Педагогические
науки/4.Стратегические направления реформирования системы образования
Smagulova G.T., Zhetpisbayeva B.A.
Academician Ye.A.Buketov
Karaganda State University, Republic of Kazakhstan
ESSENCE OF THE ETHNOLINGUAL DIDACTIC
APPROACH
Making complex definition of the ethnolingual didactic
approach as an investigated concept one should characterize the component
"approach". According to S.I. Ozhegov's explanatory dictionary there
is given the following definition: “approach is a set of methods, means (in
influencing on someone, in studying something, in proceedings)” [1]. The
definition presents a general idea of this concept therefore it is necessary to
consider "approach" from the various points of view.
The set of methodological approaches is considered as
theory-methodical basis since the investigated pedagogical phenomenon in its
complexity, as a rule, shouldn't be studied from one point of view. Some
authors [2, 3, 4] engaged in the research notice that the term
"approach" is polysemous and can be considered as:
- a complex of paradigmatic (an ontologic picture, the
scheme and the description of objects), syntagmatic (ways and methods of
argument, languages of description, an explanation and understanding) and
pragmatical (the purposes and values, the instructions, resolved and forbidden
forms of using syntagma and paradigm) structures and mechanisms in knowledge and
practice. The structures characterize competing (or historically replacing each
other) strategies and programs in science, politics or in organizing
live-sustaining activity of a person;
- a world outlook category reflecting social
orientations of subjects of education as carriers of public consciousness;
-both a global system organization and self-organizing
the educational process and as basic methodological orientation of research;
-a set of principles defining an overall aim and
strategy of corresponding activity;
-a base valuable orientation of an educator defining
the position in interaction with the trainee and collective [5, 6].
Concerning to the research context the approach is
considered as a complex of paradigmatic, syntagmatic and pragmatic structures
and mechanisms in experience that characterizes strategies and programs in
organizing live-sustaining activity of a person [7]. Analysis of a category
"approach" is usually referred to during the special periods of
developing the certain activity when there basic changes are fixed or problems
being unsolubleby available means are emerged.
Realizing any approach means the complex statement of
general methodological and theoretical questions. A priori the question
concerning methodology of education as a whole: whether education is based on
the certain approach or simultaneously on several. Recognizing the variety of
approaches logically means stating the problem of approaches’ hierarchy and
levels’ parity.
According to the classification of approaches by
scientific disciplines: philosophical, psychological, pedagogical,
anthropological, interdisciplinary etc.; by object of applying: pragmatic,
culturological, personal etc.; by the analysis: system, complex, structural
etc. there is obvious represented the differentiation of approaches without
their mutual exclusion, taking into account their ability to develop, improve
the previous ones. Moreover, the distinction provides realizing the different
plans of consideration (analysis).
According to the concept of four-leveled
methodological analysis by I.V. Blauberg, E.G. Yudinthe treating any phenomenon
(in our case, polylingual education) presumes multiplicity of approaches as a
counter to unicity [8; 129]. There are assumed the system, evolutionary
approaches at the first basic level – the philosophical and the
interdisciplinary, complex, synergetic ones are at the subsequent, general
scientific level. Therefore the culturological, personal, pragmatic approaches
should be concerned to a specific science (or a field, for example,
psychology-pedagogic). Similarly, at last level there are also placed the
approaches concerning education: the axiological, hermeneutic,
personal-pragmatic. Hence, here there is the ethnolingual didactic approach as
a methodological strategy in realizing the polylingual education. Regarding to
the principle of hierarchy the specific scientific level is characterized by
defining the levels set above.
Having considered the approach formation from the
positions of three leveled methodological analysis one can be certain that the
first level characterizes a philosophical, world outlook basis. System and
evolutionary approaches reflect an existential vision of the world [9; 31-32].
Then, ethnolingual didactic approach appropriately is a system,
interdisciplinary one. Having a practical, pragmatic and humanistic
orientation, it is also characterized by both personal and pragmatic aspects.
Acting within the limits of the approach language is both an object and a
knowledge means, thus there is accented the practice orientation of education with
fixing the subordination of knowledge to abilities.
Considering the levels in respect to the concept the
analysis of educational process and place (respectively, the format) of the
ethnolingual didactic approach at each level – philosophical, general and specific
scientific is represented as the following: philosophical level (system
approach), general scientific level (interdisciplinary approach), specific
(especial) scientific level (ethnolingual didactic approach).
The statements given above testify that the
ethnolingual didactic approach represents one of the plans considering such
complex phenomenon as education according to level structure of its
methodological analysis.
The ethnolingual didactic approach being the set of
basic principles, specialized methods and specific means is offered as
methodological maintenance of polylingual education and represents the
methodology-technological tooling for developing scientifically well-proved
instructions for the practice of organizing the polylingual education [10].
Working out the methods systematized according to
certain principles within the limits of leading methodological approach has
been designated and proved. The ethnolingual didactic approach defining the
initial positions of scientific experience represents the set of: 1) basic
principles, 2) specialized methods and 3) specific means of its realization.
The methodological essence of the ethnolingual
didactic approach in creating the polylingual
personality consists in its system, interdisciplinary and pragmatic
character. Being at the level of a specific science (lingual didactic) the
ethnolingual didactic approach as a matter of fact integrates the social
cultural, valuable, civilized, innovative and system approaches. The ethnolingual didactic approach
takes for a strategy point the interdisciplinary, integrated requirements to
result of educational process and changes the goal-setting type in educational
system of polylingual education that directed to training the polylingual personality.
Thus, the ethnolingual didactic approach for
organizing and developing the system of polylingual education is defined as set
of specific principles, methods and means based on consideration of education
system in a complicated inconsistent parity of society and ethnoculture, their
dynamics and historical development. The methodological tooling of polylingual
education is the set of technologies, forms and the methods promoting
efficiency of process of preparation for activity in polylingual environment:
the system selection of content including special, general pedagogical,
linguistic and ethnopedagogical training.
The ethnolingual didactic approach has not been stated
as an exhaustive methodological strategy and means of realizing the polylingual
education. Representing the central strategic line of organizing the
polylingual education it could strengthen positions of polylingual
education only in a complex with other methodologically significant practiced
approaches.
References:
1. Ozhegov S.I., Shvedova N.Yu.
Russian language explanatory dictionary: 80 000 words and phraseological
phrases. М.: Azbukovnik, 2006, 944p.
2. Psychology of individual and group subject /
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3. Rubinshtein S.L. General psychology problems.
М.: Pedagogika, 1973, 416p.
4. Stepanov Ye.N. Contemporary approaches and
education conceptions for a teacher. М.: Creative centre «Sfera», 2002, 160p.
5. Trukhachev V.I. High school in leading world
countries. Stavropol: AGRUS, 2006, 120p.
6. Yakovlev Ye.V. Pedagogical conception:
methodological aspects of construction. М.: VLADOS, 2006, 239p.
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Tereschenko. Minsk: Knizhnyi dom, 2003, 1312p.
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approach. М., 1973, 270p.
9. Zimnyaya I.A. Key
competences as the effective principal basis of the competence approach in
education // Russia in Bologna: problems, objectives and perspectives. М., 2004, 42p.
10. Zhetpisbayeva B.A. Theoretical and methodological fundamentals of multilanguage
education. Resume of Doctor of Education. Karaganda, 2009, 46p.