The conditions for fostering meaningful understanding of information in learning

Borzova, Tatiana V.; Mosunova, L. A.

doi:10.15293/2658-6762.2001.01

Cited by 9 publications

(3 citation statements)

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“…The theory of selfdetermination (Weinstein et al, 2011) also describes how managed self-control positively affects a person by making him or her more energetic when it comes to developing their capabilities. Also, self-control is considered as a psychological resource for the success of university education (Borzova & Mosunova, 2020;Sava et al, 2020) and further professional activity (Fomina et al, 2020;Halama, 2017;Pilotti et al, 2019).…”

Section: Research Questionsmentioning

confidence: 99%

Specific Features Of Self-Realization In Students With Different Levels Of Self-Control

Borzova¹,

Plotnikova²

2021

European Proceedings of Social and Behavioural Sciences

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Section: Research Questionsmentioning

confidence: 99%

Specific Features Of Self-Realization In Students With Different Levels Of Self-Control

Borzova¹,

Plotnikova²

2021

European Proceedings of Social and Behavioural Sciences

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“…Полученные результаты можно сопоставить с уже проведёнными исследованиями, в которых указывается, что продуцированию нарративного текста нужно обучать в ходе специально организованной деятельности, направленной на способы усвоения знаний [39]. Важно отметить, что, в отличие от других исследователей, нами впервые представлены показатели, по которым отмечалась динамика усвоения способов работы студентов при создании нарративных текстов.…”

Section: обсуждение результатовunclassified

Development of the national cultural identity of students of humanitarian specialties in the learning process

Borzova¹,

Mosunova²

2021

P Sci Edu

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Introduction. The formation and strengthening of the national cultural identity of students is an important condition for maintaining the continuity of generations, fostering personal responsibility for solving global problems of our time. The aim of the article is to present the process of teaching humanitarian students as one of the possibilities for the development of national cultural identity. Materials and methods. When interpreting the results of the experiment, characterizing the features of teaching narrative, the method of observing the process of creating narrative texts by students was used. In assessing the effectiveness of teaching the narrative, the method of qualitative (φ-Fisher's statistical test) and quantitative analysis of written works was used. A total of 167 students from the Department of Philology and Media Communications at Vyatka State University (Kirov, Russia) participated in various stages of the study. Results. Summarized the results of a theoretical and experimental study of the process of teaching students to narrative. It is substantiated that the telling of personal stories is a social practice that develops cultural identity. The psychological and pedagogical conditions, which serve as a starting point for creating their own narrative texts, reflecting the student's personal experience, have been studied. The mechanisms are revealed that contribute to the strengthening of the national code, namely: the establishment in the process of creating a narrative of close bilateral relations between the author's personal experience and its comprehension (the description of personal experience leads to the need to comprehend it, and the generation of new meanings, in turn, enriches personal experience). Fisher's angular transformation was used for statistical verification. As a result, it was revealed that after conducting special training, the number of students who do not experience difficulties in understanding the text based on the development of skills to apply methods of working with a narrative text increased (p≤ 0.01). Teaching narrative creates conditions for a deeper, more complete and detailed understanding of one's cultural identity. Conclusion. The developed scheme of experimental teaching, which describes the features of its content and structure, can be used in teaching university students. The data obtained in the course of the research can be used in the organization of psychological and pedagogical support, in the framework of individual and group work carried out within the boundaries of various academic disciplines at the university.

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“…Смысловое восприятие информациинаиболее сложный уровень восприятия информации, качественно новая и самая высокая ступень познания действительности -включает процесс истолкования информации на основе чувственных данных, непосредственно отражающих информационный объект в совокупности всех его свойств, объективной целостности, и связано с ментальными репрезентациями, предыдущим опытом, памятью, мышлением субъекта [7]. Смысловое понимание информации рассматривается как способность к логическому упорядочиванию, нахождению причинно-следственных связей, благодаря чему факты объединяются в систему и формируется их оценка; это переживание ясной внутренней связанности, организованности рассматриваемых явлений и выработка собственного отношения к ним [19]. Смысловое понимание информации -основополагающий компонент информационной культуры личности.…”

Section: терминологияunclassified

Media Library Resources as Means of Developing Semantic Reading

Демшина¹

2021

Bibliotekovedenie

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The article considers the concept of electronic educational manuals aimed at developing semantic reading. Modern reality offers the reader a huge amount of digital information. The difficulty, especially for schoolchildren, consists in logical comprehension and critical evaluation of the information received. These qualities directly depend on the skill of semantic reading. The author analyses content of the types of activities in electronic educational resources available of institution of additional education. Comparison of the content of the types of activities offered by electronic manuals and the recommendations of the scientific and pedagogical community on the development of semantic reading skills led to the conclusion that there are practically no types of activities aimed at the development of semantic reading in the electronic educational resources. The author carried out theoretical analysis of the properties of electronic resources that can become factors of its development. The article defines the property of interactivity as a reserve for the development of semantic reading. Interactivity is divided into “managing”, in which no new information is created, except for information about the management itself, and “complementary”, where the new information is created. The “complementary” interactivity is the reserve for the development of semantic reading. For experimental verification of this statement, there has been created the electronic educational resource — the workbook “Questions of the Computer”. The influence of this resource has been studied in the course of classes in additional education programs. The article confirms the assumption about the effectiveness of using the property of “complementary” interactivity for the development of semantic reading skills when working with electronic educational resources. The author gives recommendations on the creation of electronic educational resources and acquisition of media libraries of institutions of additional education, taking into account the need to develop students’ semantic reading skills.

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The conditions for fostering meaningful understanding of information in learning

Cited by 9 publications

References 0 publications

Specific Features Of Self-Realization In Students With Different Levels Of Self-Control

Specific Features Of Self-Realization In Students With Different Levels Of Self-Control

Development of the national cultural identity of students of humanitarian specialties in the learning process

Media Library Resources as Means of Developing Semantic Reading

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