Actualization of individual consciousness in academic discourse

Abstract

The article examines the possibilities of manifestation of individual
consciousness in the context of academic discourse. This is due to the fact that the volume and
nature of pre-text information among people is not the same, individual indicators play an
important role in the process of presentation and encoding of information, its decoding,
understanding and interpretation. This educational vector is a cognitive individual projection onto
the proposed educational process, in which a significant place is given to the educational text. In
the existing textbooks for secondary schools, approved by the Ministry of Education and Science of
the Republic of Kazakhstan, more and more educational texts appear, modeling tasks, productive
exercises aimed at provoking a reaction, at the exit of the student's personality with his own opinion
into the proposed communication. This goal requires the search for new effective ways of learning,
which will lead to systemic knowledge of the language system. Relevance is determined by
considering the possibilities of manifestation of individual consciousness in academic discourse in
the context of Kazakhstani secondary education.
The paper provides an analysis of a typical curriculum in the Russian language, on the
basis of which methods of actualizing the experience of students in the process of mastering new
knowledge are identified. Accordingly, referring to your individual experience allows you to
describe the individual perception of academic discourse. Particular attention was paid to the ways
of implementing strategies for creating a new academic discourse on the example of a current
textbook on the Russian language with an analysis of the task aimed at modeling a new academic
discourse. The study is due to the need to study various aspects of the functioning of educational
discourse in the context of the tasks of the updated content of Kazakhstani secondary education.
The result of training is the ability to effectively use the entire volume of acquired subject
knowledge in variable situations.