BASICS OF MODELING THE CONTENT OF THE DISCIPLINE “SPEECH PRACTICES” FOR HIGH SCHOOL STUDENTS

Abstract

The article presents the results of a theoretical study of the foundations of literacy and educational and professional discourse among higher school students, as well as a generalization of practical experience in modeling the discipline “Speech Practices”. The purpose of the article is to study and theoretically understand the concepts of literacy and educational and professional discourse of higher education students. The main emphasis is on the importance of mastering techniques for working with educational and scientific texts, which are considered a necessary condition for the development of meta-subject literacy competencies in students and their successful immersion in professional activities. In addition, the author seeks to explore the cognitive-semantic, socio- and pragmalinguistic aspects of educational and professional discourse, as well as to develop a model of the discipline program that integrates various aspects and components of discourse with literacy competencies and professional text formats. The article presents the basic principles and methods of modeling the content of the discipline “Speech Practices”, as well as practical examples and tips for their application. The main goal of modeling this discipline is to help students develop their skills and abilities in the field of speech communication. The results of the study may be useful for methodologists and higher education teachers in the development of work programs in the humanities aimed at improving the language literacy of students.