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首页> 外文期刊>European Researcher. Series A >Students’ Audience Competency Levels on the Topic “School and University in the Mirror of Audiovisual Media Texts”
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Students’ Audience Competency Levels on the Topic “School and University in the Mirror of Audiovisual Media Texts”

机译：学生在“视听媒体文本的镜子中的大学和大学”主题上的听众能力水平

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Analysis of the questionnaire on the theme “School and university in the mirror of audiovisual media texts” shows that only one third of students demonstrate a high level of the motivational indicator of media competence development. The indicator implies a wide range of genre, thematic, emotional, gnoseological, hedonistic, intellectual, psychological, creative, aesthetic motives (including: the choice of a diverse genre and thematic spectrum of media texts with the mandatory inclusion of non-entertainment genres; the pursuit of philosophical/intellectual/aesthetic dispute or dialogue with the creators of media text, criticism of their position, identification, empathy, striving for aesthetic impressions, obtaining new information, confirming their own competence in various spheres of life and media culture, searching for materials for educational, scientific, research purposes etc.). Approximately half of the students surveyed exhibit an average level of motivation, and about 20 % of students are focused exclusively on entertainment media. Analysis of students' answers to questions revealing their levels of information index of media competence in relation to audiovisual media texts on school and university topics shows that approximately 15 % of students in two groups find themselves on a relatively high level, about a third of the audience – an average level, while the rest of the audience (52 %) – low. None of the students surveyed demonstrate a high level of interpretation (analytical, evaluative) indicator of media competence in relation to audiovisual media texts on the subject of school and university. The average level of analytical skills is exhibited by less than 5 % of respondents.
机译：对主题为“视听媒体文本中的学校和大学”的问卷的分析表明，只有三分之一的学生表现出较高的媒体能力发展动机指标。该指标意味着广泛的体裁，主题，情感，侏儒学，享乐主义，智力，心理，创造力，审美动机（包括：选择多种体裁和主题性媒体文本，并强制包括非娱乐性体裁;追求哲学/智力/美学争议或与媒体文本的创建者进行对话，对其立场的批评，认同，同情，争取美学印象，获取新信息，确认他们在生活和媒体文化各个领域的能力，寻找用于教育，科研，研究等目的的材料）。大约一半的被调查学生表现出平均的动机水平，大约20％的学生完全专注于娱乐媒体。通过对学生的问题答案进行分析，揭示他们在与学校和大学主题相关的视听媒体文本方面的媒体能力信息指数水平，这表明两组中约15％的学生发现自己的水平相对较高，约占三分之一。观众-平均水平，而其余观众（52％）-低。接受调查的学生中没有一个显示出与学校和大学主题的视听媒体文本有关的媒体能力的高水平解释（分析，评估）指标。不到5％的受访者展示了平均的分析技能水平。

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