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1

КЛАССИФИКАЦИЯ КОГНИТИВНО-ГРАФИЧЕСКИХ МОДЕЛЕЙ В ИННОВАЦИОННОЙ ТЕХНОЛОГИИ ПРОБЛЕМНО-МОДУЛЬНОГО ОБУЧЕНИЯ

100%
Чуричканич І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 3(57)
356-363
EN
The article is designed to reveal the essence of cognitive visualization concept in problem –modular education. The key goal of the article is to substantiate the importance of cognitive-graphics models in innovative technology of problem-modular education. It is also important to prove the necessity of their primary classification according to the functions accomplished by these models. The basic cognitive-graphic forms of grouping matrix, block-schemes, puzzles, riddles alongside with the mechanisms of these forms functioning are discussed in the work. The author’s cognitive-graphics models based on the English language material are shown in the article. They are demonstrated on the following topics: Wild life, Music, Domestic animals, Sport in our life. These cognitive – graphics models are constructed as a result of the experiment and observation of the students work. As a result, we can make some very significant conclusions. The realization of cognitive visualization concept in construction of problem-modular elements is necessary to develop flexible mind, capable either to concretize or to create polysemantic context. The cognitive-graphics models can help us to make causal-consecutive connections between the parts of the phenomenon and to compose a holistic image of it. The main cognitive-graphics forms of constructing the educational elements can be very widely used at the lessons of Mathematics, Physics, Chemistry, Geography, Foreing languages and many others. The purposes of their using can be different: to introduce a new topic, to summarize the material learned in the process of studying, to check the knowledge of the pupils concerning this or that topic. The diversity of cognitive-graphics models makes every lesson bright, captivating, unforgettable and creative process. We see the prospects of our investigation in further learning of the most interesting and perspective forms of grouping matrix, block-schemes, cognitive puzzles and riddles, brainstormings, the working out of new author’s cognitive-graphics models.
2

THE PREREQUISITES OF THE DEVELOPMENT OF COGNITIVE-GRAPHICS THEORY

100%
Чуричканич І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 6(70)
239-253
EN
The analysis of historical development of cognitive-visual instruments demonstrated in Minoan and Egyptian hieroglyphic writing, Quipu^shri system, cartography, anatomical figures of Leonardo da Vinci, iconography is provided in the article. The linguistic functions of the unique block-diagram system of ligature hieroglyphic writing of Maya peoples are cleared out in the following investigation. It is found out that the block-diagram system was the prototype of modern cognitive-visual blocks, used in Mathematics, Physics, Computer Science and Pedagogics of today.It is revealed that the knot system “quipy^shri” of the Inca era can be considered one of the primary cognitive-graphic models of antiquity, because it was the instrument of centralized management and statistical accounting due to clearly developed visual nodal-rope account system. The paper presents the process of two-dimensional graphics development based on the production of the first geographical maps. The cartographic works from the simplest and primitive drawings to the serious scientific studies of Gerard Mercator and Edward Wright are taken into consideration in thepaper. The characteristic of anatomical figures of Leonardo da Vinci as a significant contribution to the development of primary infographics is carried out. The Orthodox icon and Tibetan tank are studied in detail as samples of primary cognitive visualization conveying complex religious and philosophical concepts and ways of moral and spiritual self-improvement with the help of certain symbols, colours and a set of signs.these symbols, colours and signs form unique religious graphical language understandable to representatives of various ethnic cultures and religions. The further investigation of historical roots of cognitive visualization will stimulate the emergence of new cognitive-visual instruments.
3

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

100%
Чуричканич І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 1(55)
327-334
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.
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