|
|
Developing Written Speech Competences through Education in Elementary School 3509
Zuckerman G.A. Doctor of Psychology, Leading Research Fellow, Psychological Institute of the Russian Academy of Education, Moscow, Russia ORCID: https://orcid.org/0000-0002-7982-6424 e-mail: galina.zuckerman@gmail.com Obukhova O.L. Research Fellow, Psychological Institute of the Russian Academy of Education, Moscow, Russia e-mail: olya.obu@gmail.com
Our three year-long interventional experiment in elementary school was built around the farsighted idea of Daniil Elkonin that written speech is much more powerful tool of the mind than oral speech. To verify this idea, some of educational activities in grades second to fourth were carried out in the form of a written exchange of opin- ions between teacher and students. The written tasks were based upon the concepts already familiar to the students from previous oral discussions at the math, science and language lessons. The content of new concepts was depict- ed through schemes and all sorts of graphical models characteristic to the Elkonin - Davydov educational system. The essential feature of the written tasks as an integral part of the learning process was translating the statements made in the language of models into the language of verbal definitions and vice versa. The final assessment of the fourth-graders showed that introducing written forms of learning communication to the elementary school signif- icantly enhanced the development of metacognitive skills in schoolchildren. Particularly promoted was the ability to deal with contradictions in verbal and graphic texts or with insufficiently or redundantly defined tasks.
- Vygotskii L.S. Pedagogicheskaia psikhologiia. [Peda- gogical
psychology] Moscow: Pedagogika, 1991. 480 p.
- Vygotskii L.S. Predystoriia pis'mennoi rechi [Prehistory of
written language] / Psikhologicheskie osnovy formirovani- ia pis'mennoi rechi u
mladshikh shkol'nikov [Psychological foundations of formation of written
language in primary school] / Pod red. V.Ia. Liaudis, I.P. Negure. Moscow:
Mezh- dunarodnaia pedagogicheskaia akademiia, 1994. Р. 115—144.
- Davydov V.V. Teoriia razvivaiushchego obucheniia. [Theory of
developmental education] Moscow: INTOR, 1996. 542 p.
- Denisov A.F., Dorofeev E.D. Kul'turno-svobodnyi test intellekta R.
Kettella. [Culture Fair Intelligence Scales of R.Cattell] Sankt-Peretburg:
IMATON, 1997. 17 p.
- Granik G.G., Bondarenko S.M., Kontsevaia L.A. Kogda kniga uchit.
[When the book teaches] Moscow: Pedagogika, 1988. 192 p.
- Grigorenko E.L., Elliot Dzh. Chtenie o chtenii. [Reading about
reading] Voronezh: AIST, 2012. 416 p.
- Kuznetsova M.I. Sil'nye i slabye storony chitatel'skoi deiatel'nosti
vypusknikov rossiiskoi nachal'noi shkoly po rezul'tatam PIRLS 2006 [Strong and
weak sides of reading skills of Russian primary school graduates: Evidence of
PIRLS 2006 scores] / Voprosy obrazovaniia. [Journal of Educational Studies]
2009. № 1. Р. 107—136.
- Kudina G.N. Diagnostika chitatel'skoi deiatel'nosti
shkol'nikov. [Diagnostics of student's reading activity] Moscow: Mezhdunarodnyi
obrazovatel'nyi i psikhologicheskii kolledzh, 1996. 118 p.
- Kudina G.N., Novlianskaia Z.N. Psikhologo-pedagogi- cheskie
printsipy prepodavaniia literatury v nachal'noi shkole [Psychological and
pedagogical principles of teaching litera- ture in primary school] / Voprosy
psikhologii [Journal of Educational Studies]. 1989. № 4.Р. 59—66.
- Leont'ev A.A. Iazyk i rechevaia deiatel'nost' v obshchei i
pedagogicheskoi psikhologii. [Language and speech activity in general and
educational psychology] Moscow. Voronezh: NPO "MODEK", 2001. 448 p.
- Liaudis V.Ia., Negure I.P. Psikhologicheskie osnovy formirovaniia
pis'mennoi rechi u mladshikh shkol'nikov. [Psychological basis of the formation
of written language in primary school] Moscow: Mezhdunarodnaia pedagogicheskaia
akademiia, 1994. 150 p.
- Metody otsenki metapredmetnykh rezul'tatov nachal'- nogo shkol'nogo
obrazovaniia [Methods for assessing metaco- gnitive results of primary
schooling] / I.M. Ulanovskaia (red.). Moscow: 2013. 180 р.
- Novlianskaia Z.N. Uchenie i tvorchestvo. [Teaching and
creative work] Moscow. Obninsk: IG-SOTsIN, 2010. 111 p.
- Novyi vzgliad na gramotnost'. Po rezul'tatam mezh- dunarodnogo
issledovaniia PISA 2000 [New perspective on literacy: Evidence of international
study of Pisa 2000] / G.S. Kovaleva (red.). Moscow: Logos, 2004. 282 р.
- Novye trebovaniia k soderzhaniiu i metodike obucheni- ia v rossiiskoi
shkole v kontekste rezul'tatov mezhdunarodno- go issledovaniia PISA 2000 [New
requirements of content and teaching methods in Russian schools in the context
of results of the international studies Pisa 2000] / K.N. Polivanova (red.).
Moscow: "Universitetskaia kniga", 2005. 128 p.
- Pinskaia M.A. Analiz uchebnykh posobii dlia nachal'noi shkoly
[Age-specific possibilities of primary school's students in construction of
written statement] / Voprosy obrazovaniia. [Journal of Educational Studies]
2009. № 1. Р. 137—161.
- Soboleva O.V. Besedy o chtenii ili kak nauchit' rebenka
ponimat' tekst. [Talk about reading or how to teach children to understand the
text. Manual for primary school teachers] Posobie dlia uchitelia nachal'noi
shkoly. Moscow: Balass, 2009. 144 p.
- Staragina I.P. Vozrastnye vozmozhnosti mladshikh shkol'nikov v
postroenii pis'mennogo vyskazyvaniia [Age opportunities of younger students to
construct a written state- ment] / Voprosy psikhologii [Journal of Educational
Studies]. 2004. № 4. Р. 48—58.
- Chudinova E.V., Bukvareva E.N. Okruzhaiushchii mir.
Uchebniki-tetradi dlia chetyrekhletnei nachal'noi shkoly. [Science. Textbooks —
(writing-books) for forth year primary school] Moscow: Vita-Press, 2002. 96
p.
- El'konin D.B. Razvitie ustnoi i pis'mennoi rechi
uchashchikhsia. [Development of oral and written language of students] Moscow:
INTOR, 1998. 111 p.
- Brown A.L., Campione J.C., Reeve R.A., Ferrara R.A., Palincsar
A.S. Interactive learning and individual understand- ing: The case of
reading and mathematics // In Landsmann L.T. (Ed.). Culture, schooling, and
psychological development . Norwood, NJ: Ablex Publishing Co, 1991. Р.
136—170.
- Cole M. Cultural psychology: A once and future disci- pline.
Cambridge, MA: Belknap Press of Harvard University Press, 1996. 360 р.
- Kintsch W. Comprehension: A paradigm for cognition. Cambridge, UK:
Cambridge University Press, 1998. 461 р.
- Mullis I.V.S., Martin M.O., Kennedy A.M., Trong K.L., Sainsbury
M. PIRLS 2011. Assessment Framework. Chestnut Hill, MA: TIMSS & PIRLS
International Study Center, Boston College, 2009. 162 р.
- OECD. PISA 2009 Framework: Key competencies in reading, mathematics and
science. Paris, France: OECD Publications, 2010. 290 р.
- Polman J.L., Pea R.D. Transformative Communication as a Cultural
Tool for Guiding Inquiry Science // Science Education. 2001. № 85. Р.
223—238.
- Rogoff B. Developing understanding of the idea of communities of
learners // Mind, Culture, and Activity. 1994. № 1 (4). Р. 209—229.
- Wertsch J.V. Voices of the mind: A sociocultural approach to
mediated action. Cambridge, MA: Harvard University Press, 1991. 172 р.
|
|