Lyubov Valerievna Cheremoshkina

In the context of growing threats to Russia as an independent state, the goals and content of teaching at all levels of the educational system should be reviewed. The textbook is considered as a backbone factor of educational processes. In this regard, there is a clear need for the examination of modern textbooks, especially for primary and secondary schools. Here was made an attempt to compare the methodological orientation of the Russian language textbooks of 1953 and 2017 editions for the second year studying at schools. Possibilities of these textbooks in the formation of grammatical skills are demonstrated using the example of the analysis of the content and methodological techniques of the paragraph about the separative soft sign.

The research presents the main provisions of the author’s concept of reproducing the educational text, analyzed from the standpoint of the theory of managing the process of mastering knowledge by N. F. Talyzina. The research aims to show the similarity of the methodological foundations of the theory of managing the process of mastering knowledge by N. F. Talyzina and the concept of arbitrary reproduction of educational material, implementing an activity approach to forming mental actions, particularly mnemonic actions that ensure the actualization of educational material. The proximity of the methodological foundations of N. F. Talyzina’s theory of learning process management and the concept of arbitrary reproduction as a reconstructive and reproductive activity is presented through the analysis of the main provisions of these approaches. The results of the authors’ research prove the importance of managing the processes of reproducing educational material through mnemonic actions, which are a set of associative-orienting, analytical-synthetic, and control-evaluative actions that serve as tools for updating the necessary information. It is shown that arbitrary reproduction demonstrates the features of the intellect of the subject of educational activity in a wide range: from the development of meta-regulation to the specifics of the representational picture. The absence of an orienting basis for random reproduction prevents the launch and deployment of multi-level intellectual operations and the regulation of recall, which manifests itself in planning, control, and anticipation of the necessary results. The understanding of mental actions as tools for updating and organizing educational material, which forms the basis of the reproduction concept, significantly expands the possibilities of the theory of managing the process of mastering knowledge by N. F. Talyzina. It should become the theoretical and methodological basis for designing new school textbooks. It is shown that the concept of arbitrary reproduction of educational material, which, similar to the theory of gradual formation of mental actions, implements an activity-based approach to teaching and learning, can act as a methodologically and experimentally grounded continuation of the classical theory of P. Ya. Galperin and N. F. Talyzina.