title: ÐÐ±ÑÑÐµÐ½Ð¸Ðµ ÐºÐ¸ÑÐ°Ð¹ÑÐºÐ¸Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² ÑÑÐµÐ½Ð¸Ñ Ð½Ð°ÑÑÐ½Ð¾-ÑÑÐµÐ±Ð½Ð¾Ð³Ð¾ ÑÐµÐºÑÑÐ° Ð¼Ð¸ÐºÑÐ¾ÑÐºÐ¾Ð½Ð¾Ð¼Ð¸ÐºÐ¸ Ñ Ð¾Ð¿Ð¾ÑÐ¾Ð¹ Ð½Ð° Ð¿ÑÐµÐ´Ð»Ð¾Ð¶ÐµÐ½Ð¸Ðµ Ð² ÑÑÐ½ÐºÑÐ¸Ð¸ Ð¾Ð±ÐµÑÐ¿ÐµÑÐµÐ½Ð¸Ñ Ð¿ÑÐ¾Ð³ÑÐµÑÑÐ¸Ð¸ ÑÐµÐºÑÑÐ°
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¼Ð°Ð³Ð¸ÑÑÑÐ°
titleType: Subtitle
title: Teaching Chinese students to read the scientific and educational text of the " microeconomics "based on the under-standing of the sentence in the function of ensuring the progression of the text
Creators: name: ÐÐ°Ð½ ÐÐ°Ð½Ñ
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2021
Subjects: ÑÐµÐºÑÑÐ¾Ð¾Ð±ÑÐ°Ð·ÑÑÑÐ¸Ðµ ÑÑÐ½ÐºÑÐ¸Ð¸
ÑÑÐ½ÐºÑÐ¸Ñ Ð¿ÑÐ¾Ð³ÑÐµÑÑÐ¸Ð¸ ÑÐµÐºÑÑÐ°
ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð°Ñ Ð·Ð°Ð´Ð°ÑÐ°
Ð¼Ð¸ÐºÑÐ¾ÑÐµÐ¼Ñ
Ð¼Ð¸ÐºÑÐ¾ÑÐºÐ¾Ð½Ð¾Ð¼Ð¸ÐºÐ°
Ð¾Ð´Ð½Ð¾Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð½ÑÐµ Ð´Ð°Ð½Ð½ÑÐµ
ÑÐ°Ð·Ð½Ð¾Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð½ÑÐµ Ð´Ð°Ð½Ð½ÑÐµ
text-forming functions
function of text progression
communicative task
microthemes
microeconomics
unidirectional data
multidirectional data

description: Ð Ð·Ð°Ð´Ð°ÑÐ¸ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð²ÑÐ¾Ð´Ð¸Ñ: 1. Ð¾Ð¿Ð¸ÑÐ°ÑÑ Ð»Ð¸Ð½Ð³Ð²Ð¾Ð¼ÐµÑÐ¾Ð´Ð¸ÑÐµÑÐºÐ¸Ðµ Ð¾ÑÐ½Ð¾Ð²Ñ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð¿Ð¾Ð½Ð¸Ð¼Ð°Ð½Ð¸Ñ ÑÐµÐºÑÑÐ¾Ð¾Ð±ÑÐ°Ð·ÑÑÑÐµÐ¹ ÑÑÐ½ÐºÑÐ¸Ð¸ Ð¿ÑÐ¾Ð³ÑÐµÑÑÐ¸Ð¸ ÑÐµÐºÑÑÐ° Ð² Ð½Ð°ÑÑÐ½Ð¾-ÑÑÐµÐ±Ð½ÑÑ ÑÐµÐºÑÑÐ°Ñ; 2. Ð¾ÑÐ°ÑÐ°ÐºÑÐµÑÐ¸Ð·Ð¾Ð²Ð°ÑÑ Ð¿ÑÐ¸ÑÐ¾Ð»Ð¾Ð³Ð¸ÑÐµÑÐºÐ¸Ðµ Ð¸ Ð¼ÐµÑÐ¾Ð´Ð¸ÑÐµÑÐºÐ¸Ðµ Ð¾ÑÐ½Ð¾Ð²Ñ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð¿Ð¾Ð½Ð¸Ð¼Ð°Ð½Ð¸Ñ Ð¿ÑÐµÐ´Ð»Ð¾Ð¶ÐµÐ½Ð¸Ñ Ð² ÑÑÐ½ÐºÑÐ¸Ð¸ Ð¿ÑÐ¾Ð³ÑÐµÑÑÐ¸Ð¸ ÑÐµÐºÑÑÐ°; 3. Ð¸Ð·ÑÑÐ¸ÑÑ Ð¼ÐµÑÐ¾Ð´Ð¸ÐºÑ ÑÐ°Ð±Ð¾ÑÑ Ð½Ð°Ð´ Ð¿ÑÐµÐ´Ð»Ð¾Ð¶ÐµÐ½Ð¸ÐµÐ¼ Ð² ÑÑÐ½ÐºÑÐ¸Ð¸ Ð¿ÑÐ¾Ð³ÑÐµÑÑÐ¸Ð¸ ÑÐµÐºÑÑÐ° Ñ Ð¾Ð´Ð½Ð¸Ð¼ Ð¸ Ð½ÐµÑÐºÐ¾Ð»ÑÐºÐ¸Ð¼Ð¸ Ð´Ð°Ð½Ð½ÑÐ¼Ð¸ Ð¸ ÑÐ¿ÑÐ¾ÐµÑÐ¸ÑÐ¾Ð²Ð°ÑÑ Ð½Ð° Ð¾Ð±ÑÑÐµÐ½Ð¸Ðµ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½ÑÑ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð²-Ð½ÐµÑÐ¸Ð»Ð¾Ð»Ð¾Ð³Ð¾Ð² Ð¿Ð¾Ð½Ð¸Ð¼Ð°Ð½Ð¸Ñ ÑÐµÐºÑÑÐ¾Ð¾Ð±ÑÐ°Ð·ÑÑÑÐµÐ¹ ÑÑÐ½ÐºÑÐ¸Ð¸ Ð¿ÑÐ¾Ð³ÑÐµÑÑÐ¸Ð¸ ÑÐµÐºÑÑÐ° Ð² Ð½Ð°ÑÑÐ½Ð¾-ÑÑÐµÐ±Ð½Ð¾Ð¼ ÑÐµÐºÑÑÐµ ÑÐ¿ÐµÑÐ¸Ð°Ð»ÑÐ½Ð¾ÑÑÐ¸ Â«Ð­ÐºÐ¾Ð½Ð¾Ð¼Ð¸ÐºÐ°Â», Ð¿Ð¾Ð´ÑÑÐ·ÑÐº Â«Ð¼Ð¸ÐºÑÐ¾ÑÐºÐ¾Ð½Ð¾Ð¼Ð¸ÐºÐ°Â»; 4. Ð¿ÑÐ¾Ð²ÐµÑÑÐ¸ Ð¿ÐµÐ´Ð°Ð³Ð¾Ð³Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐºÑÐ¿ÐµÑÐ¸Ð¼ÐµÐ½Ñ ÑÑÐµÐ´Ð¸ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½ÑÑ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð²-Ð½ÐµÑÐ¸Ð»Ð¾Ð»Ð¾Ð³Ð¾Ð² Ð¸ Ð¾ÑÐµÐ½Ð¸ÑÑ ÐµÐ³Ð¾ ÑÑÑÐµÐºÑÐ¸Ð²Ð½Ð¾ÑÑÑ. Ð ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÐµ Ð¿Ð¾Ð´ÑÐ²ÐµÑÐ´Ð¸Ð»Ð¾ÑÑ, ÑÑÐ¾ ÐµÑÐ»Ð¸ Ð¾Ð±ÑÑÐ°ÑÑ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½ÑÑ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð²-Ð½ÐµÑÐ¸Ð»Ð¾Ð»Ð¾Ð³Ð¾Ð² Ð¿ÑÐ¾ÑÐ¸Ð»Ñ Â«Ð­ÐºÐ¾Ð½Ð¾Ð¼Ð¸ÐºÐ°Â» Ð½Ð° Ð¿ÑÐ¸Ð¼ÐµÑÐµ Ð¿Ð¾Ð´ÑÑÐ·ÑÐºÐ° Â«Ð¼Ð¸ÐºÑÐ¾ÑÐºÐ¾Ð½Ð¾Ð¼Ð¸ÐºÐ°Â» ÑÑÐµÐ½Ð¸Ñ Ð½Ð°ÑÑÐ½Ð¾-ÑÑÐµÐ±Ð½Ð¾Ð³Ð¾ ÑÐµÐºÑÑÐ° Ñ Ð¾Ð¿Ð¾ÑÐ¾Ð¹ Ð½Ð° Ð¿Ð¾Ð½Ð¸Ð¼Ð°Ð½Ð¸Ðµ Ð¿ÑÐµÐ´Ð»Ð¾Ð¶ÐµÐ½Ð¸Ñ Ð² ÑÑÐ½ÐºÑÐ¸Ð¸ Ð¾Ð±ÐµÑÐ¿ÐµÑÐµÐ½Ð¸Ñ Ð¿ÑÐ¾Ð³ÑÐµÑÑÐ¸Ð¸ ÑÐµÐºÑÑÐ°, Ñ Ð¿Ð¾Ð·Ð¸ÑÐ¸Ð¹ ÑÑÐ½ÐºÑÐ¸Ð¾Ð½Ð°Ð»ÑÐ½Ð¾Ð³Ð¾ Ð¸ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾Ð³Ð¾ Ð¿Ð¾Ð´ÑÐ¾Ð´Ð¾Ð² Ð¸ Ð¼ÐµÑÐ¾Ð´Ð° Ð¼Ð¾Ð´ÐµÐ»Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ ÑÐµÐºÑÑÐ°, ÑÐ¾ ÑÑÐ¾ Ð±ÑÐ´ÐµÑ ÑÐ¿Ð¾ÑÐ¾Ð±ÑÑÐ²Ð¾Ð²Ð°ÑÑ Ð¾Ð±ÑÐµÐºÑÐ¸Ð²Ð½Ð¾Ð¼Ñ Ð¿Ð¾Ð½Ð¸Ð¼Ð°Ð½Ð¸Ñ ÑÐ°Ð·Ð²Ð¸ÑÐ¸Ñ ÑÐ¼ÑÑÐ»Ð° ÑÐµÐºÑÑÐ° ÑÐ¿ÐµÑÐ¸Ð°Ð»ÑÐ½Ð¾ÑÑÐ¸, Ð¾Ð²Ð»Ð°Ð´ÐµÐ½Ð¸Ñ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾ Ð·Ð½Ð°ÑÐ¸Ð¼ÑÐ¼Ð¸ ÑÐ¼ÐµÐ½Ð¸ÑÐ¼Ð¸ ÐµÐ³Ð¾ ÑÐµÑÐµÐ¿ÑÐ¸Ð¸ Ð¸ Ð¿ÑÐ¾Ð´ÑÑÐ¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ, Ð¿ÐµÑÐµÐ½Ð¾ÑÑ ÑÐ¼ÐµÐ½Ð¸Ð¹ Ð½Ð° Ð´ÑÑÐ³Ð¸Ðµ Ð¿Ð¾Ð´ÑÑÐ·ÑÐºÐ¸ ÑÐ¿ÐµÑÐ¸Ð°Ð»ÑÐ½Ð¾ÑÑÐ¸, ÑÐ°Ð·Ð²Ð¸ÑÐ¸Ñ Ð¼ÑÑÐ»ÐµÐ½Ð¸Ñ Ð¸ ÑÐµÑÐ¸.
description: The research tasks include: 1. the linguo-methodological foundations of teaching the understanding of the text-forming function of the progression of the text in scientific and educational texts are described; the psychological and methodological foundations of teaching the understanding of a sentence as a function of the text progression are characterized; the method of working on a sentence in the function of a text progression with one and several data was studied and to project it into teaching foreign non-philological students to understand the text-forming function of a text progression in a scientific and educational text of the specialty "Economics", sublanguage "microeconomics"; 4. a pedagogical experiment was carried out among foreign students-non-philologists and to evaluate its effectiveness. As a result, it was confirmed that if you teach foreign non-philological students of the profile "Economics" using the example of the sublanguage "microeconomics" to read a scientific and educational text based on understanding the sentence in the function of ensuring the progression of the text, from the standpoint of functional and communicative approaches and the method of text modeling, then this is will contribute to an objective understanding of the development of the meaning of the text of the specialty, the mastery of communicatively significant skills of its reception and production, the transfer of skills to other sublanguages of the specialty, the development of thinking and speech.