Integrative mechanisms for increasing efficiency of educational and methodological interaction between teacher and student

Abstract

© 2018 National Research Ogarev Mordovia State University. All rights reserved.. Introduction. Educational and methodological interaction between teacher and student during lecture caused many questions in recent years. The essential structural part of this interaction is work with text. Questions arise relative to students' inability to find core information in text, to clarify the concepts, to explain the logics of presentation, to understand syntax of a course-book or lecture text. The research problem is to integrate pedagogical and psycholinguistic approaches and to develop new mechanisms for working with text. The purpose of this article is to develop integrative mechanisms for working with academic texts. Materials and Methods. In the study we drew on analysis and comparison, induction and deduction, psycholinguistic analysis, and generalisation. The methodology of working with text was developed based on structuralism, hermeneutics and the theory of unity. Kazan linguistic school (founded by Prof. I. A. Baudouin de Courtenay) considers a text as a historical and psychological phenomenon: the text materialises a set of methods of cognition. This approach was successfully developed by German psycholinguists. Therefore, the theoretical basis of our research is technique by D. Hake, K. Nestler (Germany) adapted for evaluating the effectiveness of pedagogical communication. Results. The study developed mechanisms for increasing the efficiency of the teaching and methodological interaction between teacher and student based on integration of traditional methods of working with text in university and psycholinguistic procedures of text analysis. Integration of these methods with psycholinguistic procedures of information, logical interrelation, conceptual and syntactic complexity analysis made it possible to improve efficiency of the text work and consequently - educational and methodological interaction. As a result we identified four mechanisms: testing the structural-semantic content, improvement of structural and logical analysis, mastering the procedure of lexical and conceptual analysis, structural-syntactical analysis. The results of the study have practical significance: the mechanisms can be reproduced in a wide range of high-school practice and affect the quality of education, improve the level of social and intercultural communications. Discussion and Conclusions. In the educational practice of universities, integrative mechanisms to increase the efficiency of educational and methodological interaction are not sufficiently applied. Our results suggest that the use of integrative mechanisms allows improving the efficiency of not only text work, but also the quality of teacher training in general. The findings of the study will be useful to students, teachers and specialists in the field of education and pedagogical communication.