The article reflects the main stages of modeling teaching utterance in multimedia context as a process of forming a speech action image.
The properties of the information space are considered as the basis for image modeling, interactive components — as necessary components of the image.
Keywords: modeling, statement, image, plot
В статье отражены основные этапы моделирования процесса обучения высказыванию в контексте мультимедиа как процесса формирования образа речевого действия.
Свойства информационного пространства рассматриваются в качестве основы моделирования образа, интерактивные компоненты — как необходимые составляющие образа.
Ключевые слова: моделирование, высказывание, образ, сюжет
The pedagogical, meaningful organization of multimedia presentations (both at the stage of designing a presentation and in the process of using it) is a priority. Hence the importance of conceptual pedagogical provisions on which it is supposed to build a modern lesson using multimedia presentations. This tool is so powerful that new methods and forms of education come to school with it [1].
The main unit of the contextual learning is not a «portion of information», but a problematic situation.
When teaching utterance in a foreign language in the context of multimedia, we create an image of the situation on the screen in the form of a mobile information field that opens up in transforming plots.
The perception of information through the screen resembles the following process: the cadet sees the plot in which the utterance unfolds (the language material fills in the gaps in the information field), the plot is transformed (the language material is worked out in micro-situations, on separate frames), a general image of the situation is formed, which the cadet holds in memory, and then uses when uttering.
The main tasks that the author of the plot must solve:
— determine the place of each plot in the image of the situation;
— combine plots, find ways to overlay them, interact with each other through interactive elements.
The mutual location of the plots and their interaction is determined by the image of the situation. The image of the situation is considered as a contour on the basis of which the utterance will unfold. The cadet's statement will be following a contour through a chain of plots.
To build an image of a situation, it is necessary to define a set of plots (speech models included in them and ways to work them out), establish semantic connections between them, combine speech models into thematic groups, from which complete statements will then be obtained. Ultimately, to build an image of a situation from plots is to cut the content of the text into manageable pieces.
The nature of the linguistic material of each plot adapts to the contour of the image of the situation; the contour also adapts to the linguistic material that fits into it. The contour of the utterance and the language material contained in it interact. Depending on this, the process of modifying the image of the situation takes place.
Plots are capable of expansion; in contrast, the image of the situation is a kind of whole, having a well-defined contour, which is preserved with all plastic extensions of the plots.
The image of the situation is «mounted» in the cadet's mind from successive plots that are completed in a semantic sense.
Working out the language material in the plot is a strategy that, in our opinion, improves the quality of assimilation and memorization of the material (through repeated training in modifying situations) in order to reproduce it later.
Special attention should be paid to generating an information field, on the basis of which an image of the situation will then be created. We believe that this process should go in the direction of a consistent expansion of the information field. The ways of such an extension are [2]:
1) making some clarifications to the text of certain provisions of the text to enable the cadet to trace the development of the text in detail;
2) strengthening of some provisions of the text due to repetition;
3) making some generalizations in the text in order to help the cadet form a holistic impression of the text;
4) inserting connecting links into the text, which help the cadet to establish a relationship between certain elements of the text or to trace the sequence of the development of the thought of the text;
5) explanation in the text of realities unfamiliar to the cadet;
6) deciphering complex concepts.
Text expansion techniques can only be implemented using multimedia capabilities that allow you to move the text field in the frame, enter the required elements, drawing the cadet's attention to new information.
Work experience shows that only due to the potential of multimedia is it possible to gradually introduce new information into the text, which is important for differentiated information of the cadet. Such step-by-step disclosure of information clearly demonstrates the implementation of the general didactic principles of systematic and consistent learning. Information expansion techniques also contribute to improving the operation of the mechanism of detail and concretization.
The motivation of speaking in an educational setting can be created by introducing into the image of the situation some segments of reality recorded verbally or graphically, i.e. in the form of fragments of texts, diagrams, symbols or pictograms. The introduction of such segments should develop in accordance with the main outline of the image of the situation. A reasonable ratio of verbal and graphic components that make up the plot makes it rich and economical.
In the plot, it is necessary to provide the cadet with the opportunity to simultaneously work with different components, move from one component to another (from texts to diagrams, symbols, pictograms and back), show various ways of transforming them in accordance with the plot.
In terms of content, the scope of the information field on the screen can be expanded by including additional meaningful components that can run parallel to the main contour of the image of the utterance. Moreover, the information field is not provided to the cadet in a ready-made form, but «opens» during certain actions.
We can modify and develop each plot, complementing it with details, including it in broader associations, informing it of the dynamics of development in accordance with the general outline.
When planning a plot, you need to think about what each plot will consist of. When creating a story, we use an object-oriented approach to its design based on the subject area (background), interactive elements and the interaction of interactive elements with the background.
The background is a strategic element of the plot. The plot is complicated due to the fact that the background is constantly changing. This sets a new situation every time.
When the background is set, we can specify which interactive elements should be on a particular layer.
After the layers are organized, we will explore different strategies for using them for a multi-layered presentation. That is, we are starting to link layers with interactive elements.
Each plot has a certain set of interactive objects that are in a system of relationships with each other. These relationships are determined by the rules of transformation of the plot.
Interactive elements are superimposed on the background. They can move from layer to layer. The layers are connected, and interactive elements are exchanged between them.
If it is necessary to combine interactive elements located on different layers in a new layer, then they are «pulled up» into this layer, forming a new combination and new content. The content of the local (additional) layers is, as it were, moved to the active (main) layer.
In the process of implementing intermediate stages leading to the achievement of the final result — a statement, the plot can change due to changes in the number of interactive elements, their properties, the nature of their interactions in the plot and between plots.
The plot provides a grouping of related functionality of interactive elements in different layers. The functionality of the interactive elements of each plot is combined by a common outline (storyline).
A well-designed algorithm for the interaction of plots helps to maintain the flexibility of using interactive elements in plots.
An image of a situation created in the context of multimedia, containing a certain set of plots, is assimilated by the cadet, retained in memory and reproduced in the utterance.
The process of creating an image of a situation involves [2]:
— the development of plots, in each of which the functional and semantic connections of the image should be concentrated;
— combining plots into a single composition — creating a single contour.
To solve the semantic problem (construction of an utterance), several layers are created in the information field of the image of the situation:
— on the local layers, performing actions brought to automatism are assumed (for example, the introduction and consolidation of lexical and grammatical phenomena);
— on the main layer, more complex mental actions associated with the transformation of the situation (construction of an independent utterance) are assumed.
We associate the concept of «plot» with the concept of «microteme», «information block».
When creating a story, it is important to identify the microtheme that it reveals. Plots can have an internal attachment, and there can be a certain number of information blocks (microtemes) inside each field.
When information blocks interact, an interaction field (information field) is created. The algorithm of transition from one information block to another forms an information field management system (contour of the image of the situation).
Information blocks interact with other information blocks. This process continues until an information field is formed in which all information blocks are filled (all microtemes are worked out). The transformation of information takes place both inside the information block and through the transition of one information block to another.
When creating a story, it is necessary to know the possibilities of multimedia for structuring information, as well as ways to integrate and transform language material on the screen.
Modeling the process of learning an utterance in the context of multimedia is a multi–level process of forming a common storyline of an utterance based on working out its individual elements, each of which has its own plot.
References:
- Губина, Т. Н. Мультимедиа презентации как метод обучения / Т. Н. Губина. — Текст: непосредственный // Молодой ученый. — 2012. — № 3 (38). — С. 345–347. — URL: https://moluch.ru/archive/38/4465/ (дата обращения: 11.03.2024).
- Сергиевская И. Л. Символ, схема, пиктограмма как элементы сюжета мультимедийной презентации // Современные проблемы науки и образования. — 2015. — № 1–1.;
- URL: https://science-education.ru/ru/article/view?id=19682 (дата обращения: 11.03.2024).
