Multimedia technologies at Russian lessons

¹ Nadezhda Khan, ²Shara Mazhitayeva

^1-2 Karaganda State University named after academician E.A. Buketov, Kazakhstan

Email: S_mazhit@mail.ru; Sh-mazhit@inbox.ru; hnadejda@yandex.ru

Abstract. This article is devoted to studying of application of interactive technologies, including multimedia technologies, at Russian lessons.

Key words: Language; linguistic competence; polylingual community;

Introduction. Russian as a school subject at the main school is studied in three aspects: theoretical aspects of language, formation of spelling and punctuation skills, development of coherent speech and improvement of speech culture. However practice testifies that the knowledge of the theory of language doesn't guarantee practical and punctuation literacy; knowledge of spelling and punctuation rules, especially in that look in which they are submitted in the majority of textbooks, don't testify to their successful application on the letter; and tasks on development of speech and formation of speech culture often don't promote the correct formation of the language personality.

Materials and methods. There is a set of definitions of the term "pedagogical technology", however the problem of our research doesn't include definition of its most correct lexical meaning therefore we give definitions of Yu.A. Azarov who, giving definition of pedagogical technology, addresses to initial value of technology as "sciences about art". It represents pedagogical technology ability of the teacher to create conditions for self-development of the child [1, 24]. V.M. Monakhov – defines pedagogical technology as the ordered system of the procedures which strict performance will lead to achievement of a certain planned result [2, 18]. In our opinion, the most acceptable is the point of view of F.A. Fradkin considering pedagogical technology as the system, conceptual, standard, objektiv, invariant description of activity of the teacher and the pupil, directed on achievement of the educational purpose [3, 13].

Competent and complex application of modern interactive technologies including multimedia, it is capable to increase considerably learning efficiency for all forms of the organization of educational process, gives the chance to provide qualitative and quantitative productivity, advantage and profitability of time and the means spent for the solution of specific pedagogical objectives. We consider that the creative potential of pupils will allow most fully and to realize possibilities of use of media innovatics successfully. Practical activities of the teacher aren't thought any more without innovatics use as introduction of multimedia technologies in school practice allows to make work of the teacher more productive and effective.

Now the increasing value has acquisition of such opportunities, as education at distance, communication of pupils, teachers not only within one school, the area, but also other regions of the country, the world. Development of scientifically technical progress is connected, first of all, with global changes by the events in modern society. The domestic pedagogical science also foreign science since the end of last century actively takes up the problems of education informatization. But it should be noted that the aspect of use of multimedia technologies in the course of education though researchers actively investigate the didactic potential of multimedia technologies is insufficiently investigated.

The term of multimedia came to our lexicon from English-speaking sources and than further, especially indistinct there is its contents. It both technology, and approaches, and realization methods. The multimedia – means a range of the information technologies using various program and technical means for the purpose of the most effective impact on the user (become at the same time both the reader, and the listener, and the viewer). The multimedia is an interaction visual and audioeffects under control of the interactive software with use modern technical and software, they unite the text, a sound, graphics, a photo, video in one digital representation.

Multimedia technologies give ample opportunities to the teacher specialist in Russian philology for achievement of the didactic purposes to apply both separate types of the training program, and any their set, i.e. to design the training environment.

Means and technologies of multimedia provide possibility of an intensification of school training and increase of motivation of school students to the doctrine at the expense of application of modern ways of processing of audiovisual information, such, as: "manipulation" (imposing, movement) visual information; kontamination (mixture) of various audiovisual information; realization of animation effects; deformation of visual information (increase or reduction of a certain linear parameter, extension or image compression); discrete submission of audiovisual information; image toning; fixation of the chosen part of visual information for it – the subsequent movement or consideration "under a magnifying glass"; many-sided submission of audiovisual information on one screen with opportunity to make active any part of the screen (for example, in one "window" – the video movie, in other – the text) [4, 93].

Pedagogical potential of multimedia technologies follows from functions carried out by them. Proceeding from specifics of use of multimedia technologies in education, E.V.Shirshov allocates the following didactic functions of application multimedia technologies: presentation, informational content, compensatority, adaptability, integrativity [5, 67].

As many researchers note, multimedia technologies are the instrument of optimization of time and the means spent for the solution of separate pedagogical tasks. They allow to accumulate and update large volumes of information that allows to study object or the phenomenon from several points of view, to carry out the versatile analysis.

It should be noted that the role of the teacher in the conditions of use of multimedia technologies of training remains not only the leader, but also even more becomes complicated. It selects a training material for dialogue, develops structures and algorithms of interaction of pupils with computer programs, forms criteria of management of actions of pupils, etc. The content of its work changes – work everything more gains nature of mentoring that demands from it not only continuous updating of knowledge and professional growth, integrative approach to education, but also wide methodical competence.

At the same time, some researchers point to a certain limitation of training multimedia programs of training character as they, first of all, don't assume updating of existing knowledge being trained, and fixing of the received skills happens generally in exercises like "numerous choice", thereby limiting being trained in their actions and negatively affecting level of their motivation.

Conclusion. Thus, it is possible to consider as pedagogical technology set of ways, forms, the methods of pedagogical interaction guaranteeing the solution of pedagogical tasks when any pedagogical technology assumes a certain set of ways, operations, procedures, actions, methods, the receptions, separate steps, implementation and which use in pedagogical process happens logically, in a certain sequence, interrelation. Possession of pedagogical technologies is an indicator of readiness of the teacher to professional activity as technologies is necessary tools of pedagogical activity of the modern teacher.

We consider that a choice of methods, receptions, tutorials always for the teacher. He selects the most expedient for specific conditions of work, a topic of the lesson, a class and a lesson stage all didactic material and ways of its giving. Therefore, at all minuses of use of multimedia technologies, that it is difficult to deny and their opportunities and advantage is undoubted also.

References:

1 Azarov Yu. P. Love and freedom pedagogics. M, Gnozis, 1994. – 152с.

2 Monаhov V.M. Axiomatic approach to design of pedagogical technology. / Pedagogics. – 1997. No. 6. – p. 6-9.

3 Fradkin F. A. Pedagogical technology in historical prospect//History of pedagogical technology. – Moskau: Science, 1992. – 243 p.

4 Polat E.S. New pedagogical and information technologies in an education system. – Moskau: Pedagogics, 2000. – 207 p.

5 Shirshov E.V. Didactic bases of use of information and pedagogical technologies in technical college [An electronic resource]. URL: http://ito.edu.ru/2000/II/3/396/html.