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Введение. Концепт «образование» является одним из значимых в концептосфере современного общества, о чем свидетельствует неослабевающей интерес к данной ментально-языковой универсалии на уровне как общенациональных концептосфер, так и отдельных дискурсов, и дискурсивных практик. В сетевом диаспоральном дискурсе репрезентация концепта «образование» приобретает яркие особенности, поскольку анализ интернет-коммуникации представителей русской диаспоры в Китае отражает особый вариант русской лингвокультуры, ориентированной в область китайской культуры, чем обусловлены новизна и актуальность данного исследования. Цель статьи – описать специфику репрезентации концепта «образование» в интернет-дискурсе русско-язычной диаспоры Китая с опорой на анализ его инолингвокультурного субстрата. Материал и методы. Материалом исследования послужили более 10 тыс. текстов интернет-коммуникации членов русскоязычного диаспорального сообщества Китая, содержащих имя анализируемого концепта и иные его лексические репрезентанты. В анализе, помимо методологического инструментария интерлингвокультурологии и лексической семантики, используются приемы квантитативного, контекстологического и дискурс-анализа. Результаты и обсуждение. Как показал анализ, среди компонентов инолингвокультурного субстрата концепта «образование» наибольший интерес представляют следующие лексические единицы-китаизмы, характерные для русско-китайской языковой среды: лаоши 715 (老师138), вайцзяо 138 (外教 40), сюешен/сюэшен 5 (学生 112), сюэюань 2 (学院 64). Сделаны выводы о нечеткости определения понятия сюэюань в связи с неоднозначностью и многовариантностью его перевода, ведущей к спорам о «правильности» классификации институтов высшего образования Китая; об исключительно положительной коннотации ксенонима вайцзяо, амбивалентной коннотации лексем лаоши и сюэюань, а также преимущественно негативной лексической единицы сюешен; об идентификации себя русскими преподавателями с лаоши и вайцзяо без необходимости перевода китайских эквивалентов на русский язык в связи с полным принятием данной профессиональной роли и статуса как уважаемых и почетных в китайском социуме и культуре. Заключение. В сетевом дискурсе русскоязычной диаспоры Китая выделяется определенный набор ксенонимов-китаизмов, эксплицирующих концепт «образование». Данные лексемы характеризуются особой культурологической ценностью и актуальностью, а их анализ свидетельствует о сильном влиянии иноязычной среды на восприятие информации представителями диаспорального сообщества, о самоидентификации в соответствии с социальными и профессиональными статусами, принятыми в китайской традиции, а также о более экспрессивном выражении эмоций и оценок с помощью иноязычного слова. Introduction. The concept education is one of the most significant in the conceptual sphere of modern society, as evidenced by the unflagging interest in this mental-linguistic universalism both at the level of the national conceptual sphere and at the level of individual discourses and discursive practices. In the online diaspora discourse, the representation of the concept education acquires vivid features, since the analysis of the Internet communication of the representatives of the Russian diaspora in China reflects a special variant of the Russian linguistic culture oriented to the Chinese culture, which is due to the novelty and relevance of this research. Aim and objectives. The purpose of this article is to describe the specifics of representation of the concept education in network discourse of the Russian-speaking diaspora of China, based on the analysis of its inolinguistic cultural substrate. Material and methods. More than 10,000 texts of Internet communication of members of the Russian-speaking diaspora community in China, containing the name of the analyzed concept and its other lexical representatives, became the material of the study. In addition to the methodological tools of interlinguoculturology and lexical semantics, the analysis uses techniques of quantitative, contextual and discourse analysis. Results and discussion. As the analysis has shown, among the components of the inolinguistic cultural substrate of the concept education, the following lexical units of Chinese characteristic of the Russian-Chinese language environment are of the greatest interest: лаоши 715 (老师138), вайцзяо 138 (外教 40), сюешен/сюэшен 5 (学生 112), сюэюань 2 (学院 64). Conclusions were made about the ambiguity of the definition of the concept сюэюань due to the ambiguity and multivariance of its translation, leading to disputes about the correctness of the classification of higher education institutions in China; about the exceptionally positive connotation of the xenonym вайцзяо, the ambivalent connotation of the lexemes лаоши and сюэюань, as well as predominantly negative – the lexical unit сю- ешен; the identification of oneself by Russian teachers from лаоши and вайцзяо without the need to translate Chinese equivalents into Russian in connection with full acceptance of this professional role and status as respected and honorable in Chinese society and culture. Conclusion. The network discourse of the Russian-speaking diaspora in China is distinguished by a certain set of xenonyms that express the concept education. These lexemes are characterized by a special cultural value and relevance, and their analysis indicates a strong influence of the foreign language environment on the perception of information by representatives of the diaspora community, self-identification in accordance with the social and professional statuses adopted in the Chinese tradition, as well as a more expressive expression of emotions and assessments using the foreign word.

To cultivate correct labour values and good labour quality of college students and effectively promote the development of their labour concept education, this work explores the impact of wireless network mobile devices on college students’ labour concept education under the environment of artificial intelligence. Firstly, a questionnaire survey is used to investigate the labour concept of 400 college students. Secondly, the impact of wireless network mobile devices on college students' labour education is obtained by comparing group A (using artificial intelligence APPs for wireless network devices to learn about labour concepts) and group B (using traditional classroom teaching methods for to learn about labour concepts). According to the statistical survey results, about 20% of college students agree that “if they have enough money to live, they do not have to work”; while less than 50% agree that “they cannot be admitted to civil servants and senior managers in the company and are willing to engage in ordinary labour in the future”. Meanwhile, about 50%–60% of college students think that “housework has nothing to do with me, and it’s all the work of adults”. In the question “What would you do when you find that the public area is dirty and poor, but it’s not your turn to be on duty?”, only about 50% of college students are willing to clean actively. Comparing the data of group A and group B suggests that the labour view expressed in group A is more biased in the cognition of labour purpose, and students in group A is more negative and lazier in labour attitude and labour habits, which shows that wireless network mobile devices have a great negative impact on the overall labour view of college students. Therefore, it is revealed in this work that the correct use of artificial intelligence technology in the education of labour concept has extremely important value for the intelligent development of education methods.

BACKGROUND: To understand how the human brain organises the information, how prototypes are handled in the categorisation system, researchers have pointed out that there may be a relationship between visual perception and concept acquisition. AIM: This study was conducted to examine the effect of a concept education programme, developed on the basis of a configured concept map, on the visual-spatial perception mechanisms of children between the ages of 48 and 60 months who were selected through random sampling from central kindergartens. SETTING: The experimental group and control group each included 59 children. For data collection, the Frostig developmental test of visual perception and the Boehm Test of Basic Preschool Concepts-3 were used. METHODS: The experimental group and control group each included 59 children. For data collection, the Frostig developmental test of visual perception and the Boehm Test of Basic Preschool Concepts-3 were used.Additionally, the concept education programme based on configured concept map was developed by consulting expert opinions, and this programme was applied to the experimental group. RESULTS: In assessing the relationship between pre- and post-test scores, the findings indicate that a significant increase occurred in favour of the post-test results. However, a significant relationship favouring the experimental group was present between the post-test scores of experimental and control groups. No significant difference was found between the post-test/monitoring measurements regarding visual-spatial perception and Boehm-3 concept skills. The data suggest that the concept education programme supported the development of children's visual perception skills. CONCLUSION: On the basis of the study results, parents, teachers and researchers are recommended to use concept maps in the learning processes, particularly those related to visual-spatial perception.

The paper offers one of the methods of teaching the foreign language with the help of the intertextuality of the proper names. The paper deals with the necessary changes in the postnonclassical paradigm of the education. The author underlines the urgency of the coincidence of the modern system of education to the requirements of the society (consider, generation Alpha). New technologies of ICT, multidisciplinary researches and magic methods of teaching should be effectively applied in classroom and extracurricular work of students. Therefore, the author studies the specific language devices in Harry Potter’s stories to point out the stylistic methods of the intertextuality. The questions of the possibility of the application of the methods used in Harry Potter’s series are discussed in the article to follow the study motivation of students. Our research considers the process of the conceptualization of the education and its representation in the literary text. The object of the analysis is the concept EDUCATION being the social and cultural value throughout centuries. We study the ways this concept is refracted in the fantasy by J.K. Rowling. The books about Harry Potter are of great demand in the modern society. They influence the mentality of different ages (especially teens: from 7 to 16 years). This article views one of the sub-slots of concept EDUCATION from the side of the cognitive and discourse analysis that has led to the construction of the frame of concept EDUCATION in Harry Potter’s. KEYWORDS: concept EDUCATION, postnonclassical paradigm of education, Harry Potter, ICT, intertextuality in concept &nbsp

SOKOL Mariana – Candidate of Philology, Ternopil State Medical University, Kachaly str., 1/41, Teropil, 46000, Ukraine (maryanasokol@ukr.net)ORCID: http://orcid.org/0000-0003-3876-026XResearcherID: http://www.researcherid.com/rid/G-4104-2018DOI: https://doi.org/10.24919/2313-2094.7/39.140938To cite this article: Sokol, M. (2018). The conceptual analysis of the concept «education». Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 7/39, 224–236. doi: 10.24919/2313-2094.7/39.140938 [in English].Article historyReceived: 16 April 2018Received in revised form: 8 Juny 2018Accepted: 10 July 2018Available online: 12 September 2018 Abstract. The problem of conceptual analysis of the concept «education» is analyzed in the article. It explores the meaning of conceptual-categorical apparatus of pedagogical science. The problem of notions’ explication is one of the priorities of teaching pedagogy. Notions explanation is a necessary condition for learning and building theoretical models, understanding the processes of education and training in the dynamics and perspective. The aim of the article is to explain the concept «education» and the basic problems of conceptual-categorical apparatus determination. The main similarities and differences of concept «education»» interpretation are analyzed. The formation peculiarities of the concept «education» in philosophy, psychology, sociology and pedagogy are characterized. It is emphasized that the formation of a conceptual system is in constant development and it follows the cyclic spiral of social evolution. The positively-progressive nature of development process of pedagogical conceptual-categorical apparatus is associated not only with the change of the empirical industry, its vision in a different perspective, but also with the introduction of new elements in it, the further improvement of scientific and pedagogical concepts as tools for pedagogy conceptualization.The need to study the system of basic pedagogical concepts is due to the growing role of the conceptual-categorical apparatus in order to study the historical-pedagogical process. Scientific and pedagogical knowledge as a product of culture and its interaction with the social, natural, informational environment is always in constant development, which imitates the cyclic spiral of social evolution. It develops in two ways: firstly, evolutionary, as the perception and development of knowledge of previous generations in national pedagogical cultures; and secondly, it is jump-free and discrete. In the pedagogical science there are transformations of a global scale, which form a unified system of concepts due to a special type of human activity, that is, professional activity on the exchange of conceptual elements of the international educational system, which can take place only in the form of communications – simple or complex, informational and many other components.The operation of concepts is a prerequisite for the study and construction of theoretical models, as well as for the study of educational processes in dynamics and prospects. We believe that the very understandable system of concepts creates a conceptual-categorical apparatus of pedagogical science. The study of the historical features of the system of pedagogical concepts in the history of the development of pedagogical science will positively influence the decision of the pedagogical problem of systematization of knowledge about the conceptual-categorical apparatus and will improve the intellectual level of society. Acknowledgments. Sincere thanks to my scientific supervisor – Head of the department of Psycological and Pedagogical Sciences professor Anatoliy Vykhrushch.Funding. The author received no financial support for the research, authorship, and/or publication of this article., СОКОЛ Марʼяна – кандидат філологічних дисциплін, Тернопільський державний медичний університет, вул. Качали, 1/41, Тернопіль, 46000, Україна (maryanasokol@ukr.net)ORCID: http://orcid.org/0000-0003-3876-026XResearcherID: http://www.researcherid.com/rid/G-4104-2018DOI: https://doi.org/10.24919/2313-2094.7/39.140938Бібліографічний опис статті: Sokol, M. (2018). The conceptual analysis of the concept «education». Людинознавчі студії: зб. наук. праць ДДПУ імені Івана Франка. Серія «Педагогіка», 7/39, 224–236. doi: 10.24919/2313-2094.7/39.140938.Історія статтіОдержано: 16 квітня 2018Прорецензовано: 8 червня 2018Подано до редакції: 10 липня 2018Доступ он-лайн: 12 вересня 2018 Анотація. Стаття присвячена проблемі понятійно-категорійного апарату педагогічної науки. Обґрунтовано теоретико-методичні засади процесу становлення і розвитку поняття «навчання» у педагогіці Проаналізовано стан означеної проблеми тенденціями розвитку зарубіжної педагогіки та науковим доробком вітчизняних учених. Визначено концептуальні характеристики експлікації цього конституента. Розкрито її структуру та історичні особливості дефініції поняття «навчання» у процесі складних і суперечливих обставин становлення української державності. Проаналізовано зміну його змісту, охарактеризовано педагогічні явища і терміни, що лежали в основі цього поняття; уведено до наукового обігу невідомі та маловідомі факти, джерела і документи. Проаналізовано основні подібності та відмінності експлікації поняття «навчання». Охарактеризовано особливості формування поняття «навчання» у філософії, психології, соціології та педагогіці.На основі системного історико-педагогічного аналізу виявлено закономірності розвитку поняття «навчання» зазначеного періоду, визначено та охарактеризовано основні тенденції тлумачення його змісту у процесі еволюції освітніх систем, проаналізовано трансформацію понятійно-категорійного апарату досліджуваного періоду, з огляду на використання цього досвіду у вітчизняній та зарубіжній педагогіці. Упорядкування понятійно-категорійного апарату повʼязано зі структуризацією та систематизацію науково-педагогічних знань. У процесі наукового дослідження маємо тезаурусне моделювання знань, визначення і класифікація базових понять, що скорельовані на розробку моделі наукового знання у предметній площині дослідження системи основних педагогічних понять.

At present, the cultural industry also plays an important role in the Rural Revitalization of Yulong County in the new era, which is a more rapid and active cultural creation. However, there are many conceptual problems in promoting the development and education of cultural industry, and some cognition of villagers has seriously affected the development of poverty alleviation. Therefore, this paper discusses the conceptual issues of poverty alleviation education, and tries to provide suggestions for the education construction of beautiful villages in the new era.

This study aims to (1) Determine cognitive abilities in early childhood science concepts before being taught with the experimental method of KB Mawar FKIP UNPATTI (2) Knowing cognitive abilities in early childhood science concepts after being taught with the experimental method in KB Mawar FKIP Unpatti Ambon (3) Testing the significant difference in influence between before and after the use of experimental methods on cognitive abilities of early childhood science concepts in KB Mawar FKIP Ambon Ambon. This research was conducted at KB Mawar FKIP Unpatti Ambon. The method used is a quasi-experimental design with one group pretest-posttes. The population of this research was all students of KB Mawar FKIP Unpatti Ambon who were 6 years old. Sampling of this study was carried out using proportional random sampling technique which was carried out randomly in 1 class that is 10 people. Data was collected through an instrument of observation of the cognitive abilities of scientific concepts. The reliability of achievement motivation instruments is 0.89, the learning achievement test is 0.87. Data from the results of this study were processed using the t test analysis technique for independent samples at a significance level α = 0.0.&nbsp

The article investigates the issue of equal educational opportunities and learning achievements for students belonging to different social classes, communities and confessions, and analyses various approaches to its solution. The authors of the article reflect on the concept of equal opportunities and the current state of its implementation in the world and in Russian education. The idea of equal educational opportunities for all is one of the key ideas in education policies and strategies of different countries in the information age. In the present situation of social inequality, many countries with developed economies focus on creating conditions for equal educational opportunities and learning achievements within the framework of their education policies for certain social groups (people of the third age, migrants and their children, people with special needs etc.—inclusive education). This innovative research is multidisciplinary in nature. It is accounted for by the clear eagerness of scientists and educators of different countries for international dialogue about systemic reforms and the most critical issues, in order to find the best solutions to the present-day obstacles. The study aims at developing methodological approaches to tackling the problem of equal opportunities for everyone in the contemporary society. The findings of the study should lead to establishing fundamental scientific notions on the current stage of the implementation of the concept of equal opportunities and learning achievements (expertise), at outlining teaching conditions and mechanisms that are necessary for its implementation.

Bu araştırmada okul öncesi eğitim kurumuna devam eden 60-71 aylık çocuklara temel kavramların kazandırılmasında kavram eğitimi programının etkisi incelenmiştir. Araştırmanın çalışma grubunu, Bolu ili Milli Eğitim Müdürlüğü'ne bağlı okullardan tesadüfi örnekleme yöntemi ile seçilen, Koç İlköğretim Okulunun anasınıflarında eğitim görmekte olan, 60-71 ay aralığındaki 32 deney, 32 kontrol olmak üzere toplam 64 çocuk oluşturmuştur. Araştırmada veri toplama aracı olarak, genel bilgi formu ve Boehm-Okul Öncesi Temel Kavramlar Testi kullanılmıştır. 1971 yılında Ann E. Boehm tarafından geliştirilen ve 2001 yılında standardize edilen Boehm-3 Okul Öncesi Temel Kavramlar Testi'nin 48-71 ay çocukları için olan formu Türkçe'ye uyarlanıp, geçerlik ve güvenirlik çalışması araştırmacı tarafından yapılmıştır. Ölçek çocuklara kavram eğitim programı öncesi ve sonrasında uygulanmıştır. Ayrıca ölçek deney grubuna dahil olan çocuklara eğitim programının bitiminden üç hafta sonra tekrar uygulanmıştır. Araştırmadan elde edilen veriler SPSS 15.0 paket programıyla analiz edilmiştir. Verilerin analizinde; frekans ve yüzde, t testi yapılmıştır. Bulgular aşağıda özetlenmiştir. - Deney ve kontrol gruplarının kavram testinden aldıkları son test puanları arasında deney grubu lehine anlamlı bir farklılaşma bulunmuştur. - Deney grubu çocukların kavram testi puanlarının ön-test/son-test puanları arasında anlamlı bir fark bulunurken, son testlerin ön testlerden anlamlı düzeyde yüksek olduğu sonucu ortaya çıkmıştır. - Kontrol grubundaki çocukların ön test ile son test puanları arasında artış gözlenmekte ve anlamlı fark bulunmuştur, ancak deney grubu ile kıyaslandığında, kontrol grubundaki artış deney grubundaki artışın dörtte birinden daha az düzeydedir - Deney grubu çocukların son-test/izleme testi ölçümleri arasında anlamlı bir farklılaşma bulunmamıştır. Bu sonuç kavram eğitim programının etkilerinin kalıcı olduğu şeklinde yorumlanmıştır. Elde edilen sonuçlar doğrultusunda, kavram eğitimi programının çocukların kavram kazanımlarını olumlu yönde desteklediğini söyleyebiliriz., In this study, the effect of concept education program in the acquisition of basic concepts by young children aged 60-71 months who attend preschool institutions. The study group consists of 32 experimental and 32 control young children, totally 64 between 60-71 months of age, who attend kindergarten in Koç Primary School, the school which was chosen using random sampling among those under the rule of Directorate of Bolu National Education. In this study, in order to gather data, general information form and Boehm preschool test of basic concepts were used. Developed by Ann E. Boehm in 1971 and standardized in 2001, the version for 48-71 -month- old children of Boehm 3 preschool test of basic concepts was adapted into Turkish and validity study were conducted by the researcher. The scale was applied before and after concept education. Besides, the scale was applied again to those who were in experimental group three weeks after the ending of the program. The data gathered from the study was analyzed with SPSS 15.0 packet program. For the analysis of the data, frequency and percentage, T test and one-way analysis of variance were used. Findings were summarized below: A significant difference was found in favor of experimental group between the last concept test scores of experimental and control group. - Concept test scores of experimental group children in the first test and the last test were found to be significantly different; last test scores were found to be significantly higher. - A significant difference and an increase in the scores were found between the first test and last test scores of control group, but compared to experimental group this increase is less than one fourth of the increase in the scores of experimental group. - No significant difference was found between last test/observation measures of control group children. This result was evaluated as an implication that the influences of concept map education program are permanent. In light of these findings, we can assume that concept education program affect children?s concept acquisition in a positive way.

Art education is the set of instructions on how to use the language of art. People understand the world and assign a meaning to it using art. In the modern education system the use of art education should be a tool to question the modern-day social values using a similar concept to understanding the phases of humanity by examining the works of art produced throughout the ages. The purpose of this research is to analyze and examine the evaluation of the “different” concept by pre-school teacher candida tes who took art education in 2011-2012 academic year. The aim is to present how the “different” concept is handled by the te acher candidates, who will be in Turkish educational system in future, and which values they take note while concerning the “different” concept. The research is carried out by application of art education to 196 pre-school teacher candidates thus evaluating the written opi nions based on this application using qualitative research method.

The cognitive domain of a Bloom?s taxonomy and the Quranic levels of understanding are elements in education that focus on the ability to think. However, there is currently no education system or method that is based on the Quranic levels of understanding due to the absence of proper definition. Therefore, this paper will provide general correlations between the cognitive levels and the Quranic levels of understanding so that the cognitive domain can be defined in term of Quranic levels of understanding. The authors anticipate that this initial progress can provide a catalyst for developing an Islamic Concept Education system.

Early intervention and early education have a special place in educating the children with Impaired Hearing (IH). The advancements in information and communication technologies have led to adopting the view that such technologies could be applied in the educational process of the children with IH. Besides, the positive results acquired in the studies conducted in the light of this review have brought up the fact that proper technology-based educational environments should be provided and popularized for the young children with IH. In this study, educational software has been developed for the purpose of teaching emotions and opposite concepts to young children with IH. With this software, videos with topic descriptions, games reinforcing funny and topic-based learning, questions and audio-visual feedbacks have been used. The effectiveness of this software in concept education along with its usability by children has been examined; and in addition, the subjective viewpoints of the teachers of students with IH on this software have been consulted as well.

This study aims generate new knowledge concerning how principals in primary and secondaryeducation in Sweden conceive of and experience the concepts of ‘research basis’ and ‘provenexperience’. The study included in-depth interviews with eight principals. The interviews wereanalysed, and the results are theoretically founded in the phenomenographic life-world.The results indicate that Swedish principals in primary and secondary schools are poorlyprepared for managing schools where the education must be based on research and provenexperience. The principals have no education in this area, nor do they have any co-workerswho can take the responsibility to implement and/or generate research-based knowledge. Aninteresting question is: Does education require a specific research concept that differs fromthe academies definition?

This text was based on a wider research, which had as main goal to identify the main theoret-ical and methodological contributions that substantiate the academic productions which consider pedagogical proposals and practices for day care centers and preschools, in a particular way, regarding the mathemetical knowledge appropriation. Document base was produced within the scope of a technical cooperation between the Ministry of Education (MEC) and Federal Universidade Federal do Rio Grande do Sul (UFRGS). For its accomplishment, the content analysis was used. The cultural-historical theory fundamentals and the activity theory were overall taken as theoretical frameworks. The results indicate similarities and divergences between the above mentioned theories and indicate the use of different theoretical frameworks that sometimes are complementary and ocasionally are contradicting. Ce texte a été structuré à partir d'une recherche plus importante qui avait comme objectif principal d'identifier les principaux apports théoriques et méthodologiques qui sont à l'origine des productions académiques traitant des propositions et des pratiques pédagogiques destinées à des garderies et des maternelles, particulièrement pour ce qui est de l'appropriation des connaissances en mathématiques. La base de documents employée a été produite dans le cadre du projet de Coopération Technique entre le Ministère de l'Education – MEC – et l'Université Fédérale du Rio Grande do Sul – UFRGS. En vue de sa réalisation on a employé l'anallyse de contenus. Les références théoriques utilisées ont surtout été celles des fondements de la théorie historique et culturelle et de la théorie de l'activité. Les résultats indiquent des similitudes et des divergences et orientent vers l’usage de différentes références théoriques qui, parfois, se complètent et parfois se rejettent. Este texto foi estruturado a partir de uma pesquisa mais ampla, a qual teve como principal objetivo identificar os principais aportes teóricos e metodológicos que fundamentam as produções acadêmicas que versam sobre propostas e práticas pedagógicas para creches e pré-escolas, de modo particular, no que se refere à apropriação dos conhecimentos matemáticos. A base documental utilizada foi produzida no âmbito do Projeto de Cooperação Técnica entre o Ministério de Educação – MEC – e a Universidade Federal do Rio Grande do Sul – UFRGS. Para sua realização utilizou-se da análise de conteúdo. Como referencial teórico empregou-se, sobretudo, os fundamentos da teoria histórico-cultural e da teoria da atividade. Os resultados apontam para similaridades e divergências entre a referida teoria e indicam para o uso de diferentes referenciais teóricos que, por vezes, se completam e, por vezes, se rebatem.

Este texto foi estruturado a partir de uma pesquisa mais ampla, a qual teve como principal objetivo identificar os principais aportes teóricos e metodológicos que fundamentam as produções acadêmicas que versam sobre propostas e práticas pedagógicas para creches e pré-escolas, de modo particular, no que se refere à apropriação dos conhecimentos matemáticos. A base documental utilizada foi produzida no âmbito do Projeto de Cooperação Técnica entre o Ministério de Educação – MEC – e a Universidade Federal do Rio Grande do Sul – UFRGS. Para sua realização utilizou-se da análise de conteúdo. Como referencial teórico empregou-se, sobretudo, os fundamentos da teoria histórico-cultural e da teoria da atividade. Os resultados apontam para similaridades e divergências entre a referida teoria e indicam para o uso de diferentes referenciais teóricos que, por vezes, se completam e, por vezes, se rebatem., This text was based on a wider research, which had as main goal to identify the main theoret-ical and methodological contributions that substantiate the academic productions which consider pedagogical proposals and practices for day care centers and preschools, in a particular way, regarding the mathemetical knowledge appropriation. Document base was produced within the scope of a technical cooperation between the Ministry of Education (MEC) and Federal Universidade Federal do Rio Grande do Sul (UFRGS). For its accomplishment, the content analysis was used. The cultural-historical theory fundamentals and the activity theory were overall taken as theoretical frameworks. The results indicate similarities and divergences between the above mentioned theories and indicate the use of different theoretical frameworks that sometimes are complementary and ocasionally are contradicting., Ce texte a été structuré à partir d'une recherche plus importante qui avait comme objectif principal d'identifier les principaux apports théoriques et méthodologiques qui sont à l'origine des productions académiques traitant des propositions et des pratiques pédagogiques destinées à des garderies et des maternelles, particulièrement pour ce qui est de l'appropriation des connaissances en mathématiques. La base de documents employée a été produite dans le cadre du projet de Coopération Technique entre le Ministère de l'Education – MEC – et l'Université Fédérale du Rio Grande do Sul – UFRGS. En vue de sa réalisation on a employé l'anallyse de contenus. Les références théoriques utilisées ont surtout été celles des fondements de la théorie historique et culturelle et de la théorie de l'activité. Les résultats indiquent des similitudes et des divergences et orientent vers l’usage de différentes références théoriques qui, parfois, se complètent et parfois se rejettent.

The development of modern society, penetrating into the information environment of development, requires consideration of the role and importance of information and Information Processes, new technologies of information processing, telecommunications based on computer systems. At present, information technologies are widely used, which surround all spheres of production activity and a certain part of our life.

This article examines the essence of the concept of technological determinism, its definition in dictionaries and views of scientists of various fields, its importance in the technical development and the process of technical education today.

This article examines the essence of the concept of technological determinism, its definition in dictionaries and views of scientists of various fields, its importance in the technical development and the process of technical education today.

Введение. Концепт «образование» является одним из значимых в концептосфере современного общества, о чем свидетельствует неослабевающей интерес к данной ментально-языковой универсалии на уровне как общенациональных концептосфер, так и отдельных дискурсов, и дискурсивных практик. В сетевом диаспоральном дискурсе репрезентация концепта «образование» приобретает яркие особенности, поскольку анализ интернет-коммуникации представителей русской диаспоры в Китае отражает особый вариант русской лингвокультуры, ориентированной в область китайской культуры, чем обусловлены новизна и актуальность данного исследования. Цель статьи – описать специфику репрезентации концепта «образование» в интернет-дискурсе русско-язычной диаспоры Китая с опорой на анализ его инолингвокультурного субстрата. Материал и методы. Материалом исследования послужили более 10 тыс. текстов интернет-коммуникации членов русскоязычного диаспорального сообщества Китая, содержащих имя анализируемого концепта и иные его лексические репрезентанты. В анализе, помимо методологического инструментария интерлингвокультурологии и лексической семантики, используются приемы квантитативного, контекстологического и дискурс-анализа. Результаты и обсуждение. Как показал анализ, среди компонентов инолингвокультурного субстрата концепта «образование» наибольший интерес представляют следующие лексические единицы-китаизмы, характерные для русско-китайской языковой среды: лаоши 715 (老师138), вайцзяо 138 (外教 40), сюешен/сюэшен 5 (学生 112), сюэюань 2 (学院 64). Сделаны выводы о нечеткости определения понятия сюэюань в связи с неоднозначностью и многовариантностью его перевода, ведущей к спорам о «правильности» классификации институтов высшего образования Китая; об исключительно положительной коннотации ксенонима вайцзяо, амбивалентной коннотации лексем лаоши и сюэюань, а также преимущественно негативной лексической единицы сюешен; об идентификации себя русскими преподавателями с лаоши и вайцзяо без необходимости перевода китайских эквивалентов на русский язык в связи с полным принятием данной профессиональной роли и статуса как уважаемых и почетных в китайском социуме и культуре. Заключение. В сетевом дискурсе русскоязычной диаспоры Китая выделяется определенный набор ксенонимов-китаизмов, эксплицирующих концепт «образование». Данные лексемы характеризуются особой культурологической ценностью и актуальностью, а их анализ свидетельствует о сильном влиянии иноязычной среды на восприятие информации представителями диаспорального сообщества, о самоидентификации в соответствии с социальными и профессиональными статусами, принятыми в китайской традиции, а также о более экспрессивном выражении эмоций и оценок с помощью иноязычного слова.