Improving the terminology of modern pedagogy as one of the directions of pedagogical semiology

Abstract

The paper discusses the problem of improving the terminology of modern pedagogy as one of the directions of pedagogical semiology. Pedagogy by now has a largely established conceptual and terminological apparatus, but scientists note the problem of methodological ambivalence. Therefore, clarification and definition of the conceptual apparatus of pedagogy, improvement of its language are extremely relevant at present. The task of clarifying the terminological apparatus of pedagogy is now being addressed by pedagogical semiology, an interdisciplinary field of research that incorporates the findings of semiotics and cognitive linguistics. Characteristic features of pedagogical semiology as a science, as well as the topics of scientific research and studies within this direction are given. Scientific analysis of pedagogical reality processes the material in the form of scientific and pedagogical facts, pedagogical terms, concepts and notions. The unit of semantic representation of any form of scientific reasoning and the basic unit of pedagogical semiology is a concept. The use of the term «concept» allows structuring scientific ideas about the pedagogical object.

Keywords

• педагогическая терминология
• педагогическая семиология
• определение
• понятие
• концепт