Dr. Ludmila Zaznobina

1. Total characteristic of educational area

For increase of efficiency of school education learning and educational process should be organized in view of those changes, which one take place in a world ambient the modern man. Today most considerable changes take place in information area.

In pedagogical process for creation of mane conditions of training and doctrine it is necessary to promote overcoming of communication barriers arising on a path of information highways. The similar barriers can be conditioned by geographic, historical, political, departmental, economical, technical, terminological, language, psychological and other reasons. One of problems of school media education finding pedagogical methods of overcoming of communicative barriers in educational process.

Therefore, that fact, that of Mass-Media as well as any other communication aids act as ""filter" taking, linking, interpreting the information demands rather essential attention. This information should become the constituent of knowledge, reshaped in this or that educational discipline, is apparent also that the schoolchildren should not perceive the received information as true in final authority.

The media education integrated in humanitarian and natural scientific school disciplines, is invoked to execute a unique function of opening-up of the schoolchildren to life in information space by amplification media educational aspects at analysis of different educational disciplines. The personal interests of the schoolchildren in this educational area coincide public needs of the democratic society. The federal component of the standard " Media education integrated in humanitarian and scientific disciplines initial general and secondary education" is invoked to ensure a mandatory minimum of normative knowledge and skills in a data domain of media education. At analysis of those or diverse educational disciplines it is expedient, alongside with achievement of the educational purposes of each of these disciplines, to provide achievement of media educational purposes.

At federating media education in school educational disciplines it is necessary to render concrete up to a level of educational problems of a taught educational subject. Differently, it is necessary to find as much as possible of points of coincidence of an educational subject and "external" information highways, to provide them crossing, then to put and to decide those media educational problems, which one this teaching material allows. During school media education trained should understand to itself, on the one hand, boundedness of knowledge conditioned by toolkit, with another, to understand, with what purpose it's tender this or that information, so that is adequate to explain this information.

2. Base contents of educational area

The basic contents of media education as the data domains of knowledge and activity of the man make intellectual and processual skills of information interplay. The allocation of educational area of media education as member of pattern of the contents of initial general (primary) and secondary education is connected about all by an increasing role of information interplays in the modern society.

Feature of the contents of media education integrated in different school disciplines is the basis of this or that educational subject simultaneously is factological basis of media education. The scientific fundamentalses of the contents of media education integrated in humanitarian and natural scientific school disciplines, make the main concepts of informology - branch of knowledge learning general properties and pattern of the information, regularity and principles of its creation, transformation, transfer and usage in different areas of human activity. However these concepts are not esteemed independently, they master by the pupils intuitively during educational activity having aspects of media education.

The contents of media education wedges in a context of the contents of those or diverse educational disciplines on the basis of theme. The principles can be esteemed from the point of view of expediency of effect of media education on training to other educational disciplines (increase of productivity), expediency and capability of an intrusion of members of media education in those or diverse educational disciplines, system of methodical methods, means and forms of media education.

Objects of media education integrated in humanitarian and natural scientific school disciplines, are:

  • the educational information on this or that discipline (irrespective of a source and carrier;
  • the information transmitted on different communicative channels, accessible schoolboys;
  • means of creation, transformation, transfer and usage of the information.

In the contents of media education follows as one of principal components to divide into parts purely activity to a component including the subject - object and the subject - subject interplay; activity of the pupils on creation, transformation, transfer and usage of the information.

The contents of educational activity in aspect of media education integrated in humanitarian and natural scientific school disciplines, pursuant to aims-making actuates: training to perception and processing of the information, development of critical thinking, skills to understand latent sense of this or that message to counter to handling consciousness of the individual on the part of MASS-MEDIA, formation of skills to find, to prepare, to transmit and to receive the demanded information, including with usage of different technical toolkit. It actuates the "out-of-school" information in a context of general base formation, in a system of knowledge, reshaped in data domains, both skills. A teaching material and the means used for training and the doctrine, multifunctional under the nature, form the basis also by means of achievement both those and other purposes. The special role is played by methodical methods.

3. Requirement to a minimum indispensable training level of the pupils The pupils who have completed primary and secondary education owe:

  • to know how to understand tasks in the different formulations and contexts;
  • to know how to find the demanded information in different sources;
  • to know how to systematize offered or is independent the fitted information to given tags;
  • to know how a long time (quarter, educational half-year, academic year or other interval of time) to collect and to systematize the theme information;
  • to know how the visual information to translate in a verbal sign system;
  • to know how the verbal information to translate in a visual sign system;
  • to know how to transform the information to alter its{ volume, form, sign system, carrier etc., outgoing from the purpose of communicative interplay and features of an audience, for which one it is intended;
  • to understand the purposes of the communications, directivity of an information highway;
  • to know how to argue for the own expressions;
  • to know how to find errors in the received information and to introduce the proposals on their correction;
  • to know how to perceive the alternate points of view and to state the justified arguments for and against each of them;
  • to know how to make reviews and announcements of reports of information;
  • to know how to establish associative and practically expedient communications between reports of information;
  • to know how to divide into parts main in a report of information, to different it from "white noise";
  • to know how to make the schedule of a report of information to tender the form of its presentation adequate to the contents;
  • to know how to extract from the offered information and to introduce it in other form;
  • to know about toolkits of opening-up, transfer both obtaining of the information and initial skills of activity with this toolkit.

4. The main approaches to an estimation of fulfilment of the requirement of the standard.

The federating of the purposes and contents of media education in humanitarian and natural scientific school disciplines stipulates a number of features of the general approaches to an estimation of a meeting the requirements of the standard. These features consist in amplification media educational aspects of meters and them systematisation in that data domain, with which one the federating implements.

Thus, for installation of a level of achievements of the pupils to the shown requirements the tests, designed can be utilised, at first, as meters in those or diverse educational areas, secondly, special tests, which one, in turn, can be executed by the pupils on the basis of different school disciplines.