Informace o publikaci
Особливості впровадження культурологічного підходу у процес професійної підготовки майбутніх фахівців-іспаністів
| Autoři | |
|---|---|
| Rok publikování | 2020 |
| Druh | Článek v odborném periodiku |
| Časopis / Zdroj | Innovate Pedagogy |
| Fakulta / Pracoviště MU | |
| Citace | |
| www | http://innovpedagogy.od.ua/archives/2020/23/part_2/29.pdf |
| Doi | http://dx.doi.org/10.32843/2663-6085/2020/23-2.27 |
| Klíčová slova | culture, culturological approach, culture adoption, culture comprehension, culture creation, professional training, teaching profes- sion-related courses, hispanists-to-be |
| Popis | The present article aims at putting forward the author’s observations as to adoption of the culturological approach to hispanists-to-be professional training process. Within the author’s strategy tothe professional training organization, the notion culturological approach implies a new educational philosophy and scientific and pedagogical paradigm that creates a culture-matchable educational environment by following the principles of linguistic and cultural interrecognition, intercultural dialogue, cultural variability and reflexion, as well as encourages the students’ personal professional development as experts, active subjects, and cultural intermediaries in the area of intercultural communication and foreign language education, at the same time crossing the borders of technocracism, cultural unitism, and ethnocentrism. It is stated in the article that the culturological approach, by assigning culture as a learning object and shifting language to a position of an auxiliary means of obtaining information, displays all the contemporary requirements to teaching profession-related courses during the hispanists-to-be linguistic training and lets them acquire important professional competences by their mastering certain linguistic and communicative skills as well as corresponding culturological knowledge. It is proved that adoption of the culturological approach to the hispanists-to-be professional training should be performed in three stages: culture-introductory stage, where the system of historical-cultural, sociocultural, and local knowledge forms through culture adoption as means of studying and understanding the cultural products of both native and Spanish-speaking nations; culture-comprehensive stage, that contributes to arranging professional knowledge from the perspective of cultural and personalized concepts by cultural identification, value-based attitude to oneself as culture-creative subject, to others – as significant culture subjects, and to cultural products – as cultural-historical values; culture-representing stage, that is aimed at spreading of culture-creative activity of the Spanish language students by displaying their own results and achievements, activating their reflexive and evaluative skills in the process of culture adoption and products creation during the cognitive, professional and scientific work. |