CC BY
22словесного представления как систему взаимосвязанных информационно-значимых элементов.
Подводя краткий итог изложенному и возвращаясь к понятию собственно суггестивно-коммуникативных функций словесных представлений, мы можем констатировать, что в аперцептивном смысле специфика продукта отражения -вербального образа - в том, что он закрепляет не результаты уровневой рефлексии, а саму последовательность, алгоритм соотношений между этими уровнями, оставляющий относительно свободными сознание воспринимающего. Как следствие этого - устаревшее содержание образа остается в его структуре в качестве элемента алгоритма сопереживания, т. е. организация, конструкция коммуникативно -познавательного акта отличается от всех прочих типов гносеологических актов большей информативностью, хотя, опять-таки, информативностью внерациональной.
Литература
1. Арнаудов М. Психология литературного творчества. - М., 1970.
2. Аткинсон Р. Человеческая память и процесс обучения. - М., 1980.
3. Белянин В. П. Психолингвистические аспекты художественного текста. - М., 1988.
4. Воронин С. В. Основы фоносемантики. - Л., 1982.
5. Газов-Гинзберг А. М.. Был ли язык изобразителен в своих истоках? - М., 1965.
6. Кодуэлл К. Иллюзия и действительность. - М., 1969.
7. Хофман И. Активная память. - М., 1986.
Theoretical approach of distance learning environments Turayeva G.1, Gaybullayeva M.2 Теоретический подход к условиям дистанционного обучения Тураева Г.1, Гайбуллаева М.2
1Тураева Гузал / Turayeva Guzal - старший преподаватель; 2Гайбуллаева Малохат / Gaybullayeva Malokhat - старший преподаватель, кафедра английского языка и литературы, факультет иностранных языков, Каршинский государственный университет, г. Карши, Республика Узбекистан
Abstract: the article is about distance learning programs in the process of learning foreign languages. The article, additionally, includes overview about environment that exists in distance learning. The particular strategies and approaches which can be accompanied with the learning methods are also defined in the article.
Аннотация: статья посвящена проблемам программы дистанционного обучения иностранным языкам. В статье также анализируются условия, существующие в дистанционном обучении. Стратегии и пути методов обучения определены.
Keywords: active, constructive, conversation, contextualized, reflective, learning methods, main potentials.
Ключевые слова: активный, конструктивный, беседа, контекстуализированный, рефлективный, методы обучения, основной потенциал.
The first group of the published work concerns theoretical approaches, as it is referred in titles and abstracts. Bos, Kikstra and Morgan proposed the web as a tool for social-constructivist approach. They tried to transfer the well-known Jonassen's seven concepts: active, constructive, collaborative, intentional, conversational, contextualized, and reflective through various activity types and web tools. The most important of these was considered to
be knowledge construction through the development of a hypermedia textbook by the students themselves. The authors' approach was the general one followed for the design of stand-alone hypermedia educational software, putting the learners to be the designers of their educational material cooperating through the Internet, and using resources from the web. Bogley and his associates presenting new pedagogies and tools for web-based courses, proposed the same design guidelines as those proposed for standalone hypermedia educational applications [4: a 23].
The WEBNET 97 conference panel concluded that the pedagogical issues at the web are the constructivist student-centered learning environments that are characterized by engaged cooperating and collaborating students with teachers assuming the role of facilitators. It seems that social constructivism is the dominant theoretical model for the design of ODL environments in 1997, the same as with stand-alone computer based educational environments. In 1998 Onken and Garrison have proposed the same teaching techniques as in a traditional classroom for distance education, emphasizing on interaction and student activities. In 1999 Jamieson stated that although teaching will improve as a result of improved use of the technology, factors other than technology are crucial in determining the way teachers conduct their teaching. The author proposed that a pedagogically oriented understanding of teaching with telecommunications is needed to improve approaches to teaching. He finally proposed student-centered, open and flexible environments. Blanchette and Kanuka proposed constructivist principles within the context of distance education, with their approaches being the same as for the design of stand-alone hypermedia educational software. The authors stated that communication technologies have removed the barrier to participant interaction and shifted the problem to the implementation of constructivist theories in educational software in general. Martinez and her associates were emphasized on the different learning styles for a successful learning in distance education environments. They proposed a series of learning issues for intentional, performing and conforming learners, giving the same guidelines as in stand-alone applications. Dunlap provided guidelines for creating constructivist-based rich environments for active learning on the web. Her proposal was based on general educational software guidelines. For Dunlap, the main potentials for active learning on the web were collaboration, access to resources, and research, acknowledging the social nature of knowledge construction. Basil and his associates presented a web-based learning environment using java script, applying constructivist learning theory replicating the power of stand-alone multimedia applications in the web. The 6 authors emphasized on embedded learning in a social experience, and on the promotion of motivation through interactivity with feedback. Crawford has proposed general guidelines for the design, development and evaluation for distance education environments, which followed the same guidelines with those for stand-alone applications. Som and Leh and Gunawardena made the same proposals. Gunawardena argued on interactivity in web-based distance education, proposing three types of interaction. The first was learner-content interaction, where the students work with a web-based instructional program with the system adapting to their inputs. This is something that stands for standalone adaptive hypermedia applications too.
The potential of the web is on the large number of adaptive resources, which is a technical attribute. The second type of interaction was the learner-instructor interaction that may be more versatile in web-based environments via synchronous and asynchronous communication. The last type was the learner-learner interaction, providing the opportunity for the social negotiation of knowledge and construction of meaning. Again, this could be a potential for distance.
Education, where the learner might interact and exchange experiences with remote users with different considerations. The author concluded that the above types of interaction in web-based environments support collaborative construction of knowledge through social negotiation, that is a key feature of constructivist learning environments. Again, the theoretical approach during the years 1997 to 1999 is social constructivism duplicating the
83
same features of stand-alone educational software. Motiwalla and Tello proposed a Web-based model utilizing a combination of synchronous and asynchronous communication tools. The authors' goal was to maintain the positive aspects of a traditional classroom in an effort to avoid the social isolation problems learners encounter in virtual and remote environments. The key features of their web-based pedagogy and the implemented instructional approaches were substantially transferred from general educational practices, served by the technology. The authors concluded that interaction technologies could meet the learning needs of the students in distance learning environments. Passerini and Granger proposed learning and design principles for ODL, based on the constructivist paradigm within the framework of a behaviorist step-by-step development.
References
1. Abou Khaled O., Pettenati M. C., Vanoirbeek C., Coray G. Distance Education Prototype for Teaching and Learning / World Conference on the WWW and Internet, H. Maurer & R. G. Olson. USA, 1998. р. 224-229.
2. Basiel A., Jones M., Dudman K. Web-Constructivism Using Javascript, in Proceedings of ED MEDIA 99 World Conference on Educational Multimedia, Hypermedia & Telecommunications, B. Collis & R. Oliver. USA, 1999. р. 178-183.
3. Baxter J. H., Preece F. W., Dodd H. K. and Dodd A. G. Linking to the Infosphere: the Telecommunications in Primary Science Project, in Proceedings of ED-MEDIA 99 World Conference on Educational Multimedia, Hypermedia & Telecommunications, B. Collis & R. Oliver. USA, 2000. р. 434-439.
4. Bogley W. A., Dorbolo J., Robson R. O., Sechrest J. A. New Pedagogies and Tools for Web Based Calculus, in Proceedings of WebNet 96 - World Conference of the Web Society USA, 1996. р. 50-57.
Makhmud Koshgarie is the founder of comparative typological linguistics
Ibragimova D. Махмуд Кашгари - основоположник сравнительной типологической лингвистики Ибрагимова Д.
Ибрагимова Дилшода /Ibragimova Dilshoda - старший преподаватель, кафедра английского языка и литературы, факультет иностранных языков, Каршинский государственный университет, г. Карши, Республика Узбекистан
Abstract: the article is about comparative historical linguistics founded by Makhmud Koshgarie, the famous Uzbek scientist. The degree of relationship between the origins of compared languages is analyzed in the article.
Аннотация: в статье дана характеристика сравнительной исторической типологии, основоположником которой является знаменитый узбекский ученый Махмуд Кашгари. Уровень родственности между этимологиями сопоставляемых языков анализируется в статье.
Keywords: parent language, relative languages, customs, traditions, culture, genetic links, attention, stylistic systems.
Ключевые слова: праязык, родственные языки, обычаи, традиции, культура, генетические связи, внимание, стилистические системы.
