Nurseitova A.K.
Kostanay National University named after Akhmet Baitursynov, Kazakhstan
UNDERSTANDING OF THE SCIENTIFIC TEXT ON THE BASIS OF THE LINGUISTICAL
CONCEPT OF THE SEMANTIC FIELD.
In an educational process the basic
type of scientific information is educational text (material of textbook,
compendium of lecture). Pedagogical practice testifies that a narrow place in
the process of educating is a law level of skills of work of students with
educational texts. Many students suppose that their main aim is not acquisition
of knowledge, and successful handing over of examination. Therefore, during
work with educational texts students puff the task memorizing of text, but not
his understanding. As a result students can repeat, learn by heart, "cram"
for a time obtained information, but consciously the cannot always apply it for
practical aims. extremely adverse perception of educational information without
understanding it very accurately described M.E. Bershadski "knowledge and
action without understanding can be formed only by rote memorization and blind
imitation, and their vehicle becomes badly structured and systematic guide,
where information is subject to rapid decay and distortion, and his actions did
not make sense practically and extremely sensitive to any external influences".
As a result of the students'
attitudes to learning content classes , textbook material from becoming their
own system of thinking, do not expand and enrich it . In this case, it is not
necessary to talk about converting the received information into knowledge ,
because knowledge is imperatively requires an understanding . Noting the role
of understanding as the main condition for conversion contained in the text
information into knowledge , S.B. Krimsky wrote: " meaningful or , in
other words , the associated text in unity with its adequate understanding will
be called in the semiotic aspect of knowledge".
Thus, there is a pronounced problem
between information support of the educational process and the transformation
of broadcast information in an ordered system of knowledge.
To identify the causes of students'
difficulties in understanding the scientific information contained in the text
of the tutorial, we conducted a survey of students of 1st year. The experiment
involved 97 students enrolled in the Kazakh branch of all disciplines of the
university. Students are asked to answer the question: "What, in your
opinion, prevents the full understanding of the scientific text?" About
half of the respondents as the main reason called presence in the text of
scientific terminology.
Practice shows that the weak skills
of concepts and terminology scientific apparatus is as follows: 1) Students
know the definition of the term at the level of mechanical reproduction, as
this knowledge is obtained through rote learning; 2) the students do not see
the difference between the meaning of the term and the meaning of concepts; 3)
the students are not able to give a concise definition of the concept; 4)
students "do not know" terms that previously studied in the classroom
other courses; 5) etymologically related terms are remain in the minds of
students fragmentary.
It is obvious that the solution to
this problem in the learning process necessary to make adjustments of harmonized
standards. To do this, in our opinion, it is necessary to improve the method of
formation of students' scientific concepts and terminology base. For this
purpose, it is necessary to consider what thing constitutes a scientific text.
The peculiarity of the scientific
text is the extensive use of it in terms denoting their terms. This is due to
the fact that in any science developed his own specialized language. Scientific
terms - it's mostly words of Greek and Latin origin, which greatly complicates
the understanding of their meaning.
Didactic opportunities to improve
understanding of the process of scientific texts on the basis of the formation
of concepts and terminology base due to the introduction to the science known
researchers in the field of psycholinguistics , A.R. Luria and O.S. Vinogradova
concept of "semantic field" . The phenomenon of " semantic
field" consists in the fact that it entered into a multi-dimensional
objective contents as if in a single word . In this case, it covers a very extensive
"plastic language." "The semantic field" forms a complex
multi-dimensional relationships of meaning of the word to other lexical units
of language (words, phrases) ; itself as "the semantic field" of a
word includes all the words and phrases that may be related to the word in
different kinds of semantic relationships (relationships of meaning related
cognate words , associative relationships , meaningful communication within the
interdisciplinary relationships) . It is the "semantic field"
provides the best option to use the voice of the lexical subsystem of language
as simultaneously with the act of actualizations words (extract from memory or
recognition of what he heard of the word) is updated and the system of semantic
relationships assigned to the given word (or a substantial part of it) . Formation
of the "semantic field" word is a continuous process, inextricably
linked to the student's cognitive activity.
During the period of study at the
university, students study different subjects. Each school subject involves a system
of interconnected basic scientific concepts, from which students are learning
depends on the quality of their knowledge on the subject as a whole. Thus we
see our task in the formation of the students' system of concepts and terms to
appropriate them on the research topics.
Any explanation set forth in writing
or orally , is based on an entire pyramid of concepts arising out of each other
. Therefore, loss of reasoning course of at least one concept leads to an
understanding of the whole chain of explanation. A particularly strong effect
on the process of understanding the concepts of loss , which does not serve as
a support for one , and for the next few concepts. Given the links and
relationships between the concepts they are divided into generic and specific .
Concepts that reflect the essential common features of a class of objects to be
generic . Concepts less common , reflecting the properties of the individual
items within the scope of the generic concept , is a species .
As you know, most of the linguistic
terms are complex words consisting of two structural elements: designating and
the designated. When meeting with a stranger, even a term containing a generic
element, the thought of students search will not occur randomly, by searching
the available memory of the terms and within the semantic field of a generic
term.
In our discipline, indicating a
structural element of the linguistic terms are often the concept of logos
(teaching). For the formation of terminology on "Lexicology" we
introduce a generic term that has a wide semantic field, lexicon (vocabulary).
Explain the etymology, morphology and semantics of the term. Beyond that
acquaint students with generic terms. Students are encouraged to remember that
any term containing the structural element of the lexical and is related to
vocabulary.
Thus, the formation of concepts and
systematically organized terminology base discipline is a gradual process, the
basis of which is to provide support (generic) concepts, their development,
which leads to a better understanding of information and more effective
formulation of knowledge.
Summing up the above, it can be
noted that the problem of understanding the science of textual information is
deep and complex. To solve the problem requires the study of all components of
this problem, which is difficult to do in a single publication.
Literature
1. M.E. Bershadski Understanding as
a pedagogical category. M.: Centre for Pedagogical search, 2004.
2. S.B. Krimsky Scientific knowledge
and the principles of its transformation. Kiev: Science of Thought, 1974.
3. A.R. Luria, O.S. Vinogradova The
objective study of the dynamics of semantic systems// The semantic
structure of the word. M.: Science, 1974.