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Abstract
The paper is devoted to fostering the methodical thinking of the philological profile students. The methodology basis incorporates the procedural and cognitive approach along with the strategic direction on the cognitive process management at all educational levels. The author considers the main characteristics of methodical thinking, its content and structure including the set of cognitive components. The methodical thinking is regarded as a capability of effective work with linguistic and methodological information (i.e. analysis, transformation, optimization, and adaptation for learning purposes); easy formulation of language rules; scientific methodological generalization; implementation of the assessment and diagnostic instruments based on research experience. The author describes the development process of methodical thinking of prospective Russian language teachers, exemplified by series of workshops exploring the complex of methodology problems; the types and algorithms of the given problems being demonstrated. All the necessary teachers’ qualities can be developed by means of solving the specific methodological problems and developing the cognitive component of the thinking process.
Highlights
The paper is devoted to fostering the methodical thinking of the philological profile students
The author describes the development process of methodical thinking of prospective Russian language teachers, exemplified by series of workshops exploring the complex of methodology problems; the types and algorithms of the given problems being demonstrated
Ответьте на вопросы: – что можно понимать под техникой применительно к работе учителя русского языка?
Summary
The paper is devoted to fostering the methodical thinking of the philological profile students. Базой для разработки процессуально-когнитивного подхода послужила методика преподавания русского языка, обеспечивающая создание условий динамического развития всех компонентов, входящих в структуру учебного процесса: Для организации учебной работы студентов на основе процессуально-когнитивного подхода нами была избрана модель обработки информации Р. В связи с этим мы выстраиваем линию обучения таким образом, чтобы максимально использовать семинарские занятия не только для поэтапной обработки и освоения большого объема информации, но и для подготовки студентов к последующей самостоятельной деятельности с помощью сформированных непосредственно на занятиях когнитивных компонентов методического мышления.
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