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It also presents media education methods by presentation mode (aural, demonstrative, practical) and by cognitive level (explanatory-demonstrative, reproductive, problem-based) with attention to perception and media-text analysis, including simulations and creative production.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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text?","Question",{"text":62,"@type":63},"They are divided into educational-information, educational-ethical, pragmatic, aesthetical, and socio-cultural models based on different theoretical foundations.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why do the models rarely exist in “pure” forms?",{"text":67,"@type":63},"The text states that media education models are often tied to one another, so they rarely appear independently.",{"name":69,"@type":60,"acceptedAnswer":70},"How are methods of media education further organized?",{"text":71,"@type":63},"Methods are classified by presentation mode (aural, demonstrative, practical) and by cognitive activity level (explanatory-demonstrative, reproductive, 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author supposed that media education models can be divided into the following groups:  \n-educational-information models (the study of the theory, history, language of media culture, etc.), based on the cultural, aesthetic, semiotic, socio-cultural theories of media education;  \n-educational-ethical models (the study of moral, religions, philosophical problems relying on the ethic, religious, ideological, ecological, protectionist theories of media education;  \n-pragmatic models (practical media technology training), based on the uses and gratifications and‘practical’ theories of media education;  \n- aesthetical models (aimed above all at the development of the artistic taste and enriching the skills of analysis of the best media culture examples) . Relies on the aesthetical (art and cultural studies theory);  \n-socio-cultural models (socio-cultural development of a creative personality as to the perception, imagination, visual memory, interpretation analysis, autonomic critical thinking), relying on the cultural studies, semiotic, ethic models of media education.  \nKeywords: media education models, media competence, media literacy, educational-information models, educational-ethical models, pragmatic models, aesthetical models, socio-cultural models.  \nIntroduction  \nModels of media education can be divided into the following groups:  \n- educational-information models (the study of the theory, history, language of media culture, etc.), based on the cultural, aesthetic, semiotic, socio-cultural theories of media education;  \n- educational-ethical models (the study of moral, religions, philosophical problems relying on the ethic, religious, ideological, ecological, protectionist theories of media education;  \n- pragmatic models (practical media technology training), based on the uses and gratifications and‘practical’ theories of media education;  \n-aesthetical models (aimed above all at the development of the artistic taste and enriching the skills of analysis of the best media culture examples). Relies on the aesthetical (art and cultural studies theory);  \n- socio-cultural models (socio-cultural development of a creative personality as to the perception, imagination, visual memory, interpretation analysis, autonomic critical thinking), relying on the cultural studies, semiotic, ethic models of media education.  \nWe must bear in mind that these models rarely exist in their ‘pure’ form and are often tied to one another.  \nMethods of media education may be classified according to  \na) the mode of presentation: aural (lecture, conversation, explanation, discussion); demonstrative (illustration, audio, visual or audiovisual); practical (various media activities);  \nb) the level of the cognitive activity: explanatory-demonstrative (communication of certain information about media, its perception and assimilation; reproductive (exercises, tasks that help  \nReceived 28 January 2011, accepted 10 March 2011, published 30 March 2011.  \nstudents masters the technique of their solution); problem (problem analysis of certain situations or texts targeted (creative quest activities) . Close attention is paid to the process of perception and media texts analysis, units of simulations, creative activities, and practical activity of the print and audiovisual production, web pages elaboration.  \nThere has been a long debate about the conditions necessary for more effective media education. There have been and there are proponents of the extra-curricula/out of class media pedagogy (Levshina, 1974: 21) . But there are a lot more supporters of the integrated media education (L.Zaznobina, A. Hart and others) .  \nOverwhelming spread of mass media, arrival of new ICT, to my mind, provides the opportunity to apply many of the existing media education models, synthesize and integrate them.  \nFor convenience, I divide them conventionally into groups A, B, and C.  ","cbCainvA8StTArjv","https://ap.wps.com/l/cbCainvA8StTArjv","pdf",84180,"English","# Introduction\n## Classification of media education models\n## Methods of media education\n## Group A: synthesis of aesthetic and socio-cultural models","[{\"question\":\"How are media education models classified in this text?\",\"answer\":\"They are divided into educational-information, educational-ethical, pragmatic, aesthetical, and socio-cultural models based on different theoretical foundations.\"},{\"question\":\"Why do the models rarely exist in “pure” forms?\",\"answer\":\"The text states that media education models are often tied to one another, so they rarely appear independently.\"},{\"question\":\"How are methods of media education further organized?\",\"answer\":\"Methods are classified by presentation mode (aural, demonstrative, practical) and by cognitive activity level (explanatory-demonstrative, reproductive, problem-based).\"}]","MODERN MEDIA EDUCATION MODELS - Volume 4 - Issue 1 | PDF",1792065377,25]