (in a broad sense) is the establishment by the reader of the connection or relationship between the objects of reality, which are reflected in this text;

Understanding is always based on the experience and knowledge of the reader, the degree of proficiency in linguistic means, knowledge of the subject being described;

Understanding depends on the difficulty of the object of understanding itself (the text);

Understanding the text involves analyzing this text, highlighting its main elements, establishing their relationship and combining the elements into the general semantic structure of the text. When considering the problem of understanding the text, it is important to distinguish between understanding the types of educational texts - scientific, scientific, educational, artistic. Such a distinction is legitimate, since the understanding of each text is characterized by a number of specific features. The process of comprehension of scientific, scientific-cognitive, educational texts is accompanied by active analytic-synthetic activity, is associated with conceptual thinking, volitional efforts, logical processing of available information, requires arbitrary attention, and causes the logical activity of the reader. The process of comprehension of a literary text is associated primarily with figurative thinking, with the processes of imagination, the development of the emotional sphere of the reader. The content does not overflow, does not pass into the reader's head, but is perceived, recreated by him according to the guidelines given in the work. The end result of reading is determined by the mental and spiritual activity of the reader, his creativity. The child must learn to distinguish between business and artistic speech by ear, navigate the topic and content of the text he has listened to, express his judgments about the events, facts, and phenomena he has listened to. Unlike fiction in scientific and educational articles, educational texts are another subject of knowledge

not images, but concepts, and the purpose of reading changes is the assimilation of connections and the main features of a concept, phenomenon (historical, natural history content), the assimilation of the elements of the concept, generalized conclusions, drawing up a conclusion about the main idea of ​​the article. Scientific and educational texts differ from artistic texts in their construction, logic of presentation and a special, precise, concise language. To master an article, you need logical thinking, reliance on visual diagrams, graphemes, highlighting in the text, sketching the details of an object. Therefore, it is necessary to teach them to read and work with them. The text as a linguo-methodological concept is distinguished by such features as informativeness, coherence and integrity, segmentation, hierarchical structure, accuracy. integrity implies the unity of the topic and the main idea, the repetition of key words, lexical repetition, the use of pronouns, synonyms, introductory words. The logic of the development of thought about the subject of speech, the allocation of microthemes characterize the articulation of the text. An important feature of a scientific text is the ratio of general and particular, concepts, their features, the ability to present the text in the form of a diagram, table, theses, and draw up a plan. The language of the scientific text is distinguished by mandatory accuracy using terminological vocabulary and speech turns of the scientific style of speech.

Obviously, the effectiveness of mastering the subject content of the text under study depends on the knowledge of the language of science by younger students. The language of science is difficult for children of this age to perceive, since it is distinguished by a strict logical sequence of judgments and conclusions, an abstractly generalized style of presentation, a lack of imagery, unambiguity of language means and terminology. Symbols, digital material, illustrative means are also difficult for children of primary school age. Difficulties in the perception of the educational and scientific text are explained by the insufficient amount of information and vocabulary, the unformed operations of logical thinking, the need for emotionality and concreteness.

To organize work with a scientific text, the teacher should take into account the means of expressing the logic of a scientific text, the means of connecting sentences in the text, as well as special visual means.

In order to teach children to understand how the development of thought occurs in the text, it is necessary to help them realize that the thought in the text must develop, and for this it is necessary that each sentence contains a new message, new information about the subject of speech. Special exercises on the order of words in a sentence will reveal to students the essence of the theory of the actual division of a sentence. The actual articulation is a semantic articulation: parts are distinguished within the sentence - “given” that which is the starting point of the statement, and “new” that which is reported. Moreover, linguists have established that sentences are “fastened” with the help of the “data” of each of them. Communication can be serial and parallel. With serial, a kind of chain arises: what was “new” becomes “given” in the next sentence, “new” is added to it, it becomes “given” again, for example:

“There are bones and muscles under the human skin. Bones make up the human skeleton. The value of the skeleton is very high: it is the support of the body, and also protects many internal organs from damage. ”With a parallel connection in several sentences, “given” is one, and “new” is different in each. An example is a fragment of the text "The Golden Age of Russian Culture" from the textbook "The World Around":

“In the 19th century, the appearance of Russian cities changed. The first urban water supply system in Russia was built in Moscow. The first city public transport, the horse-drawn carriage, appeared in St. Petersburg. Gas street lighting appeared in St. Petersburg and Moscow.

Students should be helped to see the means of expressing the logic of a scientific text, which are lexical repetition, introductory words expressing the relationship between parts of the statement, subordinating conjunctions that convey causal relationships. The text of a school textbook is both a source of information and a means of forming subject knowledge and skills, means of forming UUD. Since reading is a meta-subject skill, its constituent parts will be in the structure of all universal learning activities:

Personal UUD includes motivation for reading, motives for learning, attitude towards oneself and towards school;

In regulatory UUD, the student's acceptance of a learning task, arbitrary regulation of activity;

In cognitive UUD - logical and abstract thinking, working memory, creative imagination, concentration of attention, vocabulary volume. Highlighting the key concept of the lesson, highlighting key words in the text, analyzing the structure of the text, asking questions to the text, drawing up a text plan, reconstructing the text (creating a diagram , tables, diagrams) - components of text activity are at the same time components of cognitive activity. Thus, we can say that cognitive activity is a text activity. Isolation of the key concept of the lesson contributes to the creation of a mindset for the perception of new material and involves such work methods as putting forward a hypothesis, determining the meaning of a new concept, establishing causal relationships between phenomena, events described in the text. The formulation of an educational problem and the formulation of a hypothesis activates the thinking of students, contributes to the formation of interest in the material being studied, the development of intelligence and creative abilities. Hypothesis

a scientific assumption that is put forward to explain some phenomena, the reliability of which has not yet been proven empirically. A hypothesis in teaching is an assumption that is put forward by a student to explain any phenomena, the reliability of this assumption must be proven or refuted during the lesson.

Key words carry the key information of the text, are the reference "milestones" in the creation, perception and understanding of the educational and scientific text, facilitate the assimilation of new material.

The methodology establishes such techniques for working with keywords in the text as finding keywords in the text, explaining the role of keywords, restoring the content of the text by keywords, drawing up a text plan based on keywords, creating your own statement on keywords, according to the plan. The next component of the work above the educational and scientific text is the analysis of the structure of the text. The text is structured into paragraphs. A paragraph is a segment of written speech between two red lines, it is a unit of division of the text and serves to group homogeneous units of presentation, exhausting some of its moments (thematic, plot, etc.) The paragraph is a signal of the completeness of one semantic fragment, gives an orientation to the perception of a new semantic fragment - the unity of the micro-theme. The following methods of work contribute to understanding the structure of the text: determining the number of paragraphs in the text, justifying the division of the text into paragraphs, determining the micro-theme of the paragraph, drawing up a text plan. Modern textbooks in order to form this skill contain the following tasks:

Think and explain: 1. Why is the text divided into (3.4) paragraphs? How does this relate to its content? 2. How many paragraphs are highlighted in the text? 3. What does each paragraph say? 4. Make a plan for the text and retell it according to the plan. Asking questions to a text is an effective way of cognitive activity, a necessary component of work on an educational and scientific text. A question is an appeal to someone that requires an answer, clarification makes it easier to understand the educational text, teaches you to highlight important information in the text, teaches you to formulate the question correctly, teaches you to answer the question, consider evaluating the answer. For example, 1) Read the text on c ... 2) What is the most important thing in the first sentence? 3) Ask questions to the first sentence. 4) What is the most important thing in the second sentence? What helped you find the most important thing in a sentence? Ask questions to the second sentence. 5) What is the most important thing in the third sentence? What helped you find the most important thing in a sentence? 6) Ask questions to the third sentence. 7) Retell the text. 8) Why were you able to retell the text in such detail? 9) What words help us ask a question? Reconstruction of the text (creation of a diagram, table, diagram) contributes to the understanding of the text, its structuring, detailing and generalization of the information received, its visualization. Modern textbooks use a variety of methods for reconstructing an educational text: reading a diagram (tables, diagrams), extracting information from a diagram (tables, diagrams), analyzing the structure of a diagram (tables, diagrams), supplementing a diagram (tables, diagrams), drawing up a diagram ( tables, diagrams) according to the model, drawing up a diagram (tables, diagrams) by analogy, mastering educational material based on a diagram (table, diagram), defining a concept based on a diagram (table, diagram), building a proof based on a diagram (table , diagram), a description of the process based on a diagram (table, diagram), generalization of knowledge based on a diagram, table, diagram. Thus, in the process of working on educational texts, younger students acquire the skills to work with information. They learn to work with texts of a scientific nature, learn to transform and interpret the information contained in them, systematizing, comparing, analyzing and summarizing the information received.

Teaching reading from the standpoint of an activity approach makes it possible to develop a younger student as a person, in particular, his cognitive activity, the ability to choose forms and types of reading depending on the task, to transfer the formed skills and abilities to different subjects and educational texts. A student who is fluent in reading cognitive, educational literature will be able to comprehend information in a scientific and educational text, its appropriation and creative processing.

Links to sources1.Omorokova M.I. Reading in the elementary grades: Methodological guide / M .: Astrel Publishing House LLC, 2003. -124 p2. Pleshakov, A.A. The world. Grade 3 Textbook in 2 parts / A.A. Pleshakov.M.: Enlightenment, 2013