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It analyzes conceptual, sensory, motivational, evaluative, and creative components, linking them to audience progression from basic media text perception to higher complex identification. The study emphasizes students’ ability to identify with authors’ positions and explores instructional functions that support knowledge, adaptation, development, and guided media text analysis.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/media-educational-practices-in-teacher-training-volume-3-number-3-abstract-and-teaching-methods/588526/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/media-educational-practices-in-teacher-training-volume-3-number-3-abstract-and-teaching-methods/588526.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What personality indicators does the article say media education develops?","Question",{"text":112,"@type":113},"It describes development across conceptual, sensory, motivational, evaluative, and creative indicators, including critical thinking, experience with media genres, and creative self-expression.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What basic teaching functions are identified for media education methods?",{"text":117,"@type":113},"The article outlines educational, adaptational, developmental, and guiding functions supporting knowledge acquisition, initial communication with media culture, personality trait development, and conditions for media text analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article classify creative assignments for teacher training?",{"text":121,"@type":113},"Creative assignments are classified by educational activity content, the nature of task requirements, and the relation between data and goals, including individual, team, or group organization.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588526,1792165981,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Volume 3, Number 3, 2010  \nMEDIA EDUCATIONAL PRACTICES IN  \nTEACHER TRAINING  \nAlexander Fedorov  \nAbstract. This article described the methods of media education development of personality (including the audience’s individual, creative critical thinking corresponding to conceptual (knowledge of media culture theory), sensory (intentional communication with mass media, orientational experience in genre and topical repertory flow), motivational (emotional, cognitive, moral, aesthetic motives of contact with media and media texts), evaluative (faculty for audiovisual thinking, analysis, synthesis of space-and-time form of media texts narrative, for selfidentification with its character and author, for understanding and evaluation of the author’s conception in the context of sound-and-visual media text structure); creative (creative selfexpression in various activities) indicators. As a result of such set of studies a considerable part of the audience proceeds from the initial and secondary levels of media text perception to a higher level of complex identification, showing the students’ ability to identify with the author’s position.  \nKeywords: media education, teaching methods. media literacy, media competence, media texts’analysis, Russia, schools, universities, educators, teachers.  \nIntroduction  \nMedia education methods (aimed at the audience’s studying of mass media – the press, TV, radio, film, video, the Internet, etc.; preparing the new generation for living in the digital age) of teaching school (as well as university) students are based as a rule on using various creative assignments. A theoretical analysis of their components, their development and practical application enables us to draw the following basic functions: educational, adaptational, developmental, and guiding functions. The educational function ensures knowledge acquisition about theories and laws, perception and analysis of media texts, ability to use the obtained knowledge in different situations, and to ratiocinate. The adaptational function is realized at the initial conceptual stage of communication with media culture. The developmental function is connected with developing motivational (compensatory, therapeutic, recreational and others), volitional and other personality traits, media creation experience. The guiding function is aimed at arranging the best conditions for media text analysis.  \nVarious teaching methods are used in Russian media education [Bagenova, 2004; Baranov, 2002; Baranov & Pensin, 2005; Bondarenko, 2000; Spichkin, 1999; Usov, 1989; Zaznobina, 1999 and others]: descriptive (retelling the plot, enumeration of the events presented in a media text), classificatory (media text ranging in historical and socio-cultural contexts), analytical (analysis of the media text structure, its language, the author’s conceptions, et al), personality-oriented (description of the attitudes, feelings, reminiscences, associations excited by a media text), explanatory/interpretative and evaluative (forming judgments about a media text, its values if applying aesthetic, moral or other criteria) .  \nAs regards creative types of assignments, they can be classified depending on the content character of the educational activities (the audience is to systematize facts and phenomena into theoretical and practical, etc.), the nature of requirements (one should define the type of the requirement implied in the task – perception, artistic analysis, etc.); the relation between data and goals of the educational activity, its organization and realization (individual, team-based, group work, etc.) . It is essential to  \nReceived 1 September 2010., accepted 25 September, published 30 September 2010  \nintroduce and repeat the teaching methods which serve to upgrade the audience’s skills, to gradually complicate tasks (including independence growth), and to develop creativity.  \nThe creative assignments given below have been practically approved (by instructors: N. ","cbCaihDcPXMHhLVW","https://ap.wps.com/l/cbCaihDcPXMHhLVW","pdf",102420,14,"English","# Introduction\n## Core functions of media education methods\n## Teaching methods in Russian media education\n## Creative assignments and classification\n## Practical approval and pedagogical framework\n## Types of creative studies (I)","[{\"question\":\"What personality indicators does the article say media education develops?\",\"answer\":\"It describes development across conceptual, sensory, motivational, evaluative, and creative indicators, including critical thinking, experience with media genres, and creative self-expression.\"},{\"question\":\"What basic teaching functions are identified for media education methods?\",\"answer\":\"The article outlines educational, adaptational, developmental, and guiding functions supporting knowledge acquisition, initial communication with media culture, personality trait development, and conditions for media text analysis.\"},{\"question\":\"How does the article classify creative assignments for teacher training?\",\"answer\":\"Creative assignments are classified by educational activity content, the nature of task requirements, and the relation between data and goals, including individual, team, or group organization.\"}]","MEDIA EDUCATIONAL PRACTICES IN TEACHER TRAINING - Volume 3 - Number 3 - Abstract and Teaching Methods | PDF",1792065423,35]