录像录音技术在中学青少年外语教学中的应用特点

N. Mykhalchuk, I. Koval
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引用次数: 0

摘要

本研究的目的是:确定在中学外语教学中使用录音录像的心理特征;利用录音录像技术构建教学过程模型显示录像录音制品各子周期的特点和任务;描述该模型在实验验证阶段的情况。研究方法。本研究采用了以下理论方法来解决本文提出的任务:分类法、结构与功能法、分析法、系统化法、建模法、泛化法。实验方法为观察和分析。我们的研究对象是乌克兰Rivne第15学校7 - b年级的45名学生。该实验持续了2020-2021年。研究的结果。基于二级谓词范式中的对话理论(Mykhalchuk & Ivashkevych, 2019),我们定义了“对话文本”概念的以下主要特征,这是中学青少年外语教学视频录音的基础:1)试图将听众纳入与作者共同寻找真相的过程中,注重反思和思考;2)作者想要与听者直接接触的愿望,这表现在分析和理解材料的可变性上,为理解内容提供创造性方法的可能性,因为只有听者的个人参与才能使文本成为一件艺术品。需要强调的是,任何音像图都有三重含义:1)主要的或共同的含义;2)次要的-由于文本的组合重组和主要单位的对立而产生的;3)第三层意义,它基于不同层次的非文本关联——从最一般的到纯粹个人的、作者的(它们固定在作者范式或作者词典的层次上)。因此,我们将录像录音的文本定义为一种极其复杂的现象,它强调了对文本参数(其内容的所有组成部分)进行全面描述的不可能性。这反过来又在某种程度上阻碍了听者充分理解视频录音的丰富性和多样性。结果表明,在不同的读者之间,文本的语义结构是不同的。任何事物,甚至是科学的发展,都无法阻止文本的运动,无法掌握其所有的语义丰富性,因为文本是无限向无限开放的,个人风格的常量创造了视频录音的开放性,听众进入与文本对话的准交流过程的可能性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Characteristics of Using Video-Phonograms in Teaching Teenagers Foreign Languages at Secondary Schools
the purpose of our research is: to determine psychological characteristics of using video­phonograms in teaching pupils foreign languages at secondary schools; to build a model of educational process with using video­phonograms; to show the characteristics and tasks of each sub­cycle of a video­phonogram; to describe this model in the stage of its experimental verification.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The experimental methods are observation and analy-sis. The participants of our research were 45 pupils of the 7th­B form of school No15 of Rivne (Ukraine). The experiment lasted during 2020­2021 years.the results of the research. Based on the theory of a dialogue in a para-digm of Secondary Predication (Mykhalchuk & Ivashkevych, 2019), we define the following main characteristics of the concept of “a dialogic text” which is the basis of video­phonograms in teaching teenagers the foreign languages at se­condary schools: 1) an attempt to include the listener into a joint search with the author of the truth, focus on the reflection and thinking; 2) the author’s desire to make direct contact with a listener, which is expressed in the variability of the material for analysis and understanding, the possibility of providing a creative approach to understanding the content, because only personal involvement of the listener makes the text a work of art.conclusions. It is emphasized that any video­phonogram has a triple mean-ing: 1) a primary or common meaning; 2) a secondary one – which arises due to the syntagmatic reorganization of the text and the opposition of the primary units; 3) tertiary meaning, which is based on non­textual associations of diffe­rent levels – from the most general to purely personal, authorial ones (they are fixed at the level of authorial paradigms or the author’s dictionary). Therefore, we define the text of a video­phonogram as an extremely com-plex phenomenon, which emphasizes the impossibility of comprehensive deli­neation of textual parameters, all components of its content. This, in turn, some-what prevents the listener from fully understanding the richness and diversity of the meaning of a video­phonogram. It was proved that the semantic structure of the text changed from a reader to reader. And nothing is able, even the develop-ment of science, to stop the movement of the text, to master all its semantic rich-ness, because the text is infinitely open to infinity, and the constants of individual style create the openness of the video­phonogram, the possibility of a listener entering the process of dialogical quasi­communication with the text.
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