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USING OF MULTIMEDIA PRESENTATIONS IN THE ENGLISH LESSONS

USING OF MULTIMEDIA PRESENTATIONS IN THE ENGLISH LESSONSUSING OF MULTIMEDIA PRESENTATIONS IN THE ENGLISH LESSONS
Наталья Дмитренко, доцент, кандидат педагогических наук, доцент

Винницкий государственный педагогический университет им. М. Коцюбинского, Украина

Участник первенства: Национальное первенство по научной аналитике - "Украина";

Открытое Европейско-Азиатское первенство по научной аналитике;

The article deals with the problem of using of multimedia presentations in the English lessons. Effectiveness of teaching is impossible without introducing new forms of organising the process of studying. One of the main ways of realising this idea is using multimediatechnologies. Using multimedia presentations gives teachers an opportunity to intensify the process of teaching English, to make it more visual and dynamic.

Keywords: multimedia presentation, English lesson, computers, multimedia lesson.

В статье рассматривается проблема использования мультимедийных презентаций на уроках английского  языка. Эффективность обучения невозможна без внедрения новых форм организации учебного процесса. Одним из способов осуществления такого подхода являются мультимедийные технологии. Использование мультимедийных презентаций дает учителям возможность сделать обучение английского языка более интенсивным, наглядным и динамичным. 

Ключевые слова: мультимедийная презентация, урок английского языка, компьютеры, мультимедийный урок.   

 

Computer applications are now being used in many school disciplines and changing teaching methodologies throughout the curriculum. With computers and mobile devices becoming prolific in theclassrooms, teachers increasingly gain greater opportunities to bring multimedia resources into the classroom. Teachers might create a presentation to guide student learning, or incorporate a video to illustrate a new concept. Students can tell digital stories, create movies, and publish audio as podcasts.

Multimedia presentation is a special interactive technology, the combination of special hardware and software programs that can contain a text, pictures, graphics, slide shows, sound effects, and oral speech accompaniment, movies and animations. Nowadays multimedia presentation is one of the most common and useful means to illustrate educational material. It provides opportunities of making a learner’s interaction with virtual objects or processes of cognition that are reflected on the screen. The use of a multimedia presentation allows creating an informative and visual image of the object. It also contributes to simulating the reality through participation in the processes which take place on the screen.

Multimedia presentations give a teacher the opportunity of visualizing static and dynamic information conveniently and effectively, of preparing tasks and selecting educational materials. Depending on how they are used multimedia can provide motivation for learning and becоme an alternative to traditional assessment.

In order to create a multimedia presentation teachers may use well-known software tools such as Microsoft PowerPoint, Macromedia Flash, Picasa, Photodex ProShow etc. For example, at the English lessons different presentations may be made according to the theme with the help of computer and overhead projector. In addition, advanced multimedia software can empower educators to design audio-visual narrative themes involving the student’s actual participation (learning video games). Adobe Flash offers industry-standard products assisting developers in creating such applications.

With advancements in information technology like multimedia applications and interactive software, teachers can increase literacy and understanding in any subject. Lessons with audio and video components that directly engage students reach more types of learners in comparison with traditional lecture methods of teaching, encouraging more students to participate in class and raising their level of understanding. New technology also helps disabled or disadvantaged students participate in subjects they were once unable to join, thanks to assistive programs and devices.

Recently added features have equipped today’s presentation software with hypermedia capabilities that allow a more dynamic experience. Through hot spots users can click on hyperlinks to jump to other slides, other presentations, or even websites. Video and sound can be creatively embedded within slides (Roblyer & Doering, 2012).

Roblyer and Doering give three reasons teachers should use presentations as a “complex, multipurpose classroom tool” (2012, p. 128):

Presentations help teachers organize their thinking on a subject. A teacher must think through what he or she will say and in what order, essentially planning the perfect delivery of a lesson. They also help with sequencing and breaking large concepts into smaller parts. Additionally, using multimedia presentation software “provides an avenue by which students can learn through the act of organizing information” (Siegle & Foster, 2000, p. 3).

Presentations, when done well, enhance and support what the teacher says, especially when appropriate hypermedia tools like graphics, images, and sound are incorporated. Presentations also engage children who have various cognitive learning styles. “Cognitive principles suggest that a coherent blend of verbal-visual material boosts retention of scientific concepts beyond the level attained by verbal summary alone” (Marek & Christopher, 2002, p. 70).

Presentations allow students to practice collaborative skills, especially through sites likes SlideShare or Google Docs presentations. Students can work together online simultaneously.

Researchers have studied presentation technology for years, and they “have looked at its impact on both educational processes and outcomes” (Roblyer & Doering, 2012, p. 128). While students generally respond more positively to presentation-enhanced instruction, the impact largely depends on how teachers use such tools (Roblyer & Doering, 2012). One study by Siegle and Foster (2000) showed that using multimedia presentations helped boost student biology achievement scores.  Additionally, and these were strong benefits found back in 2000, presentations can help students be active not passive learners, develop research skills, encourage cooperative learning and problem solving, and engage in more meaningful learning (Siegle & Foster, 2000). Teachers who model well the use of technology for presenting also help train students in the application of such technology (Marek & Christopher, 2002). Solid research indicates that teachers should not discount presentations as a potentially effective tool for learning.

The following ideas from Roblyer and Doering (2012) show effective uses of presentation software:

-               presentation of information summaries: when trying to focus student attention or guide note-taking;

-               demonstrations of materials for discussion: electrical circuits, diagrams, or types of animals;

-               presentation of illustrative problems and solutions: chemistry and mathematical problems;

-               practice screens: spelling and vocabulary review, states and capitols, etc.;

-               assessment screens: pictures of animals or instruments, essay prompts;

-               brief tutorials: reviews of simple concepts like grammar or how-to procedures;

-               book reports: teachers can provide templates for students to fill in missing information;

-               student presentations of project work: a powerful strategy where students create individual or small-group projects and become experts of content by later presenting their work to the class.

Computers activate teacher’s and student’s job, provide the differentiation and individualisationof teaching, develop social and general gift, intensify interdisciplinary relations. Besides, introducing multimedia technologies into the sphere of education makes teacher’s work easier, promotes student’s learning, and improves the effectiveness and quality of the teaching process.

Using the computer helps to create an informational surrounding which promotes students’ interest and curiosity. Nowadays using multimedia presentations in the English lessons is very urgent because they promote the formation of skills and creation of the atmosphere of cooperation.

While watching the presentation or after having watched it the teacher has an opportunity to come back to certain slides many times when it is needed, for example, while reviewing the material or while doing exercises. All this gives an opportunity to make the process of teaching better.

The lesson accompanied by a multimedia presentation is very interesting and instructive since multimedia is a modern computer informational technology which can combine a text, a sound, a picture, a video, a graphical picture and animation. Each of these components has its expressive means and didactical possibilities which make the process of teaching better and more effective.

There are some main possibilities of multimedia presentations in the English lessons:

-               promotion of students’ motivation;

-               activation of students’ learning activities;

-               individualisation of the teaching process;

-               provision of different forms of information presentation;

-               provision of different types of tasks;

-               creation of learning surrounding which provides students’ plunging into the imaginary world, into certain learning and working situations;

-               possibility to reproduce any fragment of learning activity.

Presentations used the most frequently are those made with the help of the programme PowerPoint, to which belong:

-               presentations for theoretical material;

-               presentations for lessons of revision;

-               presentations for lessons of thematic control.

Multimedia lessons should have a certain structure

I.            Motivation.

II. The subject and the awaited results of the lesson.

III. The main part of the lesson which can include: theoretical material,short texts,video, audio,pictures,animation.

IV. Summing-up.

At their most advanced, these programs can allow teachers to add sound, video, and even interactive charts and graphs to slides. You might, for example, project a map that demonstrates various changes as you advance along a time line. If the classroom computer system has Internet access, you can hyperlink your slides to World Wide Web resources, effectively incorporating that material into the lesson.

The use of presentation software in the classroom requires careful planning and a not inconsiderable investment of time. You should be prepared to take some or all of the following steps:

1) Determine whether you have access to the equipment and special class rooms necessary to display electronic presentations. At a minimum, you will need a laptop computer, a projection device compatible with your software and hardware, and a classroom with a convenient electrical outlet, dimmable lights. and an appropriate screen. Check that the computer is capable of producing all the effects you plan for the class such as sound, video, or Internet access.

2) Ensure that your own computer equipment will allow you to create and maintain these presentations. Manipulating multimedia resources requires a rela­tively powerful computer and, with some exceptions, a modern graphical operat­ing system such as Microsoft Windows or the Macintosh Operating System.

3) Acquire a presentation program. Many of the more popular office suites (for instance, from Microsoft, Corel, or Lotus) include them. Your campus may already have purchased licenses to one or more of these products. Finally, check to make sure your choice is compatible with the systems installed in classrooms.

4) Write or revise your lectures with the multimedia slide show in mind. Be­gin to collect compelling pictures and artwork, explanatory maps and charts, mu­sic clips, even short videos that might enhance your analysis. Evaluate which of these materials can be rendered in digital form, and consider the copyright impli­cations –if possible by discussing them with the relevant experts in your school. When preparing text for your presentation – headings or explanatory captions -
use simple clauses and standard fonts (for example, Arial or Times New Roman) to ensure that your presentation will look the same regardless of what computer you are using. The best font size for headings is twenty-four point, although you can use thirty point or larger if you wish.

Of course, multimedia lessons can contain traditional forms and methods of teaching, too. It is obvious that multimedia lessons demand much preparation and the teacher must be able to use different computer programmesto make an interesting and instructive presentation.

Using multimedia presentations it is important to remember the right balance between traditional and new technologies of teaching. The most effective lesson is the one that includes partial usage of multimedia presentations combined with traditional methods.

Systematic usage of multimedia presentations in the English lessons promotes:

-               increase in effectiveness of teaching methods;

-               realisationof interdisciplinary relations;

-               opportunities for making projects and various tasks using computer technologies;

-               sharp rise in students’ interest to our subject;

-               improvement in student-teacher relations;

-               time management in the lesson;

-               personal and emotional students’ development.

To sum up, it is important to realise that a multimedia lesson gives teachers an opportunity to combine many interesting tasks, to draw more student’s into active work in the English lesson, to get them interested in the subject and to encourage them to work independently.

Teachers should sometimes draw their students into the process of making presentations, explaining the purposes of presentations and taking into account students’ opinion.

So, using multimedia presentations the teacher intensifies the process of teaching, makes it more visual, more interesting, more dynamic and more modern as a result. That will definitely bring to success in teaching career and students’ outcomes.

Computers have entered different spheres of people’s activity. A computer has also become a necessary thing in the English lesson. It promotes not only the development of students’ creative skills but also the change in the lesson technology, making it more interesting and effective.

 

References:

1. Marek, P., Christopher, A. N., & Koenig, C. S. (2002). Applying technology to facilitate poster presentations. Teaching of Psychology, 29(1), 70-72.

2. Roblyer, M. D., & Doering, A. H. (2012). Integrating educational technology into teaching (6th ed.). Allyn & Bacon.

3. Siegle, D., & Foster, T. (2000). Effects of laptop computers with multimedia and presentation software on student achievement. Retrieved from http://www.eric.ed.gov   

4. Murphy-Judy, K.A, (1997). Literacies for Foreign Language Learners in the Information Age. NEXUS: The Convergence of Language Teaching and Research Using Technology. CALICO Monograph Series, Volume 4.

USING OF MULTIMEDIA PRESENTATIONS IN THE ENGLISH LESSONS

 

N. Dmitrenko, Cand. of Pedagogical sciences, Associate Prof.

Vinnytsia State Pedagogical University named after M. Kotsiubynskyi, Ukraine

 

The article deals with the problem of using of multimedia presentations in the English lessons. Effectiveness of teaching is impossible without introducing new forms of organising the process of studying. One of the main ways of realising this idea is using multimediatechnologies. Using multimedia presentations gives teachers an opportunity to intensify the process of teaching English, to make it more visual and dynamic.

Keywords: multimedia presentation, English lesson, computers, multimedia lesson.

В статье рассматривается проблема использования мультимедийных презентаций на уроках английского  языка. Эффективность обучения невозможна без внедрения новых форм организации учебного процесса. Одним из способов осуществления такого подхода являются мультимедийные технологии. Использование мультимедийных презентаций дает учителям возможность сделать обучение английского языка более интенсивным, наглядным и динамичным. 

Ключевые слова:мультимедийная презентация, урок английского языка, компьютеры, мультимедийный урок.   

 

Computer applications are now being used in many school disciplines and changing teaching methodologies throughout the curriculum. With computers and mobile devices becoming prolific in theclassrooms, teachers increasingly gain greater opportunities to bring multimedia resources into the classroom. Teachers might create a presentation to guide student learning, or incorporate a video to illustrate a new concept. Students can tell digital stories, create movies, and publish audio as podcasts.

Multimedia presentation is a special interactive technology, the combination of special hardware and software programs that can contain a text, pictures, graphics, slide shows, sound effects, and oral speech accompaniment, movies and animations. Nowadays multimedia presentation is one of the most common and useful means to illustrate educational material. It provides opportunities of making a learner’s interaction with virtual objects or processes of cognition that are reflected on the screen. The use of a multimedia presentation allows creating an informative and visual image of the object. It also contributes to simulating the reality through participation in the processes which take place on the screen.

Multimedia presentations give a teacher the opportunity of visualizing static and dynamic information conveniently and effectively, of preparing tasks and selecting educational materials. Depending on how they are used multimedia can provide motivation for learning and becоme an alternative to traditional assessment.

In order to create a multimedia presentation teachers may use well-known software tools such as Microsoft PowerPoint, Macromedia Flash, Picasa, Photodex ProShow etc. For example, at the English lessons different presentations may be made according to the theme with the help of computer and overhead projector. In addition, advanced multimedia software can empower educators to design audio-visual narrative themes involving the student’s actual participation (learning video games). Adobe Flash offers industry-standard products assisting developers in creating such applications.

With advancements in information technology like multimedia applications and interactive software, teachers can increase literacy and understanding in any subject. Lessons with audio and video components that directly engage students reach more types of learners in comparison with traditional lecture methods of teaching, encouraging more students to participate in class and raising their level of understanding. New technology also helps disabled or disadvantaged students participate in subjects they were once unable to join, thanks to assistive programs and devices.

Recently added features have equipped today’s presentation software with hypermedia capabilities that allow a more dynamic experience. Through hot spots users can click on hyperlinks to jump to other slides, other presentations, or even websites. Video and sound can be creatively embedded within slides (Roblyer & Doering, 2012).

Roblyer and Doering give three reasons teachers should use presentations as a “complex, multipurpose classroom tool” (2012, p. 128):

Presentations help teachers organize their thinking on a subject. A teacher must think through what he or she will say and in what order, essentially planning the perfect delivery of a lesson. They also help with sequencing and breaking large concepts into smaller parts. Additionally, using multimedia presentation software “provides an avenue by which students can learn through the act of organizing information” (Siegle & Foster, 2000, p. 3).

Presentations, when done well, enhance and support what the teacher says, especially when appropriate hypermedia tools like graphics, images, and sound are incorporated. Presentations also engage children who have various cognitive learning styles. “Cognitive principles suggest that a coherent blend of verbal-visual material boosts retention of scientific concepts beyond the level attained by verbal summary alone” (Marek & Christopher, 2002, p. 70).

Presentations allow students to practice collaborative skills, especially through sites likes SlideShare or Google Docs presentations. Students can work together online simultaneously.

Researchers have studied presentation technology for years, and they “have looked at its impact on both educational processes and outcomes” (Roblyer & Doering, 2012, p. 128). While students generally respond more positively to presentation-enhanced instruction, the impact largely depends on how teachers use such tools (Roblyer & Doering, 2012). One study by Siegle and Foster (2000) showed that using multimedia presentations helped boost student biology achievement scores.  Additionally, and these were strong benefits found back in 2000, presentations can help students be active not passive learners, develop research skills, encourage cooperative learning and problem solving, and engage in more meaningful learning (Siegle & Foster, 2000). Teachers who model well the use of technology for presenting also help train students in the application of such technology (Marek & Christopher, 2002). Solid research indicates that teachers should not discount presentations as a potentially effective tool for learning.

The following ideas from Roblyer and Doering (2012) show effective uses of presentation software:

-               presentation of information summaries: when trying to focus student attention or guide note-taking;

-               demonstrations of materials for discussion: electrical circuits, diagrams, or types of animals;

-               presentation of illustrative problems and solutions: chemistry and mathematical problems;

-               practice screens: spelling and vocabulary review, states and capitols, etc.;

-               assessment screens: pictures of animals or instruments, essay prompts;

-               brief tutorials: reviews of simple concepts like grammar or how-to procedures;

-               book reports: teachers can provide templates for students to fill in missing information;

-               student presentations of project work: a powerful strategy where students create individual or small-group projects and become experts of content by later presenting their work to the class.

Computers activate teacher’s and student’s job, provide the differentiation and individualisationof teaching, develop social and general gift, intensify interdisciplinary relations. Besides, introducing multimedia technologies into the sphere of education makes teacher’s work easier, promotes student’s learning, and improves the effectiveness and quality of the teaching process.

Using the computer helps to create an informational surrounding which promotes students’ interest and curiosity. Nowadays using multimedia presentations in the English lessons is very urgent because they promote the formation of skills and creation of the atmosphere of cooperation.

While watching the presentation or after having watched it the teacher has an opportunity to come back to certain slides many times when it is needed, for example, while reviewing the material or while doing exercises. All this gives an opportunity to make the process of teaching better.

The lesson accompanied by a multimedia presentation is very interesting and instructive since multimedia is a modern computer informational technology which can combine a text, a sound, a picture, a video, a graphical picture and animation. Each of these components has its expressive means and didactical possibilities which make the process of teaching better and more effective.

There are some main possibilities of multimedia presentations in the English lessons:

-               promotion of students’ motivation;

-               activation of students’ learning activities;

-               individualisation of the teaching process;

-               provision of different forms of information presentation;

-               provision of different types of tasks;

-               creation of learning surrounding which provides students’ plunging into the imaginary world, into certain learning and working situations;

-               possibility to reproduce any fragment of learning activity.

Presentations used the most frequently are those made with the help of the programme PowerPoint, to which belong:

-               presentations for theoretical material;

-               presentations for lessons of revision;

-               presentations for lessons of thematic control.

Multimedia lessons should have a certain structure

I.            Motivation.

II. The subject and the awaited results of the lesson.

III. The main part of the lesson which can include: theoretical material,short texts,video, audio,pictures,animation.

IV. Summing-up.

At their most advanced, these programs can allow teachers to add sound, video, and even interactive charts and graphs to slides. You might, for example, project a map that demonstrates various changes as you advance along a time line. If the classroom computer system has Internet access, you can hyperlink your slides to World Wide Web resources, effectively incorporating that material into the lesson.

The use of presentation software in the classroom requires careful planning and a not inconsiderable investment of time. You should be prepared to take some or all of the following steps:

1) Determine whether you have access to the equipment and special class rooms necessary to display electronic presentations. At a minimum, you will need a laptop computer, a projection device compatible with your software and hardware, and a classroom with a convenient electrical outlet, dimmable lights. and an appropriate screen. Check that the computer is capable of producing all the effects you plan for the class such as sound, video, or Internet access.

2) Ensure that your own computer equipment will allow you to create and maintain these presentations. Manipulating multimedia resources requires a rela­tively powerful computer and, with some exceptions, a modern graphical operat­ing system such as Microsoft Windows or the Macintosh Operating System.

3) Acquire a presentation program. Many of the more popular office suites (for instance, from Microsoft, Corel, or Lotus) include them. Your campus may already have purchased licenses to one or more of these products. Finally, check to make sure your choice is compatible with the systems installed in classrooms.

4) Write or revise your lectures with the multimedia slide show in mind. Be­gin to collect compelling pictures and artwork, explanatory maps and charts, mu­sic clips, even short videos that might enhance your analysis. Evaluate which of these materials can be rendered in digital form, and consider the copyright impli­cations –if possible by discussing them with the relevant experts in your school. When preparing text for your presentation – headings or explanatory captions -
use simple clauses and standard fonts (for example, Arial or Times New Roman) to ensure that your presentation will look the same regardless of what computer you are using. The best font size for headings is twenty-four point, although you can use thirty point or larger if you wish.

Of course, multimedia lessons can contain traditional forms and methods of teaching, too. It is obvious that multimedia lessons demand much preparation and the teacher must be able to use different computer programmesto make an interesting and instructive presentation.

Using multimedia presentations it is important to remember the right balance between traditional and new technologies of teaching. The most effective lesson is the one that includes partial usage of multimedia presentations combined with traditional methods.

Systematic usage of multimedia presentations in the English lessons promotes:

-               increase in effectiveness of teaching methods;

-               realisationof interdisciplinary relations;

-               opportunities for making projects and various tasks using computer technologies;

-               sharp rise in students’ interest to our subject;

-               improvement in student-teacher relations;

-               time management in the lesson;

-               personal and emotional students’ development.

To sum up, it is important to realise that a multimedia lesson gives teachers an opportunity to combine many interesting tasks, to draw more student’s into active work in the English lesson, to get them interested in the subject and to encourage them to work independently.

Teachers should sometimes draw their students into the process of making presentations, explaining the purposes of presentations and taking into account students’ opinion.

So, using multimedia presentations the teacher intensifies the process of teaching, makes it more visual, more interesting, more dynamic and more modern as a result. That will definitely bring to success in teaching career and students’ outcomes.

Computers have entered different spheres of people’s activity. A computer has also become a necessary thing in the English lesson. It promotes not only the development of students’ creative skills but also the change in the lesson technology, making it more interesting and effective.

 

References:

1. Marek, P., Christopher, A. N., & Koenig, C. S. (2002). Applying technology to facilitate poster presentations. Teaching of Psychology, 29(1), 70-72.

2. Roblyer, M. D., & Doering, A. H. (2012). Integrating educational technology into teaching (6th ed.). Allyn & Bacon.

3. Siegle, D., & Foster, T. (2000). Effects of laptop computers with multimedia and presentation software on student achievement. Retrieved from http://www.eric.ed.gov   

4. Murphy-Judy, K.A, (1997). Literacies for Foreign Language Learners in the Information Age. NEXUS: The Convergence of Language Teaching and Research Using Technology. CALICO Monograph Series, Volume 4.

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Ваша оценка: Нет Средняя: 6.6 (17 голосов)
Комментарии: 23

Кормилец Сергей

Очень содержательная работа. Вы решили все поставленные задачи. Спасибо за статью.

Маргитич Марианна Ярославовна

Дана стаття для мене є дуже цікавою, адже я практикую в школі у початкових класах і використання мультимедійних презентацій під час уроків іноземної мови є актуальним, та попри все не забуваймо і про традиційні методи. Дякую, успіхів Вам

Дмитренко Наталья Евгениевна

Шановна Маріанно! Дякую за схвальний відгук. Цілком погоджуюсь з Вами,що іноваційні методики можуть лише доповнювати традиційні, але не в якому разі не заміщувати їх. З повагою, Наталя.

Панфилова Альвина Павловна

17.02.2015. - Альвина Павловна. Уважаемая Наталья. Бесспорно ваша статья актуальна, хотя использование мультимедиа в обучении языкам - эта проблема не новая. Важна ваша заинтересованность и желание улучшить процесс обучения, повысить мотивацию обучающихся. В то же время статья написана в жанре методических рекомендаций, что не совсем правильно, существует научный стиль представления текста, которым следует овладеть всем авторам. Однако, это рекомендация не снижает значимости вашего материала, исследования и попытки поделиться наработанным опытом. Дерзайте и продвигайтесь, акцентируйте внимание не только на том, как учить, но и на диагностике результатов качества обучения. Вот это могло бы стать следующим аспектом проводимых вами исследований. Желаю удачи. С уважением, Альвина Павловна

Дмитренко Наталья Евгениевна

Уважаемая Альвина Павловна! Спасибо за Ваши рекомендации. Обязательно учту их в своих последующих работах. С уважением, Наталья.

Игропуло Ирина Федоровна

Уважаемая Наталья! Благодарю за интересную статью, за ваше авторское видение исследуемой проблемы. Поскольку появляются все новые возможности для совершенствования преподавания иностранного языка, поле Вашей исследовательской деятельности тоже будет расширяться. Желаю успехов! С уважением, И.Ф. Игропуло

Дмитренко Наталья Евгениевна

Уважаемая Ирина Федоровна! Спасибо за позитивную оценку статьи. С уважением, Наталья.

Саносян Хачатур

Уважаемая Наталья. Действительно. "Использование мультимедийных презентаций дает учителям возможность сделать обучение английского языка более интенсивным, наглядным и динамичны". Рады , что Вы используете современные технологии и также раскрываете особенности их применения. Желаем удачи в практической деятельности. С уважением, Саносян Х.А.

Дмитренко Наталья Евгениевна

Уважаемый Хачатур, спасибо за позитивный отзыв. С уважением Наталья.

Ревуцкая Елена Владимировна

Шановний автор! Ви звертаєте увагу на проблему використання мультимедійних презентацій під час уроків іноземної мови, пропонуєте певні рекомендації щодо створення презентацій, наголошуєте на підвищенні ефективності навчання в цілому, проте бажано було б продемонструвати фрагменти матеріалів, якими Ви користуєтесь на практиці. А взагалі – цікаво, інформативно, корисно. Дякую! Успіхів!

Дмитренко Наталья Евгениевна

Шановна пані Олено! Готуючись до занять з англійської мови мною створена низка тематичних презентаій для роботи зі студентами. На жаль, формат представлення матеріалів не дозволяє продемонструвати зразки. Погоджуюсь, що теорія завжди має бути підкріплена практикою. Дякую за позитивний відгук. З повагою, Наталя.

Искак Наби

Уважаемый автор! Использование презентаций само по себе не ново. Я на занятиях по начертательной геометрии широко использую видеофильмы, презентации для иллюстрации лекционного материала и хода решения задач, когда передается процесс построений. Поэтому я убежден в эффективности Вашей методики. Желаю дальнейших успехов

Дмитренко Наталья Евгениевна

Уважаемый Искак! Спасибо за позитивный отзыв. С уважением Наталья.

Суюнчалиева Майя Муратовна

Статья вполне актуальна, спасибо за нужную информацию. Удачи вам в реализации ваших идей. С уважением, Майя

Дмитренко Наталья Евгениевна

Уважаемая Майя! Спасибо за позитивную оценку и пожелания. Суважением Наталья.

Федина Владимира

Thanky for good article.

Дмитренко Наталья Евгениевна

Dear Volodymyra, thank you for your positive reference. Best wishes, Natalia.

Атаманчук Петр Сергеевич

Шановна Наталіє! У статті Ви розкриваєте актуальні особливості використання мультимедійної презентації на уроках англійської мови в цілому. Натомість Ви, Наталіє, не ілюструєте приклад авторського використання мультимедійної презентації на конкретному уроці англійської мови. Це, значною мірою, прояснило б наукову новизну здійсненного дослідження і виявило б Вашу неординарність. Теоретичний аспект цього дослідження розкрит повновісно. Дякую за інформативність. Бажаю Вам творчих успіхів у подальшому науковому дослідженні. З повагою Оксана Семерня

Дмитренко Наталья Евгениевна

Шановна Оксано! Вважаю, що Ваші зауваження цілком слушні. Намагатимуся проілюструвати викладені теоретичні положення у наступних публікаціях. З повагою, Наталя.

Лощенова Ирина

Dear Natalya, you believe a multimedia lesson can improve the educational procees of foreign languages learning in school, so do I. Unfortunately every teacher's day is different when teaching high school. There are so many activities, meetings, and events going on before, during, and after school that it is impossible to keep up with all of it. But if you do it not occasionally, I sincerely appreciate it.

Дмитренко Наталья Евгениевна

Dear Iryna, thank you for positive reference and understanding of mentioned problem. Best regards, Natalia.

Смирнов Евгений

Спасибо автору за поиск и реализацию эффективных средств освоения материала.

Дмитренко Наталья Евгениевна

Уважаемый Евгений, спасибо за позитивную оценку статьи. С уважением Наталья.
Комментарии: 23

Кормилец Сергей

Очень содержательная работа. Вы решили все поставленные задачи. Спасибо за статью.

Маргитич Марианна Ярославовна

Дана стаття для мене є дуже цікавою, адже я практикую в школі у початкових класах і використання мультимедійних презентацій під час уроків іноземної мови є актуальним, та попри все не забуваймо і про традиційні методи. Дякую, успіхів Вам

Дмитренко Наталья Евгениевна

Шановна Маріанно! Дякую за схвальний відгук. Цілком погоджуюсь з Вами,що іноваційні методики можуть лише доповнювати традиційні, але не в якому разі не заміщувати їх. З повагою, Наталя.

Панфилова Альвина Павловна

17.02.2015. - Альвина Павловна. Уважаемая Наталья. Бесспорно ваша статья актуальна, хотя использование мультимедиа в обучении языкам - эта проблема не новая. Важна ваша заинтересованность и желание улучшить процесс обучения, повысить мотивацию обучающихся. В то же время статья написана в жанре методических рекомендаций, что не совсем правильно, существует научный стиль представления текста, которым следует овладеть всем авторам. Однако, это рекомендация не снижает значимости вашего материала, исследования и попытки поделиться наработанным опытом. Дерзайте и продвигайтесь, акцентируйте внимание не только на том, как учить, но и на диагностике результатов качества обучения. Вот это могло бы стать следующим аспектом проводимых вами исследований. Желаю удачи. С уважением, Альвина Павловна

Дмитренко Наталья Евгениевна

Уважаемая Альвина Павловна! Спасибо за Ваши рекомендации. Обязательно учту их в своих последующих работах. С уважением, Наталья.

Игропуло Ирина Федоровна

Уважаемая Наталья! Благодарю за интересную статью, за ваше авторское видение исследуемой проблемы. Поскольку появляются все новые возможности для совершенствования преподавания иностранного языка, поле Вашей исследовательской деятельности тоже будет расширяться. Желаю успехов! С уважением, И.Ф. Игропуло

Дмитренко Наталья Евгениевна

Уважаемая Ирина Федоровна! Спасибо за позитивную оценку статьи. С уважением, Наталья.

Саносян Хачатур

Уважаемая Наталья. Действительно. "Использование мультимедийных презентаций дает учителям возможность сделать обучение английского языка более интенсивным, наглядным и динамичны". Рады , что Вы используете современные технологии и также раскрываете особенности их применения. Желаем удачи в практической деятельности. С уважением, Саносян Х.А.

Дмитренко Наталья Евгениевна

Уважаемый Хачатур, спасибо за позитивный отзыв. С уважением Наталья.

Ревуцкая Елена Владимировна

Шановний автор! Ви звертаєте увагу на проблему використання мультимедійних презентацій під час уроків іноземної мови, пропонуєте певні рекомендації щодо створення презентацій, наголошуєте на підвищенні ефективності навчання в цілому, проте бажано було б продемонструвати фрагменти матеріалів, якими Ви користуєтесь на практиці. А взагалі – цікаво, інформативно, корисно. Дякую! Успіхів!

Дмитренко Наталья Евгениевна

Шановна пані Олено! Готуючись до занять з англійської мови мною створена низка тематичних презентаій для роботи зі студентами. На жаль, формат представлення матеріалів не дозволяє продемонструвати зразки. Погоджуюсь, що теорія завжди має бути підкріплена практикою. Дякую за позитивний відгук. З повагою, Наталя.

Искак Наби

Уважаемый автор! Использование презентаций само по себе не ново. Я на занятиях по начертательной геометрии широко использую видеофильмы, презентации для иллюстрации лекционного материала и хода решения задач, когда передается процесс построений. Поэтому я убежден в эффективности Вашей методики. Желаю дальнейших успехов

Дмитренко Наталья Евгениевна

Уважаемый Искак! Спасибо за позитивный отзыв. С уважением Наталья.

Суюнчалиева Майя Муратовна

Статья вполне актуальна, спасибо за нужную информацию. Удачи вам в реализации ваших идей. С уважением, Майя

Дмитренко Наталья Евгениевна

Уважаемая Майя! Спасибо за позитивную оценку и пожелания. Суважением Наталья.

Федина Владимира

Thanky for good article.

Дмитренко Наталья Евгениевна

Dear Volodymyra, thank you for your positive reference. Best wishes, Natalia.

Атаманчук Петр Сергеевич

Шановна Наталіє! У статті Ви розкриваєте актуальні особливості використання мультимедійної презентації на уроках англійської мови в цілому. Натомість Ви, Наталіє, не ілюструєте приклад авторського використання мультимедійної презентації на конкретному уроці англійської мови. Це, значною мірою, прояснило б наукову новизну здійсненного дослідження і виявило б Вашу неординарність. Теоретичний аспект цього дослідження розкрит повновісно. Дякую за інформативність. Бажаю Вам творчих успіхів у подальшому науковому дослідженні. З повагою Оксана Семерня

Дмитренко Наталья Евгениевна

Шановна Оксано! Вважаю, що Ваші зауваження цілком слушні. Намагатимуся проілюструвати викладені теоретичні положення у наступних публікаціях. З повагою, Наталя.

Лощенова Ирина

Dear Natalya, you believe a multimedia lesson can improve the educational procees of foreign languages learning in school, so do I. Unfortunately every teacher's day is different when teaching high school. There are so many activities, meetings, and events going on before, during, and after school that it is impossible to keep up with all of it. But if you do it not occasionally, I sincerely appreciate it.

Дмитренко Наталья Евгениевна

Dear Iryna, thank you for positive reference and understanding of mentioned problem. Best regards, Natalia.

Смирнов Евгений

Спасибо автору за поиск и реализацию эффективных средств освоения материала.

Дмитренко Наталья Евгениевна

Уважаемый Евгений, спасибо за позитивную оценку статьи. С уважением Наталья.
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