Elemente Practice Ale Cercetării Discursului Didactic Mediat

1136 words - 5 pages

3.2. Analiza referinţelor. Studiul realizat asupra textului selectat relevă o interesantă dispunere conceptuală a elementelor discursului didactic. La operaţia de extragere a terminologiei (overtext), s-au obţinut, pentru Manualul analizat, clase generale de natură semantică, şi anume: activitate/activitatea elevului, competenţe/competenţele specifice, finalităţi, literatură/literatura română, modele/modele Mihai Eminescu, obiect/obiect de studiu, paragraf, prezentare/prezentarea structurii, situaţie/situaţii de învăţare, unităţi/unităţi de conţinut. Pe lângă această clasificare a terminologiei, TROPES pune în evidenţă automat referinţele care apar mereu relaţionate. De exemplu, intelect şi educaţie şi învăţământ apar cel mai frecvent relaţionate, ceea ce indică insistenţa referenţială a autorului de manual asupra acestor două concepte. Prin selecţiile sale, TROPES răspunde la întrebări de genul "Cum anume relaţionează autorul educaţia cu învăţământul?" selecţionând frazele care conţin conceptele. Utilizatorul programului poate folosi însă şi propriile sale clasificări, modificându-le constant în funcţie de obiectivele cercetării. Programul analizează relaţiile fiecărei referinţe utilizate arătând forma cum reţelele apar întreţesute în fiecare text. În exemplul nostru, textul vorbeşte despre. TROPES arată, rapid şi fiabil, relaţiile acestor concepte centrale cu toate referinţele la care autorul se referă. Un grafic în stea este afişat pentru a înlesni percepţia spaţiului textual. Aceeaşi informaţie poate fi vizualizată într-un grafic cu sfere. În mod interactiv, utilizatorul poate cerceta şi alte configuraţii accesând butoanele ce reprezintă obiecte. Pe baza acesteia, TROPES permite crearea imediată a unui grafic pe baza arborelui semantic. Opţiunea Scenario a programului relevă că principalele câmpuri semantice ale manualului analizat sunt: intelect (108 termeni), ordine (51), educaţie şi învăţământ (45), relaţie (32), alte câmpuri semantice având sub 30 de ocurenţe. Cele mai frecvente relaţionări identificate de Tropes sunt între conceptele: limbă>literatură (5) (vezi fig. 1), iscusinţă>specific (5), limbă>personalitate (4), învăţare>limbă (4), unitate>interacţiune (4), alte relaţionări ale referinţelor generale având sub 4 ocurenţe. Cea mai puternică relaţie este prezentă în cadrul binomului conceptual limbă>literatură, în care vecinătăţile de stânga (precedente), cele mai frecvente, ale acestuia sunt: învăţare (4), cadru (2), oră (2), altele precum atitudine, caracter, paradigmă, integral, şcolar, comunicare sau flexibil, au o singură apariţie. În egală măsură, vecinătăţile de dreapta (succedente), sunt: personalitate (3) şi formare (2), altele precum română, rol, contribuţie, elev, învăţământ, român, dezvoltare, având apariţii unice.
Fig. nr. 1. Relaţiile binomului conceptual 'limbă-literatură'
3.3. Analiza morfo-sintactică. În analiza textului Manualului profesorului, ales pentru studiu, verbele factive, de exemplu, reprezintă...

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