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Visual aids

These include: digital, dynamic tables, reference signals (notes according to Shatalov), drawings of the teacher and students on the blackboard, various didactic task cards (diagrams, graphs, pictures, dummies of fruits, vegetables, berries, etc.), layouts animals, cinema, television, microscopes, codoscopes, epidioscopes, microprojectors, computers and other technical training aids. The listed variety of visual aids can be conditionally divided into 3 subgroups: 1) tabular (planar), 2) mock-up (volumetric), 3) technical (dynamic).

Tabular visual means . They give an idea to students about the shape, structure, color of the objects being studied, their lifestyle, etc. But this visibility gives little idea of ​​the size of the objects, because in some cases on the table they are given increased (insect pests of agriculture, etc.), in others - reduced(elephant, giraffe). In such cases, it is necessary to make life-size contours of these animals from thick paper, or demonstrate a tape with divisions showing the height. It is even more effective to compare table drawings with natural samples (for example, a potato tuber on a table and a natural potato tuber), or with the size of objects well known to students, for example, a pencil, hair, pinhead, pea, etc. For example, a pea-sized hail fell: such a comparison is immediately clear to any schoolchild.

Talking about exotic animals (inaccessible to observation) - elephant, camel, whale. giraffe, etc., the teacher should not only show their image on a table, drawing, screen, but also give an idea of ​​​​the size. To do this, in the office on the wall at the teacher's table, 2 paper tapes are glued with divisions of half a meter: one - up to the ceiling, the other - the entire width of the wall .

Tables can be used in different ways:

1. hang with the back to the audience or put the back on the table;

2. hang face to the audience or put on the table;

3. hang up all the tables before the lecture separately, as in the defense of a dissertation;

4. use one table per lesson.

Each of these options has its own advantages and disadvantages, therefore, in each specific case, it is necessary to choose either one optimal option with a minimum of disadvantages, or a rational combination of them.

Having posted this or that table, it is important to give students the opportunity to look at it for a few seconds and only after that ask questions about its content.. It is also useful to involve students in "reading" the table, i.e. to its active study , to the story according to the table, to the description of plants and animals. Demonstration of the table with this technique makes it a source of knowledge. By the way, with illustrations of tables and textbooks, as studies have shown, not only students, but also many teachers do not always work skillfully. And this methodological technique is one of the essential ways of activating the independent cognitive activity of students in the study of biology.

The teacher's drawing on the blackboard allows him to present the material more consistently, more clearly, more specifically and more fully, and it is easier for students to follow the teacher's thoughts, focusing on exactly the detail that he speaks about and which he reproduces in the form of a drawing.. With this method of visualization, the student is fully involved in the work, because visual, auditory, and motor memory are activated here. Showing objects, posting tables should be carried out synchronously at the moment when the teacher begins to use them.

Of great importance is the systematic training of students to accompany the answers with a drawing on the board. Of particular interest are collective drawings, collective drawing up of diagrams, tables. It contributes to the development of concepts and is widely used in biology classes, making it easier to understand difficult questions such as spermatogenesis, oogenesis, mitosis, meiosis, mono- and dihybrid crossing, etc.

In the teaching of biology, homemade visual aids that demonstrate the process play an important role. These are either long unfolding sheets of paper - scrolls, or dynamic tables. They can show, for example, the development of a frog, wheat, cell division, etc.

Disadvantages of tabular visual aids:

1. do not give a complete, comprehensive idea of ​​the object under study, but only a planar, more often static representation;

2. rarely give an idea of ​​the size of the studied objects;

3. absolutely do not give an idea about the organoleptic qualities (taste, smell, aroma, texture, etc.).

Advantages:

1) only with the help of tables it is possible to give digital, graphical, schematic and analytical characteristics-representations about the studied phenomenon, object (for example, about productivity);

2) simplicity and accessibility for making by students at school;

3) ease of storage, the possibility and ease of use in any environment (classroom, audience, office, etc.).

Dummy visual aids unlike tabular give a three-dimensional representation and, therefore, the ability to view the object from different angles. But their wider use in school is hindered by:

• a) the impossibility of their manufacture by students at school, because they are made in special workshops on special orders, and they are not cheap;
• b) they must be stored in glass cabinets, on the shady side, because on the light side they fade, and when open they are lost, pulled apart, damaged.

Technical visual aids . Of great importance in teaching biology is the demonstration of educational films. Educational cinema has a number of advantages over other means: it shows actions, movements, processes, space, organic connection with the environment. But cinema has its own limitations : it is not always possible to use cinema due to the lack of apparatus, tapes, appropriate premises, and conditions for demonstration. Showing films requires compliance with a number of rules:

1. films should be organically included in the lesson as one of the visual aids;

2. silent film must be accompanied by a short and clear explanation;

3. in the course of viewing, if necessary, make breaks in the demonstration and switch to other aids (tables, drawings, natural samples, etc.);

4. students interested in technology should be more involved in the demonstration of the film in the lesson;

5. Students should be prepared before the film by asking them questions to which they must answer after watching the film. Such preparation gives purposefulness, excites students' interest in the film and the topic of the lesson.

Thus, you can apply different options for showing movies:

1. comments before the show;

2. comments during the show;

3. comments before and after the show;

4. comments without interruption and with interruption;

5. comment on the entire film, a separate part or fragments.

But an indispensable condition in all these options is that the film should organically include, supplement, clarify and deepen the material of the lesson.

Teaching programs in biology, regularly shown on central television, are also very effective.

Visual teaching methods

The purpose of the visualization method in elementary school is to enrich and expand the direct sensory experience of children, the development of observation, the study of the specific properties of objects, the creation of conditions for the transition to abstract thinking, for independent learning and systematization of what has been studied. In elementary grades, natural, pictorial, three-dimensional, sound and graphic visualization is used. The means of visualization are diverse: objects and phenomena of the environment, the actions of the teacher and students, images of real objects, processes (drawings, paintings), models of objects (toys, cardboard cutouts), symbolic images (maps, tables, diagrams, etc.) . A certain amount of caution is required of teachers in organizing student observations. A common mistake is to use such visibility when its essence is overshadowed by bright colors. An inexperienced teacher often draws the attention of children to minor details. Handout material is over-decorated. The scheme, the table should contain color only to highlight the meaning, but not for decoration.

Visual methods include demonstration methods, illustrations, video method.

Demonstration as a teaching method serves primarily to reveal the dynamics of the phenomena being studied, but is also widely used to get acquainted with the appearance of an object, its internal structure or location in a series of homogeneous objects. When demonstrating natural objects, they usually start with their appearance (size, shape, color, parts and their relationships), then move on to the internal structure or individual properties that are specially highlighted and emphasized (the frog's breathing, the operation of the device, etc.). The demonstration begins with a holistic perception. This method is truly effective only when the children themselves study objects, processes and phenomena, perform the necessary actions themselves, establish dependencies. An active cognitive process is carried out - things and phenomena are comprehended, and not other people's ideas about them.

It is necessary to distinguish demonstration as an active method of cognition from a simple demonstration. In the process of active demonstration - problematic or research - the attention of students is concentrated on essential, and not random properties. As a result, they are faster, easier and more fully realized. During the demonstration, the word of the teacher does not play a major role, but it constantly accompanies the observation. To increase independence, it is important to involve students in explaining what they see. The effectiveness of the demonstration is facilitated by the correct choice of objects, the ability of the teacher to direct the attention of children to the essential aspects of the phenomena being demonstrated, as well as the correct combination of various methods. The demonstration process should be structured in such a way that:

All students saw the demonstrated object well;

They could perceive it, if possible, with all the senses, and not only with the eyes;

The right sides of the object made the greatest impression on the students and attracted the maximum attention.

Illustration involves the display and perception of objects, processes and phenomena in their symbolic image using posters, maps, portraits, photographs, drawings, diagrams, reproductions, flat models, etc. Recently, the practice of visualization has been enriched by a number of new means. Multi-color plastic-coated maps, history albums, atlases, beautifully designed children's encyclopedias, etc., have been created.

Demonstration and illustration methods are used in close connection, mutually complementing and enhancing the impact. When students have to perceive a process or a phenomenon as a whole, a demonstration is used, when it is necessary to understand the essence of the phenomenon, the relationship between its components, they resort to illustration. The effectiveness of an illustration depends on the display technique. Choosing visual aids and the form of illustration, the teacher will think over their didactic purpose, place and role in the cognitive process. He also faces the problem of determining the optimal amount of illustrative material. Experience shows that a large number of illustrations distract students from clarifying the essence of the phenomena being studied. The illustrations are prepared in advance, but are shown only at the moment when they are necessary in the course of training.

In modern elementary school, screen technology is widely used to provide high-quality illustrations. Overhead projectors and diascopes are easy to use, reliable, cheap, and easy to store. Children 6-7 years old easily learn to show filmstrips themselves. The material of the filmstrip is perceived by younger students better than the film. A large number of illustrative and explanatory filmstrips have been produced for elementary schools. Working with them in the lesson contains the following stages: explanation of the purpose of viewing the filmstrip, demonstration of the filmstrip with commenting on each frame, final conversation on the viewed filmstrip, generalization of the material, formulation of conclusions.

Video method. Intensive penetration into the practice of educational institutions of new sources of information (overhead projectors, projectors, movie cameras, educational television, video players and video recorders, computers with display reflection of information) allows us to consider the video method as a separate type of training, which serves not only to present knowledge, but also to their control, consolidation, repetition, generalization, systematization, therefore, successfully performs a number of didactic functions.

Especially for children, fabulously rich video encyclopedias have been created, video materials, the use of which in moderate doses and under experienced guidance can significantly improve the quality of the educational process. In elite progymnasiums, media systems of education occupy a prominent place. Particularly effective are interactive learning systems in which the student can set the conditions at his own discretion, change the parameters and see what happens.

The educational and educational functions of this method are determined by the high efficiency of the impact of visual images and the possibility of managing events. When children are not given the opportunity for interactive intervention, control exercises and tests are not offered, the value of the video method is low. The movie screen and TV poorly stimulate the development of abstract thinking, creativity and independence.

If an elementary school teacher has access to educational media systems, then with the help of the video method, he will more effectively solve didactic and educational tasks. The method is useful for:

Presentation of new knowledge, in particular, very slow processes that cannot be observed directly (plant growth, the phenomenon of fluid diffusion, weathering of rocks, etc.), as well as fast processes when direct observation cannot reveal the essence of the phenomenon (impact of elastic bodies , crystallization of substances, etc.);

Explanations in the dynamics of the principles of operation of complex mechanisms and machines;

Teaching algorithms for performing various types of activities;

Creation of a specific language environment in foreign language lessons;

Presentation of video documents in the lessons of history, ethics, social science, literature, strengthening the connection between learning and life;

Organization of test trials;

Performing training exercises;

Computer recording of the progress of each student in the class, the implementation of a differentiated approach to the organization of training;

Rationalization of the educational process, increasing its productivity, ensuring the optimal amount of transfer and assimilation of scientific information by improving the quality of pedagogical management.

The effectiveness of the video method does not depend much on the personal skill of the teacher, but is directly related to the quality of the video aids and the technical means used, in addition, it places high demands on the organization of the educational process, which should be distinguished by clarity, thoughtfulness, and expediency. The teacher is required here to have a developed ability to introduce students to the range of problems being studied, to direct their activities, to teach them to draw generalizing conclusions, to provide individual assistance in the process of independent work.

Thus, visual methods are used at all stages of the pedagogical process. Their role is to provide a comprehensive, figurative perception, to serve as a support for thinking.

The task of visual teaching methods and their techniques is to visually-sensually familiarize students with the objective world, processes and phenomena in their natural form or in symbolic reflection using a variety of images, reproductions, diagrams, and so on.

Remark 1

A characteristic feature of these methods lies in the fact that the development of educational material is closely related to the teaching aids and technical means (ICT) used in the process.

Definition 1

Visual teaching methods- these are such methods, the use of which contributes to the implementation of the didactic principle of visibility in teaching, adds variety to the teaching methodology, increases the efficiency and productivity of the lesson, develops observation, visual-figurative thinking, visual memory and attention in children.

The concept of visual methods can be divided into the following three groups:

• observation,
• illustrations,
• demonstrations.

Such a classification defines visual methods based on the applied source of knowledge. In the pedagogical literature, this approach has often been criticized for the reason that it does not reflect the nature of the cognitive activity of students and the level of their independence in educational work. Despite this, the given type of classification to this day remains the leader in popularity among practicing teachers.

Observation

Observation method is a rather costly cognitive process in terms of the efforts made in the form of a long, purposeful perception of objects and phenomena of reality. This method is a necessary element in the process of forming students' accurate ideas, which serve as the basis for generalizations.

The effectiveness of the perception of objects and phenomena of reality depends on the level of formation of observation skills in children, for this reason, it is worth starting teaching this child at an early age, improving his ability to concentrate on the observed object, note the most important thing, reflect on what he saw, express his ideas with the help of words . Even in elementary school and even in kindergarten, with the help of pictures and presentations, children learn to observe nature, flora and fauna, the patterns in the seasonal work of people. This contributes to the mental development of children and the emergence of their correct ideas about living and inanimate nature. It is necessary to use different techniques and types of work. Observation can also be defined as the ability to focus on the phenomena of the surrounding world, note their main elements, pay attention to ongoing changes, find the cause of these phenomena and draw conclusions about the information received. All these factors together play a key role in the process of forming in children a full understanding of life and the development of such cognitive processes as perception, memory, thinking, and imagination.

Illustrations

illustration method in pedagogy it is used to show students a variety of objects, objects and phenomena in a natural form. It is also possible to familiarize children with images of all the same objects and phenomena.

Illustrated can be plants, animals, phenomena and objects of technology or science, and much more.

As one of the means of illustration, a blackboard or interactive whiteboards are widely used. They serve as an area for writing words, sentences, various tasks, they can depict the sequence of actions. Separate illustrative aids like maps, pictures, tables, drawings, banners and so on also find their application. In the case of using illustrations as a visual method of teaching, it is necessary to proceed according to the following points:

• they must necessarily correspond to the age of the students, be used in moderation and only at the right time for this lesson, be presented in such a way that each student has full visual access to the illustration in question;
• the teacher should perform the task of accurately highlighting the most important in the process of showing illustrations, they should clearly think out explanations for the main elements and illustrations in general;
• The illustration must be consistent with the content of the material, an important factor is the aesthetic side of the performance issue. The illustration should involve the students themselves in the search and identification of the necessary information.

Demonstrations

Demo method usually based on the representation of devices, various equipment, experiments, films, filmstrips, tape recorders, or computer programs. The purpose of their use is to form interest or cognitive motivation among students, to create a problem situation, as well as to get acquainted with new information for them.

An example would be the use of a computer or a tape recorder. When used in the course of the educational process of the above devices, standards of expressive speech, pieces of music are demonstrated. Fragments of cinema, TV programs, video films find their place in demonstrations of the latest achievements of science, technology, culture, unique documents, archival materials, works of art. A wide range of opportunities in the field of demonstration of educational materials based on multimedia technology make it possible to obtain classrooms equipped with computer equipment, preferably with Internet access, a multimedia projector, or, possibly, an interactive whiteboard.

Demonstrations are subject to the following list of requirements:

• the objects that are the direct object of the demonstration should have a size suitable for creating excellent visibility conditions for all students; for relatively small objects, it is advisable to use various projections or organize alternate observation with the student being called to the demonstration table;
• during the demonstration, the teacher should face the class in order to be able to observe the reaction of the students;
• the number of demonstrations should be optimal for the reason that their excess provokes distraction of attention, fatigue, and a decrease in the level of cognitive interest;
• usually, just before the start of the demonstration, an introductory speech is given, after which a discussion is held on the results of the viewing;
• the recommended duration of videos in junior classes is no more than 10 minutes, in senior classes - 30 minutes;
• during the demonstration of material that is difficult to assimilate, it will be advisable to make pauses during which the teacher needs to explain what is happening and give students time to write down the information received.

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The quality and richness of the educational process depends on the professionalism of the teacher, the material base, the teacher's understanding of the psychological and intellectual level of students, a well-constructed algorithm for the interaction of participants in the educational process and correctly chosen methods, means and teaching methods.

Teaching method- this is a systematized interaction between a teacher and a student, which ensures the assimilation of educational material, the development of mental abilities, as well as the acquisition of self-education and self-learning skills.

When choosing a method, there is a need for a classification that contributes to the appropriateness of the correct approach.

In modern pedagogy, with the development of the material and technical base and the availability of computer technology in educational institutions, a fairly effective method of teaching is the method demonstrations.

Demonstration- a teaching method based on the visual presentation of dynamic images to students (as opposed to the method of illustrations, when using which the visibility is static): plots, events and phenomena in general, including scientific processes, the operation of systems and mechanisms, as well as individual objects - for the purpose of their study, detailed consideration and discussion.
The effectiveness of this method is very high, since the presented educational material is demonstrated in time, dynamics and space, which contributes to a comprehensive consideration, identification of a variety of properties, a set of connections and interactions of individual elements of the object under consideration, and its maximum understanding by students. The atmosphere of the sensual empirical basis of cognition expands the student's horizons, involving him in the thought process, psychologically facilitating the process of mastering the material.

In the process of applying the demonstration method, a number of conditions must be observed.
1. The material used must be appropriate for the age of the students.
2. The demonstrated material must be reasonably dosed and presented in chronological order in the course of the training program planned for the lesson.
3. It is necessary to organize a demonstration in such a way that each student has the opportunity to freely and fully perceive the educational material proposed by the teacher.
4. Think carefully about the explanations that accompany the demonstration.
5. Be sure to highlight the main thing when showing.
6. Select a number of possible approaches to involve students in active activities during the demonstration of the material.
7. Create conditions for the active work of students in the comprehension of the demonstrated educational visual materials (discussion, analysis, answers to questions).

The advantage of demonstration as a teaching method lies in the dynamics of the disclosure of the studied objects. The demonstration method is widely used in the course of studying various objects of knowledge - starting with the appearance (color, size, shape, individual parts and their ratio), then the internal structure or properties (the respiratory system of a frog, the device device, etc.) and and, finally, its positioning in relation to homogeneous manifestations. But the maximum effect of this method is achieved with an independent study of phenomena, processes, objects. When students independently carry out the necessary actions, identify dependencies and patterns, an active process of cognition takes place - phenomena and things are comprehended by them, and not accepted as ready-made knowledge and ideas.

One of the disadvantages of the demonstration method is its strong dependence on the availability of the necessary material and technical teaching aids, on the quality of the demonstration materials used by the teacher. Unfortunately, in the absence of professionally designed demonstration materials, the teacher is forced to produce them himself, often hastily cramming educational material into an incorrectly created video sequence.

Visual teaching methods

Visual teaching methods can be conditionally divided into two large groups: methods of illustrations and demonstrations.

The illustration method involves showing students illustrative aids: posters, maps, sketches on the board, paintings, portraits of scientists, etc.

The demonstration method is usually associated with the demonstration of instruments, experiments, technical installations, and various kinds of preparations. Demonstration methods also include showing films and filmstrips. Such a division of visual aids into illustrative and demonstrative has historically developed in the practice of teaching. It does not exclude the possibility of referring individual visual aids to both the group of illustrative and demonstration methods. This applies, for example, to showing illustrations through an epidiascope or overhead scope.

In the course of applying visual methods, techniques are used: showing, ensuring better visibility (screen, tinting, lighting, lifting devices, etc.), discussing the results of observations, demonstrations, etc.

In recent years, the practice has been enriched by a number of new visual aids. New, more colorful plastic-coated maps, albums of illustrations on history, literature, geographical atlases with photographs taken from satellites were created. The practice of teaching included LETI devices, overhead projectors, which make it possible to show drawings, diagrams, and drawings made by the teacher on transparent film in the daytime without darkening the classroom. At the lessons, sketches on sheets of drawing paper with the help of wide felt-tip pens began to be used, which made it possible to reveal the dynamics of the phenomenon under study, gradually illustrating all its necessary stages one by one. Finally, many schools are equipped with daytime movie screens, when a movie camera is installed in the laboratory room and shows a film on frosted glass placed above the blackboard. All these tools have found particularly wide application in the classroom system of education.

Modern didactics requires the most rational options for the use of visual aids, allowing to achieve a greater educational and educational effect. It orients teachers to the use of visual teaching methods in order to simultaneously develop the abstract thinking of students.

The use of the method of demonstration of educational films has become quite common in the practice of teaching. In all cities and large districts, film libraries have been created, which, at the request of teachers, send the necessary film. The list of basic educational films is now reflected in school curricula, which makes it much easier for teachers to choose them. In the educational process, both full films on the topic, and film fragments and film loops are used. Film fragments are devoted to individual issues of the relevant topic. Film loops usually demonstrate closed processes, for example, the operation of a model of an internal combustion engine, the process of taking off, flying and landing an aircraft, etc. Practice shows that film fragments and film loops are especially useful when studying a new topic. To consolidate the whole topic, full films on the topic are effectively used. Of course, it is possible to use full films fragmentarily while studying a new topic, which is what many teachers try to do.

When preparing to use the film in the educational process, the teacher must preview it, draw up the main questions that will be posed to the students during the demonstration, and isolate the fragments that will be shown at the appropriate moment of the lesson. It is useful to outline the places where replicas will be given, focusing attention on the most important thing. Finally, it is necessary to outline the plan for the final conversation on the film.

Use of educational television. A new visual method that has come to school in the last decade is the massive use of educational television. Numerous educational television films have been created for secondary schools, technical schools and universities, and educational television programs are also being conducted. The programs of the forthcoming broadcasts of the Central Television are published in the "Teacher's Newspaper", multiplied by the institutes for the improvement of teachers and brought to the attention of teachers. With this in mind, schools draw up a schedule of training sessions and provide for them to be held in the appropriate classrooms.

The expansion of the use of television will be facilitated by video recorders, which will make it possible to record a television program and repeat it in order to clarify the difficulties that have arisen and to deepen the perception of the issues being studied. The construction of cheaper VCRs has now been completed and will be available to every school.

The role of visual methods is enormous.

Teaching methods should ensure not only the acquisition by students of new knowledge in the lessons of natural science, but also teach them to perceive correctly, to see essential signs, to establish connections in the phenomena being studied. The choice of teaching methods depends on the content of the material being taught, the degree of familiarity of students with it and their life experience. This or that method helps students, firstly, to master ready-made knowledge that the teacher sets out, secondly, to work independently under the supervision of the teacher, and thirdly, to work independently without outside help. On the other hand, the method also reflects the activities of the teacher, aimed at managing the process of mastering knowledge and developing the cognitive abilities of schoolchildren. In the course of this work, children learn to learn, that is, they master the ways of assimilating knowledge. One and the same method, depending on the purpose of the lesson, the content of the educational material and the nature of cognitive activity, receives a different focus and degree of presentation. The teacher is obliged to strive for a variety of methods used by him, gradually leading students to greater independence in studying the material and applying the knowledge gained in practice. In elementary grades, one method is rarely used during a lesson. As a rule, the method is combined with other methods or techniques. The use of visual methods in teaching is closely related to the implementation of the principle of visibility. Visibility as a learning principle is realized with any methods. The role of visual methods in teaching natural science is one of the main topics. Visual methods are the most important tools in the hands of a teacher to guide the process of teaching natural science. They are necessary to determine the physical, chemical and biological properties of substances or bodies, to reveal and explain certain phenomena occurring in nature. They allow to organize the cognitive activity of students. They contribute to the formation of students' ability to observe, initial concepts that are important in concretizing knowledge. This is the relevance of our work.

Visual methods can be used both in the study of new material and in its consolidation. When studying new material, they are a way of forming new knowledge, and when it is consolidated, they are a way of practicing knowledge. The study of nature through the demonstration of natural objects allows one to form sufficiently complete and reliable ideas about the object under study. It is useful to combine the study of natural visual aids with visual visualization.

The use of the method of demonstrating images of natural objects and phenomena is of great importance in the study of natural science. It also allows you to form children's ideas about objects and natural phenomena. The method of studying nature through the demonstration of experiments is used in cases where an object or phenomenon needs to be studied under conditions that are artificially changed or some artificial element is introduced into them. Experiments can be short-term, carried out in one lesson, but they can also be long-term. In a short-term experience, conclusions, new knowledge is formed at the same lesson, and in long-term experiments, conclusion, new knowledge is formed after a certain period of time.

The main problem of our work is to determine the effectiveness of visual methods in teaching natural science. And therefore, the object of the study will be the learning process in the lessons of natural science, and the subject will be the use of visual methods in teaching natural science.

Connection of visual and verbal methods

A feature of visual teaching methods is that they necessarily involve, to one degree or another, their combination with verbal methods. The close relationship between the word and visualization follows from the fact that the dialectical path of cognition of objective reality involves the use of living contemplation, abstract thinking and practice in unity. The teachings of IP Pavlov about the first and second signal systems show that when cognizing the phenomena of reality, they should be used in conjunction. Perception through the first signal system should organically merge with the operation of the word, with the active functioning of the second signal system.

L. V. Zankov studied several basic forms of combining the word and visualization: with the help of the word, the teacher directs the observation that is carried out by students, and students extract knowledge about the appearance of the object, its directly perceived properties and relations from the most visual object in the process of observation;

through the medium of the word, the teacher, on the basis of the observation of visual objects carried out by schoolchildren and on the basis of their knowledge, leads students to comprehend and form such connections in phenomena that cannot be seen in the process of perception;

information about the appearance of an object, about its directly perceived properties and relationships, students receive from the verbal messages of the teacher, and visual aids serve as confirmation or concretization of verbal messages;

Starting from the observation of a visual object carried out by schoolchildren, the teacher reports on such connections between phenomena that are not directly perceived by students, or draws a conclusion, combines, generalizes individual data. Thus, there are various forms of communication between words and visualization. It would be erroneous to give complete preference to any of them, since depending on the characteristics of the learning tasks, the content of the topic, the nature of the available visual aids, and the level of preparedness of students, it is necessary in each case to choose their most rational combination.