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Recreative Imagination and Its Role in Teaching the Philological Subjects 2541
Granik G.G., PhD in Psychology, chief scientific researcher, Laboratory of Ecopsychology of Development and Psychodidactics (G.G. Granik’s group), Psychological Institute of the Russian Academy of Education, Moscow, Russia, firstname.lastname@example.org
Borisenko N.A., PhD in Psychology, Senior Research Fellow, Laboratory “The Problems of Constructing a School Textbook”, Psychological Institute of Russian Academy of Education, Moscow, Russia
The purpose of this study was to determine the level and possibilities of recreative imagination development in pupils when perceiving a text. Results indicate that there are only 7-19% of schoolchildren that have a sufficiently developed recreative imagination without any special education. The development of recreative imagination is possible during a specially constructed training; particularly with the means of the new type textbooks on Russian philology. Recreative imagination development methods are described: a disposition on the imagination initiation, «launching» the psychological mechanism of the recreative imagination, perception of the linguistic signals of a text. The role of recreative imagination in understanding and memorization of a text is described.
Keywords: recreative imagination, philological subjects, text understanding and memorization.
Column: Educational Psychology