CROSS-PEDAGOGY AS AN EFFECTIVE TOOL FOR FORMING THE GRAPHIC CULTURE OF STUDENTS IN 8–9 GRADES IN TECHNOLOGY CLASS

Abstract

In modern world, with the development of information technologies, graphic culture is becoming more and more relevant and important. Many professions, from design to engineering, require workers to understand and create graphics and multimedia materials. In addition, in today’s world, where much attention is paid to visual perception, graphic culture is an important component of modern culture. In this regard, it is important to form the graphic culture of students at the stage of school education. Unfortunately, traditional teaching methods are not always effective in this respect. Therefore, the use of cross-pedagogy can be an excellent tool for forming the graphic culture of students in technology lessons. So, the relevance of this topic is to consider the possibilities of using cross-pedagogy as an effective tool for forming the graphic culture of 8th-9th grade students in technology lessons. The purpose of the article is to reveal the effectiveness of the use of crosspedagogy when forming the graphic culture of 8th-9th grade students in technology lessons. This article examines in detail the use of cross-pedagogy technology for the formation of the graphic culture of students in technology lessons for grades 8-9. It is emphasized that cross-pedagogy is an innovative technology that ensures the efficiency and effectiveness of the educational process. The article highlights the main principles of cross-pedagogy and its influence on the formation of graphic culture of students in technology classes. Different methods of using cross-pedagogy in technology classes, such as group work, project activities, interactive methods, etc., are analysed, as well as their advantages and disadvantages. The article provides specific examples of the use of cross-pedagogy for the formation of the graphic culture of students of grades 8-9, which allows the reader to better understand the essence of technology and its possibilities. As a result of the research, it was established that the use of cross-pedagogy in technology lessons is an effective means of forming the graphic culture of students and contributes to their successful learning. The article also examines various types of cross-pedagogy, including cross-cultural, cross-course, and cross-disciplinary pedagogy. In addition, examples of the use of various tools of cross-pedagogy technology to increase the effectiveness of forming students’ graphic culture in technology lessons will be considered. The article also examines the role of the teacher in the application of cross-pedagogy in technology lessons and indicates the need to train teaching staff to use this technology. In general, the article contains a comprehensive approach to the use of cross-pedagogy for the formation of graphic culture of 8-9 grade students in technology lessons.