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1

ЛЕКЦІЯ ЯК РИТОРИЧНА ПОДІЯ У СТРУКТУРІ РИТОРИЧНОЇ КУЛЬТУРИ ВИКЛАДАЧА ВИЩОГО НАВЧАЛЬНОГО ЗАКЛАДУ

100%
Будянський Д.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 3(57)
364-376
EN
The article studies a topical problem of modern education – the improvement of the lecture, which is a traditional method of teaching in higher education, by means of oratory. According to the author the lecture must be treated as a rhetorical event in accordance with the requirements of the present day. It should be interpreted as the unity of the discourse, rhetorical situation, extra-linguistic and psychological and pedagogical characteristics of the student audience. The content and specific features of the concept of «rhetorical event» are discussed in the article. In particular in the rhetorical event the addressee (student) is an active person. The teacher who has well-developed rhetorical culture perceives the student audience not as a passive object of influence but an equal participant in the communication process. The understanding of socio-demographic, socio-psychological and personal characteristics of the audience, which are in the base of communicative contact, is an essential component of successful public speaking. The rhetorical approach to the lecture also determines the specificity of definition of the topic, which is formulated by the teacher as a problem. This is one of the important steps to creating a dialogue of personalities. Due to this the initial position of the target object becomes paradoxical, has an intriguing character both for the student and the teacher. In this case the teacher communicates with the students on the bases of scientific knowledge as such that require evidence and justification. The problematic approach to the topic of the lecture determines such organization of the process of perception of the material, based on the actualization of different, sometimes contradictory views on the content of the discussion. The article presents in details the stages of preparation and presentation of the lecture as rhetorical events in accordance with the canons of classical rhetoric. The main points confirmed the ideas of prominent speakers of the past and the present. The author argues that a rhetorical event is not only an effective tool to create dialogue in the verbal interaction of academic nature, but the result of the implementation in practice of the rhetorical culture of the teacher. The author also emphasizes the need to develop rhetorical culture of the teacher of the high school, which is a rhetorical event, with the aim of improving the quality of professional pedagogical activity.
2

ПРОМОВА В СИСТЕМІ ФОРМУВАННЯ РИТОРИЧНОЇ КУЛЬТУРИ МАЙБУТНЬОГО ФІЛОЛОГА (З ДОСВІДУ ПРАКТИЧНОЇ РОБОТИ)

72%
Герман В.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 1(55)
60-66
EN
In the article it appears that a basis for formation of a philologist’s rhetorical identity is his rhetorical culture, which covers effective thinking, high-grade speech, high cultural and communicative level, successful implementation of the rhetoric law in all communication situations. It is proved that an important role in formation of rhetorical culture is played by the ability to make speeches on various topics. It offers traditional and innovative forms and methods of work with students in the study of the topic “The speeches in the academic eloquence of Higher Education” in the course “Modern rhetoric of higher school”. We built a lecture and practical training around the principles of consistency, continuity, interdisciplinary communications, professional and creative approach to self-realization of the personality. In order to form the rhetorical culture of the philologist we should also apply the principles of fundamental nature, axiologisation, independence, creativity, emotionality. We form professional skills, providing students with analytical exercises (rhetorical analysis of the famous scientists’ speeches, politicians, fellow group), creative exercises (preparation of campaign and thank commendable speeches, laying quote pad to the subject) etc. We become proficient in oratorical tricks: how to prepare and pronounce the speech; how to begin and finish the speech originally; how to overcome stage fright; how to get the audience interested; how to choose the appropriate language and expressive means; which methods of the argument to choose as strong; how to make the speech emotional etc. Analyzing non-verbal culture of the speaker during the speech, we find out the role of the voice, psychological pauses, smiles and so on. Students simulate non-verbal culture of the speaker by using the materials enclosed quotations. The result of processing theme is improving public speaking skills of students-philologists, qualitative growth of professional skills in the thinking-speech activity, personal satisfaction from the practical implementation of the theoretical knowledge. We see perspective in defining the role of a scientific paper in the system of formation of rhetorical culture of a philologist.
3

РОЛЬ ДОПОВІДІ У ФОРМУВАННІ РИТОРИЧНОЇ КУЛЬТУРИ ФІЛОЛОГА (З ДОСВІДУ ПРАКТИЧНОЇ РОБОТИ)

72%
Вікторія Г.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 2(66)
40-50
EN
The article explains that the formation basis of philologist rhetorical identity is its rhetorical culture that embraces effective thinking, speech quality, high cultural and communicative level, successful implementation of the rhetorical law in all the situations of communication. It is proved that an important role in rhetorical culture formation plays an ability to prepare reports and pronounce them on various topics. It analyzes traditional and innovative forms and work methods with students-philologists in the study of the topic “Report of the academic eloquence” in the course “Modern Rhetoric”. During the lecture “Rhetorical culture of research report” we focus philologists’ attention on the theoretical aspects of report genre, on the analysis of its preparation stages, on consideration general and distinctive features of the report as an oral genre and articles, qualification work, etc. as written scientific works, based on materials that report pronounced. We interpret the report as a genre of oral academic eloquence, which represents the study materials on a particular topic. We are working on preparation stages of the scientific report: invention, disposition, elocution, memoria (lat.), action (lat.), and relaxation. We investigate the particular rhetorical skills during the preparation and publication of the report. We provide advices on overcoming of public speaking fear and conduct master classes based on materials the author’s article. An important aspect of students’ individual work we can see processing lectures, recommended literature, preparation of reports. In the practice we provide a rhetorical analysis the reports of the famous Ukrainian linguists P. Hritsenko, A. Ponomarev, A. Moisiienko and other scientists. We compare articles and reports; find out general distinctive features of the written text and oral report. We immersed in a rhetorical analysis of the intercepted reports to express compliments and advices. The result of conducted training is self-conscious beliefs of students, that the key to the successful report is its scientific-theoretical validity, deep factual material, its vision of the problem and high rhetorical culture of the speaker (logical, psychological, verbal, non-verbal). The result of processing threads is to improve public speaking skills of students-philologists and the growth of professional skills.
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