МОДЕЛЮВАННЯ ФАХОВОЇ КАРТИНИ СВІТУ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ЛЕКСИКОГРАФІЧНИМИ ЗАСОБАМИ (НА МАТЕРІАЛІ КОНЦЕПТУ «КОЛЕКТИВ»)
Modeling of professional worldview of future teachers in primary school using lexicographical means (based on materials of concept «collective»)
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One of national language education guidelines is scientific basics in linguistic conceptology and cognitive linguistics about language units as consciousness components, means of perception, mental information media. Professional language worldview reveals professional cognitive and linguodidactic structures. Nowadays issues of conceptual representation of professional knowledge fragments and their transformation into professional language add to the range of actual linguodidactic issues. Lexicography introduces a number of ways for solving the above mentioned issues. In modern research literature, a dictionary text is referred to as a specific language-informative object, a special type of social communication, visualization technique and a tool of understanding reality. The object of the article is to develop a system of lexicographical exercises and tasks to form a professionally important concept of “collective” in the context of language and professionally aimed training of future teachers in primary schools. Such research tools were used: analysis of contemporary study programs for bachelor training with the specialty of primary school teaching; modeling of a methodological system. The concept “collective” is professionally important in the context of vocational training of primary school teachers. Forming a professionally important concept “collective” in vocational training must be fully integrated in language and professionally oriented courses, such as Pedagogy, Psychology, Methodology of educational work with children, Modern Ukrainian language, Methodology of teaching Ukrainian. The article includes a system of lexicographical exercises for future teachers of primary school aimed at forming an image of collective as one of the main categories in the system of vocational knowledge as well as stipulating rational understanding of organization and correlation of mental and oral presentations in the concept structure. Therefore, at the modern stage of linguodidactic development, it is perspective to use a concept approach to forming key categories and notions. Research perspectives concern creating methodologies of forming panoramic ideas of such professionally important concepts as teacher, upbringing, family, school, activity, personality, education, discipline in the system of primary school teachers’ training.
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