Suchergebnisse

The present article concentrates on the concept of "narrative" as a literary category, its characteristics and structural elements. The authors of the article concretize the idea of "narrative", analyze the main narrative theories, and compare the basic concepts of narratology in the scientific works of outstanding scholars. The "multiple" narrator can be found in the works of original genre with complex compositional and narrative structure. In such narrative structures, the narrator can create his own "reality", his own author's myth through the view angle of each character. This is typical of modern genre forms, where the plot is built on new genre canons, such as novel forms of the "talk show" format or "SMS" novel. The "multiple" narrator forms the structure, provides plot-compositional unity, "leads" narrative story and influences the genre modification of the literary work. Structural types of "multiple" narrator can perceive the reality subjectively and have the ability to present their own vision of reality and interact with other narrative components such as narrator, recipient, author-demiurge, the signs of which are closely interwoven in the modern text. The narrative component of the novel "Olive Kitteridge" by E. Strout is examined in the article as multi-vector, characterized by free narrative and by a heterodiegetic narrator in an extradiegetic situation.

The purpose of the study was the analysis of the implementation of the reform of primary education as a structural model of the formation of the preparation of the future elementary school, for the design of the educational environment. The research methodology used included the analysis of legislative documentation to determine the requirements for the professional activity of an elementary school teacher. The procedure and features of actions for the development of a structural-functional model, of the formation of the readiness of future elementary school teachers to design an educational environment include: analysis of objects; choice of the form of the model; theoretical, methodical, spatio-temporal, material-technical, legal substantiation; the choice of a factor of formation of the system; establishment of connections and dependencies of the main components. The content of the developed main blocks of the model: meta - purpose and task; methodological - approaches and principles; content-procedure - updated content of the discipline content of the vocational and practical training cycle, forms of organization of the educational process, methods, means of training and diagnostics; organizational and pedagogical conditions; stages: adaptation, intensification and identification. It is concluded that the developed model reflects the actual educational process of achieving the expected results.