Culture and the leading channel of information perception
The educational success of the student is significantly influenced by the leading channel of perception of information. A child (and an adult) can receive knowledge in three most important ways: through sight, hearing and sensation. They are usually called visual, auditory and kinesthetic. If the leading channel of perception of information is visual, then a person has the ability to perceive information with the help of vision. A student will easily perceive information presented in the form of graphs, diagrams or accompanied by the words we'll see & quot ;, submit & quot ;. The auditory channel of perception of information determines
The need to hear information by ear. The kinesthetic channel gives information through movements, sensory organs. For a good mastering of the material, the student must touch, disassemble, fold or perform some other actions. Sometimes from the visual stand out one more way - logical, which relies on the perception of formulas, graphs, schemes. Any person knows how to use each of the highlighted ways, but has the most familiar, the easiest. At the same time transmitting information to another, the person will use the same method, i.e. the way of perception and the way knowledge is transferred from one and the same person are the same.
However, there are children who have only one way of perception well developed, the rest are too difficult to use. It is these children who can not learn the information in the lesson and make the impression of forgetful if their method of obtaining knowledge does not coincide with the way they are submitted by the teacher who, like everyone, has his own preferred method.
To illustrate the relationship between the channel of perception and culture, one can cite an example. In the work of TM Balykhina and Ch. Yu., It is noted that the Chinese experience difficulties in oral communication, and communicate through reading and writing. From this it can be concluded that the little-used auditory channel of information is the least developed, while the visual and visual-kinesthetic predominate. Therefore, when teaching Chinese students, it is recommended, in particular, to divide in the beginning two activities: "listen" and fix in writing & quot ;, and then gradually combine them.
England, on the contrary, is referred to an audiovisual culture, in which the tempo, timbre, and content of the oral message are treated with great attention. The same can be said of Greece, where for a long time oratory developed oratory. Russia is considered to be a visually-kinesthetic country. Visible contact and attention to feelings are considered here an integral aspect of communication.
There is an opinion that traditional cultures are kinesthetic. Therefore, the closer one or another culture is to a traditional one, the more kinesthetic it is. For example, in the cultures of the peoples of Central Asia and the North, a kinesthetic channel of perception is quite pronounced.
Since the system of instruction in the modern school relies mainly on visual and audible information channels,
Kinesthetic students are more likely to fall into the risk group for reducing academic performance.
When and how to take into account the characteristics of the channel of perception of the child? If he learns badly, memorizes educational material, it is necessary as one of the possible reasons to consider the mismatch of his way of obtaining information and teaching it. If this reason is confirmed, it is necessary, of course, to help the child develop those ways that he has poorly developed. While this did not happen, it is worthwhile to use the preferred method of the child in a conversation. If the child is kinesthetic, you need to supplement the speech with a description of your feelings. For example, you can say this: "When I check your lessons, and they turn out to be unlearned, they seem to poke me with thousands of needles, so it's bad for me." If the child is a visual - it is necessary to include images: "Let's look at the prospects of not doing lessons. Let's look into the future. What kind of pictures do you see? If the child is an audial, the words will be relevant: "Tell me why you did not manage to do them all the same." If the student has a more developed logical thinking, one can say: "Let's plot the schedule of your unlearned lessons." Then I will not have to worry and guess in advance which day they will not be made. "
In addition to talking with the preferred way of perceiving information, it is necessary to teach the child to do the lessons in the way that is convenient for him. Kinesthetics can be allowed on the table to keep unmade things, so that as the tasks are completed, he could touch, rotate them. The visual should be suggested to do drawings before the task is done, when reading the text, when memorizing the verses. Drawings can then be used as supports in the reproduction of educational material. Some visuals are difficult to work by oral instructions, then they need to be translated into a written form.
The audial should be given the opportunity to whisper, read aloud (in a whisper) the task condition, the training texts, aloud to answer the proposed questions.
To a child with a predominance of logical thinking, it will be easier to solve a problem if he makes a drawing to it, it is easier to remember the text if it divides it into parts and allocate the main meaning to them.
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