Риторические жанры педагогического дискурса

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<ul><li><p>219</p><p>. . </p><p> : . - , - . , , - .</p><p>L. Gorobets</p><p>RHETORIC GENRES OF THE PEDAGOGICAL DISCOURSE</p><p>The article has a debatable character: approaches to allocation of rhetoric genres in thepedagogical discourse are only taking shape. The main task of the author is choosing signs ofrhetoric genres used in pedagogical speech. The author determines the strategy and tactics of ateachers speech, estimative and rhetoric colouring of texts.</p><p> - - (. . -, . . , . . ). (. . -, . . , . . .), -.</p><p> - ,, - , - .</p><p>. . - - , , - - 1. - : - ( </p><p>, ), - ( ).</p><p> , - -. , - -- , - , - - .</p><p> , - / - (, , ).</p><p> , , -, : , - , - , , - . -, .</p></li><li><p>220</p><p> - , - .</p><p> : , , ; ; ; (, ); -, - (, ); , -; ; - .</p><p> : /, , , , - , , , , , ,, , , - ; , , , -, .</p><p> - -: /, /-, / . , -, /- , , , -, , -, . .</p><p> - /. , - -, , - . ( : -, .) ( : , , - .).</p><p> , - , (), - (-), ().</p><p> - (, ). - - - () (- , . . ): - , -. - /- /, -, , . , , - . , -, . - .</p><p> :) : -</p><p> , , //- .;</p><p>) : - .;</p><p>) : -, , - , , . , - , - : -, ,. - , . ,, -</p><p>, </p></li><li><p>221</p><p> (. . ), (. . ).</p><p> - :</p><p>) , .;</p><p>) : , -, .;</p><p>) , (,, , ) .</p><p> , :</p><p>) --;</p><p>) . -</p><p> . </p><p> , - - 2. -, - - . - , , -, - , . . - , - 3. : , , -, , . - .</p><p>- , - , , -, /, : !! , - .</p><p> , - , , 97,3% - 4. -- - /-, /, -, , ,: , - , , .</p><p>, - - , :</p><p> , - - ;</p><p> - ;</p><p> ; </p><p> ; , ; ; ; -</p><p>., </p><p> - -, - -. , , , - : ,; ; ; -; -; , ; -; ... , , - : ... ; ; ; -; ; </p></li><li><p>222</p><p> ; -; ; ; ... .5</p><p> - -, , -6.</p><p> - , - . - a priori - , </p><p>; -</p><p> (, , -) - , . . - .</p><p> , - , -, - - . -, - , , .</p><p> - - . - , - - .</p><p> - , - , -.</p><p> , - - , , -.</p><p> - - . - - . - , 7.</p><p> , -, - - - , - .</p><p> . -, : , - (-, ); -, (); - , // , - , - , , - (); - , -, (-, ); - , -, ().</p><p> , - -, , - -: () -, -, , . .</p><p> - , - - - .</p><p>, </p></li><li><p>223</p><p> : - - - - . - - / .</p><p> - -. - - - .</p><p> - - , , , . , - //-, - .</p><p> , - , , - . , , - , - 8.</p><p>, - , . . - /// , .</p><p> -, , - , .</p><p> . . -, , . - , </p><p> - 9. - - - , , / - - , - , , , - , - .</p><p> , .</p><p> - , , , - -, -, , - ( -, , .), / , (--) , , - (, , , - . .), . - - , -.</p><p>, - :</p><p>1) ; ; - (/ - ), - ;</p><p>2) - ( -- / ), - ;</p></li><li><p>224</p><p>3) ( - /- );</p><p>4) ;5) ;6) -</p><p>;7) ;8) </p><p> , -- .</p><p> - -, , - , .</p><p> - - : , -, , , , , -. . . , - , - - , 10. - , -, (). , , (-). (). -</p><p> - , .</p><p> - :</p><p>1. - - -.</p><p>2. , - , -, , -, . , .</p><p>3. - - - , - .</p><p>4. , - -- , -- - - .</p><p>5. - .</p><p>6. - -.</p><p>1 . . : . , 2000.2 . . : -</p><p> / . . . . .: : , 2003. . 139.3 . . 141.4 . . </p><p> / . , 1982. . 105.5 . . - / </p><p> . ., 2005. . 160161.</p><p>, </p></li><li><p>225</p><p>6 . . -. , 1999. . 10.</p><p>7 . . / . : - , 1999. . 2. . 22.</p><p>8 . . / : X . .: ;, 2006. . 216.</p><p>9 . . . .: , 1997. . 119120.10 . . // :</p><p>. . . . . 3. : - . -, 2002. . 50.</p><p>. . </p><p> , . , - , . , , - .</p><p>A. Grachev</p><p>ORGANISATIONAL FACTORS OF SATISFACTION WITH WORK AND LIFEAMONG MANUAL AND OFFICE WORKERS</p><p>The organisational factors determining the general satisfaction with work life among employeesare discussed in the article. The author reveals a general feature that consists in the prevailinginfluence of self-actualisation aspects of work on satisfaction with work and life and in the importanceof orientation to work of the collective. Furthermore, the author finds out distinctions in the influenceof these factors, which consist in the greater satisfaction with work among employees.</p><p> - (- ) . 1. , , - , , .</p><p> - - . , ., , </p><p> , - 2. , - 3. . , - , - , : - ( - ) -, 4.</p></li></ul>

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