Multimodality of the transmission of philological knowledge during classroom activities using ICT

Natalia Yaremenko; Nataliia Kolomiets; Natalia Kharadzjan; Tetiana Mishenina; Iryna Viktorivna Kohut

doi:10.22633/rpge.v25iesp.5.15993

Autores

Natalia Yaremenko Kryvyi Rih State Pedagogical University, Kryvyi Rih – Ukraine https://orcid.org/0000-0003-2834-0894
Nataliia Kolomiets Kryvyi Rih State Pedagogical University, Kryvyi Rih – Ukraine https://orcid.org/0000-0001-5455-2538
Natalia Kharadzjan Kryvyi Rih State Pedagogical University, Kryvyi Rih – Ukraine https://orcid.org/0000-0001-9193-755X
Tetiana Mishenina Kryvyi Rih State Pedagogical University, Kryvyi Rih – Ukraine https://orcid.org/0000-0002-5992-4035
Iryna Viktorivna Kohut Poltava V.G. Korolenko National Pedagogical University, Poltava – Ukraine https://orcid.org/0000-0002-0856-7074

DOI:

https://doi.org/10.22633/rpge.v25iesp.5.15993

Palavras-chave:

Estratégias de aprendizagem multimodal, Atividades de sala de aula, Tecnologias TIC

Resumo

O artigo trata de estratégias de aprendizagem multimodal destinadas a transferir conhecimento filológico com o auxílio das tecnologias de informação e comunicação (TIC). O uso das TIC torna possível aplicar associação visual e criar imagens espaciais que expressam propriedades de objetos importantes definidas claramente por meio de visualização dinâmica (animação). Os autores observam que o uso das TIC na esfera está associado a uma série de dificuldades metodológicas, uma vez que exige que um filólogo-educador possua um amplo leque de competências que vão além do conhecimento humanitário. O software ideal que permite a criação de construções audiovisuais (pôster interativo, animação por computador, nuvem de tags, mapa cognitivo etc.) é oferecido para o processo de estudo. O artigo apresenta os resultados de pesquisas sociológicas sobre a prontidão de alunos de especialidades filológicas em universidades pedagógicas junto com professores de diferentes unidades de ensino para implementação de estratégias multimodais de ensino por meio das TIC. Os autores comprovaram a necessidade de introdução de um curso integrativo “Utilização das TIC no estudo das disciplinas filológicas”.

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