Классификация когнитивно-графических моделей в инновационной технологии проблемно-модульного обучения
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Дата
2016
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Анотація
У статтi розкрито поняття когнiтивна графiка, розглядається роль когнiтивно-графiчних моделей в iнновацiйнiй технологii проблемно-модульного навчання, обґрунтовується необхідність їх первинної класифікації стосовно функцій, які вони виконують. У роботі представлені авторські когнітивно-графічні моделі на матеріалі англійської мови з тем : «Wild life», «Music», «Domestic animals», «Sport in our life». Моделі побудовано на основі методу наукового експерименту та спостереження за роботою учнів як загальноосвітніх шкіл, так і спеціалізованих гімназій, а також студентів першого та другого курсів університету на уроках англійської мови. У перспективі планується розробка авторських когнітивно-графічних моделей.
The article is designed to reveal the essence of cognitive visualization concept in problem –modular education. The key goal of the article is to substantiate the importance of cognitive-graphics models in innovative technology of problem-modular education. It is also important to prove the necessity of their primary classification according to the functions accomplished by these models. The basic cognitive-graphic forms of grouping matrix, block-schemes, puzzles, riddles alongside with the mechanisms of these forms functioning are discussed in the work. The author’s cognitive-graphics models based on the English language material are shown in the article. They are demonstrated on the following topics: Wild life, Music, Domestic animals, Sport in our life. These cognitive – graphics models are constructed as a result of the experiment and observation of the students work. As a result, we can make some very significant conclusions. The realization of cognitive visualization concept in construction of problem-modular elements is necessary to develop flexible mind, capable either to concretize or to create polysemantic context. The cognitive-graphics models can help us to make causal-consecutive connections between the parts of the phenomenon and to compose a holistic image of it. The main cognitive-graphics forms of constructing the educational elements can be very widely used at the lessons of Mathematics, Physics, Chemistry, Geography, Foreing languages and many others. The purposes of their using can be different: to introduce a new topic, to summarize the material learned in the process of studying, to check the knowledge of the pupils concerning this or that topic. The diversity of cognitive-graphics models makes every lesson bright, captivating, unforgettable and creative process. We see the prospects of our investigation in further learning of the most interesting and perspective forms of grouping matrix, block-schemes, cognitive puzzles and riddles, brainstormings, the working out of new author’s cognitive-graphics models.
The article is designed to reveal the essence of cognitive visualization concept in problem –modular education. The key goal of the article is to substantiate the importance of cognitive-graphics models in innovative technology of problem-modular education. It is also important to prove the necessity of their primary classification according to the functions accomplished by these models. The basic cognitive-graphic forms of grouping matrix, block-schemes, puzzles, riddles alongside with the mechanisms of these forms functioning are discussed in the work. The author’s cognitive-graphics models based on the English language material are shown in the article. They are demonstrated on the following topics: Wild life, Music, Domestic animals, Sport in our life. These cognitive – graphics models are constructed as a result of the experiment and observation of the students work. As a result, we can make some very significant conclusions. The realization of cognitive visualization concept in construction of problem-modular elements is necessary to develop flexible mind, capable either to concretize or to create polysemantic context. The cognitive-graphics models can help us to make causal-consecutive connections between the parts of the phenomenon and to compose a holistic image of it. The main cognitive-graphics forms of constructing the educational elements can be very widely used at the lessons of Mathematics, Physics, Chemistry, Geography, Foreing languages and many others. The purposes of their using can be different: to introduce a new topic, to summarize the material learned in the process of studying, to check the knowledge of the pupils concerning this or that topic. The diversity of cognitive-graphics models makes every lesson bright, captivating, unforgettable and creative process. We see the prospects of our investigation in further learning of the most interesting and perspective forms of grouping matrix, block-schemes, cognitive puzzles and riddles, brainstormings, the working out of new author’s cognitive-graphics models.
Опис
Ключові слова
когнітивна графіка, когнітивно-графічні моделі, візуалізація, блок-схема, проблемно-модульне навчання, матриця, когнітивно-графічна загадка, навчальні елементи, cognitive graphics, visualization, block-schemes, cognitive-graphics models, problem-modular education, matrix, cognitive-graphics puzzles, educational elements
Бібліографічний опис
Чуричканич, И. Классификация когнитивно-графических моделей в инновационной технологии проблемно-модульного обучения [Текст] / И. Чуричканич // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2016. – № 3 (57). – С. 356–363.