Students' work with the text as a basis for the development of its understanding

The purpose is to identify the parameters of the development of such an important component of the learning process as text understanding. The features of working with texts that require the involvement of different ways of text understanding in the process of teaching students were defined. During the specially organized activities aimed at developing understanding, the following methods of working with a methodological text were used: determining the central topic of the text, creating a secondary text, creating a cinquain (five-line poetic form), willingness and readiness to formulate hypotheses in the absence of them in a scientific text, projection on the educational process. When working with narrative texts, we took into account the following methods: identifying the implicit hidden information, connections, constructing new ideas and notions, fixing the sensitivity to context, the implementation of varying and alternative interpretations, the willingness and readiness to generate contexts in their absence, and the identification of non-obvious patterns. In the course of working with scientific articles, such methods as allegorization/deallorization, formulation of the categorical apparatus of the text, combination of social context with individual-personal context, analysis, and interpretation of Japanese poetry (haiku, tanka) were taken into consideration. When working with hypertexts, we paid attention to the following indicators of understanding: terminologization/determinologization, metaphorization/demetaphorization, conceptualization/deconceptualization. During the formative experiment, which involved 169 students from the Pacific National University (Khabarovsk, Russia), many ways of working with texts of different stylistic and structural peculiarities were included in the learning process. Statistically significant differences in the understanding of texts between the experimental group, in which specially organized training was conducted, and a control group were revealed. The subjective approach to the development of text understanding was realized on the basis of the psychological and pedagogical patterns of learning, the ways of working with the texts of different functional and content orientations were determined, new diagnostic methods for identifying understanding as a process and as a result of an activity were presented. The elaborated methods of work can be used as a basis for psychologically substantiated didactic models for the development of understanding in the process of teaching university students.