PL EN


2016 | 1(55) | 327-334
Article title

ИСПОЛЬЗОВАНИЕ МЕТОДА Д. ХАМБЛИНА И ДИВЕРГЕНТНЫХ КАРТ НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА

Title variants
EN
The use of Hamblin’s method and divergent maps at the English lessons.
Languages of publication
UK
Abstracts
EN
This article is designed to reveal the essence of Duglas Hamblin’s method taking into account the fact that Hamblin was one of the most significant psychologists, teachers and scientists who devoted his work to cognitive graphics. The practical meaning of given method in its diversified forms is shown on the material of the English language. The sense of the concept of divergent maps and their practical use at the English lessons is taken into consideration during the work with different students. The key aim of the investigation is considered a wide providing into practice the Hamblin’s method and using divergent maps at the English lessons. The special attention is paid to the fact that the use of cognitive-graphics schemes of Duglas Hamblin and divergent maps gives us an opportunity to combine the traditional and innovative methods of learning and teaching. The practical meaning of our investigation is seen in further providing into practice the most interesting and creative models of cognitive graphics and working out of new author’s cognitive-graphics schemes on the material of the English language. The results of the investigation prove that the use of Hamblin’s models and divergent maps gives a chance to check and systematize the knowledge on the given material, to promote the process of remembering, to stimulate creative thinking of the student, to urge the pupil to independent, personal decisions and use the additional sources of information. It is concluded that the use of cognitive-graphics schemes of Douglas Hamblin and divergent cards at the generalizing lessons enables pupils and students: to verify and systematize the knowledge on this material; to focus attention on the logical relationships between knowledge elements; the productive combination of traditional and innovative teaching methods; increase the duration of memory; encourage creative thinking; to make their own decisions and to think independently; to use additional sources of information. The perspectives of our research we see in further study and introduction of the most interesting models of cognitive graphics, as well as the development of their proprietary models, and diagrams.
Contributors
References
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-0245cbe3-bf45-4a82-bc23-fe785a9cee0f
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.