L.A. Trigorovich, T.D. Martsinkovskaya

education of the Russian Federation

for higher education students educational institutions


5.3. Self-education
5.4. Education methods

Questions and assignments 112 Sample topics for essays 113 Literature 113

Chapter 6. General provisions of didactics 114

6.1. Goals, objectives, functions and principles of training 114

6.2. Learning Theories 117

6.3. Forms of training organization 122

6.4. Teaching methods 129

6.5. Learning motivation as necessary condition successful learning. . . 132 Questions and assignments 137 Sample topics for essays 137 Literature 137

Chapter 7. Family as a sociocultural environment for education 138

7.1. Family like social institution 138

7.2. Child-parent relationships and styles of family education. . . . 141

7.3. Violations in parent-child relationships 147

7.4. Education in families where parents are teachers 152

7.5. The role of the family in the development of a child’s personality 155

Questions 158 Sample topics for essays 158 Literature 159

Chapter 8. Management of pedagogical systems 160

8.1. The state nature of management of the education system 160

8.2. Functions and managerial culture of a leader 163

8.3. Pedagogical analysis, planning and control as the main directions of management of pedagogical systems 165

8.4. The role of the organization in management 170

Questions and assignments 173 Sample topics for essays 173 Literature 173

Part II. PSYCHOLOGY

Chapter 1. The subject of psychology, its methodology and methods 177

1.1. Subject of psychology. The connection between psychology and other sciences 177

1.2. Main factors and principles determining development psychological science 179

i 1.3. Methods of psychology 191

Questions and assignments 196 Sample topics for essays 197 Literature 197

Chapter 2. History of the development of psychological science 198

2.1. Stages of development of psychology 198

2.2. The emergence of associationism 205

2.3. Methodological crisis 209

knowledge about the environment makes modern psychological and pedagogical sciences significant and really helpful in life.

The authors’ goal was not only to give an idea of the content of psychology and pedagogy, but also to encourage readers to transfer the acquired knowledge into their own scientific and practical activities, help to understand yourself and others more objectively. Everyone who has thought at least a little about the problems of understanding the world, their experiences and aspirations has knowledge in the field of everyday psychology. However, everyday psychology, along with some important concepts, also carries many stereotypes, misconceptions, and prejudices that prevent people from correctly and objectively understanding themselves and others, from realizing the right of others to be themselves, i.e. different from others. It is especially important (and most difficult) to understand and accept the individuality and independence of people close to us, as well as the impossibility, despite all our desire, to remake them in our own image.

Awareness of the uniqueness of any person leads to the thought of those strong and weaknesses, which everyone has and which must be recognized and be able to balance. No less significant are the problems of abilities that determine the inclinations and capabilities of people, as well as the laws of the process of learning about the world and the difficulties that people face along this path.

Another problem that is reflected in the textbook is socialization, i.e. the process of a person entering the world, communicating with other people and finding the group with which a person identifies, considering it his own.

Naturally, the book provides only a brief and fairly popular coverage of those complex problems that psychology and pedagogy have solved and are currently solving. It reveals mainly those issues and achievements of these sciences that are directly related to the lives of most people, and not just psychologists.

The authors hope that readers will not only gain a fairly complete understanding of the subject and problems of these sciences, but will also become seriously interested in them, and the knowledge gained will not be forgotten after passing the exam, but will help in solving real life issues.

M.: Gardariki, 2003 - 480 p.

The current state of pedagogy and psychology is reflected, in particular the approaches and concepts that are most common in both domestic and foreign science. The structure and content of the textbook correspond to the state educational standard higher vocational education second generation in the discipline "Pedagogy and Psychology". The book is complemented by practical exercises and a glossary. High culture and at the same time simplicity of presentation of the material contribute to its optimal assimilation.

For students of higher educational institutions, teachers and psychologists.

Format: pdf/zip

Size: 2.27 MB

Preface. 9

Part I. PEDAGOGY

Chapter 1. General Basics pedagogy 13

1.1. Object, subject, tasks and functions of pedagogy 13

1.2. Methodology and methods pedagogical science 15

1.3. Basic concepts of pedagogy 24

Questions and tasks 32

Sample essay topics 32

Literature 32

Chapter 2. History of the formation of pedagogical science and practice

2.1. The formation of pedagogical science

2.2. Modern structure pedagogy 42

2.3. The connection between pedagogy and other sciences 46

Questions and tasks 47

Sample essay topics 48

Literature 48

Chapter 3. Education as a global object of pedagogy 49

3.1. Goals and objectives of education 49

3.2. Education system Russia 51

3.4. Modern tendencies education development 67

Questions and tasks 73

Sample essay topics 73

Literature 73

Chapter 4. Pedagogical activity. 74

Relax - look at pictures, jokes and funny statuses

Various aphorisms

Good attitude to the buyer ends along with his money.

Quotes and Statuses with meaning

Previously, a condom cost three kopecks... And a pie with jam cost five... It’s like you could go for a walk for eight kopecks!

Jokes from school essays

At the New Year's party we were treated to sweets and crackers.

Preface to the second edition
From the author
Chapter I.	Theory speech activity
	§ 1.	Object and subject linguistic science
	§ 2.	Language and speech
	§ 3.	The concept of speech activity
	§ 4.	Social functions and functional equivalents of language as a problem in the theory of speech activity
	§ 5.	Language sign and theory of speech activity
Chapter II.	Study of speech activity and some problems of linguistics
	§ 1.	Diachrony, history, language development
	§ 2.	Some problems of language evolution and speech culture
	§ 3.	Toward a theory of speech culture
	§ 4.	Some questions of the genesis of speech communication in the light of activity theory
Chapter III.	Psycholinguistics as the science of speech activity
	§ 1.	From the history of the emergence and development of psycholinguistics
	§ 2.	About the subject of psycholinguistics
	§ 3.	Psycholinguistic problems of phrase generation
	§ 4.	Psycholinguistic problems of semantics
Chapter IV.	Speech activity and learning problems
	§ 1.	Speech activity and language teaching
	§ 2.	ABOUT speech situation and the principle of speech acts
	§ 3.	The essence and objectives of “school grammar”
	§ 4.	On the question of the place of psycholinguistic analysis in the problems of “school grammar” (parts of speech as a psycholinguistic problem)
Application. From the history of the study of speech activity in our country
	I.A. Baudouin de Courtenay
	L.S.Vygotsky

There is a set of books, a kind of gentleman’s set, which for some reason are considered necessary to be mentioned in the bibliography at the end of any dissertation on language, speech, mastery of a native or non-native language. It so happened that this book has long been included in this frame and remains in it to this day, although it was published more than 30 years ago (however, in a fairly large circulation - 31 thousand copies).

When I, the author, think about why this happened, I cannot find a definite answer. In essence, this book is a collection of previously published articles (and also includes several previously unpublished texts). Apparently, the reason is that it was the first mass publication on psycholinguistics, specifically aimed at a wide range of linguists and methodologists of native (and foreign) languages. At the same time, this book was perhaps the first generalizing work on what can be called “linguistics of speech” - on the theory of speech activity as part of general linguistics. Therefore, it attracted the reader’s attention and, oddly enough, holds it to this day.

Of the nineteen sections of the book, six are reprinted from the collective monograph “Theory of Speech Activity (Problems of Psycholinguistics)” (Moscow: Nauka, 1968). Nine were published in various magazines and collections, and four were published in this book for the first time. Despite such heterogeneity, the book, according to the reviews of many of its readers, turned out to be quite holistic.

The book as a whole and its individual components attracted attention abroad. Just two years after the release of the Russian edition, it was published in its entirety in Germany. Chapters from it were also translated into Italian and published in the GDR. The book and chapters from it have been the subject of long-term discussion in Western, primarily German, linguistics, psycholinguistics, sociolinguistics, and linguodidactics.

Of course, the author has come a long way since the book was first published. I will not list all my books published after it - I will name only the last four. This is the third edition of “Psychology of Communication” (1999), the book “Language and Speech Activity in General and Educational Psychology. Selected psychological works" in the series "Psychologists of the Fatherland" (2001), monograph "The Active Mind. Activity, sign, personality" (2001) and the third edition of "Fundamentals of Psycholinguistics" (2003). By the way, it was published in "The Active Mind" full list my publications until 2001.

I would like to hope that “Language, Speech, Speech Activity” can be of interest now, for a new generation of readers.

A.A. Leontiev

Alexey Alekseevich Leontyev (1936--2004)

Outstanding Russian linguist, psychologist, teacher. Recognized founder of psycholinguistics in the USSR and Russia. Professor of the Department of Personality Psychology, Faculty of Psychology, Moscow State University state university them. M. V. Lomonosov. Doctor of Philological Sciences (1968), Doctor of Psychological Sciences (1975), full member Russian Academy Education (1992), rector of the Institute of Languages and Cultures named after. L.N. Tolstoy (1994). Author of hundreds of scientific publications on psychology, linguistics, ethnography, semiotics, criminology, mass communication and pedagogy, including more than 30 scientific and popular science books. Organizer of a series of applied research on the problem of communication in the field of lectures, advertising, cinema, etc. The results of his research are widely used in language teaching methods, criminology and other areas of practical activity.

LIBRARY OF CHEREPOVETS PEDAGOGICAL INSTITUTE

Leontyev A. A.

Language, speech, speech activity. M., Education", 1969. 214 pp.

A. A. Leontyev introduces readers to the theory of speech activity, the principles of researching speech activity, psycholinguistics as the science of speech activity, and shows how the analysis of speech activity and the problems of language teaching are connected.

FROM THE AUTHOR

The general trend observed in modern linguistics is the development of complex, borderline problems, the development of “adjacent” fields where linguistics works side by side with other sciences, such as sociolinguistics, ethnolinguistics, psycholinguistics; this is a general trend in penetrating “beyond” language, in revealing the essential characteristics of human activity in general, including speech activity; in a word, in studying not so much the language as the speaking person.

This trend largely determined the appearance of this book. Its main idea is the need for modern stage the development of human sciences should not be limited in the study of speech and language to the framework of one science (for example, linguistics), but should operate widely, first of all, with such concepts and categories that arise in the course of interdisciplinary research. The ideas reflected in the book were expressed by the author earlier, but here these thoughts, so to speak, are brought together and presented as an integral system. On the pages of this work, the author did not at all seek to merely express his own opinion on the issues raised by him. On the contrary, its task is to introduce the reader to some of the problems that concern linguistic science today, and to give a more or less general idea of the state of these problems. At the same time, the author sought to make his presentation clear and accessible to the general reader, in particular, not to overload the presentation with references to literature (our brochure “Psycholinguistics” (L., 1967) is specifically devoted to the history of the issue, to which the interested reader should turn). In preparing the book, the author used materials from articles and reports, partially published earlier in various publications.

A.A. Leontyev

Language,

speech,

speech

activity

EDUCATION

Leontyev A.A.

Language, speech, speech activity. M., Education", 1969. 214 pp.

Chapter I. THEORY OF SPEECH ACTIVITY 5

§ 1. Object and subject of linguistic science 5

§ 2. Language and speech 6

§ 3. The concept of speech activity 14

§ 4. Social functions and functional equivalents of language as a problem in the theory of speech activity 16

§ 5. Linguistic sign and theory of speech activity 24

Chapter II. RESEARCH OF SPEECH ACTIVITY AND SOME PROBLEMS OF LINGUISTICS 28

§ 1. Diachrony, history, development of language 28

§ 3. Towards the theory of speech culture 41

§ 4. Some questions of the genesis of speech communication in the light of activity theory 46

Chapter III. PSYCHOLINGUISTICS AS THE SCIENCE OF SPEECH ACTIVITY 52

§ 1. From the history of the emergence and development of psycholinguistics 52

§ 2. On the subject of psycholinguistics 55

§3. Psychological problems generating phrases 61

§4. Psycholinguistic problems of semantics 68

Chapter IV. SPEECH ACTIVITY AND LEARNING PROBLEMS 74

§ 1. Speech activity and language teaching 74

§ 2. On the speech situation and the principle of speech actions 83

§ 3. The essence and tasks of school grammar 88

§ 4. On the question of the place of psycholinguistic analysis in the problems of “school grammar” (parts of speech as a psycholinguistic problem) 91

APPLICATION. FROM THE HISTORY OF STUDYING SPEECH ACTIVITY IN OUR COUNTRY 96

I. A. Baudouin de Courtenay 96

L. S. Vygotsky 109

FROM THE AUTHOR

This trend largely determined the appearance of this book. Its main idea is the need at the present stage of development of human sciences not to limit the study of speech and language to the framework of one science (for example, linguistics), but to operate broadly, first of all, with such concepts and categories that arise in the course of interdisciplinary research. The ideas reflected in the book were expressed by the author earlier, but here these thoughts, so to speak, are brought together and presented as an integral system. On the pages of this work, the author did not at all seek to merely express his own opinion on the issues raised by him. On the contrary, its task is to introduce the reader to some of the problems that concern linguistic science today, and to give a more or less general idea of the state of these problems. At the same time, the author sought to make his presentation clear and accessible to the general reader, in particular, not to overload the presentation with references to literature (our brochure “Psycholinguistics” (L., 1967) is specifically devoted to the history of the issue, to which the interested reader should turn). In preparing the book, the author used materials from articles and reports, partially published earlier in various publications.

The book consists of four chapters and an appendix. The first chapter addresses the most important theoretical problems of a general nature related to the subject of this book. In the second chapter, the author tries to apply the theoretical principles expressed above to the solution of some specific scientific issues. The third chapter is devoted to psycholinguistics as the science of speech activity. The fourth chapter has a practical focus: it analyzes various issues related to language and grammar teaching. Finally, the appendix contains two historical sketches - about I.A. Baudouin de Courtenay and L.S. Vygotsky. This was done for various reasons. The paragraph about Baudouin was introduced because so far there has been virtually no work on this scientist as a psychologist in the broad sense, as a theorist of speech behavior; Available sources, as a rule, give a false picture of this side of his views (as often, however, other sides). The paragraph about L.S. Vygotsky was introduced because now, when the ideas of Vygotsky’s school are intensively penetrating not only psychology, but also related sciences and are also used in linguistics, it is extremely important for the reader, in our opinion, to have the opportunity to familiarize himself in a compact form with the essence of Vygotsky's views.

When writing this book, the author enjoyed the help and friendly support of his colleagues at the Institute of Linguistics of the USSR Academy of Sciences and the Scientific and Methodological Center of the Russian Language. We would like to offer our most heartfelt gratitude to all of them, especially V.G. Kostomarov, who provided great and selfless assistance in working on the manuscript.

Chapter I. THEORY OF SPEECH ACTIVITY

§ 1. Object and subject of linguistic science

The paragraph is based on the article “The object and subject of psycholinguistics and its relation to other sciences of speech activity” (in the collective monograph “Theory of speech activity (problems of psycholinguistics).” M., 1968).

IN last years both abroad and in our country, many works have appeared devoted to the so-called logic of science, i.e. the logical structure scientific theory and the process of scientific research (FOOTNOTE: Let us note from them: “Problems of the logic of scientific knowledge.” M., 1964; M. A. Rozov. Scientific abstraction and its types. Novosibirsk, 1965; “Dialectics - the theory of knowledge. Problems of the scientific method.” M., 1964; “Logic of Scientific Research.” M., 1965). However, a number of the most important problems in this area of knowledge have not yet received sufficient coverage, and it is advisable to dwell on these problems in our book.

We are talking, first of all, about the very concept of an object of science, a concept that is usually taken out of the framework of logic as a science or reduced to “individual objects,” as is done in the collection “The Logic of Scientific Research.” Only a few works make a consistent distinction between this concept and the concept of the subject of science. Let us explain this difference.

It is often said that a number of sciences (linguistics, physiology and psychology of speech, pathology of speech and thinking, logic and poetics) have the same object. This means that they all operate on the same

We will not analyze). Finally, the linguist deals with the organization of speech, so to speak, at the elementary level, at the foundation level; Only after he has completed his work of “disassembling” and reassembling the object, the logician and the poetic specialist begin to work, operating with the results of the linguist’s work.

So, analyzing the totality of mental and speech acts (we emphasize once again: for now we are talking about this totality only as the very first approximation to the actual object of linguistics!), the linguist identifies in them what is common in the organization of any speech of any person in any situation , searches for those means without which it is generally impossible to characterize internal structure speech flow. There have been periods in the history of linguistics when these means were taken, in essence, as a “list”, without an explicit attempt to establish their real relationship as elements of a system. Now linguistics has entered a period of systematization and has even become somewhat carried away by the search for systematicity, often transferring the results obtained from one material (say, when analyzing the sound side of speech) to another, which is not amenable to such direct interpretation (say, semantics). The concept of a language system has taken a strong and definitive place in linguistics. We can say that the subject of linguistic science is now precisely the language system.

From what has been said it is clearly clear that the subject of science is a historically developing category. In other words, one and the same object of one and the same science can be interpreted differently by it in different historical stages its development. Consequently, the configuration of the subject of science depends not only on the properties of the object, but also on the point of view of science at a given moment. And this point of view, in turn, is determined, on the one hand, by the path that this science has traveled, and on the other, by the specific tasks that science faces at the moment.

As already noted, the subject of science is a generalization of the set of possible models of a specific subject area. Let's turn to the concept of a model.

The model is defined in the modern logic of science (FOOTNOTE: See: V. A. Shtoff. Modeling and philosophy. M.-L., 1966, p. 19. From others the most important works More recently, about models and modeling, see: Yu. A. Zhdanov. Simulation in organic chemistry. “Questions of Philosophy”, 1963, No. 6; A. A. Zinoviev, I. I. Revisions. Logical model as a means of scientific research. “Questions of Philosophy”, 1960, No. 1; I. B. Novik. About modeling complex systems. M., 1965; I. G. Frolov. Essays on the methodology of biological research. M., 1965) as “such a mentally represented or materially realized system that, displaying or reproducing the object of study, is capable of replacing it so that its study gives us new information about this object.” Below we will everywhere understand the model as V. A. Shtoff understands it, with some additional statements regarding models of speech activity (FOOTNOTE: See in this connection: A. A. Leontiev. Word in speech activity. M., 1965, pp. 41 et seq.).

As noted above, there may be many non-coinciding models of the object of interest to us, defined (for now!) as a set of speech acts (global “speech”). None of them is complete, does not exhaust the object. An exhaustive description of it (and a logical model is, in the general case, any sufficiently correct, i.e., satisfying certain requirements for adequacy, description of an object) is impossible and unnecessary. In a model, we each time isolate some features of an object, leaving others outside of our consideration; however, all correct models of a given object, forming an abstract system of objects (a system of abstract objects), have invariant characteristics that remain unchanged when moving from one model to another.

Within our object, those ontological characteristics that could be combined in the concept of “language” are not given separately as something already formed, given, just as we are not given as something given the characteristics corresponding to the concept of “speech” or any other similar concept. The distinction between language and speech does not lie solely in these ontological, essential characteristics as an object; both it itself and the criterion or criteria underlying such a distinction are historically determined by the development of linguistics and another science interested in such a distinction - psychology, as well as internal features these and other sciences that study speech (in a global sense). Let us dwell on this distinction in some detail.