Reframing as a didactic technology of initiating a semantic choice

Introduction. The article addresses the problem of developing students’ value-semantic sphere by means of situations of a semantic choice as the first moment of meaning-making and application of relevant psychological technologies. The purpose of the article is to reveal the peculiarities of using reframing as a technology of initiating students’ semantic choice in order to increase inner motivation and to develop their value-semantic sphere. Materials and Methods. The research adopted meaning-centred and psycho-semantic approaches. The authors applied the methods of content analysis, systematic analysis, comparative analysis, terminological analysis, generalization and systematization. Results. The article substantiates the necessity of using a reframing technology in the learning process. The main types of reframing that can be implemented in the context of the meaning-centred approach to learning are identified - reframing of meaning and reframing of context. The authors outline the key factors of implementing a reframing technology that affect the initiation of students’ semantic choice. They include: the focus on the sensory system of the student, reliance on subjective experience of the student, use of communication (verbal and non-verbal), aspiration to the future. The authors highlight methods and techniques, including linguistic constructs, influencing the initiation of students’ semantic choice. Conclusions. The authors emphasize the potential of reframing in the learning process as a technology of psychological and educational support and a technology aimed at increasing students’ inner motivation, thereby clarifying the specificity of reframing.