SPACE-TEMPORAL ORGANIZATION OF THE TEXT OF AN ACADEMIC SITUATION AS A CONDITION OF THE ACTUALIZATION OF A TEACHER’S DIALOGIC ORIENTATION

Abstract

In the article the model of textual space of the dialogic academic situation is represented. The above-mentioned model is worked out by the author as the result of theoretical-methodological analysis and applied achievements of Psychological Hermeneutics. The realization of this model enlarges and completes teachers’ understanding of dialogic character of academic information, serves as the basis for improvement of organization of dialogic interaction with a learner. Special attention is paid to the illustration of the mechanism of reciprocal transition of outer and inner dialogues which determine the success of a learner’s understanding of academic information. The article is also focused on peculiarities of improvement of understanding different didactical objects. The results of the empirical research of representation of the dialogic component in the structure of teachers’ communicative orientation and its dynamics based on acquisition of the experience of modeling various dialogic academic situations are described. The expediency of the usage of the model of textual space as an important component of the educational environment which provides teachers’ realization of the advantages of dialogic teaching for increasing productivity of learners’ knowledge is substantiated.