BSU bulletin. Philosophy
Bibliographic description:
, REALIZATION OF METASUBJECT APPROACH IN BURYAT LANGUAGE TEACHING // BSU bulletin. Philosophy. - 2016. №1. Педагогика. Pedagogy. - С. 86-98.
Title:
REALIZATION OF METASUBJECT APPROACH IN BURYAT LANGUAGE TEACHING
Financing:
Статья печатается на средства гранта ФГБОУ ВПО «Бурятский государственный университет» «Содержание и технологии экологического и межкультурного образования России и Монголии: сравнительный анализ», номер гранта № 2014-01Г-08.
Codes:
Annotation:
The article deals with the basic directions of metasubject approach in Buryat language
teaching. Educational process based on metasubject approach allows determining
foreground methods of work with information, organizing Buryat language
lessons with use of metaknowledge from different areas of science and forming stable
skills, abilities and knowledge of primary school pupils.
Thus, the "Buryat language" as a subject is open for the content of other educational
disciplines and metasubject initially, as evidenced by development of vocabulary related
to almost all spheres of human life on the lessons, use of the concepts and
knowledge from Russian lessons in learning Buryat language grammar.
Acquaintance with the Buryat people’s culture and traditions is associated with the
lessons of history, geography, world culture; reading literary texts in Buryat allows
expanding pupils’ knowledge in literature.
One of the ways of metasubject approach realization in Buryat language teaching is
an opportunity to use intersubject concepts in informative and social practice, to
plan and carry out educational activity independently, to organize educational cooperation,
to master skills of educational, research, project and social activities by pupils.
teaching. Educational process based on metasubject approach allows determining
foreground methods of work with information, organizing Buryat language
lessons with use of metaknowledge from different areas of science and forming stable
skills, abilities and knowledge of primary school pupils.
Thus, the "Buryat language" as a subject is open for the content of other educational
disciplines and metasubject initially, as evidenced by development of vocabulary related
to almost all spheres of human life on the lessons, use of the concepts and
knowledge from Russian lessons in learning Buryat language grammar.
Acquaintance with the Buryat people’s culture and traditions is associated with the
lessons of history, geography, world culture; reading literary texts in Buryat allows
expanding pupils’ knowledge in literature.
One of the ways of metasubject approach realization in Buryat language teaching is
an opportunity to use intersubject concepts in informative and social practice, to
plan and carry out educational activity independently, to organize educational cooperation,
to master skills of educational, research, project and social activities by pupils.
Keywords:
metasubject approach, the Buryat language, intersubject communications, curricular material, text.
List of references:
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obrazovaniya [Metasubject Approach as a Core of the Russian Education]. Sbornik
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rezul'tatov shkol'nikov: dis. kand. ped. nauk [Innovation as a Condition for
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Theory, Methodology, Practice]. Proc. 2nd Int. sci.-pract. conf. Cheboksary: Interaktiv
plyus Publ., 2015.
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Project: The Problem of Integration in Modern School]. Available at:
https://www.google.ru/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-
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6. Khutorskoi A. V. Metapredmetnoe soderzhanie obrazovaniya s pozitsii chelovekosoobraznosti
[Metasubject Content of Education from the Human-Oriented Standpoint].
Vestnik Instituta obrazovaniya cheloveka — Bulletin of Human Education Institute.
Available at: http://eidos-institute.ru/journal/2012/0302.htm
obrazovaniya [Metasubject Approach as a Core of the Russian Education]. Sbornik
statei dlya uchastnikov finala Vserossiiskogo konkursa «Uchitel' goda Rossii – 2009» —
Collection of Articles for Finalists of the All-Russian Contest "The Russian Teacher of the
Year–2009". St Petersburg, 2009. 30 p. Available at: http: //www.teacher-of-russia.ru.
2. Kuznetsov A. A. O shkol'nykh standartakh vtorogo pokoleniya [About School
Standards of the Second Generation]. Munitsipal'noe obrazovanie: innovatsii i eksperiment
— Municipality: Innovations and Experiment. 2008. No. 2. Pp. 3–6.
3. Lukina I. G. Innovatsii kak uslovie dostizheniya nadpredmetnykh obrazovatel'nykh
rezul'tatov shkol'nikov: dis. kand. ped. nauk [Innovation as a Condition for
Achieving Metasubject Educational Outcomes. Cand. pedagogical sci. diss.]. St Petersburg,
2009. 200 p.
4. Pedagogicheskii opyt: teoriya, metodika, praktika [Teaching Experience: the
Theory, Methodology, Practice]. Proc. 2nd Int. sci.-pract. conf. Cheboksary: Interaktiv
plyus Publ., 2015.
5. Pedagogicheskii proekt: Problema integratsii v sovremennoi shkole [Teaching
Project: The Problem of Integration in Modern School]. Available at:
https://www.google.ru/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-
8#newwindow=
6. Khutorskoi A. V. Metapredmetnoe soderzhanie obrazovaniya s pozitsii chelovekosoobraznosti
[Metasubject Content of Education from the Human-Oriented Standpoint].
Vestnik Instituta obrazovaniya cheloveka — Bulletin of Human Education Institute.
Available at: http://eidos-institute.ru/journal/2012/0302.htm
Article.pdf