DEVELOPING STUDENTS’ CORE COMPETENCIES IN THE PROCESS OF EDUCATIONAL DESIGN
Keywords:
Semiotics, education, educational system, philosophy, semasiology, pragmatics, syntax.Abstract
This article presents information about the semiotic approach in teaching young learners in general secondary schools, including the fields of semiotics, their boundaries and types, the importance of semiotic aspects, its historical development and application, as well as the necessary pedagogical conditions. The views of scholars, various branches and directions of semiotics, and its use in everyday life are also discussed. Furthermore, the article highlights how semiotics can be applied effectively in educational practice.
References
Intel. Education for the Future Teacher with Support from Microsoft (4th revised ed.). Edited by E. N. Yastrebsteva & Ya. S. Bykhovsky. Moscow, 2004.
Marihin, S. V. Problems of Education and Training of Specialists. SP6, GUSE, p. 108.
Kochneva, E. M. “A Comparison of the Concepts ‘Project,’ ‘Design,’ and ‘Design Activity’: Historical, Etymological, and Epistemological Aspects.” Ontology of Design, 2016, Vol. 6, No. 1(19), pp. 81–94.
Masyukova, N. A. Design in Education. Minsk, 1999.
Kolesnikova, I. A., & Gorchakova-Sibirskaya, M. P. Pedagogical Design: A Textbook for Higher Education Institutions. Edited by I. A. Kolesnikova. Moscow: Academy Publishing Center, 2005, 288 p.
Maksimova, G. P. Communicative Culture of a University Teacher and Its Development in Professional Activity. PhD dissertation in Pedagogical Sciences. Rostov-on-Don, 2000, 179 p.
Morris, C. W. Foundations of the Theory of Signs. In: Semiotics, Moscow, 1983, pp. 39–40.
Sidorov, S. V. “Mind Maps in Practical Pedagogy Lessons.” Teacher-Researcher Website, 18 March 2013. (Electronic resource).
Polyankina, S. Yu. “The Potential of Educational Semiotics in the Search for a New Conceptual Metaphor of Education.” Philosophy of Education, 2018, No. 1 (74), pp. 166–174.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
