Аннотация
Введение. Проблема формирования образа мира и образного мышления особо актуальна в
современных условиях трансформации образования и изменения форм и способов презентации
информации. Существующие на сегодняшний день подходы к формированию образного мышления и
образа мира рассматривают, в первую очередь, традиционные образовательные технологии. В
проведенном нами исследовании значимую роль занимают визуальные средства и стратегии,
формирующие условия визуальной образовательной среды. Методы. В исследовании приняли
участие 120 младших школьников: из Детской школы искусств (60 человек) и средней школы г.
Ростова-на-Дону (60 человек). Были использованы методика «Картина мира» для изучения образа
мира и методика «Оценка образного мышления». При обработке результатов использовались методы
математической статистики (описательные статистики, Хи-критерий Пирсона, U-критерий Манна-
Уитни, дисперсионный анализ). Результаты. Было выявлено, что у младших школьников из Детской
школы искусств и общеобразовательной школы доминирует «Пейзажная» картина мира. Для
школьников из Детской школы искусств выбор изображения в виде «Пейзажной» картины мира
является более выраженным. Для школьников из Детской школы искусств характерен высокий
уровень развития образного мышления. Дисперсионный анализ показал значимые различия между
группами школьников по показателю образного мышления. Для школьников с «Пейзажной» и
«Опосредованной» картиной мира характерен более высокий уровень образного мышления.
Обсуждение результатов. Полученные результаты подтверждают, что в условиях визуальной
образовательной среды наблюдается более интенсивное развитие образного мышления и образа
мира. Результаты также согласуются с исследованиями других авторов, занимающихся данной
проблемой.
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