Application of Educational Graphics in a Digital Educational Product when Working with a Literary Text (4th Grade)

Authors:

Pages: 22-28
DOI: https://doi.org/10.54664/FIXJ4264

Abstract:

Contemporary students in grades 1 – 4 develop in the context of a dynamic social and digital environment, which poses a challenge in seeking a balanced teaching approach aligned with their age-related and psychological characteristics. This necessitates, alongside traditional teaching methods and tools, the integration of digital content, electronic resources, various digital devices, and other technological means into the learning process. In this regard, the article analyzes the Cognitive Theory of Multimedia Learning with a focus on the application of instructional graphics within a digital educational product used in the work with literary texts (Grade 4). Key concepts such as instructional graphics and digital educational products are clarified. The main factors characterizing instructional graphics are discussed. Variant methodological solutions are proposed, aimed at fostering the understanding of key characteristics of literary texts — plot, composition, and character system. The proposed methodological illustrations do not exhaust the possibilities offered by instructional graphics in literature education at the primary school level. Rather, they serve as a starting point for further research into developing skills for applying digital educational products when working with literary texts with students in grades 1 – 4.

Keywords:

digital educational product; instructional graphics; cognitive theory of multimedia learning; literature education; literary text; digital learning; grades 1–4.

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