Specific aspects of training future philology teachers to form media competence of high school students
Abstract
The author argues that the growing importance of forming spiritual and moral values of school children makes more acute the necessity to provide more efficient teaching of the philological subjects, which have significant pedagogical potential in the above area. Various aspects of the problem of teaching philological subjects at school have been researched by many Ukrainian and foreign scholars, however, nowadays there is an urgent need to determine possibilities and prospects for the application of various types of media resources within the teaching process by philology teachers, as well as ways of training future philology teachers to form students’ media competence. Therefore, the purpose of the article is to clarify specific aspects of training future philology teachers to form high school students’ media competence.
The author analyzes various interpretations of the “media competence” concept and defines it as an integrative quality of a personality that provides the ability to operate competently and responsibly with media resources and use their materials in different life situations appropriately. The article also reveals specifics of the humanities and, in particular, philological cycle subjects, and analyzes the purpose of teaching subjects related to the educational field “Languages and Literature” (given in the State Standard of Basic and Complete General Secondary Education) to high-school students. The study has shown that the essence and content of media competence are substantially consistent with the purpose and objectives of studying the above subjects by high-school students. Pedagogically efficient usage of media resources when teaching humanities subjects in high school both provides the effective formation of students’ media competence and improves their educational achievements in this educational field.
The author concludes that there is a necessity to provide purposeful training of future philology teachers to form media competence of high school students. This training should not only give the future teachers the knowledge about the essence of media competence and the specifics of its development in high school students but also let them master the skills in selecting optimal tasks for competence formation.
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References
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