RU2180455C1 - Method for purposeful control of learning educational materials - Google Patents

Abstract

FIELD: educational facilities. SUBSTANCE: method includes transmission of educational material to pupil in the form of medium-residing information, sequence of pupil's perceptive activities for extracting information from medium-residing material, sequence of pupil's activities for comprehending subject-matter of educational material by locking main idea of text and/or keywords, and/or their equivalents in verbal form on information medium, and pupil's processing of extracted information by locking it on information medium in denotation-card format. Educational material is conveyed to pupil in multimedia form and medium-residing information as result of perceptive and receptive actions is estimated by sorting out data according to flag of facts and/or opinions, and/or conclusions at the same time determining and testing qualitative estimate indices; in the process pupil's perceptive and receptive actions are accompanied by acting on various pupil's data analyzers with audio, video, and/or verbal means of information display. EFFECT: provision for system approach under conditions of integrative training scheme. 2 c, 1 dwg, 1 tbl

Description

 The invention relates to the field of education, namely to means for training.

 Known methods for controlling the assimilation of educational material, including the transfer to the student of educational material in a form fixed on information carriers, displaying actions with educational material in a fixed form, and exchanging information in a fixed form (SU 699537, G 09 B 19/06, 1979).

 A disadvantage of the known methods is the student’s passive position in the formation of the type, structure and pace of the supply of educational material, the imposition of alien logic on him and the lack of consideration of his individual characteristics.

 The closest analogue to the claimed one and more effective is a method for purposefully controlling the assimilation of educational material, including transmitting to the student educational material in a form fixed on information carriers, a sequence of perceptual actions of the student to extract information from the educational material on the information medium by underlining and / or writing out, and / or writing out with classification, and / or writing out with formal grammatical transformation, and / or writing out with equivalent substitutions oh, the sequence of receptive actions of the student to understand the essence of the educational material by fixing on the information carrier in verbal form the main thought of the text and / or main thoughts of the paragraphs and / or keywords and / or their equivalents and the student's processing of the extracted information by fixing it on the medium information in the denotation card format (RU 2118849, G 09 B 19/00, 1998).

 The technical result obtained as a result of the implementation of the known method consists in involving the learner in the creative process of mastering the educational material and improving the quality of knowledge.

 However, the effectiveness of this method is limited by the form of presentation of the material and the lack of analysis of the dynamics of the psychophysiological and mental assimilation of educational material.

 The technical result aimed at the claimed method of targeted learning assimilation control is to provide a systematic approach to learning assimilation management as the most fruitful for finding its optimal forms in the conditions of an integrative learning scheme represented by integrative educational material and its integrative representation through multimedia presentation forms in the educational process, and for modeling the system of managing a person, his activity, behavior, not only psychologically, but also psycho-physiological level. The systematic approach, as the methodological basis for modeling the method of targeted management of the assimilation of subject content in the context of multimedia presentation of educational material in the framework of a model of a professionally oriented educational system at the psychophysiological level, is correlated with the personality-activity approach, which is the basis of the external organization of activity, as the conditions for the formation of knowledge (consciousness) and personality development as part of this activity.

 For this reason, the technical result that the claimed method is aimed at is also the provision of a personal-activity approach in educational activities, including the creation of an actual situation of the internalization of new forms, rules, methods and means of social and professional communicative activity, i.e. . not only the professional competence of students, but also the personality as a whole. The personal-activity approach in training means that in this process the task of education is set and solved - the creation of conditions for the development of a harmonious, morally perfect, socially active (through the activation of internal reserves), a professionally competent and self-developing personality. The “personal” component of this approach means that all training is built taking into account the trainee’s past experience, his personality traits in subjective-subjective interaction. Learning is “refracted” through the personality of the learner, through his motives, value orientations, goals, interests, prospects, etc. The person is at the center of training, education. Accordingly, all education, placing in the center of the student, his personality, becomes anthropocentric in purpose, in content and organization forms.

 The specified technical result is achieved by the method of purposefully controlling the assimilation of educational material, including the transfer of the educational material to the learner in a form fixed on the information media, the sequence of perceptual actions of the student to extract information from the educational material on the information medium by underlining and / or writing, and / or writing with classification, and / or writing with a formal grammatical transformation, and / or writing with an equivalent replacement, sequentially the student’s receptive actions in understanding the essence of the educational material by fixing on the information carrier in verbal form the main idea of the text and / or main thoughts of the paragraphs and / or keywords and / or their equivalents, and / or the student processing the extracted information by fixing it on information carrier in the denotation card format, due to the fact that the transfer of educational material to the learner is carried out in a multimedia form, and the information recorded on the information carrier as a result of perceptual and The actual actions are evaluated by sorting the data on the basis of the presence of facts and / or judgments and / or conclusions with the simultaneous determination and testing of quantitative indicators, while the perceptual and receptive actions of the student according to the results of the assessment are accompanied by the impact on the various analyzers of the information of the trained audio, video - and / or verbal means of displaying information.

 And also due to the fact that the perceptual actions of the learner are accompanied by the determination of the cortical-activation structure of the learner’s brain through encephalography.

 The diagram shows the denotation map format.

 The essence of the claimed invention is illustrated by a system of algorithms for actions with educational material, which is a kind of manual for the formation of educational activities with audio, verbal, visual and video material.

Terms and definitions used
“Keywords” are the main, “supporting” words that help to understand the content of the information block.

 A “nuclear proposal” is one that most accurately reflects the meaning of the part. Most often it is located at the beginning or at the end of a piece of information.

 "Compressed text" is a compressed text made up of the generalized content of parts expressed in your own words or the words of the author.

 A word in “text form” is a word that is extracted directly from an information block in the form in which it appears in the information block.

 A “denotation map” is a graphic representation of the content of an information block (see diagram), representing the levels and logic (sequence) of the deployment of content at each level. The upper level means “what is the information about?”, The main idea of the information, which is usually contained in the heading. The second level of the denotation map reveals the main idea of a block of information through the content of thoughts of each part. The third level of the denotation map confirms the thoughts presented in parts with factual material (names, dates, numbers).

 Can be highlighted and other levels of deployment of the contents of the block of information. At the same time, each subsequent level implies an increasing specification of the semantic content of the information block.

 Algorithm 1 learning activities with audio texts.

 1. Listen to the text and determine if the title of the text matches the content.

 2. Briefly write down and write down what the text is about.

3. Listen to the text in semantic pieces. Briefly state and write down the main idea of each passage:
a) in the form of a plan - wording in one sentence;
b) in the form of an abstract - wording in your own words with several sentences.

 4. Listen to the text in semantic pieces and describe the facts that illustrate ideas for passages of the text.

 5. Listen to the text in semantic pieces and write down the terms for the basic concepts.

 6. Based on the records (1-5), compose a denotation map.

 7. Describe the denotation card. Use basic facts and terms when describing a denotation map.

 8. Verbally describe the denotation card. Record an audio text retelling based on a denotation card.

 Algorithm 2 training activities with printed (verbal) texts).

 1. Read the text and summarize what the text is about. Write down the main idea of the text.

 2. Read the text in paragraphs.

a) in the process of reading, emphasize keywords, terms;
b) during the reading process, emphasize the nuclear sentences.

3. Formulate and write down the main idea of each paragraph:
a) in one sentence - to draw up a plan;
b) a few sentences - for the preparation of an abstract (compressed text).

 4. Read the text again, in the process of reading, highlight the facts confirming the ideas of the paragraphs. Briefly describe the facts.

 5. Based on the records (1-4), compose a denotation map.

 6. Formulate judgments for each paragraph.

 7. Formulate conclusions on the content of the text.

 8. Describe the content of the text on the denotation map; use appropriate terms in the description; include formulated judgments and conclusions in the description.

 9. Relate the content of this text to the content of other texts on this topic.

 10. Make a denotative map of the topic. Write an essay on the topic, including information on all texts on the topic.

 Algorithm 3 of educational activities with visually presented educational materials (in the form of paintings, diagrams, tables, etc.).

1. Review the training material. What topic does it relate to?
2. Formulate and write down the main idea of the image - what about?
3. Analyze:
a) what thoughts evoke visual means that reveal the main idea of the image;
b) select the terms by which you can describe the content of the image;
c) what means are chosen for the accurate presentation of facts with these forms of visualization.

 4. Create a denotation map that structures the semantic content of the presented visual material.

 5. Describe, based on the denotation map, the content of the perceived material (with facts and relevant terms).

 6. Verbally verbally accepted and processed information presented visually.

 7. Formulate judgments and conclusions on this material.

 8. Include the information received in the discussion of the topic being studied on the basis of various sources.

 Algorithm 4 of educational activities with the presentation of material in the form of films (video).

1. Watch the film for a general idea - what?
2. During the viewing process, record the main stages of the content deployment.

3. Watch the movie in excerpts. In the process of viewing;
a) record ideas that reveal the main content of the film;
b) record the factual material confirming these ideas;
c) fix the basic terms. (see the table at the end of the text).

 4. Create a denotation map that structure the semantic content of the watched movie.

 5. Give a written description of the denotation card (include factual material and related terms).

 6. Formulate judgments and conclusions on the watched film.

 7. Combine the information received with other sources within this topic.

 According to the indicated system of algorithms, educational material of the same content or related to one section of knowledge is supplied to the student in any sequence and combination on information carriers fixed with the possibility of displaying in the form of audio (algorithm 1), verbal (algorithm 2), visual (algorithm 3 ) and video (algorithm 4).

 Processing by the learner of the information signal thus obtained is a dual character in all respects. The main plans for analyzing the input information signal are: a) the time sequence for processing the speech levels of the language hierarchy of the speech signal (that is, the sequential or parallel nature of the inclusion of these levels in the processing process); b) the predictive nature of the process of semantic perception, from the point of view of the nature of the processing of the speech information signal, is considered as a priori-posterior, parallel-sequential, continuum-discrete and current-delayed.

 The duality of the processing characteristics of this signal is explained by the very nature of the signal, characterized by the unity of two plans - content and expression. So, if there is an a priori advancement of the semantic hypothesis, then at the same time “with a minimum time delay” there is a posteriori processing of the input signal in the process of comparing it with the hypothesis put forward. Moreover, the posterior processing itself is performed in parallel at all levels of the linguistic hierarchy of the signal, following the confirmation of the semantic hypothesis on the basis of processing and the decision to confirm the first element. Thus, serial-parallel processing of the input signal is carried out, that is, the hypotheses are changed in sequence and confirmed or rejected, while the signal itself is processed simultaneously, in parallel with all parameters. However, this does not mean that a decision is made simultaneously at all processing levels. Here the principle of current-delayed (from the point of decision making) and continuum-discrete (from the point of view of processing and accumulation of information) processing comes into force. This principle is based on that. that simultaneously processed and accumulated acoustic information through other analyzers (hearing, sight, speech, manuscript) allows us to come to the final deferred confirmation of the semantic hypothesis only after all information signals are received. In this case, the issue of the “portion” of information accumulation and discrete decision making in the course of the current (continuous) processing of the acoustic signal is important. Discrete signal processing assumes the functioning of a special mechanism of “accumulation” and enlargement, which, in general terms, in the process of semantic perception of a whole informational message is revealed in the selection of semantic milestones or semantic reference points that are the result of semantic grouping (dismemberment, analysis, integration) of educational material. The process of transcoding is at the same time the highest form of semantic grouping, expresses the mediation of such a higher mental function as semantic perception.

 Meaningful perception, along with the function of the perceptual level of assimilation, performs the function of a mechanism (internal psychological content) in such types of educational activities as reading and listening. Consequently, the perceptual level of assimilation can develop in the conditions of the formation of these receptive types of educational activity.

Being thus exposed to multimedia means of displaying information and guided by the indicated algorithms, the student, when extracting information, essentially performs five perceptual actions for mastering the training material, the operational composition of which can be ranked by operational complexity so that each subsequent action includes the operations of the previous one and its own, namely:
a) "underline" - operations: "detection", "identification". "identification". With the help of this action, the material of assimilation is fixed;
b) “writing out” - in addition to the operations of the previous operation, the operations: “selection” and “reproduction” allow to extract assimilation material as a separate object;
c) “writing-out and classification” - own operations supplementing the two previous actions: “highlighting essential features”, “matching”, “summing up the class”;
d) “writing out and transforming according to formal attributes” - own operations: “implementation of another form of this class of phenomena”;
e) “writing out and equivalent substitutions - operations of a given level:“ determination of the general meaning ”,“ updating of another similar form ”,“ verbalization of this form ”.

 In multimedia conditions, working with educational material, along with assimilation at the perceptual level, according to the indicated algorithms, cognitive (awareness of the essence of the educational material) receptive actions are carried out in the form of fixing on the information carrier in verbal form (reading, listening, writing, etc.) : a) the main idea of the information block (compression of the entire content of the information block); b) the main idea in parts (compression of information in parts); c) “nuclear proposals” (selection of equivalent replacements for “nuclear proposals”); d) “keywords” (selection of equivalent replacements for “keywords”).

 As the main method of forming the result of mastering educational material, the student draws up a denotative map, which is a graphical representation of the structurally-substantive characteristics of understanding both the recepted (perceived) author's and generated own text, where the student depicts the logical structure of the educational material, represents the main idea of the entire block of information revealing it, as well as facts confirming this idea.

 Receptive actions are characterized by a certain structure, subject content (methods and means of its implementation), etc., for example, the complication of reading and listening, as receptive actions, can be carried out by complicating its subject content: methods and means that are determined by the semantic content of the text and means of expressing this content. Thus, the training material can largely determine the relationship as a factor of assimilation at the perceptive level, which will provide one or another dynamics of this assimilation. Therefore, the multimedia form of presentation of educational material can be considered as a condition that allows you to form a relationship (understanding) - a personal factor in the effectiveness of assimilation on a perceptual level. The educational material through its semantic content, means of displaying this content and design is a condition not only of receptive actions and information activity, as types of educational activity, but also a condition of assimilation at the perceptive level through a change in the nature of comprehension - the general mechanism of cognitive, informational speech activity. This means that receptive actions are a prerequisite for the organization of assimilation.

 The considered perceptual actions with educational material are an integral way to control the quality of assimilation at the perceptive level in the characteristics: intensity, levelness, strength, adequacy, completeness. By controlling the process of assimilation at the perceptual level through the execution or non-fulfillment of actions that are complicated in operational composition and with information supplied to the learner in various forms of display, they purposefully form assimilation at one or another level of perception (effects on various learner information analyzers). So, the quality of the performance of actions indicates the achievement of one or another assimilation result: “underlining” and “writing out” - at the level of recognition; “classification” and “transformation” - at the level of memorization (reproductive assimilation); "equivalent substitutions" - at the level of application of the learned in various situations (creative assimilation).

 At the same time, by complicating the operational composition of perceptual actions, they intensify the process of comprehension, thereby affecting the depth of understanding of the semantic content of educational material from which this or that information is extracted in order to assimilate it. The intensification of comprehension influences, in turn, the character of speech-thinking activity through the formation of its mechanisms: comprehension, random access memory, probable forecasting, the main characteristics of which are: logic, depth, dynamism. If the dynamism of speech-cognitive activity (verbal thinking, comprehension) can be formed under multimedia conditions for performing perceptual actions different in operational composition — information extraction actions, then the “depth” characteristic is formed when performing receptive actions.

The results of such actions, presented in the denotation card format and identified during the implementation of actions separately according to the rules of each algorithm, are sorted by signs of facts, judgments and conclusions, namely:
- inference - disclosure of the main idea and purpose of the message;
- judgments - the main judgments that reveal the main idea;
- facts - factual material confirming the main judgments;
- second-order judgments - linguistic and stylistic features (structure).

 According to the results of such sorting, quantitative indicators of the effectiveness of learning material and the dynamics of the psychophysiological and psychological level of learning are determined.

These indicators are:
- the number of facts (N ₁ );
- the number of judgments (N ₂ );
- the number of conclusions (N ₃ );
- the number of identified relationships between judgment and fact;
- doubled the number of identified relationships between judgment and judgment;
- tripled the number of identified relationships between judgment and inference;
- integral rate of assimilation calculated by the formula:
ΣN == (N ₁ ) +2 (N ₂ ) +3 (N ₃ ) + the number of terms.

 To identify the need for additional exposure to the student by other means of displaying information from a multimedia form, the indicators of assimilation efficiency are tested by comparing with the reference level set when the data block of the training material is fixed on the information carrier.

 The influence of various influences of the multimedia form of transferring learning material to a learner can be revealed not only by quantitative indicators, but also at the level of psychophysical and mental mechanisms of the learner’s brain in that the learner’s perceptual actions according to the rules of the algorithm accompany the determination of the learner’s cortical activation structure through encephalography.

 This possibility is due to the fact that a person has two main forms of reflection of reality: conceptual (verbalized, reflective rational processes) and figurative (sensory processes and ideas). In the real process of cognition, these forms are interconnected: transitions from one form to another constantly occur. In order for a person to create an image that provides regulation and efficiency of activity, only sensory data (sensory-perceptual information) is not enough. The formation of an image regulating activity actually occurs only when the “sensory tissue” is connected with meaning, i.e. sensual and rational reflections form a single alloy. Obviously, this is the psychological basis of the initial stages of any exercise, their formation in activity. In habitual activity, a person is aware of only a small part of the subject matter, which is represented in the image, i.e. the functioning of the image does not require the constant participation of its consciousness, and therefore the constant participation of the corresponding cerebral zones - the front-left.

 For this reason, the types of cortical activation structure, as a criterion for the state of dynamic processes of the brain with the frontal-left and frontal-right focus of maximum activation, reflect different mental contents of the image: either conscious on the basis of verbal coding in cognitive processes, or unconscious on the basis of non-verbal coding, which in in turn, it allows one to study brain states at relatively brief stages of analysis, commensurate with the course of mental processes, simultaneously in different zones of the head cortex brain, characterizing the dominant state of the brain in certain activities.

Claims (2)

 1. A method for purposefully controlling the assimilation of educational material, including transmitting to the learner educational material in a form fixed on information carriers, a sequence of perceptual actions of the learner to extract information from the educational material on the information medium by underlining and / or writing out and / or writing out with classification, and / or writing out with a formal grammatical transformation, and / or writing out with an equivalent replacement, the sequence of the student’s receptive actions with awareness the essence of the educational material by fixing the main idea of the text and / or main thoughts of the paragraphs and / or keywords and / or their equivalents on the information carrier in a verbal form and processing by the learner of the extracted information by fixing it on the information carrier in the format of a denotation card, characterized in that the transmission of the teaching material to the student is carried out in a multimedia form, and the information recorded on the information carrier as a result of perceptual and receptive actions is evaluated by sorting data on the basis of facts, and / or judgments, and / or conclusions with the simultaneous determination and testing of estimated quantitative indicators, while the perceptual and receptive actions of the student according to the results of the assessment are accompanied by the impact on various analyzers of the information of the student audio, video and / or verbal means of displaying information.  2. The method according to p. 1, characterized in that the perceptual actions of the learner are accompanied by the determination of the cortical-activation structure of the learner’s brain through encephalography.

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