A Study of the Levels of Semantic Perception of Information in Additional Education

Abstract

The problem of the teaching universal educational “semantic reading” is considered. The concept of semantic reading has been analyzed and refined. Criteria of semantic perception of information are developed. A qualitative characteristic of the levels of semantic perception of information is proposed. The procedure and the results of the experiment to identify the levels of semantic perception of information by students in additional education are described. A conclusion is made about the need for special conditions for the formation of specific actions (skills) of semantic reading, namely: a system of exercises and tasks in electronic educational resources with the ability for multimedia and interactive learning.