Abstract：
BACKGROUND: The aim of the work is to prove the effectiveness of the recommendations developed by the authors for introducing the basics of storytelling into the educational process in the context of the development of sophisticated social skills.
METHODS: A survey method was used to determine students\' knowledge of storytelling. Previously 52% of students used the storytelling techniques only partly in classes, and 30% of students are not familiar with the storytelling features and have not previously used them.
RESULTS: The survey revealed students\' insufficient knowledge about storytelling. Comparison of students\' skills before and after the experiment showed that the developed recommendations have an impact on learning effectiveness. Such findings are attributed to the fact that after the experiment 89% of students had high scores (90-98 points), while before the experiment only 15% of students possessed such skills, with their scores ranging from 82 to 90 points.
CONCLUSIONS: Research findings may be used to develop creative texts that, among other things, drive sophisticated social skills. Practical significance. The research findings may be used by future and present scientific journalists, television journalists and presenters seeking to improve their professional and creative skills which would help them to stay competitive in the media industry.
METHODS: A survey method was used to determine students\' knowledge of storytelling. Previously 52% of students used the storytelling techniques only partly in classes, and 30% of students are not familiar with the storytelling features and have not previously used them.
RESULTS: The survey revealed students\' insufficient knowledge about storytelling. Comparison of students\' skills before and after the experiment showed that the developed recommendations have an impact on learning effectiveness. Such findings are attributed to the fact that after the experiment 89% of students had high scores (90-98 points), while before the experiment only 15% of students possessed such skills, with their scores ranging from 82 to 90 points.
CONCLUSIONS: Research findings may be used to develop creative texts that, among other things, drive sophisticated social skills. Practical significance. The research findings may be used by future and present scientific journalists, television journalists and presenters seeking to improve their professional and creative skills which would help them to stay competitive in the media industry.
摘要：
背景：这项工作的目的是证明作者在发展复杂的社交技能的背景下将讲故事的基础知识引入教育过程中的建议的有效性。
方法：使用调查方法来确定学生的讲故事知识。以前，52％的学生仅在课堂上部分使用讲故事的技巧，30％的学生不熟悉讲故事的功能，并且以前没有使用过它们。
结果：调查显示学生对讲故事的知识不足。实验前后学生技能的比较表明，制定的建议对学习效果有影响。这些发现归因于这样一个事实，即在实验后，89%的学生有高分（90-98分），而在实验之前，只有15%的学生拥有这样的技能，他们的分数从82分到90分不等。
结论：研究结果可用于开发创造性文本，除其他外，驱动复杂的社交技能。实际意义。研究结果可能会被未来和现在的科学记者使用，电视记者和主持人寻求提高他们的专业和创造性技能，这将有助于他们在媒体行业保持竞争力。
方法：使用调查方法来确定学生的讲故事知识。以前，52％的学生仅在课堂上部分使用讲故事的技巧，30％的学生不熟悉讲故事的功能，并且以前没有使用过它们。
结果：调查显示学生对讲故事的知识不足。实验前后学生技能的比较表明，制定的建议对学习效果有影响。这些发现归因于这样一个事实，即在实验后，89%的学生有高分（90-98分），而在实验之前，只有15%的学生拥有这样的技能，他们的分数从82分到90分不等。
结论：研究结果可用于开发创造性文本，除其他外，驱动复杂的社交技能。实际意义。研究结果可能会被未来和现在的科学记者使用，电视记者和主持人寻求提高他们的专业和创造性技能，这将有助于他们在媒体行业保持竞争力。
