Mental Card Research Articles

Використання майндмеппінгу як засобу візуалізації у процесі викладання дисципліни «міжнародне право»

The article analyzes the feasibility of using mindmapping in the process of training specialists in international law. Possible ways to use mental maps during lectures, seminars and practical classes, as well as in distance learning have been identified and outlined. The analysis of scientific sources proved that oral presentation of the material is not enough to improve the level of students' knowledge. Visualization of information improves its perception and memorization by students. The main advantages of mindmapping include: improved concentration, systematic and structured material, the ability to process large amounts of information in a short period of time, the development of both professional and general competencies, the formation of creative thinking and others.In order to improve the perception of information in the classroom, in our opinion, it is necessary to use such methods of visualization, which in combination with the oral explanation of the lecture material maximize the quality of knowledge of future specialists in international law. Such innovative pedagogical technologies include scribing and mindmapping.Currently, there are no studies on the impact of the use of mental maps on improving the quality of knowledge of specialists in international law. Mental cards are ideal for use in higher education. Their main advantage is that mindmapping can be used during all types of training sessions. Combined with the brainstorming method, this method allows you to effectively solve complex professional practical problems. Students can create maps both individually and as part of working groups.All this suggests that the use of mindmapping during lectures, seminars and practical classes is methodologically sound and in combination with other innovative learning technologies can significantly improve the quality of students' knowledge.

ИСПОЛЬЗОВАНИЕ МЕНТАЛЬНЫХ КАРТ В ПРОЦЕССЕ ОБУЧЕНИЯ

ИСПОЛЬЗОВАНИЕ МЕНТАЛЬНЫХ КАРТ В ПРОЦЕССЕ ОБУЧЕНИЯ

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Logical-Associative Method of “Flowscape” and Mental-Maps Technology Application in Foreign Language Teaching

<p><em>In this scientific and methodological article is considered the possibility of increasing the efficiency in foreign language teaching by applying the Mind-Maps technology and method of </em><em>“</em><em>flowscape” which were not used before with this purpose and had been applied only in other fields. One of the newest developments to determine the perception features and problem analysis by E. de Bono a creative processes researcher and well-known methodical tools which can be used in the process of foreign language training «intellectual or mental cards» of Tony Buzan, known as “Mental-Maps”, “Memory Maps”, “Mind-Maps” (MM) or “Flash Cards” are proposed below. Their developments are of practical interest to be used in rational choice of foreign language teaching methods based on identified features of trainees. A model containing the key factors and the learning process criteria are offered.</em><em></em></p>

DIDACTIC MODELING:DIDACTIC MULTILEVEL TECHNOLOGY AND PERSONIFIED INFORMATIONAL EDUCATIONAL ENVIRONMENT

The paper discusses the results and prospects of experimental development of didactic multidimensional technology; the demand for such a technology results from the increasing complication of educational content and rising education quality requirements. Further improvements of educational process are closely related to implementing the information technologies – i.e. mental cards, information graphics, frames, structural schemes and other visualization forms. The research is aimed at finding the effective instruments of didactic modeling of knowledge. Based on several functional approaches, the authors have formulated the concept of personified informational educational system, and developed a courseware – DMT DESIGN (SA).1. The program is based on the subagent approach and macro- and micronavigation technologies, applied to the functional structure and educational content. In the conclusion, the authors outline the main trends of forthcoming experimental research, aimed at identifying the opportunities of didactic multidimensional tools implementation in educational processes.