Swift development of modern means of visual communication, in the first place such as computer technologies, digital television, videoculture and others promoted the birth and establishing of the environmental reality influenced, in the most serious way, practically, all the aspects of life of modern society. Social consequences of “digital revolution” are far not definite material, demanding thinking over, analysis and further (succeeding) treatment. Nowadays, no doubts can arise about the fact, that active penetrating of a complex of media technologies means into a person’s everyday life changes many, settled forms of world’s cognition. All this is directly (by no means) related to dynamically forming educational mediasphere.
The inner nature of mediasphere, in the first place, presupposes the vivid, dominance of non-verbal information. This circumstance is considered to be one of the reasons for tendency to enforcing (enlarging) of visualization of human thinking. A conceptual work by one of apologets of philosophy schools of technical determinism M. Mcluhan, published in 1967 “The Medium is the massage” has happened to be preseeing and has been much proved nowadays. The force informmedia set of instruments’ influence on consciousness appear to be so huge, that an electronic-technical means is given features of an independent intellectual life. Media channel or the way of data transmitting really, is many cases, defines the structure of the transmitted contents. As a result, the traditional system of interaction of consciousness and practice is broken. So, to say, appearance of personal computers of new generation essentially (radically) has changed the idea about a human, his psychology, the way his studying, memory and thinking process go.
In connection with the above said, the problems of working out effective methods of representing teaching information become major, actual ones in the modern process of education. Problems of material’s reflection, treatment and mastering in the process of cognitive activity, are difficult and non-definite, as it is connected with a student’s being in an uneven multimedia hyper environment. The qualitative perception and analysis of a mediatext depends directly on the development level of audiovisual thinking.
Dynamic process of numeric mediapresentation of the surrounding reality in visual perception of a studyroom may be regarded, in a definite way, as some projection of a cognitive mechanism in to technics. In other words, a mediatext represent a model of our cognition in the form of perception, and also, in some cases, of thinking. Peculiarities of perception (that means, many aspects of cognitive activity) are tightly connected with technical forms of reflecting the reality in modern mediatext. In this case it would be a vivid simplification to touch upon only perceptive forms of cognition. Here we deal with forms of more profound cognition of a world by a person in the form of thinking. For example, a form of cognition, based on the movement of an associative thought and expressed in definite visual and acoustic images is represented on the screen with the help of various kinds of montage. Process of perception is characterized by psychophysiological capability of a person to unite separated facts and phenomena into something whole, into a presentation. This capability depends on the cognitive experience (or development) of a personality. According to L.S.Vygotsky’s hypotheses.