CLIP THINKING AS A DIDACTIC CHALLENGE IN THE CONTEXT OF TEACHING LATIN TO MEDICAL STUDENTS

Nina Anatoliyivna Chernenko, nina.tchernenko@gmail.com

Ph.D in Philology, Associate Prof.

Bogomolets National Medical University

DOI: https://doi.org/10.17721/StudLing2024.24.128-137


PDF (UKRAINIAN)


ABSTRACT

 The article examines the key features of clip thinking in modern education, highlighting its negative aspects, such as fragmentation in perception and information processing, as well as its advantages over conceptual thinking. It has been found that clip thinking, as a cognitive trait of contemporary students, significantly affects the mental activities of medical students studying Latin. The methodology of language teaching is constantly evolving, adapting to the rapid development of technology and information.

The article traces the history of teaching Latin in European countries and Ukraine, seeking optimal methodological techniques to enhance traditional Latin study methods. Through theoretical and empirical research using descriptive, analytical methods, synthesis, comparison, and organized observation, it has been found that the traditional grammar-translation method for studying Latin can be effectively supplemented with virtual interactive learning methods. These methods address cognitive challenges associated with clip thinking, such as issues with attention and memorizing grammatical and lexical material. The use of interactive applications, including gamification, is proposed to facilitate the assimilation of educational information.

Keywords: clip thinking, method, conceptual thinking, interactivity.


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