The Ways of Development of Students’ Creative T hinking by Actualizing their Auditory Differential Sensation

Abstract

The aim of our research is to show the ways of development of students’ creative thinking by actualizing their auditory differential sensation; to propose three stages of perception and understanding of video resources.

Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The experimental method was the method of organizing empirical research.

The results of the research. Perception and understanding of video resources has some stages: at the stage of perception, as evidenced by the review of the literature, finding out a general idea about the text, by implying of which it is formed (usually we mean about the volume, grammatical correctness), which forms a vague forecast of what the text will be about and by what elements it forms interest of students. The success of perception, in our opinion, is represented by the activity of reception and the accuracy of the recipient’s expectations according to this text. Then we’d like to show criteria of perception and understanding of video resources: reception activity, which is determined by the attention to the video material or by ignoring it. The reception indicator is the amount of video material that the student watched. Such activity is the initial stage of emotional identification (surface emotional identification), as it was arisen on the basis of an emotional reaction, such as: “it is interesting” – “it is not interesting”; the accuracy of expectations, which reflects a perceptual forecast regarding video materials and it is verified by the indicator of the coincidence of dominants in the process of secondary perception of video materials. In such a way we mean the reactions to a certain fragment of video material and its complete primary viewing. In turn, expectations precede interpretations, forming presuppositions for interpretation. They can be considered a superficial interpretation.

Conclusions. It has been proven that at the stage of emotional identification secondary video material is supplemented with probable emotional connotations, awareness of the author’s assessment and formation of his/her own, as well as their correlation. We consider the criteria of this stage to be: 1) consistency of emotional attitude of students, which is expressed through the correspondence of connotations in the Primary and Secondary video materials; the percentage of connotations of Secondary perception that coincided can be considered an indicator of connotations; 2) adequacy of assessment, such as the ratio of the assessment of the difficulty of understanding video materials with the indicator of adequacy of its interpretation.