Open AccessMultimedia technologies usage in the philology teacher’s professional activity
Author(s) -
Valeriia Vlasova,
AUTHOR_ID
Publication year - 2021
Publication title -
vìsnik lugansʹkogo nacìonalʹnogo unìversitetu ìmenì tarasa ševčenka. fìlologìčnì nauki
Language(s) - English
Resource type - Journals
ISSN - 2227-2844
DOI - 10.12958/2227-2844-2021-8(346)-2-5-13
Subject(s) - philology , context (archaeology) , object (grammar) , perception , computer science , personality , multimedia , mathematics education , psychology , sociology , artificial intelligence , social psychology , history , gender studies , archaeology , feminism , neuroscience
The article raises topical issue of the multimedia technologies usage in the philology teacher’s professional activity. It has been determined that under conditions of the Ukrainian society democratization essentially increases the importance of pupils’ spiritual and moral education, therefore the requirements to the quality of philological subjects teaching, which in this way have considerable pedagogical potential, considerably increase. One of the effective ways to solve this problem is to introduce modern multimedia technologies to educational process. It is specified that modern multimedia technology in the educational field is a software and hardware system that by combining various means of audio, TV, visual and virtual communications creates a compound informational and educational environment. It has been found that scientific literature offers different approaches to the multimedia technologies classification. Thus, according to the method of perception the context, visual, audio, audiovisual technologies are distinguished, according to the methodical purpose – demonstration, mentoring, training, controlling, reference, modeling, game, leisure. Each of the technologies mentioned has wide opportunities to increase the efficiency of philological subjects teaching. It has been established that while choosing a specific multimedia technology for a lesson by a philology teacher one should consider features of learning philological subjects by pupils, such as: object and subject of philological sciences is a personality; important result of the philological subjects context acquiring is accumulating the experience of expressing subjective emotional and valuable attitude to different aspects of human being; the process of philological subjects learning cannot be explained as a clear algorithm, because the holistic perception of an object is the reason to its understanding; the mentioned subjects learning by the pupils seriously influences their individual environment and motivates to self-improvement. It has been demonstrated that the scientifically proved multimedia technologies usage preserves the increase of the pupils’ development processes efficiency in reading, writing, listening and building language lexical and grammar skills.