Keyword: «mental map»

the article considers the method of using mental maps on the example of older preschoolers. Mental maps contribute not only to the formation of environmental education, but also its main advantage is the simplicity and more convenient perception of information, due to visual images. It also contributes to the development of visual and logical thinking, and the disclosure of the creative potential of the child.

The article considers the method of using mental maps on the example of older preschoolers. Mental maps contribute not only to the formation of environmental education, but also its main advantage is the simplicity and more convenient perception of information, due to visual images. It also contributes to the development of visual and logical thinking, and the disclosure of the creative potential of the child.

The article reveals the process of information technologies implementation into the practical training of undergraduate students in the direction of «Pedagogical education», studying under the program «Linguistic Education». The content of laboratory classes in the discipline «Information Technologies in professional activity» is observed. The classes are aimed to master students' methods of working with mental maps, infographics, web quests in foreign language lessons.

The article substantiates the relevance of using mental maps in order to develop motivation for learning and creative thinking. The author describes the requirements for drawing up mind maps, shows the possibilities of using mind maps in different learning models. Examines methods, techniques and forms of work in a lesson based on this technology. The article provides examples of the use of mind maps in the process of studying history.

The relevance of the study is due to the fact the modern generation of schoolchildren has to deal with too much information and they began to demonstrate a tendency to clip thinking. This phenomenon is more significant for high school students, who experience the greatest cognitive load, including preparation for the upcoming exams. This trend should be taken into account when we design an effective learning process and supported by new technological capabilities that modern digital tools provide. The purpose of this study is to determine the ways of linguo-methodological infographics digital processing, which are found in Russian language textbooks and manuals, in order to convert them into variable tasks that can be used in the learning process, in particular, in high school. The proposed approach consists in working out variable Russian language assignments based on the existing linguo-methodological infographics through its digital processing using the digital tools proposed in the article. The article uses a number of analytical research methods: analysis of scientific literature on the research topic, analysis of legal documents, definitional analysis, as well as methodological analysis of modern textbooks. As the results of the study, several options for digital processing of methodological infographics means on the Russian language are given, which can be used in the process of teaching high school students. In addition, within the framework of the study, the prospect of creating a digital educational resource "Digital Bank of Linguistic Methodological Infographics" is described for the accumulation of digital copies of these graphic visual aids in it. The theoretical significance of the article lies in the definition of digital tools and ways to use them for the digital processing of linguo-methodological infographics, which can be used in the process of teaching the Russian language in high school. The practical significance of the undertaken research lies in the possibility of using the presented methods of linguo-methodological infographics digital processing to work out individualized assignments with different complexity levels. This resource will serve as a methodological help for practicing teachers, student teachers and school students.