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1

ВИРАЗНЕ ЧИТАННЯ ЯК ЕЛЕМЕНТ АКАДЕМІЧНОГО КРАСНОМОВСТВА В СТРУКТУРІ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ВИКЛАДАЧА ВИЩОЇ ШКОЛИ

100%
Будянський Д.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
|
issue 7(41)
162-171
EN
The article is devoted to the topical problem of improvement of professional language of the teacher of the university by developing skills of expressive reading. The author argues that the requirements to the professional activity of a teacher increase in the context of the reform of the Ukrainian educational system. The modern teacher must be a teacher, an educator, a psychologist, a scientist, a manager, a speaker, an artist, etc. The implementation of these tasks is impossible without a mastery of the achievements of rhetoric and theatre arts. These fields are well integrated into the educational process of high school, improve the actors’ communicative skills of the students and teachers, an important element of which is the possession of artistic word (expressive reading). The author refers the mastery of the art word to the field of academic eloquence. Some historical aspects of the development of the art of recitation are considered. In particular, the author explores the origins of expressive reading in the Ukrainian culture and pedagogy. The analysis of the ideas of the prominent Ukrainian teachers about improving the teacher’s speech skills, development of teaching methods expressive reading in the school, system of working on artwork are presented. The specific features of expressive reading in the activities of a teacher of the university are identified. The content and structure of the concept of «expressive reading», in particular, its components such as intonation, pause, tempo-rhythm, melody, technique of speech are examined. The methods for developing skills of expressive reading for the teacher are presented. According to the author, the main purpose of the development of expressive reading skills in the activity of the teacher of university is a forming of a complex of acting and public speaking skills, which are necessary for the implementation of the main tasks of academic eloquence: informing, persuading, encouraging creative thinking, aesthetic pleasure. The teacher, who owns the means of expressive speech, has an effective tool of educational impact, which contributes to the formation of the professional students language and stimulating their interest in history, literature, language, spiritual heritage of mankind. The teacher-orator as an actor is the carrier and promoter of the words art, helps to raise a love for the subject, helps to perceive a material in a different way.
2

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

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Вікторія Г.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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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.
3

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

100%
Герман В.
Педагогічні науки: теорія, історія, інноваційні технології
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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.
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