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1

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

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Будянський Д.
Педагогічні науки: теорія, історія, інноваційні технології
|
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

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

100%
Будянський Д.
Педагогічні науки: теорія, історія, інноваційні технології
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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.
3

РИТОРИЧНІ ЗАСАДИ УКРАЇНСЬКОЇ КУЛЬТУРИ КОЗАЦЬКОЇ ДОБИ

100%
Будянський Д.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 5(39)
44-53
EN
In the article the analysis of the rhetorical content of some elements of Cossack culture is made. The author investigates the specific features of the Cossack eloquence, conditions of their appearance and development. In particular, it is argued that rhetorical skills were necessary for representatives of the Cossack officers, namely: convincingly defend their opinion before a large audience, speech technology, emotionality, witty, improvisation, polemical skills, ability to be concise, informative, original. The ability to tell an artistic story, sense of humor, which was manifested in the original understanding of the phenomena of reality, human features and transfer them in a humorous tone, were valued among the Cossacks. Candidate hetmans necessarily had to give a speech about how he understood his appointment, how he was going to organize an army to fight for the freedom of Ukraine and what meant for him to be faithful to society, etc. Military appeals, with which hetmans addressed not only to the Cossacks, but also to all the population of Ukraine, were eloquent. Rhetorical basis of Cossack Chronicles, namely the content, structure, rhetorical devices, compliance with the ancient traditions of eloquence were reviewed in details. The role of the Kyiv-Mohyla Academy in rhetorical preparation of the Cossack was reviewed. It is argued that shots of the Ukrainian administration, the judiciary, the clergy, that were the Ukrainian intelligentsia, were brought up at this institution. The knowledge, which was gained at the Kyiv Mohyla Academy, including rhetoric, helped them in the future career. Fragments of the Ukrainian hetmans’ speeches, which are the samples of national political rhetoric, are presented. Rhetorical figures, which are used in Ukrainian folklore: in ballads, songs, proverbs, are analyzed. Cossack songs are rich in ideological content, emotional stress, high artistic quality. The use of such rhetorical figures as a metaphor, hyperbole, a rhetorical question and rhetorical comparison, is characterized for their poetic style. Thus, the author proves the idea about the necessity of thorough study and use of Cossack rhetorical heritage in the modern educational process.
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