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Interconnection in linguistic, reading and writing competences formation of elementary school students


Author: Shtral Niva
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2019
Scientific consultant: Valentina Botnari
doctor, associate professor (docent), Institute of Education Sciences
Institution: Tiraspol State University

Status

Term of presenting of the thesis 5 February, 2019

Abstract

Adobe PDF document0.68 Mb / in romanian
Adobe PDF document0.70 Mb / in english

Thesis

CZU 373.3.015:81/82(043.2)

Adobe PDF document 6.96 Mb / in english
225 pages


Keywords

competence, linguistic competence, reading competence, writing competence, competence development phases, interconnection, interconnection dimensions, learning laws from the perspective of the connectionist current, students of low school age

Summary

Thesis structure. The paper consists of introduction, 3 chapters, general conclusions and recommendations, annotation (in Romanian, Russian and English), abbreviations, bibliography (612 titles), 17 annexes. The volume of the thesis consists of 131 basic text pages, 8 tables, 5 figures.

Publications on the thesis. The results of the research are reflected in 9 scientific papers, including: 3 articles in profile magazines, 4 papers at national and international conferences and 2 electronic publications.

The field of study is the phenomenon of interconnection in the formation of linguistic, reading and writing skills in students of low school age.

Research purpose consists in conceptualizing, elaborating and experimentally approving the HIVE Pedagogic Model aimed at interwined formation of elementary school students’ linguistic, reading and writing competences and, implicitly, the Intervention Program focused on the simultaneous formation of linguistic, reading and writing competences.

Research objectives: establish the epistemological highlights of the concepts of competence, linguistic, reading, and writing competences; substantiate the interconnection between linguistic, reading and writing competences; justify and elaborate the HIVE Pedagogic Model for interwined formation of linguistic, reading, and writing competences of elementary school students; elaborate and implement the Intervention Program (based on the HIVE Pedagogic Model) for facilitating the concurrent progress of linguistic, reading, and writing competences; determine the formative impact of the Intervention Program on linguistic, reading and writing competences; develop general conclusions and practical recommendations. Scientific novelty and originality consists in substantiating and elaborating the HIVE Pedagogical Model of linguistic, reading, writing competences interwined formation of elementary school students; lies in the validation of the Intervention Program focused on the simultaneous formation of linguistic, reading and writing competences, elaborated on the basis of the HIVE Pedagogical Model, which directed the pedagogical intervention towards the juxtaposition of the competence formation stages to the laws of learning from the perspective of the connectionist current, ensuring the interconnection between the dimensions of teaching strategies proposed by the Israeli Ministry of Education in 2014.

The important scientific problem solved consists in in elucidating the significance of the interwined formation of some values between which there are natural relations of interconditioning and interrelation with significant similarities in their progressive evolution, as demonstrated by the validation of the HIVE Pedagogical Model of of Linguistic, Reading and Writing competences interwined formation The theoretical significance of the work is marked by the elucidation of scientific arguments regarding the importance of linguistic competence acquisition in mastering reading and writing competences by the the students of elementary school age; the argumentation of the need to establish the correlation between the stages of competence formation and the laws of learning from the perspective of the connectionist current; the elaboration of the HIVE Pedagogical Model of linguistic, reading, writing competence interwined formation of elementary school students.

The applicative value of the research is justified by the implementation and validation of the Intervention Program, which includes special teaching strategies derived from the HIVE Pedagogical Model of Linguistic, Reading, Writing competences interwined formation of elementary school students; the validation of technologies aimed at implementing the "Power to the reader" and "Magic Key" strategies for interconnex formation of elementary school students’ linguistic, reading and writingcompetences, not only for Hebrew teaching, but for other languages as well, including those studied in the educational institutions of Republic of Moldova.

Implementation of scientific results. The scientific results were implemented in Israeli primary schools, through the achievement of the Intervention Program focused on the simultaneous formation of linguistic, reading and writing skills, by using the "Power to the reader" and "Magic Key" strategies during 2012-2015.

Summary


1. THEORETICAL FRAMEWORK OF THE INTERCONNECTION IN LINGUISTIC, READING AND WRITING COMPETENCES FORMATION OF ELEMENTARY SCHOOL STUDENTS
  • 1.1. The interconnection between the linguistic, reading and writing competences formation
  • 1.2. Peculiarities of linguistic, reading and writing competences manifestation of elementary Sch1ool students
  • 1.3. Conclusions to Chapter I

2. STUDY OF CONTEXTS AND VALUES ACQUIRED BY ELEMENTARY SCHOOL STUDENTS FOR LINGUISTIC, READING AND WRITING COMPETENCES
  • 2.1. Analysis of didactic staff experiences focused on linguistic, reading and writing competences formation of elementary school students
  • 2.2. Identification of the initial level of linguistic, reading and writing competences of Subjects between the experimental group and the control group
  • 2.3. Conclusions to Chapter II

3. THE INTERTWINED PROCESS OF LINGUISTIC, READING AND WRITING COMPETENCES FORMATION OF ELEMENTARY SCHOOL STUDENTS
  • 3.1.Characteristics of the HIVE Pedagogical Model and Implementation approval
  • 3.2. Experimental validation of the HIVE Pedagogical Model
  • 3.3. Conclusions to Chapter III

THE GENERAL CONCLUSIONS AND RECOMMENDATIONS