TRA CỨU
Tác giả CN Han, Hee Jeung.
Nhan đề A story without SELF : Vygotsky’s pedology, Bruner’s constructivism and Halliday’s construalism in understanding narratives by Korean children / Han Hee Jeung, David Kellogg.
Thông tin xuất bản UK : Taylor & Francis Group, 2019.
Mô tả vật lý p. 445-468 ; 26 cm.
Tóm tắt The work of L.S. Vygotsky was popularised in the West between two great waves of educational thought: constructivism and cognitivism. Reception was therefore colored by three metaphors introduced by Jerome Bruner: ‘construction’, ‘scaffolding’ and ‘narrative’. Narratives were to be characterized by features we call SELF: Subjects, Expectancy and counter-expectancy, a Linear subject-verb-object clause grammar, and a Focalizing voice. In this paper, we try to understand how narratives might be learned in Korean, where subjects are optional and often dispreferred, processes tend to predominate in expectancy over participants, linearity is subject-object-verb rather than subject-verb-object, and even the focal voice must often be shared. For help, we return to Vygotsky’s work in ‘pedology’, the holistic science of the child, and to similarly inspired work on child language by M.A.K. Halliday. First, we explore Vygotsky’s own unit for the development of consciousness, perezhivanie, an untranslatable term for the way in which the child ‘over-lives’ experience through language. Second, we show how Halliday’s system networks can help us describe how perezhivanie might develop and we argue that Halliday’s term ‘construal’ is a more useful, non-metaphorical, description of what Vygotsky had in mind.
Đề mục chủ đề Phương pháp giáo dục--Hàn Quốc
Thuật ngữ không kiểm soát Vygotsky
Thuật ngữ không kiểm soát Korean
Thuật ngữ không kiểm soát Constructivism
Thuật ngữ không kiểm soát Phương pháp giáo dục
Thuật ngữ không kiểm soát Trẻ em
Thuật ngữ không kiểm soát Halliday
Thuật ngữ không kiểm soát First grade narratives
Thuật ngữ không kiểm soát Bruner
Thuật ngữ không kiểm soát Hàn Quốc
Tác giả(bs) CN Kellogg, David
Nguồn trích Language and Education- Vol.33, No 6/2019
    Vốn tư liệu
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1000|aHan, Hee Jeung.
24512|aA story without SELF : |bVygotsky’s pedology, Bruner’s constructivism and Halliday’s construalism in understanding narratives by Korean children / |cHan Hee Jeung, David Kellogg.
260 |aUK : |bTaylor & Francis Group, |c2019.
300 |ap. 445-468 ; |c26 cm.
520|aThe work of L.S. Vygotsky was popularised in the West between two great waves of educational thought: constructivism and cognitivism. Reception was therefore colored by three metaphors introduced by Jerome Bruner: ‘construction’, ‘scaffolding’ and ‘narrative’. Narratives were to be characterized by features we call SELF: Subjects, Expectancy and counter-expectancy, a Linear subject-verb-object clause grammar, and a Focalizing voice. In this paper, we try to understand how narratives might be learned in Korean, where subjects are optional and often dispreferred, processes tend to predominate in expectancy over participants, linearity is subject-object-verb rather than subject-verb-object, and even the focal voice must often be shared. For help, we return to Vygotsky’s work in ‘pedology’, the holistic science of the child, and to similarly inspired work on child language by M.A.K. Halliday. First, we explore Vygotsky’s own unit for the development of consciousness, perezhivanie, an untranslatable term for the way in which the child ‘over-lives’ experience through language. Second, we show how Halliday’s system networks can help us describe how perezhivanie might develop and we argue that Halliday’s term ‘construal’ is a more useful, non-metaphorical, description of what Vygotsky had in mind.
65017|aPhương pháp giáo dục|xHàn Quốc
6530|aVygotsky
6530|aKorean
6530|aConstructivism
6530|aPhương pháp giáo dục
6530|aTrẻ em
6530|aHalliday
6530|aFirst grade narratives
6530|aBruner
6530|aHàn Quốc
7001|aKellogg, David
773 |tLanguage and Education|gVol.33, No 6/2019
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