Search

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.

Original and, qualitative modern education should generate, maintain and recreate all the riches of cultural, historical, spiritual and moral values and senses. German philosopher of the XX-th century M. Heidegger defined education as the major part of public structure which is intended to generate, maintain and renew all the riches of cultural-historical and moral-spiritual wealth.

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