虚拟交流带来的剪辑思维:外语课堂中的中性化教学方法

O. Boiko
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引用次数: 0

摘要

现代信息通信技术的发展,使得在线交流几乎成为师生之间唯一的反馈方式,但虚拟交流产生的剪辑思维,降低了知识的注意力、表现和质量。本研究的目的是考虑虚拟交流和剪辑思维的具体特点,确定在线交流和剪辑思维现象相互作用所带来的挑战,并提出提高教学过程有效性的方法,特别是在外语课程中。主要的研究方法-对所选主题的新文学来源的分析,概括,规范和所获得结果的描述。研究证明,网络传播和剪辑思维的积极互动决定了需要减轻负面影响,并成功地将它们的互动转化为积极的互动,特别是通过教学方法。本文首次考虑了剪辑思维和虚拟交流的综合,并提出了具体的想法来抵消其某些不利影响。通过电子通信手段的中介沟通可以导致快速的思维。研究发现,匿名性、接触的自愿性以及语言和社会规定的不确定性是语言极简主义和语言贫乏的原因,而便利性、同步性和非同步性导致学习者必须同时做几件事,复调会导致任何形式的思维停顿。已经确定的是,用表情符号代替非语言的交流方式会导致语言的极简主义和贫困,因为无法正确描述自己的情绪或表情符号中的不准确。事实证明,由于缺乏外语知识,电子交流的全球跨文化性质会导致语言的极简主义和贫困,而互联网交流的所有特征导致学生对特定思维的偏好。这项研究可以考虑到教学过程组织中讨论的所有特征,并更仔细地选择发展青少年逻辑概念和系统思维的方法,特别是在外语课程中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Clip thinking as a consequence of virtual communication: Pedagogical methods of neutralisation in foreign language lessons
The development of modern information and communication technologies has led to the fact that online communication has become almost the only means of feedback between teachers and students, but the clip thinking that results from virtual communication reduces attention, performance and quality of knowledge. The purpose of this research is to consider the specific features of virtual communication and clip thinking, to identify the challenges caused by the interaction of the phenomena of online communication and clip thinking, and to suggest ways to improve the effectiveness of the pedagogical process, in particular in foreign language lessons. The main research methods - analysis of new literary sources on the chosen subject, generalisation, specification and description of the results obtained. The research proves that the active interaction of Internet communication and clip thinking determines the need to mitigate the adverse effects and successfully transform their interaction into a positive one, in particular, by pedagogical methods. For the first time, the synthesis of clip thinking and virtual communication is considered, and specific ideas are presented to neutralise its certain adverse effects. It is established that the mediation of communication by electronic means of communication leads to quick thinking. It was identified that anonymity, the voluntariness of contacts and uncertainty of linguistic and social provisions - are the causes of linguistic minimalism and linguistic poverty, while convenience, synchronicity and asynchrony lead to the fact that learners have to do several things at once, and polyphony can cause any sign of clip thinking. It has been established that the replacement of non-verbal means of communication with emoticons leads to linguistic minimalism and poverty due to the inability to correctly describe one’s own emotions or inaccuracies in the emoticon. It is proved that the global intercultural nature of electronic communication due to the lack of knowledge of a foreign language can cause linguistic minimalism and poverty, and Internet communication with all its features leads to students’ preference for particular thinking. The study allows considering all the features discussed in the organisation of the pedagogical process and more carefully selecting methods of developing logical-conceptual and systemic thinking of adolescents, in particular, in foreign language lessons.
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