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“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
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Bog'liq Maqola 3 (207-211-bet)“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
amaliy asoslari” mavzusidagi xalqaro konferentsiya 2021-yil, 27-dekabr
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The corresponding graphics can be realistic (based on physical
resemblance),
abstract (based on underlying logical structures), or analogical
(based on functional analogies) (cf. Alesandrini 1987). However, a dip into
textbooks for schools shows that learning
materials include not only instructional
pictures, but also decorative pictures (Pozzer and
Roth 2003), which are intended
to give relief to the learning situation and to make the
material aesthetically
pleasing. Historically, the use of pictures for teaching and learning was
a core idea
of Comenius (1658) in his ‘Visible World in Pictures’. Children’s curiosity,
comprehension and joy of learning were supposed to be fostered by a rich
collection of both
instructional and decorative images. Teachers and developers of
learning material put
emphasis also nowadays on fostering learners’ attention and
on generating a comfortable
atmosphere with the aid of decorative pictures.
Photographs and illustrations, for example,
are often considered as a means to
motivate readers by making documents more attractive
and interesting (Male
2007;Rubens2000) and by stimulating aesthetic visual perception
(Chiaverina et al.
1997). These beliefs are strong and widespread. However, there is little
research so
far whether and to what extent decorative pictures really have an effect on
learning.
Instructional pictures and decorative pictures are distinguished according to
their main function: providing information versus enabling aesthetic experience
(Takahashi 1995). The two functions do not exclude each other. Instead, they can
be thought of as two orthogonal dimensions, which serve as co-ordinates of a two-
dimensional space. Depending on their co-ordinates, pictures can include more or
less information about the subject matter to be learned, and they can have more or
less aesthetic appeal. Sometimes, a picture is both informative and aesthetically
pleasing (cf. Tufte 1990; Wainer 1997). Sometimes, a picture is both
uninformative and unpleasant. In real life, however, there is on the one hand a
large amount of pictures that include much information about the learning content
without being very aesthetically pleasing. On the other hand, there is a large
amount of pictures that are aesthetically pleasing, but with little information about
the learning content. The term ‘instructional pictures’ will be used in the following
for the first type (i.e. pictures with a primarily informational function), whereas the
term ‘decorative pictures’ will be used for the second type (i.e. pictures with a
primarily aesthetic function).
When people ponder the word communication, they often think about the act of
talking. We rely on verbal communication to exchange messages with one another
and develop as individuals. The term verbal communication often evokes the idea
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