Главная Публикации «Личность-слово-социум» – 2008 Педагогические технологии (Секция 6) A VARIOSCOPIC MEDIATEXT AS A METACOGNITIVE TOOL OF FORMING PERSONAL CREATIVE MEDIAENVIRONMENT (Krautsova H. V., Ravkov D. A.)

Krautsova H. V., Ravkov D. A.

Belarusian State Pedagogical University named after Maksim Tank (Minsk)


Swift development of modern means of visual communication, in the first place such as computer technologies, digital television, videoculture and others promoted the birth and establishing of the environmental reality influenced, in the most serious way, practically, all the aspects of life of modern society. Social consequences of «digital revolution» are far not definite material, demanding thinking over, analysis and further (succeeding) treatment. Nowadays, no doubts can arise about the fact, that active penetrating of a complex of media technologies means into a person’s everyday life changes many, settled forms of world’s cognition. All this is directly (by no means) related to dynamically forming educational mediasphere.

The inner nature of mediasphere, in the first place, presupposes the vivid, dominance of non–verbal information. This circumstance is considered to be one of the reasons for tendency to enforcing (enlarging) of visualization of human thinking. A conceptual work by one of apologets of philosophy schools of technical determinism M. Mcluhan, published in 1967 «The Medium is the massage» [1, p. 11], has happened to be preseeing and has been much proved nowadays. The force informmedia set of instruments’ influence on consciousness appear to be so huge, that an electronic–technical means is given features of an independent intellectual life. Media channel or the way of data transmitting really, is many cases, defines the structure of the transmitted contents. As a result, the traditional system of interaction of consciousness and practice is broken. So, to say, appearance of personal computers of new generation essentially (radically) has changed the idea about a human, his psychology, the way his studying, memory and thinking process go.

In connection with the above said, the problems of working out effective methods of representing teaching information become major, actual ones in the modern process of education. Problems of material’s reflection, treatment and mastering in the process of cognitive activity, are difficult and non–definite, as it is connected with a student’s being in an uneven multimedia hyper environment. The qualitative perception and analysis of a mediatext depends directly on the development level of audiovisual thinking.

Dynamic process of numeric mediapresentation of the surrounding reality in visual perception of a studyroom may be regarded, in a definite way, as some projection of a cognitive mechanism in to technics. In other words, a mediatext represent a model of our cognition in the form of perception, and also, in some cases, of thinking. Peculiarities of perception (that means, many aspects of cognitive activity) are tightly connected with technical forms of reflecting the reality in modern mediatext. In this case it would be a vivid simplification to touch upon only perceptive forms of cognition. Here we deal with forms of more profound cognition of a world by a person in the form of thinking. For example, a form of cognition, based on the movement of an associative thought and expressed in definite visual and acoustic images is represented on the screen with the help of various kinds of montage. Process of perception is characterized by psychophysiological capability of a person to unite separated facts and phenomena into something whole, into a presentation. This capability depends on the cognitive experience (or development) of a personality. According to L. S. Vygotsky’s hypotheses [2, p. 45], perception, as any other kind of psychological process, depends on the conditions of culture development of an individium. In other words, social and cultural spheres, living experience, intellectual and emotional surroundings definitely effect the ways of cognition of the world around and the style (way) of thinking. As a result, it is an evident fact, that there’s a tight connection between the forms of perception of reality and the forms of this or that representation of the world.

Mediaimage is not a whole representative fragment of reality around, but a definite totality of differentiated structural features. The features may be compared or, on the contrary, opposed to one another in different semantic meanings. These procedures are carried out during time interval and let us compare the percepted object in various modus representations. In such a way they (procedures) make up base of numerical mediasemantic. There is much in common with classical structure of the cinema language. Interrelation of the context, give the possibility to change the initial, material meaning of a mediamark and turn it in a mark of other contents. This can be reached by variation in definite limits the whole modality of an image. Focusing attention on the object’s modus’s structure and constructing it in a definite way, we can achieve forcification or diminishing of the semantic pressure of the mediarepresentation. One of the active ways of managing a semantic field of a digital mediarepresentation is considered to be mechanics of varioscopic reflection of reality. Cognitive experience tells us the most appropriate form of representation of visual information about the world around depending on the contents and space disposition. Varioscopic way of presentation of information allow to change image borders during the demonstration, as well as the sizes of the image itself.

In the process of experimental works, held by us in the labs of technical means of education, we marked a number of fundamental moments that influence perception of teaching information. Varioscopic fragments of a teaching and cognitive mediatext, acted as a kind of a supporting signal, drawing the learner’s attention to them and focusing on the necessary moments in the presentation. Information capacity of a varioscopic structure of a mediatext exceeds traditional forms of presentation of teaching material. In cases when presentation usually takes about half an hour, a varioscopic mediatext takes only several minutes. But it should be remembered, that it is advisable to use this kind of projection at the beginning of explanation of a new topic, as well as with materials of a consolidation or observing character.

As there are no definite number of marks, a visual massage carries a large amount of information readings. According to the statements of classical communication theory, a massage may be regarded from the point of view of its two main components — a communicative (major) and a (extra) ones. The major element transfers the contents of teaching information, and the extra one forms the context of semantics, fulfilling the function of interpresentation. A methacommunicative level provides a modus of the transmitted contents and fulfills this or that kind of interpretation. With the help of varioscopic way of presentation of teaching information, besides the main influence to the perception process, there is an indirect influence, created according context of teaching material. The change of space disposition in the structure of teaching material brings new information. Varioscopic presentation of information in its nature is relative to the mechanics of visual reflection transposition. The teaching material in this case may be transmitted into another substance by changing its sizes and form’s density. It can be multiplied by simple copying or complex vitiating (the polyimage format of projection). The studying subject (or phenomenon) may be included into a changed context, unfamiliar to it, or, visa versa, may be exposited in a clean way, isdated from any context.

The studying subject or phenomenon is marked linguistically or visually, and at the same time it itself is a mark, that informs us about its functional component. As a result we deal with the whole complex of its meanings. With the help of varioscopic projection the teaching material may be put into unfamiliar context (enlarged in size, multiplied etc.). As a result there appears a lot of new changing meanings. After this, reobserving and reevaluation of the subject as it is begins. While this there can be seen some features it has already had, but they appeared to be more definite, became more important exactly due to the mechanics of varioscopic transposition. Discovering hidden features in the given subject, that were not available in its initial context, we make a cognitive act that brings us to a higher level of perception. The change of point of view is a push, in some way, to new sensations and impressions while perception. In functions as a supporting signal, switching attention in the needed moments of presentation and favours to more effective cognitive activity of learners at classes.

The usage of methods of varioscopic demonstration of modern electronic visual aids improves processes of perception of teaching information, favours to activization of creative interaction of a tutor and learners and positively influences the cognitive activity of learners.


1. Mcluhan, M. The Medium is the Massage / Marshall Mcluhan, Quentin Fiore. — London, 1967, p. 11.

2. Эйзенштейн, С. Психологические вопросы искусства / С. Эйзенштейн. — М.: Смысл, 2002. — С. 45.



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