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10«знать как» («know how»), но и «знать, почему и зачем» («know why»)». Правительство Великобритании ставит перед своей системой образования задачу превращения страны в мировой центр креативности. На основе образовательных технологий планируется сформировать основу стратегии креативности в образовании, где большое внимание будет уделяться личностному развитию молодых людей для подготовки их к жизни. В докладе «Развитие креативности молодежи», который был подготовлен Министерством культуры, средств массовой информации и спорта совместно с Департаментом образования и представлен правительству России, основная цель образовательной системы страны формулируется предельно конкретно. Это содействие в построении конкурентоспособной экономики и открытого общества через обеспечение возможностей для формирования индивидуального образовательного маршрута, раскрытия творческого потенциала личности с целью наиболее полной самореализации, достижения наивысшего качества образовательных стандартов и уровня профессиональной подготовки. Значит, развитые страны мира предпринимают серьезные меры по формированию креативного мышления у студентов.
Для сопоставления показателей уровня развития креативного мышления до и после эксперимента испытуемые были протестированы с помощью комплекса методов. При анализе результатов тестирования выявилось, что испытуемые с низкой креативностью, прошедшие занятия по экспериментальной программе, предпочли использовать те же ответы, что и в первый раз. Студенты со средними и высокими значениями креативного мышления, входившие в состав экспериментальной группы, реагировали по-иному: многие не только завершили линии иным сюжетом, но и повысили свой индекс оригинальности, а некоторые поднялись на ступень выше, изменив и индекс уникальности. Показатель уровня развития аналитических операций мышления изменился незначительно.
Список литературы
1. [Электронный ресурс]. Режим доступа: https://newtonew.com/school/chetyre-vazhnye-veshchi-kotorym-uchit-shkola/ (дата обращения: 1.05.2020).
PERCEPTION CHARACTERISTICS OF PLOT PICTURES AMONG PRIMARY SCHOOL CHILDREN WITH VISUAL IMPAIRMENT Marutyan M.R.1, Azatyan A.V.2
'Marutyan Marine Karlenovna — Candidate of Pedagogical Sciences, Associate Professor, Lecturer, DEPARTMENT OF SPECIAL PEDAGOGY AND PSYCHOLOGY;
2Azatyan Anahit Vahramovna - Master's degree Student, TIFLO PEDAGOGIC DEPARTMENT, FACULTY OF SPECIAL AND INCLUSIVE EDUCATION, ARMENIAN STATE PEDAGOGICAL UNIVERSITY NAMED AFTER KHACHATUR ABOVYAN, YEREVAN, REPUBLIC OF ARMENIA
Abstract: the article reveals a perception characteristics of plot pictures among visually impaired primary school children. Besides, it highlights RA specialists opinion on perception of plot pictures and the effectiveness of our purposed pedagogical means and their terms of use.
Keywords: children with visual impairment, plot pictures, perception characteristics, pedagogical means, primary school children, research, survey, respondents.
One of the preconditions for quality study, upbringing and development of visually impaired primary school children is the specialists exact perception of each primary school children visual function characteristics and their registration in all types of psychological and pedagogical impact system.
Perception is one's reflection of a complete object or phenomenon under the direct influence of his sensory organs. First of all, a perception is associated with the analyzers, that affect the human nervous system. A perception is a set of emotions. To perceive something means to see a set of relatively stable particles that are familiar to a person and for the given classification.
Several authors have mentioned in their research that a child's perception of a plot picture primarily depends on its content, whether the child is more or less familiar with the picture, its structure, and whether the plot is dynamic or static. It also depends on how the adult formulates the question. When asking the child what he sees in the picture, the adult guides him to list any object, both primary and secondary, in any sequence. For instance "what do you see in this picture?" directs the child to discover the functional connections in the picture, that is, the actions.
While questioning, the adult instructs the child to analyze everything that is depicted in the picture, both with obvious and supposed connections. The first of these connections is a spatial connection, that is, the placement of objects in space and the position of people.
The logical connections between the objects are revealed through spatial connections, which allows the child to perceive the picture as a whole.
Assessing the urgency of the problem, we considered it as a priority to study the level of awareness of teachers on a perception of the plot pictures of primary school children with visual impairment.
The research was conducted in some of inclusive schools in the Republic of Armenia.
To the question, what are the characteristics of the perception of plot pictures in practice, 6% of pedagogues, that is 60%, answered that it is an incomplete perception of the picture and omission of separate episodes, 3 of them- 30%, noted that it is a confusing of colors, and one of them -10%, found it difficult to answer this question.
Fig. 2. Percentage of teachers' answers to the given question (What are the characteristics of the perception ofplot
pictures in practice?)
To the question what methods are used to develop the perception of plot pictures among children with visual impairment, 7% of the surveyed pedagogues assumed that they are using Braille system, the other 20%- 2 pedagogues, answered that they are using convex, graphic didactic materials, and one of them, 10%, is implementing verbal methods.
Fig. 3. Percentage of teachers' answers to the given question (What methods are used to develop the perception ofplot
pictures among children with visual impairment
To the question what work is being done for fully perceive plot pictures, 6 of the respondents, answered that they are implementing enlargement method and interpretation of pictures, 3 of them - 30%, answered -discussion, demonstration, verbal guidance, and one of them, - 10%, mainly uses brightly colored pictures.
70% 60% 50% 40% 30% 20% 10% 0%
Fig. 2. Percentage of teachers' answers to the given question (What work is being done for fully perceive plot
pictures?)
In conclusion, the research conducted showed us that pedagogues emphasize the importance and need of work to be done for developing a perception of plot pictures among primary school children with visual impairment, however that are not fully implementing this method in practice.
References
1. Azaryan R.N., Marutyan M.K. Educational and methodical manual "development of visual perception of visually impaired children". Yerevan, 2013. 144 pages.
2. Grigorieva L.P., Bernadskaya M.E., Blinnikova I.V., Solntseva O.G. Development of perception in a child // Manual for correctional classes with children with impaired vision in school, kindergarten, primary school. M.: School-Press, 2001.
3. Grigorieva L.P. Features of visual identification of images in visually impaired choolchildren // Defectology, 1984. № 2. 22-28 st.
4. The basics of tiflopedagogics. Development, education and upbringing of children with visual impairments: Uch.posob. for students. Moscow: VLADOS, 2000. 123 st.
