Umetnostno besedilo in novi mediji

Abstract

V zadnjem desetletju se je zelo razvila uporaba multimedije pri izobraževanju. Multimedija je pojem, ki opisuje hipertekst, predstavljen na različne načine: poleg besedila vključuje grafiko, animacijo, video, zvok in spletne povezave. Ima številne prednosti pri uporabi v razredu, posebej v osnovni šoli, pri šolski interpretaciji književnega besedila in razvijanju sporazumevalnih zmožnosti za sprejemanje (poslušan je, branje) in tvorjenje (govorjenje, pisanje) ter gledanje. Do sedaj je bila multimedija uporabljena v razredu kot dodatni vir, pri t. i. dodatnih dejavnosti ali kot oblika nagrade v razredu, vendar ima lahko pomembno vlogo pri tudi šolski interpretaciji. Za nekatere učitelje je multimedija nekaj, kar reducira ali celo trivializira pouk književnosti v primerjavi s tradicionalnim, linearnim branjem književnih besedil. Uporaba izobraževalne tehnologije bo zahtevala od učiteljev, da premislijo svojo poučevalno prakso, za učence pa je sodobna oblika motivacije. Uporaba multimedije tudi odseva spremembe pri sodobni didaktiki mladinske književnosti.

Keywords

Svet iz besed;

Data

Language:	Slovenian
Year of publishing:	2004
Typology:	1.08 - Published Scientific Conference Contribution
Organization:	UL PEF - Faculty of Education
UDC:	372.882:371.68
COBISS:	5960777
Views:	1554
Downloads:	266
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary abstract:	Over the past decade there has been a rapid development of multimedia in education. Multimedia is the term used to describe a hypertext system that incorporates a variety of media besides literary text, including graphics, animation, video, sound, and hypertext links. Multimedia has enormous potential in the classroom, especially at elementary level, with a number of advantages for experiencing literary texts, as it calls on all the language skills (listening, reading, speaking, writing) as well as viewing skills. So far, multimedia has largely been used as a supplementary resource, for follow-up activities or as a form of reward in the classroom, but it can also provide a significant basis for literary instruction. For some teachers, multimedia may appear to be a reductive, even a trivializing, tool, compared to the conventional linear, verbal act of reading literature, a view that students do not seem to share. However, the introduction of the computer should force teachers to rethink their practices, while students should be motivated to learn in a new way. The use of multimedia also reflects changes in literature teaching methodology.
Secondary keywords:	children's and youth literature;communication;teaching aid;mladinska književnost;komunikacija;učni pripomočki;
Type (COBISS):	Not categorized
Pages:	Str. 525-529
ID:	1483375