Abstract
The authors consider the process of teaching learners reading digital texts as pedagogical support for their search activity. Taking into account psychophysiological regularities and psychological mechanisms a teacher gets an opportunity to simulate the environment and conditions for learners to form implications, formulate questions and implement research and search for new questions based on the obtained results with the help of hypertextuality, multimedia and interactivity of digital texts in a real educational process. The purpose of the study is to identify a strategy for reading digital text. The simulation experiment for senior learners includes two opposite ways of teaching reading digital text. He/she had to start first with the short text reading, then with the corresponding picture and vice versa. The personal significance of the read text or picture, understanding of the text content and the accuracy of its reproduction were taken into account. Experimental evidence suggests the importance of using strategies for teaching reading a digital text as strategies allow the learner to act as a subject of attitude to the subject of knowledge. Teacher’s digital text-based sequencing of learning situations, based on the principle of integrity, provides a sequence of future-oriented behavioral acts in the context of neuroscience achievements.
Highlights
Nowadays when choosing a text learners increasingly prefer the one consisting graphics rather than the classic verbal or traditional text [1]
Digital text consists of hypertextuality, infographics, synthesis of multimedia and verbal design [2], interactivity [3] etc
In the studies of the representatives of the scientific school “Systemic Psychophysiology” [9, 10] it is shown that systemic psychophysiology in its methodological foundations basically overcame eclecticism and mechanistic unification of various theoretical developments due to the theory of functional systems, and significantly surpassed the neurosciences and traditional psychophysiology [9]
Summary
Nowadays when choosing a text learners increasingly prefer the one consisting graphics rather than the classic verbal or traditional text [1]. Digital text consists of hypertextuality, infographics, synthesis of multimedia and verbal design [2], interactivity [3] etc All these raise the issues of how to organize and manage the learner’s activity with the digital text in off-line training on E-platforms and how to comprehend the ways of distance learning. The excessive use of computer graphics possibilities in the process of interpretation of the text lead to risks of development of learners imagination, their fantasy and creativity and proves the necessity of understanding the ways of organizing the learner activity by means of the digital text by teachers [6]. Knowledge of regularities allows teachers designing and realizing ways of a learner activity with the text in conditions of digital transformation of training and excludes a number of questions about necessity of replication of researches in which various ways of organizing learner training in reading digital texts are considered
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