{"id":1603,"date":"2025-03-26T21:30:44","date_gmt":"2025-03-26T21:30:44","guid":{"rendered":"https:\/\/pf-yb.com\/?p=1603"},"modified":"2025-03-26T21:30:44","modified_gmt":"2025-03-26T21:30:44","slug":"%d0%b2%d0%b8%d0%b7%d1%83%d0%b0%d0%bb%d0%bd%d0%b8%d1%82%d0%b5-%d1%81%d1%82%d1%80%d0%b0%d1%82%d0%b5%d0%b3%d0%b8%d0%b8-%d0%b2-%d0%be%d0%b1%d1%83%d1%87%d0%b5%d0%bd%d0%b8%d0%b5%d1%82%d0%be-%d0%bf%d0%be","status":"publish","type":"post","link":"https:\/\/pf-yb.com\/bg\/blog\/2025\/03\/26\/%d0%b2%d0%b8%d0%b7%d1%83%d0%b0%d0%bb%d0%bd%d0%b8%d1%82%d0%b5-%d1%81%d1%82%d1%80%d0%b0%d1%82%d0%b5%d0%b3%d0%b8%d0%b8-%d0%b2-%d0%be%d0%b1%d1%83%d1%87%d0%b5%d0%bd%d0%b8%d0%b5%d1%82%d0%be-%d0%bf%d0%be\/","title":{"rendered":"\u0412\u0418\u0417\u0423\u0410\u041b\u041d\u0418\u0422\u0415 \u0421\u0422\u0420\u0410\u0422\u0415\u0413\u0418\u0418 \u0412 \u041e\u0411\u0423\u0427\u0415\u041d\u0418\u0415\u0422\u041e \u041f\u041e \u0420\u041e\u0414\u0418\u041d\u041e\u0417\u041d\u0410\u041d\u0418\u0415, \u0427\u041e\u0412\u0415\u041a\u042a\u0422 \u0418 \u041f\u0420\u0418\u0420\u041e\u0414\u0410\u0422\u0410 \u0418 \u0427\u041e\u0412\u0415\u041a\u042a\u0422 \u0418 \u041e\u0411\u0429\u0415\u0421\u0422\u0412\u041e\u0422\u041e \u0412 1 \u2013 4 \u041a\u041b\u0410\u0421 \u0412\u0430\u043d\u044f \u0410\u0442\u0430\u043d\u0430\u0441\u043e\u0432\u0430 \u041f\u0435\u0442\u0440\u043e\u0432\u0430 VISUAL STRATEGIES IN THE STUDY OF MOTHERLAND STUDIES, MAN AND NATURE AND MAN AND SOCIETY IN GRADES 1 \u2013 4 Vanya Atanasova Petrova"},"content":{"rendered":"

<\/em><\/strong>:<\/em><\/strong> The research focuses on substantiating the role of visual strategies in learning and revealing the various forms and approaches to their application in learning about the natural and social environment. Visual strategies in learning involve the use of visuals to aid understanding and retention of information. Usually they relate to individual learning, but at the present moment, when ICT is an indispensable element of learning, visual strategies enable a change in a number of characteristics of the visualization process in the direction of engaging associations, supporting logical interconnections and developing thinking.<\/p>\n

The research aims at revealing contemporary forms of visualization and finding out how far these forms are known to be decisive factors for the formation of effective strategies for both teaching and learning at the initial stage of education. The study of the assessment of their formative functions among students of the master’s program “Preschool and primary school education” shows that future educators consider the potential of modern visual strategies to expand the formative capacity of traditional visualization and to influence a wider range of students’ cognitive activity .<\/p>\n

\u041a\u043b\u044e\u0447\u043e\u0432\u0438 \u0434\u0443\u043c\u0438:<\/em><\/strong> active visual learning, images, diagrams, graphics<\/p>\n

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\u041b\u0418\u0422\u0415\u0420\u0410\u0422\u0423\u0420\u0410<\/strong><\/p>\n

\u0415\u043f\u0438\u0442\u0440\u043e\u043f\u043e\u0432\u0430, \u0410.<\/strong> (2004). \u0410\u043a\u0442\u0438\u0432\u043d\u0438 \u0441\u0442\u0440\u0430\u0442\u0435\u0433\u0438\u0438 \u0432 \u043e\u0431\u0443\u0447\u0435\u043d\u0438\u0435\u0442\u043e \u0437\u0430 \u043f\u0440\u0438\u0440\u043e\u0434\u0430\u0442\u0430 \u0438 \u0447\u043e\u0432\u0435\u043a\u0430. \u041f\u043b\u043e\u0432\u0434\u0438\u0432: \u041c\u0430\u043a\u0440\u043e\u0441.<\/p>\n

\u041a\u043e\u043c\u0435\u043d\u0441\u043a\u0438, \u042f.<\/strong> (1957). \u0421\u0435\u0442\u0438\u0432\u043d\u0438\u044f\u0442 \u0441\u0432\u044f\u0442 \u0432 \u043a\u0430\u0440\u0442\u0438\u043d\u0438. \u041d\u0430\u0440\u043e\u0434\u043d\u0430 \u043f\u0440\u043e\u0441\u0432\u0435\u0442\u0430, \u0421\u043e\u0444\u0438\u044f.<\/p>\n

\u0422\u043e\u0434\u043e\u0440\u043e\u0432\u0430, \u0421.<\/strong> (2023). \u041c\u0435\u0442\u043e\u0434\u0438 \u043d\u0430 \u043e\u0431\u0443\u0447\u0435\u043d\u0438\u0435, \u0438\u0437\u043f\u043e\u043b\u0437\u0432\u0430\u043d\u0438 \u0437\u0430 \u0438\u0437\u0433\u0440\u0430\u0436\u0434\u0430\u043d\u0435 \u043d\u0430 \u043f\u0440\u0438\u0440\u043e\u0434\u043e\u043d\u0430\u0443\u0447\u043d\u0430 \u0433\u0440\u0430\u043c\u043e\u0442\u043d\u043e\u0441\u0442. \u0413\u043e\u0434\u0438\u0448\u043d\u0438\u043a \u2013 \u0422\u0440\u0430\u043a\u0438\u0439\u0441\u043a\u0438 \u0443\u043d\u0438\u0432\u0435\u0440\u0441\u0438\u0442\u0435\u0442, \u041f\u0435\u0434\u0430\u0433\u043e\u0433\u0438\u0447\u0435\u0441\u043a\u0438 \u0444\u0430\u043a\u0443\u043b\u0442\u0435\u0442<\/em>, 20, 128 \u2013 141.<\/p>\n

K\u00e4pyl\u00e4, M.<\/strong> (2014). \u0424\u0435\u043d\u043e\u043c\u0435\u043d\u043e\u043b\u043e\u0433\u0438\u0447\u0435\u043d \u0438\u0437\u0433\u043b\u0435\u0434 \u043d\u0430 \u043a\u0430\u0440\u0442\u0438\u043d\u0438 \u0432 \u043f\u0440\u0435\u043f\u043e\u0434\u0430\u0432\u0430\u043d\u0435\u0442\u043e \u0438 \u043d\u043e\u0432 \u043c\u0435\u0442\u043e\u0434 \u0437\u0430 \u0442\u044f\u0445\u043d\u043e\u0442\u043e \u0430\u043d\u0430\u043b\u0438\u0437\u0438\u0440\u0430\u043d\u0435. Nordic Studies in Science Education<\/em>, \u043e\u043a\u0442\u043e\u043c\u0432\u0440\u0438 2014 \u0433., \u0442\u043e\u043c 10, \u2116 2, 231.<\/p>\n

Mowat, E<\/strong>. (2002) \u201e\u041f\u0440\u0435\u043f\u043e\u0434\u0430\u0432\u0430\u043d\u0435 \u0438 \u0443\u0447\u0435\u043d\u0435 \u0441 \u0438\u0437\u043e\u0431\u0440\u0430\u0436\u0435\u043d\u0438\u044f<\/a>\u201c, VINE<\/em>, vol.32, no.3, 2002, pp. 5 \u2013 13.<\/p>\n

 <\/p>\n

\u0418\u043d\u0442\u0435\u0440\u043d\u0435\u0442 \u0440\u0435\u0441\u0443\u0440\u0441\u0438<\/strong><\/p>\n

\u0427\u0435\u0440\u043d\u0438\u0433\u043e\u0432\u0441\u043a\u0430\u044f<\/strong>, \u0422. \u042f\u0437\u044c\u043a \u0438 \u043c\u043e\u0437\u0433 \u0432 \u043c\u0435\u043d\u044f\u044e\u0449\u0435\u043c\u0441\u044f \u043c\u0438\u0440\u0435. https:\/\/yandex.ru\/video\/preview\/4242378621169237354.<\/p>\n

\u041c\u0438\u043b\u0430\u043d\u043e\u0432\u0430, \u0410.<\/strong> \u041c\u043e\u043c\u0435\u043d\u0442\u0438 \u043e\u0442 \u043a\u043b\u0430\u0441\u043d\u0430\u0442\u0430 \u0441\u0442\u0430\u044f. https:\/\/antoineta.wordpress.com\/.<\/p>\n

\u00a0<\/strong><\/p>\n

\u041b\u0418\u0422\u0415\u0420\u0410\u0422\u0423\u0420\u0410<\/strong><\/p>\n

Epitropova, A<\/strong>.<\/strong> (2004). Aktivnite ijrategii v obuchenieto za prirododtd I choveka. Plovdiv: Makros.<\/p>\n

Komenski, J<\/strong>. (1957). Setivniqt svqt v kartini. Sofia: Narodna prosveta.<\/p>\n

Todorova, S<\/strong>.<\/strong> (2023). Metodi na obuchenie, izpolzvani za izgrajdane na orirodonauchna gramotnost. Godishnik \u2013 Trakiiski universitetq Pedagogicheski facultet, 20, 128-141.<\/p>\n

K\u00e4pyl\u00e4, M<\/strong>.<\/strong> (2014). Fenomenologichen izgled na kartini v prepodavaneto I nov mtod za tqhnoto analizirane. Nordic Studies in Science Education<\/em> , oktomvri 2014 \u0433., tom 10, \u2116 2, 231.<\/p>\n

Mowat, E<\/strong>.<\/strong> (2002). Prepodavame I uchene\u00a0 izobrajenia VINE<\/em>, vol.32, no.3, 2002, pp. 5-13.<\/p>\n

 <\/p>\n

Internet resources<\/strong><\/p>\n

Chernigovskaya, T.<\/strong> Yazyk i mozg v menyayushtemsya mire. https:\/\/yandex.ru\/video\/preview\/4242378621169237354.<\/p>\n

Milanova, A.<\/strong> Momenti ot klasnata staya. https:\/\/antoineta.wordpress.com\/.<\/p>\n

\u00a0<\/strong><\/p>\n

\u041a\u043e\u043d\u0442\u0430\u043a\u0442\u0438:<\/strong><\/p>\n

\u0434\u043e\u0446. Vanya Atanasova Petrova<\/strong>,<\/em> \u0434-\u0440<\/em><\/p>\n

\u041f\u0435\u0434\u0430\u0433\u043e\u0433\u0438\u0447\u0435\u0441\u043a\u0438 \u0444\u0430\u043a\u0443\u043b\u0442\u0435\u0442<\/p>\n

Trakia University \u2013 Stara Zagora, Bulgaria<\/p>\n

\u0435-mail: v.atanasova.ivanova@trakia-uni.bg<\/a><\/p>\n

\n

\"\"05. Vanya Petrova<\/a><\/p>","protected":false},"excerpt":{"rendered":"

Abstract: The research focuses on substantiating the role of visual strategies in learning and revealing the various forms and approaches to their application in learning about the natural and social environment. Visual strategies in learning involve the use of visuals to aid understanding and retention of information. Usually they relate to individual learning, but at [\u2026]<\/p>","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[150],"tags":[184],"_links":{"self":[{"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/posts\/1603"}],"collection":[{"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/comments?post=1603"}],"version-history":[{"count":1,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/posts\/1603\/revisions"}],"predecessor-version":[{"id":1605,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/posts\/1603\/revisions\/1605"}],"wp:attachment":[{"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/media?parent=1603"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/categories?post=1603"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/tags?post=1603"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}