Идея опосредования Л.С. Выготского: семиотические и образовательные проекции

Abstract

<p>The work is aimed at discussing and clarifying the understanding of L.S. Vygotsky's idea of mediation in relation to educational processes and the semiotic perspective of their research. The provisions interpreting the concept of "sign" as a mediating mechanism of cultural and historical development of a person, the growing up of a child, the development of his mental processes, language thinking are presented. The history of the formation of semiotic concepts, their isomorphism to the ideas of L.S. Vygotsky is considered: the development of a sign, including verbal, allows you to move from natural actions into a conditional, virtual space, with a wide repertoire of not only mimesis, but also symbolic actions. The idea of the mediating mechanism of speech reflection as the basis of functional literacy is being developed. Speech reflection and diary activity are considered as the realization of the idea of mediation in language teaching. The semiotic interpretation of L.S. Vygotsky's mediation theory is presented, educational projections of its implementation in teaching the native language are shown. From the point of view of epistemological searches, a comparison of the ideas of Vygotsky and Levi-Strauss is undertaken. L.S. Understanding model Vygotsky, which underlies modern ideas about meaning and speech affirmation, is indicated by the metaphor of translation: it is the translation of alienated external meanings into the mental language of internal speech and the transformation of meaning into meaning, and then - the "internalization" of meaning, that is, the translation of the meanings that have arisen into external speech and the formation of a new, enriched meaning. It is shown that L.S. Vygotsky's semiotic merit also consists in the fact that the scientist understood the linguistic sign as an intermediary sign and brought it into the space of culture, thereby opening the cultural and historical horizon of interpretation of semiotic phenomena.</p>