实现听觉差异感培养学生创造性思维的途径

Natalia Mykhalchuk, Lyudmyla Komarnitska
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Perception and understanding of video resources has some stages: at the stage of perception, as evidenced by the review of the literature, finding out a general idea about the text, by implying of which it is formed (usually we mean about the volume, grammatical correctness), which forms a vague forecast of what the text will be about and by what elements it forms interest of students. The success of perception, in our opinion, is represented by the activity of reception and the accuracy of the recipient’s expectations according to this text. Then we’d like to show criteria of perception and understanding of video resources: reception activity, which is determined by the attention to the video material or by ignoring it. The reception indicator is the amount of video material that the student watched. 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引用次数: 0

摘要

我们的研究目的是通过实现学生的听觉差异感觉,展示发展学生创造性思维的方法;提出感知和理解视频资源的三个阶段。研究方法。为了解决文章中提出的任务,我们采用了以下理论研究方法:分类法、结构和功能法、分析、系统化、建模、概括的方法。实验法是组织实证研究的方法。研究结果。对视频资源的感知和理解分为几个阶段:在感知阶段,正如文献综述所证明的那样,通过对文本的暗示(通常我们指的是容量、语法正确性),找出关于文本的一般想法,从而形成对文本内容的模糊预测,并通过哪些要素形成学生的兴趣。我们认为,感知的成功与否取决于接收活动和接收者对文本预期的准确性。接下来,我们将介绍感知和理解视频资源的标准:接收活动,由对视频材料的关注或忽略决定。接收指标是学生观看视频材料的数量。这种活动是情感认同(表面情感认同)的初始阶段,因为它是在情感反应的基础上产生的,如:"它很有趣"--"它很有趣"--"它很有趣":"期望的准确性,反映了对视频材料的感知预测,并通过视频材料二次感知过程中主导者的重合度指标来验证。我们所说的 "二次感知 "指的是对某一视频材料片段的反应和对该片段的完整初次观看。反过来,期望先于解释,形成解释的前提条件。它们可以被视为肤浅的解释。结论事实证明,在情感认同阶段,次要视频材料被补充了可能的情感内涵、对作者评价的认识和作者自身评价的形成,以及它们之间的相关性。我们认为这一阶段的标准是:1)学生情感态度的一致性,这通过初级和中级视频材料中内涵的对应性表现出来;中级感知中内涵重合的百分比可被视为内涵的指标;2)评估的充分性,如对视频材料理解难度的评估与对其解释充分性指标的比率。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Ways of Development of Students’ Creative T hinking by Actualizing their Auditory Differential Sensation
The aim of our research is to show the ways of development of students’ creative thinking by actualizing their auditory differential sensation; to propose three stages of perception and understanding of video resources. 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 method was the method of organizing empirical research. The results of the research. Perception and understanding of video resources has some stages: at the stage of perception, as evidenced by the review of the literature, finding out a general idea about the text, by implying of which it is formed (usually we mean about the volume, grammatical correctness), which forms a vague forecast of what the text will be about and by what elements it forms interest of students. The success of perception, in our opinion, is represented by the activity of reception and the accuracy of the recipient’s expectations according to this text. Then we’d like to show criteria of perception and understanding of video resources: reception activity, which is determined by the attention to the video material or by ignoring it. The reception indicator is the amount of video material that the student watched. Such activity is the initial stage of emotional identification (surface emotional identification), as it was arisen on the basis of an emotional reaction, such as: “it is interesting” – “it is not interesting”; the accuracy of expectations, which reflects a perceptual forecast regarding video materials and it is verified by the indicator of the coincidence of dominants in the process of secondary perception of video materials. In such a way we mean the reactions to a certain fragment of video material and its complete primary viewing. In turn, expectations precede interpretations, forming presuppositions for interpretation. They can be considered a superficial interpretation. Conclusions. It has been proven that at the stage of emotional identification secondary video material is supplemented with probable emotional connotations, awareness of the author’s assessment and formation of his/her own, as well as their correlation. We consider the criteria of this stage to be: 1) consistency of emotional attitude of students, which is expressed through the correspondence of connotations in the Primary and Secondary video materials; the percentage of connotations of Secondary perception that coincided can be considered an indicator of connotations; 2) adequacy of assessment, such as the ratio of the assessment of the difficulty of understanding video materials with the indicator of adequacy of its interpretation.
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