Russian Federation
Moskva, Russian Federation
Obrazovatel'nyy diskurs vzaimodeystvuet s diskursom social'nyh nauk, naprimer, pri obsuzhdenii voprosov formirovaniya zhiznennyh planov vypusknikov shkoly, aspektov socializacii molodezhi, a takzhe v oblasti analiza oprosov uchaschihsya v svete obrazovatel'nyh i professional'nyh traektoriy grupp podrostkovogo vozrasta. V obrazovatel'nom diskurse vstrechayutsya priznaki ekonomicheskogo i finansovogo diskursov, naprimer, kogda rech' idet ob innovaciyah v sfere menedzhmenta shkoly i upravleniya finansami shkoly. Kogda obrazovatel'nyy diskurs v kontekste sredney shkoly peresekaetsya s universitetskim diskursom, v nem otrazhayutsya priznaki, opisyvayuschie, naprimer, sferu perehoda iz shkoly v vuz, dovuzovskoy podgotovki i proforientacionnoy raboty po predmetnym oblastyam obucheniya. Rabota nosit mezhdisciplinarnyy harakter. Rassmatrivayutsya osobennosti koncepta «Osnovnoy shkol'nyy predmet» v obrazovatel'nom diskurse na materiale amerikanskoy sredney shkoly (high school), v kontekste obschego srednego obrazovaniya. Yadro koncepta sostavlyayut nominacii urokov, kotorye naibolee rasprostraneny v uchebnom plane amerikanskoy sredney shkoly i v celom obyazatel'ny dlya izucheniya v techenie vsego perioda obucheniya v bol'shinstve shkol SShA (tri-chetyre goda obucheniya). Koncept «Osnovnoy shkol'nyy predmet» v obrazovatel'nom diskurse kak semanticheskoe obrazovanie imeet slozhnuyu strukturu, ohvatyvayuschuyu ponyatiynuyu osnovu i obshirnuyu sociokul'turnuyu sostavlyayuschuyu (associacii, emocii, ocenki, nacional'nye ob- razy i konnotacii, prisuschie amerikanskoy kul'ture i obrazovaniyu). V tekstah na shkol'nuyu tematiku vosproizvodyatsya leksiko-semanticheskie osobennosti obrazovatel'nogo diskursa, nazvaniya predmetov amerikanskoy sredney shkoly i ih opisaniya. Povtoryayuschiesya leksicheskie i semanticheskie harakteristiki diskursa predstavlyayut uchastnikov diskursa, ih sistemu cennostey i identich- nost'. Priznaki, kotorye pomogayut klassificirovat' elementy institucional'nogo diskursa, sposobstvuya postroeniyu opisatel'noy modeli i taksonomii obrazovatel'nogo diskursa, opredeleny v processe differenciacii osnovnyh shkol'nyh predmetov na osnove obschih i chastnyh faktorov.
institucional'nyy diskurs, obrazovatel'nyy diskurs, koncept, taksonomiya, shkola, leksika, semantika
Описание концепта включает анализ его номинативного поля, то есть набора языковых средств, которые представляют смысл концепта [16, с. 34–35]. Компонентный анализ таких при- знаков концепта и маркеров образовательного дискурса выявляет содержательно-смысловую структуру концепта в языковом сознании, в рам- ках ядерных и периферийных когнитивных при- знаков [7, с. 111–112; 11, с. 76]. Комплексный анализ конспекта требует определения и выделе- ния ключевых смысловых признаков концепта, контекстуальный анализ выявляет ассоциативно связанные смысловые признаки, используется этимологическое описание, паремиологиче- ский и фразеологический анализ, указывающий на национальные стереотипы [17, с. 58–60; 19, с. 7–8; 1, с. 7; 4, с. 22–28].
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