Princples Of Using Multimedia Tools in Teaching Childrenʼs Literature Samples

Аннотация

This article shows the importance of using multimedia tools in teaching childrenʼs literature in proportion to the age characteristics of students. The ways of using multimedia tools in teaching childrenʼs literature samples are analyzed and explained with scientific grounds. Comments are made on the effectiveness of multimedia tools in teaching childrenʼs literature at different stages of education. When allocating certain topics for students at different stages of education, when giving them assignments, it is very important to take into account their age characteristics from the point of view of pedagogical and psychological sciences. Especially when writing and choosing certain works for children, the age and character characteristics of children are primary. Age characteristics are also important in terms of the scope of information that a person receives throughout his life. In addition, children have a very strong interest in knowing, in understanding the world. Their cognitive motives are precisely at the stage of understanding the world. Keywords: Childrenʼs literature, age characteristics, multimedia material, multimedia tools, cognitive motives, pedagogical and psychological characteristics, media competence, audio, video, animation. selected in accordance with the age characteristics. Our Introduction: Cognitive motives determine the goal of great thinkers also expressed their opinions on this acquiring knowledge, knowledge and skills in a person, issue. Anatomical, physiological (physical) and that is, they direct the person towards an psychological characteristics characteristic of a certain epistemological goal. Cognitive motives are formed age period are called age characteristics. Educational through internal and external factors. In lessons and upbringing work is organized taking into account organized using multimedia tools, both external and these age characteristics. Then the influence of internal factors of cognition are used the formation of upbringing on the development of the child will be learning motives in the student is achieved. For strong. [4;3] example, by uniting students in small groups and forming a team, assessing their knowledge through The age, cognitive abilities, and level of students are animations, not moving to another page until they very important factors in choosing topics and teaching reach a clear and correct conclusion, introducing a methods. One of the primary tasks facing a teacher modern communication environment into the teaching childrenʼs literature is to introduce students to classroom, leading the student to new ideas, the world of the most beautiful, both complex and encouraging creativity and creative thinking, etc., simple phenomena, forms of beauty and elegance of directly create an external factor in relation to the literature, taking into account their age characteristics. learning goal using multimedia tools. [1; 89] Working with children in the process of education and upbringing, taking into account individual and age LITERATURE REVIEW characteristics, forms their independent work and Knowledge motives go hand in hand with age labor skills. The use of multimedia technologies that characteristics in a person, and in the formation of correspond to the age characteristics of children during knowledge motives, it is important that the topic is the lesson is the right approach from both a American Journal Of Social Sciences And Humanity Research 36 https://theusajournals.com/index.php/ajsshr American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141) psychological and methodological point of view. principle, when using multimedia tools in teaching childrenʼs literature, emphasis should be placed on first The use of multimedia tools in teaching literature understanding the topic, then perceiving it, and then textbooks gradually forms literary abilities in the analyzing it, and this is done using multimedia psyche of students. Literary ability, as a high level of materials. This principle also applies to the stages of development of the senses of refinement, strengthens education, and the knowledge given to children should the vividness of vivid visual images in memory, gradually increase from easy to difficult. In this case, “language intelligence”, curiosity and aspiration for the the creation of problem situations by the teacher helps imagination. [9; 95] to understand even complex works and find solutions