Direct visibility method. Visibility techniques (visual techniques)

It has already been proven that a person remembers only 20% of what he hears and 30% of what he sees. But if vision and hearing are simultaneously involved in the perception of new information, the material is assimilated by 50%. Teachers have known about this for a long time. The first visual aids were created before our era and were used in the schools of Ancient Egypt, China, Rome, Greece. In the modern world, they do not lose their importance. On the contrary, with the development of technology, teachers have excellent opportunities to demonstrate to children those objects and phenomena that cannot be seen in real life.

Definition

Visibility is a term that has two meanings. In ordinary life, a word is understood as the ability of an object or phenomenon to be easily perceived with the help of the senses or logic, its clarity and comprehensibility. In pedagogy, visibility is understood as a special principle of teaching, which is based on the demonstration of objects, phenomena, processes.

Sensory cognition helps the child to form primary ideas about the world around him. Own sensations remain in the memory and lead to the emergence of mental images that can be manipulated in the mind, compared, generalized, and the main signs highlighted.

Cognition process

A person cannot recreate in his imagination those objects that he did not perceive directly. Any fantasy involves operating with familiar elements that can be combined into bizarre configurations. Thus, there are two types of cognition:

direct-sensory, when a person explores a real object with the help of his senses;
mediated, when an object or phenomenon cannot be seen or touched.

Visibility is a prerequisite for learning in both the first and second cases. In mediated cognition, the following are used as support:

devices that allow you to observe areas inaccessible to sensory perception;
photographs, audio recordings, films, with the help of which you can be transported to the past or to another point in the world;
experiments demonstrating the effect of the phenomenon under study on other objects;
modeling, when real relationships are displayed using abstract symbols.

Concepts used

A means of visualization is the ways in which the teacher demonstrates to the students the object of knowledge. This includes observing nature, looking at pictures in a textbook, showing films or experiments, and even drawing spontaneously on a blackboard.
Visual aid is a narrower term, which is understood as a planar or volumetric display of the objects under study, created for pedagogical purposes. These can be tables, diagrams, models, dummies, filmstrips, didactic cards, etc.
The principle of visibility is understood as a special organization of the educational process, when concrete sensory objects serve as the basis for the formation of abstract ideas.

Functions performed

Visibility is a learning principle that allows you to:

to recreate the essence of the phenomenon and its relationship, proving theoretical provisions;
activate analyzers and mental processes associated with perception, thereby forming an empirical basis for subsequent analytical activity;
to increase interest in the studied material;
to form visual and auditory culture in children;
get feedback from students in the form of questions, on which the movement of their thoughts becomes clear.

Research history

Visibility in teaching has been used since ancient times, but its theoretical foundations began to be studied only in the 17th century. The Czech teacher YA Komensky considered sensory cognition the "golden rule" in teaching. The development of the mind is impossible without it; the child memorizes material without understanding it. It is very important to use different senses so that children perceive the world in all its diversity.

Pestalozzi attached great importance to clarity. In his opinion, in the classroom, children should perform a certain sequence of exercises to observe the surrounding objects and, on this basis, cognize reality. J. Rousseau suggested teaching a child in nature so that he could directly see the phenomena taking place in it.

Ushinsky gave a deep psychological foundation for visual methods. In his opinion, the aids used are a means that activates the child's thinking and contributes to the formation of a sensory image. It is especially important to use visibility at the initial stages of learning, since thanks to this, children develop analytical abilities, oral speech improves, and the material is more strongly remembered.

Classification

The clarity that is used when teaching various subjects has its own characteristics. Nevertheless, there are generalized classifications in pedagogy.

So, Ilyina T.A. distinguishes the following types of visualization:

Natural objects that occur in objective reality (for example, living plants in the study of biology or a vase as a nature in a drawing lesson).
Experimental clarity (demonstration of experiments, conducting experiments).
Volumetric aids (models, dummies, geometric bodies, etc.).
Visual clarity (photographs, drawings).
Sound materials (audio recordings).
Symbolic and graphic objects (diagrams, posters, tables, maps, formulas, graphs).
Internal visibility (images that students should present based on vivid descriptions of the teacher or from their own experience).

In modern conditions, two more types of manuals can be distinguished: screen (filmstrips, films, educational cartoons) and computer. With their help, you can see processes in dynamics, receive information through two channels at once (visual and auditory). Computer technologies allow you to enter into a dialogue with the program, check how well the material is understood, get additional explanations if the student has difficulties.

Application Requirements

The principle of visibility has always been and will remain the leading one in pedagogy. In order for it to be useful to students, you need to comply with a number of requirements:

Everything that can be learned through sensory sensations should be provided to students for research using various analyzers (sight, hearing, touch, taste, smell).
The amount of benefits should not be excessive, otherwise children's attention will be scattered.
The visualization used is designed to solve the tasks of the lesson, to help students identify the essential features of the object under study. It is a means, not an end.
The manuals should be used not only as an illustration of the teacher's story, but also as a source of self-acquired knowledge. The creation of problematic situations is encouraged when schoolchildren are involved in research activities and independently identify patterns.
The older the children are, the more often symbolic clarity is used in the lessons.
It is important to find the right time and place for the use of certain manuals, rationally combine visual and verbal methods.

Zankov's research

Psychologist L.V. Zankov considered it necessary to rely on the senses when building a learning system. In his opinion, this provides the necessary connection between theoretical knowledge and reality. He considered the use of visualization in the classroom and its combination with verbal teaching methods.

As a result, the following options were identified:

Under the guidance of a teacher, schoolchildren conduct observation and, on its basis, draw conclusions about the properties of objects and their relationships.
The teacher organizes observation, and then helps the children to independently comprehend those connections that cannot be seen or touched.
The teacher presents the material, confirming or illustrating his words with the help of visualization.
First, observation is carried out, and then the teacher summarizes the data obtained, explains the hidden causes of the phenomenon, and draws conclusions.

Self-production of manuals

Many types of visualization - posters, drawings, handouts, charts, tables, slides, models, etc. can be made by the children themselves. Such work allows you to better assimilate the material, creatively rework it. Making visual aids can be homework or a research project.

Children first study the material, then transform it according to their own abilities. At this stage, you can make several sketches in order to choose the best one later. It is important to create an atmosphere of cooperation in the classroom, when all work is carried out naturally and you can turn to an adult for help at any time. Ready-made manuals are demonstrated and defended in front of the whole class, and then used in educational activities.

Visibility is the foundation for the formation of abstract thinking, but it must be treated consciously. Otherwise, you can lead your students aside, forgetting about the real goal and replacing it with a bright means.

Methods of providing visibility contribute to the visual, auditory and motor perception of the performed tasks. These include:

1) Direct visibility method- showing exercises by a teacher or his assistant. This method is designed to create a correct understanding of the technique of performing a motional action. Direct demonstration (demonstration) of movements by the teacher or one of the students should always be combined with the methods of using the word, which makes it possible to exclude blind, mechanical imitation. At the same time, it is necessary to provide convenient conditions for observation: the optimal distance between the demonstrator and the trainees, the plane of the main movements (for example, standing up to the trainees in profile, it is easier to show the technique of running with a high hip lift or swinging movements in high jumps from a run, etc.) , the repetition of the demonstration at different rates and in different planes, clearly reflecting the structure of the action.

2) Methods of mediated visibility... They create additional opportunities for the students' perception of motor actions with the help of a subject image. These include: demonstration of illustrative material (visual aids, educational videos and films, cinecyclograms, etc.), a model demonstration of a playground, a slalom track, drawings with a felt-tip pen on a special board.

With the help of videos, the demonstrated movement can be slowed down, stopped at any phase and annotated, as well as repeated many times.

Felt-tip pen drawings on a special board are an operational method for demonstrating individual elements of physical exercise technique as well as tactical actions in team sports.

An important role in ensuring clarity during the exercise is played by the introduction of visual landmarks (flags, dividing lines, boards with markings that indicate the direction, amplitude and shape of the trajectory of movements, points of application of efforts) into the setting of the action.

3) Directed Feeling Techniques- are aimed at organizing the perception of signals from working muscles, ligaments or individual parts of the body. These include:

Guiding help of the teacher when performing a motor action (for example, holding the student's hand when teaching the final effort in throwing a small ball);

Exercise in slow motion;

Fixation of the position of the body or its individual parts at certain moments of the motor action;

The use of special training devices that allow you to feel the position of the body at different moments of the movement.

4) Urgent information methods. These methods are intended for the teacher and those who are engaged with the help of various technical devices to receive urgent information during or after the fulfillment of motional actions in order to correct them, or to maintain the set parameters (tempo, rhythm, effort, amplitude, etc.). For example: various training devices (bicycle ergometers, treadmills (treadmills), rowing machines equipped with built-in computers), which allow you to control the load regulation system, as well as strain gauge platforms, electrogoniometers, photoelectronic devices, light and sound leaders.

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Indirect visualization helps the perception of the parameters of the temporal, spatial and dynamic characteristics of the exercise technique. This is light or sound information that signals the speed, frequency, pace, rhythm of movements.

In recent years, so-called training cards have been widely used in the practice of physical education. They may contain information about the complexes of physical exercises for solving specific applied problems: posture formation, development of various groups of muscles, speed, endurance, muscle strength, flexibility, as well as leading physical exercises that facilitate the assimilation of complex motor actions.

The relationship of direct and mediated visibility. Direct contacts with reality play a primary role in the implementation of the principle of visibility. At the same time, mediated visibility should not be underestimated. Sometimes it turns out to be no less, and even more intelligible than direct perception. We are talking, in particular, about the explanation of the details and mechanisms of movements that are difficult to direct observation or generally hidden from it. It is not by chance that cinema, video tape recorders and other technical means are being increasingly introduced into modern practice of physical education, with the help of which a clear idea of movements is created,

Various forms of visualization are not only interconnected, but also, in their action, pass one into another. This is explained by the unity of the sensory and logical stages of cognition, and from a physiological point of view, by the unity of the first and second signaling systems of reality.

The word, therefore, can be considered as one of the important means of providing clarity. However, it should be borne in mind that in the process of physical education the word only then acquires the meaning of such a means, when it finds concrete support in the motor experience of the students. If the word is not connected, at least in part, with representations, in particular motor representations, it “does not sound,” does not evoke a vivid image of movements, no matter what external figurative form the verbal explanation is clothed in. The role of the word as a factor of mediated visualization increases in the process of physical education along with the expansion of the motor experience of the students. The richer it is, the more opportunities there are for creating the necessary motor representations with the help of a figurative word. This is one of the reasons for the unequal share of methods of using the word in the process of physical education of people of different age groups.

Visibility is important not only in itself, but also as a general condition for the implementation of the principles of training and education. The wide use of various forms of visualization increases interest in classes, facilitates understanding and performance of tasks, and contributes to the acquisition of solid knowledge, skills and abilities.

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Visibility techniques

In physical education, methods of providing visibility contribute to the visual, auditory and motor perception of the tasks being performed. These include:

1) the method of direct visibility (showing exercises by the teacher or, on his instructions, by one of the students);

2) methods of indirect visualization (demonstration of educational videos, motion pictures, drawings, diagrams, etc.);

3) methods of directed feeling of motional action;

4) methods of urgent information. Let's consider the main features of these methods.

Direct visibility method

It is intended to create a correct idea of the technique of a motional action (exercise) fulfillment among the trainees. Direct demonstration (demonstration) of movements by the teacher or one of the students should always be combined with the methods of using the word, which makes it possible to exclude blind, mechanical imitation. When demonstrating, it is necessary to provide comfortable conditions for observation: the optimal distance between the demonstrator and the trainees, the plane of the main movements (for example, standing to the trainees in profile it is easier to show the technique of running with a high hip lift, swinging movements in high jumps from a run, etc.) , repetition of the demonstration at a different pace and in different planes, clearly reflecting the structure of the action.

Methods of mediated visibility create additional opportunities for the students' perception of motional actions with the help of a subject image. These include: demonstration of visual aids, educational videos and films, drawings with a felt-tip pen on a special board, sketches performed by the trainees, the use of various dummies (reduced models of the human body), etc.

Visual aids allow students to focus on static positions and sequential change of phases of movements.

With the help of videos, the demonstrated movement can be slowed down, stopped at any phase and annotated, as well as repeated many times.

Felt-tip pen drawings on a special board are an operational method for demonstrating individual elements of physical exercise technique and tactical actions in team sports.

Sketches performed by trainees in the form of figures allow graphically expressing their own understanding of the structure of a motor action.

Methods of directed feeling of motor action are aimed at organizing the perception of signals from working muscles, ligaments or individual parts of the body. These include:

1) guiding help of the teacher when performing a motor action (for example, holding the teacher's hand while teaching the final effort in throwing a small ball at a distance);

2) doing exercises in slow motion;

3) fixing the positions of the body and its parts at certain moments of the motor action (for example, fixing the position of the body links before performing the final effort in throwing);

4) the use of special training devices that allow you to feel the position of the body at different moments of the movement.

Urgent information methods

Urgent information methods are intended for the teacher and those engaged with the help of various technical devices (strain gauge platforms, electrogoniometers, photoelectronic devices, light and sound leaders, electric targets, etc.) to receive urgent and pre-laminar information after or during the performance of motor actions, respectively, with the aim of their necessary correction or to preserve the specified parameters (tempo, rhythm, effort, amplitude, etc.). So, for example, at present in physical education and sports, various training devices (bicycle ergometers, treadmills, rowing machine, etc.) are widely used, equipped with built-in computers that control the load regulation system (Fig. 6).

Rice. 6. Using the urgent information method: automated treadmill with computer programming of the training mode

The computer shows the values of heart rate, speed, time, distance length, calorie consumption, etc. The load profile is graphically displayed on the display.

In conclusion, it should be noted that, preparing for the lesson and choosing the optimal methods for a particular stage, the teacher should consider what their structure should be in order to strengthen, for example, a motivational or educational, educational or developmental function.

Kholodov Zh. K. Kuznetsov VS Theory and methodology of physical education and sport.- M .: Publishing Center "Academy", 2003.- 480 p. Chapter 4. Means and methods of physical education. - S. 32-52.

In physical education, methods of providing visibility contribute to the visual, auditory and motor perception of the tasks being performed. These include:

1) the method of direct visibility (showing exercises by the teacher or, on his instructions, by one of the students);
2) methods of indirect visualization (demonstration of educational videos, motion pictures, drawings, diagrams, etc.);
3) methods of directed feeling of motional action;
4) methods of urgent information.

Let's consider the main features of these methods.

Direct visibility method. It is intended to create a correct idea of the technique of a motional action (exercise) fulfillment among the trainees. Direct demonstration (demonstration) of movements by the teacher or one of the students should always be combined with the methods of using the word, which makes it possible to exclude blind, mechanical imitation. When demonstrating, it is necessary to provide comfortable conditions for observation: the optimal distance between the demonstrator and the trainees, the plane of the main movements (for example, standing to the trainees in profile it is easier to show the technique of running with a high hip lift, swinging movements in high jumps from a run, etc.) , repetition of the demonstration at a different pace and in different planes, clearly reflecting the structure of the action.

Methods of mediated visualization create additional opportunities for the students' perception of motional actions with the help of a subject image. These include: demonstration of visual aids, educational videos and films, drawings with a felt-tip pen on a special board, sketches performed by the trainees, the use of various dummies (reduced models of the human body), etc.

Visual aids allow students to focus on static positions and sequential change of phases of movements.

With the help of videos, the demonstrated movement can be slowed down, stopped at any phase and annotated, as well as repeated many times.

Felt-tip pen drawings on a special board are an operational method for demonstrating individual elements of physical exercise technique and tactical actions in team sports.

Sketches performed by trainees in the form of figures allow graphically expressing their own understanding of the structure of a motor action.

Dummies (models of the human body) allow the teacher to demonstrate to the students the peculiarities of the motor action technique (for example, the technique of running at various distances, the technique of crossing the bar in the high jump with a run, the technique of landing in the long jump with a run, etc.). Methods of directed feeling of motor action are aimed at organizing the perception of signals from working muscles, ligaments or individual parts of the body. These include:

1) guiding help of the teacher when performing a motor action (for example, holding the teacher's hand while teaching the final effort in throwing a small ball at a distance);
2) doing exercises in slow motion;
3) fixing the positions of the body and its parts at certain moments of the motor action (for example, fixing the position of the body links before performing the final effort in throwing);
4) the use of special training devices that allow you to feel the position of the body at different moments of the movement.

Urgent information methods. Designed for the teacher and those who are engaged with the help of various technical devices (tensoplatforms, electrogoniometers, photoelectronic devices, light and sound leaders, electric targets, etc.) to receive urgent and prelaminar information after or during the execution of motor actions, respectively, with the aim of their necessary correction or to preserve the specified parameters (tempo, rhythm, effort, amplitude, etc.). So, for example, at present, in physical education and sports, various training devices (bicycle ergometers, treadmills, rowing machine "Concept II", etc.) are widely used, equipped with built-in computers that control the load regulation system

The computer shows the values of heart rate, speed, time, distance length, calorie consumption, etc. The load profile is graphically displayed on the display.

In conclusion, it should be noted that, preparing for the lesson and choosing the optimal methods for a particular stage, the teacher should provide for what their structure should be in order to strengthen, for example, a motivational or educational, educational or developmental function.