The role of visual aids in the study of grammatical concepts in Russian language lessons in primary school conditions

thesis

1.2 Visualization as a means of mastering grammatical concepts

The formation of cognitive activity, mastery of communication skills and subject knowledge merge into a single process. A special place in it is occupied by the assimilation of the grammar of the native language, its conceptual apparatus as a means of ensuring the speech and mental development of students (A. V. Tekuchev; N. S. Rozhdestvensky; M. R. Lvov; T. G. Ramzaeva; T. A . Ladyzhenskaya; etc.). One of the conditions that ensure the successful assimilation of grammatical concepts, according to many researchers in the field of psychology, didactics, and methodology, is the use of generalizing, systematizing clarity, indicating the essential features of the concept in graphic form (V.V. Davydov, D.B. Elkonin, L. M. Fridman, S. F. Zhuikov, L. I. Aidarova, P. S. Zhedek, L. V. Zankov, A. V. Tekuchev, T. G. Ramzaeva, L. M. Zelmanova, etc.) .

The use of visualization is due to two interrelated reasons. Firstly, grammatical concepts depicted visually are easier for students to assimilate, since the categories of these concepts are visually abstracted from minor, unimportant features that distract from significant features. Secondly, the use of visualization allows not only to assimilate the material being studied, but also to understand the process of assimilation itself (L. M. Fridman, V. V. Davydov, etc.).

Visibility as one of the most important didactic principles is developed and implemented in the theory and practice of teaching the Russian language at all stages of the development of school education. The main way of its implementation is the use of visual aids in the educational process. Visual materials can only be useful if they are organically connected with the content of the lesson as a whole, with all its components and tasks. When starting to use visual aids, the teacher must realize for what purpose he is doing this, determine at what stage of the lesson to work with them, and how to connect this stage with other parts of the lesson.

Visual aids help solve problems such as mobilizing students’ mental activity; introducing novelty into the educational process; increasing interest in the lesson; increasing the possibility of involuntary memorization of material; expansion of the volume of digestible material; highlighting the main thing in the material and its systematization. Visual aids are used at almost all stages of learning: at the stage of explaining new material (presenting information), at the stage of consolidating and developing skills (teaching students certain actions), at the stage of monitoring the assimilation of knowledge and the formation of skills (evaluating the results of students’ work), at the stage of systematization, repetition, generalization of the material (highlighting the main, most important in the material being studied). Training should be directly based or indirectly based on the students’ feelings when they perceive the real world. In the educational process, this connection is carried out by implementing the principle of visibility (the use of visual aids at all stages of educational cognition). However, learning cannot be reduced to sensations, but must ensure optimal relationships and unity of the sensory and rational, concrete and abstract, empirical and theoretical.

Ya.A. Komensky, I.G. Pestalozzi, K.D. Ushinsky and other great teachers of the 17th - 19th centuries. argued that the effectiveness of learning increases with the increase in the number of analyzers (sense organs) used by students in learning, and that when studying empirical material, visualization plays a leading role. However, didactics of our time have come to the conclusion that exaggeration of the role of visibility as the basis and initial stage of learning inevitably led to delays in the development of students’ thinking, in the formation of their creative independence, and in their assimilation of theoretical knowledge. As research has shown, overcoming one-sidedness in the implementation of the principle of visibility is possible only with its organic connection with other didactic principles: independence and activity, consciousness and strength, scientific character, connection between theory and practice, developmental and educational training. At any stage of empirical or theoretical generalizations, visualization can and should be the basis or sensory support for the assimilation of knowledge. At the same time, successful visual learning is possible only by combining visual learning with verbal and practical learning.

Types of visibility:

External, objective visibility, acting through various signals on the human senses at the level of sensations, perceptions and ideas:

a) visual clarity (color, shape, size, position in space);

b) auditory clarity (types of sounds - noise and musical; basic properties of sound - pitch, duration, volume, timbre; types of hearing - pitch, rhythmic, harmonic, timbre, speech, etc.);

c) skin-tactile visibility - qualitative properties of objects in the surrounding world (for example, density, weight, temperature, roughness, etc.);

d) taste clarity (sweet, sour, salty, bitter);

e) visibility of the sense of smell (distinction of odors).

2. Internal, indirect visibility associated with rational forms of thinking - concepts, judgments, conclusions: thought forms that arise in the human mind (imagination, fantasies, imaginative ideas, daydreams, dreams, ideals);

b) symbolic, iconic visibility, acting in the form of reference signals, diagrams, models, systems (formulas, drawings, maps, the “language” of art). For example, a leitmotif in music carries a semantic (conceptual) load; substitution in the game is associated with the conditional substitution of signs and symbols instead of real objects (a doll representing a child); a visual model, through conditional substituents, reflects in space - in volume or on a plane - objects or phenomena of the surrounding world (room plan).

Depending on a person’s influence on the natural and social environment, on his participation in these processes, visibility can be:

1. Natural (natural) visibility - associated with the natural influence of the surrounding world on the senses.

2. Experimental (artificial) visibility - reflects the purposeful search activity of a person to transform objects and phenomena of the surrounding world (laboratory experiments, exercises).

Visual aids are a means for creating new and reproducing existing sensory images in the student’s mind. Usually they adhere to the classification of visual aids based on external and internal structure:

1. Natural objects and phenomena (object of natural and social environment). A natural object becomes a visual aid if: a) it is isolated (mentally or objectively) from the real conditions of its existence and b) it is used in the educational process.

2. Prepared and preserved objects (stuffed birds, animals, herbariums of plants, creatures preserved in alcohol and their individual organs, preparations for microscopes, etc.)

3. Planar visualization with real images of nature and social processes (illustrations, photographs, drawings, paintings).

4. Three-dimensional visualization with real images (dummies, layouts, models, panoramas, geometric shapes).

5. Schematic and symbolic clarity (maps, drawings, diagrams, reference signals, diagrams). It is used for a better understanding and assimilation of mathematical, grammatical, historical and other patterns and theories.

Visual aids also differ in the degree of correspondence to the subject and phenomena being studied:

a) natural - natural phenomena and real objects or their imitation;

b) visual (paintings, illustrations, transparencies);

c) schematic and symbolic (diagrams, maps, graphs).

With the increase in the level of theoretical education at school, educational models of varying depths of penetration into the essence of the objects and phenomena being studied (from natural to theoretical models) are increasingly being used.

A model is a mental or real image of an object that reflects a system of internal connections that determine the mode of operation of this object. The model provides essential information and new knowledge. In the model, the object is simplified. Abstracting from the secondary, it is possible to identify significant connections and relationships. During the research process, new connections are revealed in the model, which are then transferred to the real object. This is the heuristic function of the model. Models are divided into physical or subject (for example, layouts), graphic (schemes, graphs, drawings), symbolic and logical-mathematical (formulas, equations).

Audiovisual media represent a separate group of visual aids.

In educational cognition, the teacher is obliged to give children the opportunity to sense the content of education. The choice of the type of visualization depends on its function and the set goals and objectives in training.

Visual aids are divided into visibility: visual, auditory, visual-auditory.

Visual aids. Visual aids include so-called printed media (tables, demonstration cards, reproductions of paintings, handouts) and screen media (films, transparencies and slides, banners). The most common and traditional means of visual clarity in Russian language lessons are tables. The main didactic function of the tables is to equip students with a guideline for applying the rule, revealing the pattern underlying the rule or concept, and facilitating the memorization of specific language material. In this regard, they are divided into linguistic and speech. Language tables reflect a pattern, the essence of a rule or concept, which contributes to the fastest assimilation of this concept, memorization of a rule, a certain norm, etc. Verbal explanations in tables of this nature are either absent or used as an additional technique. Speech tables contain specific speech material that needs to be remembered. An example of such a table is the selection of words (in the margins of a textbook, on a special stand, on a portable board) and presenting them to students in order to clarify or clarify their meanings, as well as for memorization. In other words, with the help of tables, work is organized to enrich students’ vocabulary and improve their spelling literacy and mastery of grammatical concepts. One of the ways to present such material is through specially designed demonstration cards. These are dynamic, moving aids from which tables are formed.

Tables can be used at the stage of awareness, comprehension of rules, definitions, concepts, at the stage of consolidating what has been learned, when repeating and systematizing the material. Students can be offered the following types of tasks: answers to the teacher’s questions, with the help of which students understand the essence of a concept or rule; drawing up an algorithm for applying the rule; grammatical construction according to a given model; independent compilation of tables; composing a coherent statement. Reading a table is a difficult activity for students. Therefore, familiarization with the table occurs under the guidance of a teacher. When learning to read a table, students learn ways to indicate the essential features of a linguistic phenomenon in the names of rows and columns, ways to indicate connections between them using the intersection of the table, and ways to indicate the entire phenomenon in the table header. We can say that they are mastering a new way of denoting a phenomenon, a new code. Since simultaneously with the visual study of the table, its explanation in words occurs, children simultaneously learn graphic and linguistic methods of designation and definition of a phenomenon. It is easy to see that in this case mental operations of coding and recoding, generalization, and comparison are formed. The most effective tables are those with gaps.

Gaps in the title and content of the table determine the actions to fill it out. The task of naming the table is aimed at forming the operation of generalization and assimilation of the belonging of the category of number to parts of speech. Fitting questions into the cells of the table improves the ability to establish grammatical-syntactic connections of any grammatical concept and develops the operations of replacement and comparison. Conventions teach how to relate the phenomena of reality and the meaning of grammatical categories and develop the operations of abstraction, concretization and transfer. Interest in such work develops cognitive interest, which is a condition for effective mastery of the teacher’s assigned tasks in general and the mastery of specific grammatical concepts in particular.

A table is usually called digital, text, as well as various symbols arranged in regular rows, columns, columns in a certain system corresponding to the topic and task of the work. The tabular form is one of the main characteristic features of this visual aid. The title, composition of the table, and its intersection constitute a way of expressing the connections inherent in the material being studied. Mastery of the table form is also mastery of the modeled concept.

As already follows from what was said earlier, schemes are characterized by a high degree of abstraction, symbolism and generality. A diagram is a conventional designation of an object or phenomenon, conveying only its main, most essential features, excluding everything external and secondary. Using a diagram in a conditional graphic form, abstract categories can be shown, to which most grammatical categories can be attributed. It is on this feature of schemes that their comprehensive and frequent use in the study of language theory is based. In addition to diagrams and tables, graphical clarity includes the use of schematic drawings, which convey not so much a sensory image as a certain signal, a sign expressing a generalized meaning; use of color; unusual font as signals of a special kind. All these signs are not always associated with the direct meaning of what is highlighted, but they always determine interest in a given topic.

Graphic clarity when teaching the Russian language is visibility aimed at the formation of theoretical, linguistic generalizations. It models a grammatical concept and ways of operating it in a conventional graphic notation system. Motivation for learning activity is the element without which neither learning nor development is possible, therefore work with graphical clarity should always begin and end with questions about where, when, and for solving what problems tables and diagrams may be useful. In addition, it is very important to create situations in which visibility can act as a reference book, a support for actions, a means of memorization, and a method of generalization.

Visual clarity includes a picture (reproduction, illustration) that serves as a source of mastering not only spelling and grammatical material in the Russian language, the development of speech in younger schoolchildren, but also a more conscious study of grammatical concepts.

As a teaching tool, visual handouts are used in Russian language lessons, the basis of which are drawings placed on special cards. The drawings help to visually comment on the meanings of words, stimulate students to use the studied vocabulary, provide material for practicing the norms of the Russian literary language, mastering such grammatical concepts as sentence, word, suffix, prefix, ending, root, cognates, etc.

Using transparencies, the teacher significantly expands the scope of emotional impact on students and helps create a meaningful basis for mastering grammatical concepts. The method of using transparencies, filmstrips and banners is determined by the tasks solved by the teacher in the lesson. The nature of visual material allows the teacher to expand the range of tasks for students, which are completed after working with on-screen visual aids.

Auditory visual aids. The main ways of realizing auditory clarity are gramophone records and tape recording. Sound recording in this case performs a special didactic function. It represents samples of spoken speech and serves as a means of developing students’ oral speech culture. Visual-auditory learning aids. Screen-sound teaching aids are represented by filmstrips with sound, films and film fragments. Filmstrips with sound make it possible to supplement visual material with narrated text. The combination of an image and a word allows students to more fully present the situation on the basis of which they will perform an independent task in general and on the application of grammatical concepts in particular.

Currently, the arsenal of visual aids is expanding and replenished. Thus, in Russian language lessons, radio and television programs, computer and language equipment, computer technologies, interactive whiteboards, and electronic teaching aids are used for educational purposes, where all types of visual aids are ideally combined.

From all of the above, it follows: the modern interpretation of a schoolchild’s language education allows us to consider it as a process and result of cognitive activity aimed at mastering language and speech, at self-development and the formation of the student as an individual. Language education is a multi-level system, which as one of the components includes methods of activity that ensure the acquisition of language and the formation of linguistic, speech and general cognitive skills.

Thus, teaching aids are specially created manuals and materials of various types that help the teacher manage the cognitive and practical activities of schoolchildren, solve the tasks facing him: provide knowledge, develop skills, influence children, etc. Teaching aids are divided into basic and non-basic. The main ones include:

1) school textbook;

2) educational materials that complement the textbook (collections of exercises, reference books, dictionaries);

3) visual aids of various types.

Non-main teaching aids are manuals intended not for the entire educational process, but only for its individual aspects, for example, handouts, banners, transparencies, etc. The teaching aids include various types of educational equipment and teaching supplies, such as a blackboard, tape recorder, film camera, notebooks, etc. Learning tools can play a positive role if they are used in a system, if their interconnectedness and interdependence are taken into account in the process of solving certain educational tasks.

A school textbook is a special book that sets out the basics of scientific knowledge in the Russian language and is intended to achieve educational goals. The main functions of the textbook are: informational, transformational, systematizing and educational. The textbook provides knowledge (information function), presented in the form of a specific system (systematizing function) and serving for the formation of relevant general educational and special skills (transformation function). At the same time, all materials in the textbook are aimed at developing in students the ability to independently and correctly evaluate the facts of reality, to work creatively and proactively in their subsequent working life (educational function). As a rule, a textbook includes the following structural components: theoretical information about language in the form of texts and extra-textual components; work organization apparatus (questions, tasks); illustrative material and orientation apparatus (indexes, table of contents, headings, etc.). The apparatus for organizing work includes, first of all, those questions and tasks that organize students’ observations of facts and phenomena of language, contribute to the systematization and generalization of what has been learned, and guide students’ activities in the process of developing their skills and abilities. The textbook is a visual teaching tool. Illustrative material (drawings, diagrams, tables, graphic symbols, etc.) contributes to a deeper understanding of the phenomena being studied, therefore it is closely related to the main educational text, clearly represents what it says, complements, specifies it, and in some cases it fills in material missing from the text. The orientation apparatus (indexes, headings, table of contents) helps students understand the internal structure of the textbook, gives an idea of ​​the content and structure of educational material, allows them to navigate the contents of the textbook as a whole, quickly find the necessary information, etc. The textbook is intended for both students and teachers. For the student, it is a source of information, a reference tool, and a means of mastering skills. For a teacher, this is the source of a methodological system. With the help of the textbook, he determines methods of working with schoolchildren at different stages of mastering the material.

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QUALITY OF EDUCATION. INCREASING TRAINING EFFECTIVENESS

Genel Leonid Samuilovich 1, Rudenko Viktor Lazarevich 2
1, Ph.D., Academician of the Russian Academy of Sciences and Arts and the International Academy of Refrigeration
2 Spectroplast LLC, senior researcher

THE QUALITY OF EDUCATION. THE RISE IN THE EFFECTIVENESS OF TEACHING

Genel Leonid Samoilovich 1, Rudenko Victor Lazarevich 2
1, Ph. D (Techn. Sci.), Academician of Russian Academy of Sciences and Arts and International Refrigeration Academy
2 LLC "Spektroplast", senior research worker

Introduction

Improving the quality of education is especially important nowadays due to the acceleration of technological progress. And above all, with the development of computer and communication technologies. These technologies are adopted much more effectively by younger generations than by older ones. The worldwide computer network and mobile communications contribute to the rapid accumulation and chain transmission of information in society. But they don't contribute understanding and depth of comprehension of this information and, thus, come into conflict with the spiritual and intellectual component of society. Most of the younger generation has a weakened need to understand the information received, as well as to acquire spiritual and intellectual values. The reason for this is the change in the mentality of the younger generation compared to the older one. There is an obvious reorientation of young people’s time in favor of computer games, communication on social networks, etc.

This circumstance is already leading to an accelerated gap in mutual understanding between generations. And this, in turn, could lead in the near future to global catastrophic consequences for civilization.

That is why we have a need to present material in which, briefly, using individual examples, it is proposed to change the principles of recruitment and the process of training and education by the Teacher of Pupils and groups of Pupils (Classes).

The quality of education of the younger generation needs to be shifted towards a combination of knowledge with understanding, which can increase intellectual and spiritual development and partially alleviate the above problem.

The effectiveness of a Student's learning is greatly influenced by the physiological, emotional and intellectual levels of compatibility of the Teacher, Student and Class. These compatibility will make it possible to achieve, under certain conditions, frequency-resonant comfort in the Classroom, which increases the effectiveness of learning.

But it should be taken into account that the complexity of the approach proposed in the article lies in the need to synchronize the Student, Class and Teacher both during the formation of the Class and in the learning process. But not at the lower physiological and emotional levels of the individual (as this synchronization effectively works, for example, in a stadium among fans - fans and the like), but at the highest emotional, intellectual and spiritual levels.

The frequency-resonance approach, presented in a simplified manner in this article, is based on the following fact. In the body of a particular person, in most of its cells there are 46 sets of chromosomes that are completely identical in structure and structure, formed from one zygote and capable of effective wave resonance with each other. They can resonate with varying effectiveness from internal and external influences.

The question is: how to raise the average indicator of student and class learning effectiveness in rapidly changing modern conditions? An attempt to answer this question comes down to controlling the frequency synchronization of the physiological, emotional and intellectual state of the Student, Class and Teacher. This short article examines the possibility of synchronizing individuals using several examples.

Example 1. Student’s immunity as one of the factors of Student’s receptivity to learning

By immune system we mean the body's resistance to external and internal influences. At the same time, in contrast to generally accepted approaches in medicine, when the immune system is considered primarily as the body’s resistance to external factors affecting the physiological (biological) characteristics of the body, we consider the impact of external factors on other characteristics of the individual. These characteristics additionally include the emotional and intellectual states of the body and the ability of these states to either perceive or resist external influences.

There are two types of immune systems that operate simultaneously in the human body:

The 1st type is congenital, initially inherent in the zygote in the form of a chromosomal diploid set, which determines all further natural development of the organism.

Type 2 – acquired by the body under the influence of external factors.

To strengthen the 2nd type of immune system (formed under the influence of external factors: physiological, emotional and intellectual), the corresponding characteristics of the individual (Student) must be directionally developed, trained and tempered during the learning process. In this case, it is necessary to take into account the degree of their deviations from the zygotic (natural) plan for the Student. This plan for the Student must be identified in advance by the Teacher using certain methods for a specific period of study. To develop a plan for the Student, the Teacher needs to control the Student’s ability to perceive information, develop the optimal form and duration of presenting the lesson material. Let us add that the individual’s immune system should be assessed not only by its ability to respond to external influences of a certain magnitude, but also by taking into account the gradient and sign of changes in these influences. The gradient approach is justified by the effect of the Student’s adaptation to external influences (relaxation processes in the body).

In general, training consists of developing and strengthening the above-mentioned 2 types (natural and acquired) and 3 characteristics (physiological, emotional and intellectual) of the immune system of students.

All of the above applies to the full-time teaching method. However, the full-time teaching method is effective only when the Teacher and Student are within the limits of optimal chromosomal zygotic differences and when a frequency-resonant interaction has been established between the Teacher and the Student. The same approach applies to the systems: “Student – ​​Class” and “Teacher – Class”.

The manifestation of the Student’s immunity to intellectual external influence depends on the presence in the Student of a certain quantity and quality of words and concepts previously acquired by the Student that resonate with the Teacher’s speech and recorded in certain areas of the brain. In other words, if the amount of knowledge previously acquired by the Student is less than 20% of the amount of new information provided to him by the Teacher, then it is difficult, if not impossible, for him to fully assimilate it. At the same time, if the volume of previously acquired knowledge in the Student’s subcortex is above 60%, then the Student will be bored and not interested in the Lesson. (See notes on the figures given in the conclusion.) If the Student has natural and acquired intelligence, optimized in volume and synchronized in terms of resonance characteristics with the Teacher, then in such a Student a resonance effect will be formed between the knowledge previously recorded in his brain and the new knowledge received from the Teacher. This state of the Student in relation to the Teacher will greatly facilitate the process of his learning.

The knowledge and understanding accumulated by the Student during the learning process, as well as the ability to apply the acquired knowledge in practice, can be attributed to the acquired strengthening of the intellectual and emotional characteristics of immunity to life situations .

As for the emotional characteristics of the immune system of an individual (learner), it is a link between, on the one hand, emotions and physiology, and, on the other hand, between emotions and intellect. In general, it is necessary to consider all three characteristics of immunity as a single complex, the balance of which with the natural (zygotic) immunity of the Teacher and the Class is a prerequisite for the successful learning and development of the Student. At the same time, a more detailed description of these characteristics of the Student is beyond the scope of this article.

Example 2. Shared uniform meals as one of the ways to increase the team’s receptivity to learning

Let us evaluate one of the possibilities of frequency synchronization of team members by using a technique that has been widely used for thousands of years in world practice, associated with the joint consumption of food in different communities of people.

World historical experience shows that the process of sharing food (both in time and in the composition of food) is one of the fundamental methods of uniting individuals into a collective. Examples: meals in families, joint meals of monks, feasts of the nobility, modern corporate events, etc. The opposite picture is when it is necessary to isolate one’s own individuality, then joint meals were prohibited - for example, in the practices of Buddhism during retreat. (Retreat is an English word (retreat), translated into Russian meaning “solitude”, “distance from society”). A joint meal of the same food products of the team (in this case of educational Classes) at the same time can contribute to the frequency harmonization of the Class. The main reason is the accumulation of similar metabolic products in Students from eating the same foods at the same time. The metabolic process in Students occurs in conjunction with the work of the endocrine glands. These processes contribute to the emergence in the majority of Students in a properly selected Class of similar frequency-resonant characteristics at the physiological level. This circumstance leads to the formation of a somewhat less unbalanced community of individuals (Class) at the physiological level, which has an improved, as we assume, collective frequency-resonant comfort, facilitating a more uniform assimilation of the knowledge given by the Teacher to these particular Students at a certain time, after receiving food. It is advisable to continue intellectual learning after finishing a meal not immediately, but taking into account the metabolic processes from the food taken by the Student - after approximately 0.5 - 2.0 hours, depending on the composition of the foods eaten (taking into account the preparation of menus in educational institutions, including easily digestible products). The freed up time after meals can be used for light gymnastics, meetings, labor lessons, drawing, singing, etc.

Thus, learning in the Classroom, the formation of which took into account the comparability of metabolic processes in Students during the assimilation of food, will be more effective. And differences in the metabolic parameters of Class Students are selected based on the “chromosomal clue” ranging from approximately 2.2% to 4.3%.

A student of the formed class, who has significant differences from the average characteristics of other Students in his class, must be transferred to other Classes (teams) with Students with metabolic parameters comparable to him.

Upon admission to school, it is necessary to conduct tests on the physiological characteristics of the Student. The peculiarities of metabolic processes from various types of food consumed are taken into account. A data bank is formed for the Student, including, for example, a blood test, Rh factor, gender factor, chronological and actual age, nationality, etc. All these parameters must be associated with the chromosomal zygotic type and various characteristics of a particular Student.

We consider it useful to pay attention to the nutritional system built over thousands of years in the oldest medical practice - Ayurveda. In fact, there are as many temperaments as there are Students in the Class. Let us list them briefly - sanguine, phlegmatic, choleric and melancholic and their combinations, and according to Ayurveda these are doshas (kapha, vata, pitta) and their combinations. And depending on the prevailing temperaments of the Students in the Class and the topic of the upcoming lesson, minor adjustments to the composition of the food may be made for specific Students who deviate from the prevailing temperaments in the Class. This adjustment is carried out taking into account the principles developed by Ayurveda and modern nutritionists.

Example 3. The role of speech and hearing in increasing the effectiveness of a Student’s learning

Why do the speeches of both the Teacher and the Student play an important role in the learning process?

The Teacher’s speech, perceived by the Student’s ear, conveys to him information that is perceived by the Student simultaneously according to three of his own states (characteristics). These include the intellectual, emotional and physiological states of the Student. These states can either strengthen or weaken the frequency-resonant interaction of the Teacher’s speech and the Student’s hearing. In this example, we will focus primarily on the intellectual state of the Student, changing under the influence of the Teacher’s speech.

Let's consider the three physical foundations of the mechanism for transmitting information from Teacher to Student and from Student to Teacher.

1. Information is transmitted by acoustic waves from the speaker's mouth to the listener's auditory organs.
2. The speaker's acoustic waves come from the work of the tongue, palate and air exhaled from the lungs. In the process of speaking, in addition to acoustic waves, neurosignals arise that enter the brain - to 5 points in the speaker's cerebral cortex - and are emitted in the form of a package of acoustoelectromagnetic waves through the head into the external environment (reaching the listener). That is, the speaker additionally processes the external environment, including the listener, with packets of acoustoelectromagnetic waves.
3. Speeches enter almost simultaneously into the brains of the listener and the speaker himself through their auditory organs.

Communication in the learning process should occur in such a way that the Teacher’s information transmitted to the Student, and vice versa, is transmitted directly to the “antenna complex of chromosomes” of both interlocutors by acoustic and packets of acoustoelectromagnetic waves. To do this, during the dialogue, the Teacher must learn to operate in this way with his own acoustic and acoustic-electromagnetic waves (as a transmitter) in order to catch the “station” setting of the Student’s receiver. For example, by controlling the reaction of the Student and the Class to the transmitted information. If this is successful, then the “speech-ear” connection, in our opinion, together with a package of acoustic and electromagnetic waves from the brain and the acoustic component from the speaker’s mouth may have synergistic properties. And this means increasing the effectiveness of the learning process. At the same time, it is necessary to keep in mind that each person’s speech and hearing are individual. They have their own unique spectrum (their own timbre, intonation, overtones, etc.) and can be used when selecting Students to Teacher and Teacher to Class as one of the tests of compatibility and receptivity to each other. The same idea is formulated as follows: the receptivity of the listener - the student - depends on his own natural frequency characteristics in the range of waves and fields that can provide a resonance effect with the frequency characteristics of the Teacher's speech. In this case, the applicant - Student must pass a test for the perception and assimilation of sound information from the future Teacher. To do this, the Teacher and the Student record their own acoustic, speech and auditory spectra, take encephalograms, use the Holter method (Holter monitoring, or daily recording of blood pressure, pulse and electrocardiogram), undergo a set of techniques conventionally called “Lie Detectors”, and many other techniques . The ability to achieve synchronization between the speaker and his listener must be tested at the physiological, emotional and intellectual levels.

Ideally, as a result of testing the Student, his synchronization with the Teacher can be detected at all three levels of characteristics. But this is a rare case. Therefore, if we consider the above-mentioned characteristics separately, the following picture emerges. For example, if both the listener and the speaker are emotionally receptive in close wave ranges, then the information will be perceived predominantly emotionally (by the temporal lobes of the cerebral hemispheres and the deep limbic system of the brain). And if intellectually both the speaker and the listener at the level of their subcortical areas of the brain, as well as the frontal and parietal lobes, have a significant discrepancy between the frequencies responsible for the intellectual activity of the brain, then the listener will have difficulty accepting information from the speaker.

The centuries-old practice of synchronizing Students and Teachers in world religions, for example, in Buddhism, is interesting. In the process of memorizing mantras, students are sounded by the ringing of a bell of a certain sound range. Each student is given their own bell with an individual sound. At the same time as the Students, the Teacher also uses the bell. Bells of different sounds are also used when Students pass to the place of training.

In order for the synchronization of the speaker and the listener to occur more fully, another possible recommendation is proposed. It boils down to the following: it is advisable for the listener (Student) to recite the Teacher’s speech out loud - either together with the speaker, or immediately after the speaker. It is also effective to carry out recitation together with another fellow student who is close to him in zygotic design and actual age. This provides similar frequency-resonant characteristics to these fellow students. Resonance in the Student’s brain is capable of giving preference to those words from the Teacher’s new speech that were remembered and learned by the Student in the process of speaking the Teacher’s speech. The saying is appropriate here: “Repetition is the mother of learning.” Therefore, repeated (up to 4 times) recitation of the Teacher’s speech by a listener can bring the listener to a higher level of intelligence.

A very significant factor in improving the quality of education is the second component, which enhances the resonance in the Student’s brain from the Teacher’s speech. This is the logic of presentation of the Teacher’s speech mastered by the Student, the analytics of words and sentences that prepare the Student’s mental activity and allow the Student to move from knowledge to understanding. This transition from knowledge to understanding the information received from the Teacher significantly expands the frequency-resonant susceptibility of the Student to new knowledge. Understanding the subject of study affects the deeper subcortical areas of the brain and retains and accumulates knowledge in the Student’s brain longer, increasing his interest in learning. In the future, the development of the process of understanding contributes to the development of natural creative principles in the Student.

Now a few more words about some techniques for optimizing the intellectual and emotional growth of Students within the framework of the educational process. If the Teacher wants to raise the intellectual level of the Students, then in his speeches during test lessons he must find in the Students their upper and lower levels of intellectual perception capabilities and at the same time the upper and lower levels of the emotional component of perception. Next, the Teacher synchronizes himself informatively and frequently with the highest levels of resonating perceptual fragments of the intellect and emotions of his Students and begins to systematically, gradually, carefully raise the average intellectual component of the Class Students, while simultaneously controlling their emotional component. During the learning process, the sensitivity of students (frequency-resonant sensitivity) to increasing the gradient of content in the Teacher’s speeches of both intellectual and emotional components is systematically monitored in order to determine the average level of assimilation of information by the Student and the Class. Control is carried out by testing, including the use of special techniques and instruments. (In particular, the methods given earlier). Thus, the Teacher, operating with the characteristics of his speech, tunes in to the predominant frequency-resonant characteristics of the Students and, thus, can optimize their intellectual and emotional growth.

Conclusion

The methods proposed above can be considered as a small part of the possibilities for achieving a better frequency-resonance balance between Teacher, Student and Class, leading to increased learning efficiency and quality of education.

The combined impact of frequency-resonant factors of an emotional, physiological and intellectual nature, presented in the three examples above, can exhibit a synergistic effect, leading to a more successful process of assimilation of information by the Student and the Class. This circumstance should be taken into account in the Lessons and be a “Tool” of the Teacher.

Additional research will be required when testing Students and Teachers to move from conditional, purely indicative digital indicators (given in this article) to reasonable quantitative and semi-quantitative indicators. To do this, it is recommended to use the fruits of scientific and technological progress in the study of genetics, the physiology of food absorption, biophysical and biochemical processes, processes of brain mental activity, etc., as well as the processing of this knowledge using computer technology and nonlinear algebra methods. In this capacity, computer technology is considered as one of the most promising areas of modern technical progress aimed at transforming the methods of education and upbringing. The result of this approach to changing the educational process should be a significant reduction in contradictions in society that arise in connection with rapidly developing technological progress.

It is planned to present the topic of this article in more detail and in more detail in the article being prepared for publication, “The effectiveness of a student’s learning as a function of his chromosomal and frequency-resonant characteristics.”

Lecture by O.V. Minovskaya

Historically, the first known type of systematic learning is the method of finding truth by asking leading questions, widely used by the ancient Greek philosopher Socrates. It got the name Socratic conversation method . By posing a question, the teacher aroused the curiosity and cognitive interest of the student and, through oral reasoning, he himself led the student’s thoughts in search of an answer to it. Along the path of knowledge. Socratic conversations were conducted with one or more schoolchildren.

The first type of collective organization of training is dogmatic teaching – was common in the Middle Ages. It is characterized by writing in Latin, since the main content of training was the mastery of religious scriptures. The main activities were listening and rote learning.

Dogmatic teaching has been replaced by explanatory and illustrative teaching (communicating, reproductive). Its methodological basis was the theory of sensationalism (F. Bacon, J. Locke, etc.). The founder of this type of teaching is Ya.A. Komensky. This type of teaching has been widely criticized, although it still occupies a large place in the school. Therefore, it is important for us to see its advantages and disadvantages for the modern learning process.

The basis of the classroom-lesson system and explanatory and illustrative teaching was associative learning theory that took shape in XVII century Her method prelogical foundations were developed by J. Locke, whoand proposed the term "association".The main principles of this theory are the following:

ü meh The mechanism of any act of learning is association;

ü all sorts of shoes understanding is based on clarity, i.e. relies onsensory knowledge, thereforethe main task of educational activities – enrichment of consciousness educationallycarrying images and ideas;

ü visual images are not important in themselves: they are necessary insofar as they provide promotion withknowledge to generalize based on comparison;

ü main method acsocial learning - exercise.

Research of the 20th century (I.M.Se Chenov, I.P. Pavlov, S.L. Rubinstein, N.A. Menchinskaya, D.N. Bogoyavlensky,Yu.A. Samarin, E.N. Kabanova-Meller, etc.) showed that the associative-reflex concept of learning is based on basic ideas about the conditioned reflex activity of the brain. Their essence is that the human brain has the ability not only to imprint signals from the senses, but alsoestablish and reproduce connections (associations) between individualbeings, facts, somewhat similar and different. According to the associativereflex theory, assimilation of knowledge, formation of skills and abilities, times the development of a person’s personal qualities is a process of formation in his consciousness various associations - simple and complex. The unification of associations into systems (formation of intelligence) occurs as a result of analytical-synthetic activity performed by the cognizer subject.

During learning, associations continuously change, transform, associative series expand and lengthen. Acquiring knowledge, forming development of skills and abilities, development of abilities (i.e. the process of education associations) has a certain logical sequence, which includes includes the following stages: a) perception educational material; b) him comprehension, brought to an understanding of internal connections and contradictions; V) remember knowledge and storage in memory; G) application of what has been learned in practical activities.

The highest results in training are achieved when the following are observed:conditions:

a) formation of an active attitude towards learning on the part of the teacher ours;

b) presentation of educational material in a certain sequence;

c) de demonstration and consolidation in exercises of various mental and practical techniquesical activity;

d) application of knowledge in practice.

Talking about advantages and disadvantages, it should be pointed out that, like any learning system, informative learning hasspecific goals, content, methods. A number of common tasksproblems are very successfully solved with his help. But no onesome other tasks, and important ones at that, are not solved by this systemcompletely or not at all.

Advantages:

I. The purpose of informative learning is to enrich the individual’s knowledgegeneral knowledge of facts, assessments, laws, principles, methods and techniques of activity in typicalsituations. Means of assimilationinformation and ready-made samples through activities serve as a story,explanation, reading texts, demonstrations and illustrations, educationalexpressions, solving typical problems. On this basis it becomes possiblepossible in a compressed, concentrated form by selecting forstudying the most characteristic, typical facts, highlighting main transfer a large amount of experience accumulated by humanity. Inthe power of the teacher to make the presentation strictly logical, aftercompelling, emotional, intense, and the system imagets and exercises - sufficient for mastering activities intypical situations.

II . Explanatory and illustrative teaching effectively promotes the development of perception, memory, reconstructioncreative imagination, emotional sphere, reproductivethinking, performing activities.

Flaws:

I. You can't increase the information capacity of oral textpresentation without significant losses in the quality of perceptionlearning and assimilation of material. And the information to be learned, despite all attempts to reduce the volume of required material, is growing. Hence it is necessary to use, along withwith the reporting person, other ways of submitting and processing information mation.

II . Communicative learning is focused, as a rule, on some average subject of learning.Attempts to give a lecture and work with text in different ways greatly complicate the organization of studiesnew process. Disadvantageturns out to be weak individualization of education nia.

III . In the training system under consideration there is no correspondence betweenregular direct communication (from teacher to student) andcompletely insufficient, irregular feedback (fromstudent to teacher). This connection is episodic; it occurs during the survey period. and often does not cover everyone . Its results are often delayed, the degree ofthe speed of learning is revealed after classes: whenverification of control tasks. Due to this pre it is difficult for the applicant to carry out operational management of studiesno activity.

IV. Approximately bathed in assimilation and reproduction, in image-based activitiestsu or rule, informing learning only to a minimal extent contributes to the development of initiative, creativity, productivitynoah, creative activity of the individual.

Innovation:Realizing the limitations of explanatory and illustrative toolsteachings, modern pedagogical science orientsto create conditions development mental functionsin the learning process. Since dfor mental developmentnot even complex andmobile knowledge system. Students must master those mental operations with the help of which learning takes place.knowledge and operating with it.Finding ways to improve learning based onlies associative theory, aimed at identifying waysdevelopment of cognitive independence, activityand creative thinking of students. ShowingThe experience of innovative teachers is valuable: consolidation of didactic unitsassimilation (P.M.Erdniev, B:P. Erdniev), intensification training based on the principle of clarity (V.F. Shatalov, S.D. Shevchenko, etc.), advanced training and commentarynie (S.N. Lysenkova), increasing the educational potential of the lesson (E.N. Ilyin, T.I. Goncharova, etc.), improving the forms of organizing training and interaction between teachers and students in the lesson (I.M. Cheredov, S. Yu.Kurganov, V.K.Dyachenko, A.B.Reznik, N.P.Guzik and others), individualization of training (I.P. Volkov and others).

Plan: 1. The essence of the concept of principles.

2. The principle of educational training.

3. The principle of developmental education.

4. Visibility.

5. Availability.

6. Systematicity and consistency.

7. Scientificity.

8. The connection between theory and practice, learning and life.

9. Independence and activity of students in learning.

10. Consciousness and strength in assimilation of knowledge, skills, and abilities.

11. Focus and motivation.

12. Individual approach to students.

13. Optimization of the educational process.

1. The essence of the concept of principles.

The principles of teaching are the basic didactic conditions that determine the pedagogical validity of all actions for organizing and conducting the educational process. Didactic principles reflect the general requirements for the formation of the content of education and the organization of the educational process - both as a whole and in its individual parts. The structure of didactic principles is determined by the structure of laws and patterns of teaching.

Didactic principles in the learning process are closely interrelated. Typically, one or more principles may predominate in a given lesson, while others may play a complementary role.

2. The principle of educational training.

The principle of educational teaching reflects the law of the unity of teaching and upbringing.

Education in the learning process is carried out primarily by the content of the educational material. Studying the fundamentals of science helps students develop scientific concepts about the world around them, which influence the development of their worldview, scientific understanding of the world and its laws. Students are also educated by proper organization of the educational process. A clear definition of the goals and objectives of the lesson, order in the classroom create favorable conditions for moral education in children of conscious discipline, hard work, and moral qualities. Methods, means of teaching, the personality of the teacher, that is, everything that surrounds the child at school have an educational influence on students.

The success and implementation of the principle of educational teaching in school practice depends, first of all, on how the teacher defines the goal of educational work and how he carries it out.

3. The principle of developmental education.

The principle of developmental education requires the creation of optimal conditions for the comprehensive and harmonious development of children in the process of studying academic subjects.

The principle of developmental education is ensured, first of all, by the content of education. The deeper and more firmly students acquire knowledge, the more versatile their overall development will be. Through targeted teaching, the teacher develops students' ability to think logically. In the process of learning, students master the techniques of comparison, generalization, abstraction, classification, systematization, analysis, and synthesis. It is important to teach schoolchildren to prove the truth of a proposed position, to argue theses, to highlight the main idea, to distinguish between essential and secondary features, and to draw conclusions based on an analysis of factual material.

The overall development of students occurs in the process of learning activities using various methods and means of teaching. The mental development of students is influenced by the techniques and operations of their mental activity in the process of applying knowledge, skills and abilities in practice, with an optimal combination of creative and reproductive methods.

4. Visibility.

Training should be directly based or indirectly based on the students’ feelings when they perceive the real world. In the educational process, this connection is carried out by implementing the principle of visibility (the use of visual aids at all stages of educational cognition). However, learning cannot be reduced to sensations, but must ensure optimal relationships and unity of the sensory and rational, concrete and abstract, empirical and theoretical.

Y.A. Komensky, I.G. Pestalozzi, K.D. Ushinsky argued that the effectiveness of learning increases with the increase in the number of analyzers (sense organs) used by students in learning, and that when studying material, visibility plays a leading role. This principle is especially most effective when it is in organic connection with other didactic principles: independence and activity, consciousness and strength, scientific character, connection between theory and practice, developmental and educational training. At any stage of empirical or theoretical generalizations, visualization can and should be the basis or sensory support for the assimilation of knowledge. At the same time, successful visual learning is possible only by combining visual learning with verbal and practical learning.

Types of visibility:

1. External, objective visibility, acting through various signals on the human senses at the level of sensations, perceptions and ideas:

a) visual clarity (color, shape, size, position in space);

b) auditory clarity (types of sounds - noise and musical; basic properties of sound - height, duration, volume, timbre; types of hearing - pitch, melodic, harmonic, timbre, speech, etc.);

c) skin-tactile visibility (qualitative properties of objects in the surrounding world. For example, density, weight, temperature, roughness, etc.);

d) taste clarity (sweet, sour, salty, bitter);

e) visibility of the sense of smell (distinction of odors);

2. Internal, indirect visibility associated with rational forms of thinking - concepts, judgments, conclusions:

a) thought forms that arise in the human mind (imagination, fantasies, imaginative ideas, daydreams, dream, ideal);

b) symbolic, iconic visibility, acting in the form of reference signals, diagrams, models, systems (formulas, drawings, maps, the “language” of art. For example, a leitmotif in music carries a semantic (conceptual) load; substitution in a game is associated with a conditional by substituting signs and symbols instead of real objects (a doll representing a child, through conditional substituents, reflects in space - in volume or on a plane - objects or phenomena of the surrounding world (room plan).

Depending on a person’s influence on the natural and social environment, on his participation in these processes, visibility can be:

1. Natural (natural) visibility - associated with the natural influence of the surrounding world on the senses.

2. Experimental (artificial) visibility - reflects the purposeful search activity of a person to transform objects and phenomena of the surrounding world (laboratory experiments, exercises).

Visual aids on the degree of correspondence to the subject and phenomena being studied vary: a) natural - natural phenomena and real objects or their imitation; b) visual (paintings, illustrations, transparencies); c) schematic and symbolic (diagrams, maps, graphs). With the increase in the level of theoretical education at school, educational models of varying depths of penetration into the essence of the objects and phenomena being studied (from natural to theoretical models) are increasingly being used.

By type of analyzer (sensation), visual aids until recently were predominantly visual and auditory. There are few aids that provide support for speech motor and tactile organs in modern schools.

The choice of the type of visualization depends on its function and the goals and objectives set for the lesson.

5. Availability.

The principle of accessibility of education assumes that the content and methods of education are selected taking into account the age characteristics of children and the possibilities of their overall development, i.e. so that the complexity and difficulty of educational content increases gradually, in accordance with the cognitive capabilities of students. Cognitive difficulties should be such that, with the tension of mental strength, schoolchildren will be able to solve the educational tasks assigned to them. The content of education must be formed in such a way as to create conditions for students to constantly overcome difficulties - in the relationship between learning and their upbringing and development. The principle of accessibility in a specific didactic situation is implemented through teaching methods, taking into account the level of preparation for learning of students in a given class, their cognitive capabilities, general development and individual characteristics.

6. Systematicity and consistency.

The principle of systematicity and consistency reflects the need to construct training in a strict logical sequence so that new knowledge is based on previously acquired knowledge and, in turn, becomes the foundation for the assimilation of subsequent knowledge. The principle requires the assimilation of knowledge in a system that would display in a holistic form the objects and phenomena being studied with all their connections and dependencies. The didactic interpretation of these connections is intra-subject and inter-subject connections, and their implementation is a prerequisite for correct and successful learning.

7. Scientific

The scientific principle requires the inclusion in the content of teaching of scientifically reliable knowledge that corresponds to the modern level of development of science and the age characteristics of children. When selecting the content of education, all the principles and laws of didactics are taken into account, since the logic of science and the logic of the educational subject reflecting this science are not identical: neither their goals nor the ways of their implementation coincide.

The task of teachers is to implement the scientific principle in a specific didactic situation, taking into account the age and individual cognitive capabilities and level of mental development of schoolchildren.

Considering that stable textbooks record the state of this science at the time they are prepared for publication, the teacher must monitor the development of scientific thought. Introducing students to new scientific ideas (in a popular presentation, of course) will promote a close connection between learning and life, awaken their cognitive interest, and foster a creative approach to the study of any science.

8. The connection between theory and practice, learning and life.

The principle of connecting theory with practice, learning with life requires students to understand the meaning of theory in life and the skillful application of theoretical knowledge to solve practical problems. Any information must have a real, visible basis for students, and be created based on experience or consolidated in it.

The connection between theory and practice is complex and varied. By completing practical tasks before studying theoretical material, students are convinced of the need to master certain knowledge, without which it is impossible to solve the assigned tasks. Completing practical tasks while studying theoretical issues helps to deepen knowledge, understand the essence of the phenomena being studied and the connections between them. In this case, practice is the driving force in educational knowledge. Completing practical tasks based on mastering theoretical material convinces students of the truth of what they have learned and develops their ability to apply theoretical knowledge in practice.

9. Independence and activity of students in learning.

The principle of student independence and activity in learning is to create conditions for students to demonstrate cognitive independence and creative activity in the process of mastering knowledge, skills and abilities and applying them in practice.

Independent cognitive activity of students can be reproductive (performing) or searching (creative). At the same time, students’ independent learning activities are carried out under the guidance of a teacher, who influences them to a greater or lesser extent. Students' activity in learning is closely related to their independence; Both of these qualities are characteristic of educational activities, but manifest themselves to varying degrees.

10. Consciousness and strength in assimilation of knowledge, skills, and abilities.

The principle of consciousness and strength in the assimilation of knowledge, skills and abilities is to provide students with optimal conditions for a deep understanding of the facts and generalizations being studied, methods of performing actions, for a solid assimilation of basic concepts, laws, theories, the formation of skills and abilities for applying them in practice . For conscious assimilation of knowledge, it is necessary to gradually lead students to independent analysis of facts, establishing the causes of hereditary, functional and other connections and interdependencies between objects and phenomena of the real world. Consciously acquired knowledge is necessarily scientifically based knowledge acquired by students in the process of active learning activities.

Important ways to ensure the strength of knowledge are highlighting the main thing in the material being studied, concentrating the main attention of students on it, comprehending it, revealing the essence of the phenomena being studied, memorizing, memorizing the main thing, both in expanded form and in the form of diagrams, models, repetition, generalization and systematization knowledge.

11. Focus and motivation.

The principle of purposefulness and motivation of learning is that the educational process as a complex interconnected activity of the teacher and students must be subordinated to predetermined goals and motives that reflect the personal aspirations of students.

The educational process faces general goals determined by society and educational programs, and specific goals that are determined by the teacher for each segment of the educational process, focusing on the profile of the educational institution. It is important that the teacher can correctly determine the specific goals of each type of lesson - teaching, educational, development - and direct all his work towards achieving them. This focus is manifested in the choice of the form of training, the structure of the lesson, the content of methods, and teaching aids. In other words, the entire educational process should be aimed at achieving the set goals in the shortest possible way and with the least amount of time and effort for teachers and students (i.e. optimally).

12. Individual approach to students.

The principle of an individual approach to students requires the creation of optimal conditions for the successful learning of each student in the process of organizing frontal and group work in the classroom. To successfully implement this principle, the teacher studies the individual characteristics of each student, the conditions in which he lives and works, and takes them into account when organizing the educational process.

The optimal organization of the creative work of the student team creates important prerequisites for a wide disclosure of the individual characteristics of each student. In addition, the teacher must develop a system of individual approach to each of his students in conditions of independent and collective activity. An example of such a system was proposed by V.A. Sukhomlinsky.

Differentiation learning involves paying sufficient attention to those students whose level and pace of work differs from the majority. Eliminating gaps in the knowledge of lagging students, teaching them academic skills, as well as in-depth study of academic subjects with students who demonstrate success in learning - all this makes it possible to use a differentiated approach to teaching.

13. Optimization of the educational process.

The principle of optimizing the educational process requires, from a number of possible options, choosing an option that, under these conditions, will ensure the maximum possible efficiency in solving the problems of education, upbringing and development of schoolchildren with a rational expenditure of time and effort for teachers and students (Yu.K. Babansky).

The main optimality criteria are:

Achievement by each student of a level of academic performance, good manners and development that is realistically possible for him in a given period, but not less than satisfactory (according to grading standards);

Compliance by students and teachers with the time standards established for them for classwork and homework.

In order to determine the specific optimal training option, it is necessary, firstly, to deeply study the characteristics of schoolchildren in a given class, the initial level of their upbringing, learning and development. This can be done comprehensively by compiling a psychological and pedagogical profile of each student, analyzing test papers, surveys (student self-assessment, mutual assessment, assessment by parents, etc.), and a pedagogical consultation. You should also study the learning conditions: the capabilities of a given school, a given teacher, etc.

Secondly, choose the optimal content of the lesson: highlight the main, essential in the educational material; determine interdisciplinary and intradisciplinary connections; bring the content of the material into line with the actual level of development and education of the students in the class, while ensuring a differentiated approach to low-performing and best-prepared students; bring the lesson content into line with the necessary and sufficient time for learning, etc.

Thirdly, to select the optimal methods, forms, and means of teaching that would correspond to the specific characteristics of students and other conditions, as well as the content of training, would help to successfully solve the problems of education, training and development at this particular stage.

Fourthly, the intensification of learning, increasing the productivity of teachers and students should be carried out through the rational organization of work, the introduction of new and traditional progressive methods, which saves students time and effort in the lesson, eliminates their overload in the classroom and at home, as well as saving personal teacher's time.

In general, the optimization principle presupposes a systematic approach to the organization of training at the current level of development of didactics, private methods, educational psychology, philosophy and other related sciences in the dialectical unity of all didactic principles.

Visibility is one of the specific features of fine art as an educational subject. Learning to draw from life is already visual. It is impossible to conduct lessons on thematic and decorative drawing, lessons-conversations about fine arts without tables, models, drawings and reproductions from paintings by artists.

Visualization is the path to understanding the essence of a phenomenon, to revealing its characteristic properties and patterns. Visualization contributes to the development of students' powers of observation and logical thinking. When students perceive objects and processes in nature, visualization serves as a source of knowledge, but when the objects being studied cannot be shown to students, visualization, using visual memory, helps to reproduce their images. Visualization helps to better assimilate many abstract concepts, that is, it contributes to the development of abstract thinking. In this case, it is determined by the peculiarities of the development of children's thinking. In the early stages of development, the child thinks more in images than in concepts. At this time, concepts reach the child’s consciousness much easier if they are supported by specific facts, examples, and images.

In the process of cognition of the surrounding reality (the same in the process of learning), all human senses are involved. Therefore, the principle of clarity expresses the need to form ideas and concepts in students based on all sensory perceptions of objects and phenomena. However, the capacity of the senses or “communication channels” of a person with the outside world is different. According to experts, if, for example, the organ of hearing misses 1000 conventional units of information per unit of time, then the organ of touch misses 10,000 conventional units of information in the same unit of time, and the organ of vision - 100,000, i.e. About 80% of information about the world around us is obtained through vision.

Thus, noting the greatest capacity of information in the organs of vision, we put the principle of clarity in first place. However, it involves not only relying on vision, but also on all other senses. The great Russian teacher K.D. also drew attention to this situation. Ushinsky. He noted that the greater the number of sense organs that take part in the perception of any impression, the more firmly it is fixed in our memory. Physiologists and psychologists explain this situation by the fact that all human senses are interconnected. It has been experimentally proven that if a person receives information simultaneously through vision and hearing, then it is perceived more acutely than information that comes only through vision or only through hearing. The psychological basis of visibility lies in the fact that sensations play a decisive role in a person’s consciousness, i.e., if a person has not seen, heard, or felt, he does not have the necessary data for judgment. The more sense organs involved in perception, the deeper and more accurate a person’s knowledge of an object.

Plays a huge role in learning to draw principle of visibility, which consists in the fact that students go to reliable knowledge, turning to the objects and phenomena themselves as a source of knowledge. Visibility of teaching and upbringing presupposes both the widespread use of visual sensations, perceptions, images, and constant reliance on evidence from the senses, thanks to which direct contact with reality is achieved.

The principle of visibility should permeate the entire system of teaching fine arts. Visibility of teaching is not only to reveal the pattern of the structure of nature, to help children understand the process of constructing an image, but also to teach them how to work. For example, a schoolchild has already understood that at the beginning of constructing an image, a drawing is drawn with a light touch of a pencil, but in practice he does not succeed. The teacher shows how this is done. Another example. The student uses the eraser incorrectly: he either rubs it hard on the paper, which becomes dirty from this, and eventually rubs it through to holes, or he tries to erase the entire drawing. The teacher shows how to use an eraser, carefully removing only unnecessary and incorrectly drawn lines.

Visual methods.

Visual teaching methods are understood as those methods in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process. Visual methods are used in conjunction with verbal and practical teaching methods and are intended for visual and sensory familiarization of students with phenomena, processes, objects in their natural form or in a symbolic image using all kinds of drawings and reproductions; schemes, etc. In modern schools, screen-based technical means are widely used for this purpose. Visual teaching methods can be divided into two large groups: the illustration method and the demonstration method.

Method illustrations involves showing students illustrative aids, posters, tables, paintings, maps, sketches on the board, flat models, etc.

Method demonstrations usually associated with the demonstration of instruments, experiments, technical installations, films, filmstrips, etc.
This division of visual aids into illustrative and demonstrative is conditional. It does not exclude the possibility of classifying certain visual aids as both illustrative and demonstrative. (For example, showing illustrations through an epidiascope).

Types of visibility.

Visualization used in the process of studying various academic disciplines has its own specific characteristics and types. However, didactics studies the learning process as such, regardless of any academic subject, therefore it studies the most general types of visualization:

Natural or natural visibility. This type includes natural objects and phenomena, i.e. such as occur in reality. For example, during the learning process, plants or animals are demonstrated in biology lessons, electric motors when studying physics, etc.

Visual clarity. This type includes: layouts, models of some technical devices, stands, various screen media (educational films, filmstrips, etc.), graphic teaching aids (posters, diagrams, tables, drawings, etc.). Most of the visual aids that are used in the learning process belong to this type. The advantages of visual clarity (educational films, for example) are that it makes it possible to show some phenomena at an accelerated pace (the formation of rust during the corrosion of metals) or at a slower pace (the combustion of a combustible mixture in an engine).

A specific type of visibility is verbal and figurative clarity. This type includes vivid verbal descriptions or stories about interesting cases, for example, when studying history or literature, and various kinds of audio media (video and tape recordings).

Another type of visibility is practical demonstration teaching certain actions: performing physical exercises in physical education lessons, working with a certain instrument in labor training lessons, performing specific practical operations when studying at a vocational school, etc.

All of the named main types of visibility are very often supplemented by another unique type, this is the so-called internal visibility, when in the learning process there is, as it were, a reliance on the students’ previous experience, when they are asked to simply imagine some situation, some phenomenon.

Types of visibility.

Visual aids can be divided into the following groups:

Objects that serve as objects of image in fine arts lessons. Objects of cubic, prismatic, pyramidal, cylindrical, cone-shaped, spherical and combined shapes can be used as nature. These can be fruits, vegetables, dishes, furniture, books, work tools, flowers, vases, stuffed birds and animals.

Models that explain the constructive laws of constructing objects, the laws of perspective, light and shade, and color science. These can be wire models of geometric bodies, household items, human figures, models of plexiglass geometric bodies. To explain perspective cuts, models of rotating circles, squares on stands, and pinwheels are used to reveal patterns of color mixing.

Methodological diagrams, figures and tables. Step-by-step execution of a drawing or painting sketch. By replacing the teacher's drawing on the board, they help save time. Dynamic tables.

Reproductions from paintings, drawings, images of objects, decorative and applied arts. Acquaintance with the work of outstanding masters of fine art, with the art of folk craftsmen.

Demonstration visual aids (video films, CDs, DVDs, filmstrips, slides). The use of technical teaching aids to demonstrate a video film, filmstrip or slides about the work of a particular artist, about various types and genres of fine art in the process of conversation about fine art activates students’ thoughts, emotional attitude to the material, and ultimately increases the effectiveness of the lesson.

Pedagogical drawing. Of particular importance in the pedagogical process is pedagogical drawing - the teacher showing the progress of work on the drawing, explaining a particular method of working with a pencil or brush, showing the constructive structure, spatial position of the object.

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