PHILOSOPHICAL PEDAGOGICAL PARADIGM DICTIONARY WORK AS A MEANS OF ACTIVATION COGNITIVE ACTIVITY OF STUDENTS IN LITERATURE LESSONS

Authors

  • I. Buhayova ,

DOI:

https://doi.org/10.31812/educdim.5892

Keywords:

1

Abstract

The article highlights the problem of improviry the teaching process in terms of mistering knowledge of literature, in paticular studying artistic trends and separate texts. The author investistigates theoretical and methodical basis of teaching literature from the point o f view of cognitive activity by means of learning the vocabulary.

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References

Бацевич С. Основи комунікативної лінгвістики: Підручник. - К.: Видавничий центр “Академія”, 2004. - 344 с.

Бичко А., Бичко І. Феномен української інтелігенції. Спроба екзистенціального дослідження. - Дрогобич, 1997. - 118 с.

Квіт С. Основи герменевтики // Кур’єр Кривбасу. - 1998. - № 101. - С. 139-153.

Почепцов Г. Теория коммуникации. - М.: “Рефл-бук”, К.: “Ваклер”, 2003. - 656 с.

Хуторской А. Современная дидактика: Учебник для вузов. - СПб.: Питер, 2002. - 544 с.

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Published

27-05-2022

Issue

Vol. 15 (2006)

Section

Articles

License

Copyright (c) 2006 I. Buhayova

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

PHILOSOPHICAL PEDAGOGICAL PARADIGM DICTIONARY WORK AS A MEANS OF ACTIVATION COGNITIVE ACTIVITY OF STUDENTS IN LITERATURE LESSONS. (2022). Pedagogy of Higher and Secondary Education, 15, 440-451. https://doi.org/10.31812/educdim.5892