home-outdoor stairs-Method of illustration and demonstration. Visual and practical teaching methods

Method of illustration and demonstration. Visual and practical teaching methods

Visual Methods learning

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, various types of drugs. 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 last years practice has been enriched by a number of new visual aids. New, more colorful geographic Maps with plastic coating, albums of illustrations on history, literature, geographical atlases with photographs taken from satellites. 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, it shows the 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 show closed processes, for example, the process of a model engine internal combustion, the process of takeoff, flight and landing of an aircraft, etc. Practice shows that when studying new topic film fragments and film loops are especially useful. 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. The same method, depending on the purpose of the lesson, the content of the educational material and the nature of cognitive activity, receives different orientation 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 substances or bodies, disclosure and explanation of 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. The study of natural visual aids useful to combine with pictorial clarity.

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.

100 r first order bonus

Select the type of work Course work Abstract Master's thesis Report on practice Article Report Review Test Monograph Problem solving Business plan Answers to questions creative work Essay Drawing Compositions Translation Presentations Typing Other Increasing the uniqueness of the text Candidate's thesis Laboratory work Help online

Ask for a price

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 Agriculture and 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 up front side 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 advantages and disadvantages, so in each case, you need to choose either one best option with a minimum of shortcomings, or their rational combination.

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 one methodical 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.

Great importance has a 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, consequently, the ability to view an object with different parties. 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 flaws : 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, it is possible to apply different variants movie screening:

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, 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 are aimed at visually-sensory acquaintance of students with the objective world, processes and phenomena in their natural form or in symbolic reflection using various drawings, reproductions, diagrams, etc.

Remark 1

A feature of these methods is that the assimilation of educational material is closely related to the methods used. teaching aids And technical means(ICT).

Visual methods contribute to the implementation of the didactic principle of visualization in teaching, enrich teaching methods, increase the efficiency and productivity of the lesson, develop observation, visual-figurative thinking, visual memory, and attention in children. In a general sense, visual methods can be divided into 3 groups:

  • observation,
  • illustrations,
  • demonstrations.

This classification evaluates visual methods according to the source of knowledge. In the pedagogical literature, it has often been criticized because it does not reflect the nature of the cognitive activity of students and the degree of their independence in educational work. However, this classification currently remains the most popular among practicing teachers.

Observation

The blackboard is widely used as a means of illustration and interactive whiteboards, dates, words, sentences, tasks are written on them, sketches are made, the sequence of performing any educational actions is revealed. Separate illustrative aids, banners, tables, pictures, maps, drawings, diagrams are also used.

When using illustrations as a visual teaching method, a number of conditions must be observed:

  • they must correspond to the age of the students, be used in moderation and only at the right time of the lesson (class), served in such a way that all students have the opportunity to fully see the illustration;
  • the teacher must accurately highlight the main thing when showing illustrations, clearly think through the explanations for them;
  • the illustration must be consistent with the content of the material, aesthetically executed, and must also involve the students themselves in finding the desired information.

Demonstrations

The demonstration method is traditionally associated with the presentation of devices, equipment, experiments, films, filmstrips, tape recorders, computer programs. They are used to form students' interest, cognitive motivation, create a problem situation, familiarize themselves with new information.

So, when using a computer, a tape recorder, standards of expressive speech, pieces of music are demonstrated. Fragments of cinema, television programs, videos are used to demonstrate new achievements in science, technology, culture, unique documents, archival materials, and works of designers. Ample opportunities for demonstrating educational materials based on multimedia technology are provided by classrooms equipped with computer technology(with Internet access), multimedia projector, interactive whiteboard.

Figure 2. Characteristics of visual teaching methods

Demonstrations are subject to the following requirements.

  • the displayed objects must have the appropriate size for excellent visibility to all students, for small objects it is advisable to use different projections or organize alternate observation with the student being called to the demonstration table;
  • during the demonstration, the teacher needs to face the class in order to see the reaction of the students, and one should not block what is being demonstrated, otherwise errors in the presentation of the material, violations of discipline are likely;
  • the number of demonstrations should be optimal, since their excess scatters attention, tires, and reduces the degree of cognitive interest;
  • before the start of the demonstration, as a rule, an introductory speech is given, and then a conversation is held based on the results of the viewing;
  • the recommended duration of videos in junior classes is no more than 10 minutes, in senior classes - up to 30 minutes;
  • when demonstrating complex material it is advisable to pause for the teacher to explain and students to record information.

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

Definition 2

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 necessary element in the process of forming in students accurate ideas that 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, already in early age it is worth starting teaching this child, improving his ability to concentrate on the observed object, note the most important thing, reflect on what he saw, and express his ideas with the help of words. Also in primary school and even in kindergarten, with the help of pictures and presentations, children learn to observe nature, animals and flora, behind the patterns in the seasonal work of people. This contributes to the mental development of children and the emergence in them of 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

Definition 3

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 applied in moderation and only at the right time for this lesson, be served in such a way that each student has a complete 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

Definition 4

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 during educational process These devices demonstrate the standards of expressive speech, works of music. 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.

If you notice a mistake in the text, please highlight it and press Ctrl+Enter

In pedagogy, there are many teaching methods that differ, in particular, in the role of students in the process of obtaining new knowledge. Depending on the role, methods can be passive, active and interactive. Within each of these groups, subgroups can also be defined. One of the subgroups of methods, which can be included in any of the mentioned large groups methods are visual, including the most different ways presentation of information.

A demonstration is a display of various visual aids, tables, pictures, diagrams, transparencies, as well as objects, experiments, and the like. Especially often this method is used when repeating the generalization of previously studied material, as well as when studying new ones. Verbal explanations play an important role in the demonstration. The method of illustration is used on all subjects - these are various dummies, models, fragments of films, excerpts from literary and musical works, maps, graphics, and so on.

Due to the fact that the technical equipment of many educational institutions has increased, it has become possible to use projectors, video recorders, televisions, computers and other video equipment in the lessons, the video method has stood out as an independent method from a large group of “visual teaching methods”. This also includes work with the book and other printed sources. The method includes such techniques as note-taking, abstracting, quoting, planning, annotating, reviewing, compiling a reference, etc.

Visualization enlivens the lesson, brings into it a lively contemplation. Visual teaching methods are very effective, since learning is not based on abstract images, but on specific ones that are understandable to students. With the help of such methods, it is possible to create in students a specific idea of ​​​​an object or event.

Any teacher knows the situation when the lessons are uninteresting and boring for children. Why is school life often so unlike the bright and colorful world of childhood that accompanies a child in everyday life? It would seem that it is the school that should captivate the child, leading him along the wonderful road of knowledge to a new beautiful world, but this does not always work.

Just do not make hasty conclusions and say that the school cannot serve as a source of knowledge, which can already sometimes be found in the means mass media. Although sometimes such statements can be quite reasonable. The fact is that the school has always been characterized by a certain amount of conservatism, which did not allow the process of transferring knowledge to the younger generation to keep pace with the times.

Thus, a kind of contradiction arose between the new impetuous time, characteristic feature which became all-round penetration into everyday life human modern technologies, and the routine of the traditional school education, little receptive to any innovations.

However, it is quite possible to overcome this contradiction. Outstanding educators of our time have long thought about this and made every effort to overcome this situation.

Visual teaching methods are designed to be the very first link in the chain of other methods leading to the goal, which can make the acquisition of new knowledge accessible and exciting for children, and in such a way that boredom is out of the question. In fact, success in learning may depend not only on the methods used - you need to remember that the same universal methods, suitable for all occasions, simply does not exist. Success can directly depend on the personality of the teacher.

Using games you can diversify educational process and make it fun. In higher and secondary specialized educational institutions, vocational training methods are also often active and interactive, which makes it possible to assimilate educational material the best way.

The question of methods remains very relevant, and there is simply no single answer to the question “what is better”.

Related posts: