What about visual aids? Types of tutorials

Types of visibility along the line of increasing their abstractness can be,

according to the concept of T. A. Ilyina, divided into:

- natural visibility (objects of objective reality);
- experimental visibility (experiments, experiments);
- three-dimensional visibility (layouts, figures);
- Visual visualization (paintings, photographs, drawings);
- sound clarity (audio recordings);
- symbolic and graphic visualization (maps, graphs, diagrams, formulas);
- internal visibility (images created by the teacher's speech).

But it should be noted that visual aids in mathematics lessons have their own characteristics. All educational visual aids used in mathematics lessons are usually divided into natural and pictorial. Natural visual aids include objects of the surrounding life: notebooks, pencils, sticks, cubes, etc. Among visual visual aids, figurative, conditional and screen ones are distinguished. Figurative visual aids include: subject pictures, models of objects and figures made of paper and cardboard, tables with images of objects or figures. Conditional visual aids include: cards depicting mathematical symbols, schematic drawings and drawings. On-screen visual aids include: educational films, filmstrips, transparencies.

Visual aids are both general and individual. Often they are the same in content and differ only in size.

Visual aids can be printed or printed by the teacher or children. Home-made visual aids should not be difficult to manufacture and meet the requirements of aesthetics and school hygiene standards. But first of all, it should be noted that visual materials must meet general didactic, ergonomic and methodological requirements, on the observance of which the speed of perception of educational information, its understanding, assimilation and consolidation of the acquired knowledge may depend. So, visual teaching aids should be:

They are focused on the motivation of learning, arouse interest and engage in cognitive activities. In this regard, it is good to recall the techniques and methods of the media and communication, which skillfully use all the possibilities of attracting the attention of users. Considering educational materials, it should be noted that one of the main incentives for motivation is problematic, which can activate mental or creative activity. Therefore, even the wording of the title of the lesson (topic, slide, presentation ...) plays a big role in the perception of educational materials. In addition to the problematic, one can name metaphors, bright symbols, graphic or animated screensavers, etc.;

Accessible, that is, appropriate to the age characteristics of students. Every teacher is well aware that students can be given only such material that they are ready to perceive. Otherwise, if the information is too much for students, one can observe how the studied material is only memorized without understanding;

Interactive, able to organize communicative situations. In computer-based learning tools, which are based on the principle of interactivity (that is, feedback), this requirement is often used at the most simple level. When asked to answer a question, and the answer consists of two options - "YES" or "NO". At the same time, digital technologies make it possible to create more interesting learning situations with the help of visual tests, problematic questions, game communicative situations;

Illustrative, when different types of materials are used in difficult-to-understand content of the text. But here it is necessary to use the imagery of visual material very carefully, since excessive enthusiasm for presenting information can lead students away from the main idea of the author of the visual aid, and the process of mental activity will be meaningless;

Dosed with optimal use of visibility. Probably, every teacher can give an example of the use of ready-made teaching aids, in which there is a huge amount of information. On the one hand, this is good, but on the other hand, an overabundance of information can lead to the opposite effect. The attention of students will be distracted by extraneous details, and it will be difficult for the teacher to build a lesson;

Ergonomic, expedient, comfortable for perception and work from the physiological and psychological sides. Ergonomic requirements always orient developers of visual aids to already developed methods of presenting information. For example, on a dark background, it is always necessary to place a white or very light in tone text font; watching a video fragment in a lesson can only be for 5-10 minutes; on presentation slides, the text should be in the form of keywords or concise phrases; music is usually used as a background sound, it should be calm, melodic, with an unobtrusive motive. Each tool has its own specific requirements that reflect the nature of the presentation and perception of information.

In the initial teaching of mathematics, when studying the topics “Tabular multiplication and division”, various types of visual aids are used:

Objects of the environment. From the very first days of teaching children how to multiply and divide, as well as when compiling multiplication and division tables, environmental objects can be used as counting material. Books, notebooks, pencils, counting sticks, etc. can serve as such material.

Demonstration visual aids. This type of visual aids includes, first of all, pictures and study tables depicting a number of objects familiar to children, sets of pictures, pictures with inserts, applications (Fig. 1). They are used as a counting material, which greatly expands the teacher's capabilities when teaching children to count, or to illustrate tasks. Demonstration visual aids can also be used in the study of the commutative property of multiplication (Fig. 2).

3 + 3 + 3 = 9
3 3 = 9

Tables. Tables are textual or numeric records arranged in a specific order. Most often in the form of columns, as well as a series of drawings and diagrams grouped together with or without text. The tables are published on large sheets of paper glued to fabric or cardboard for ease of use. According to their meaning, tables can be divided into groups: cognitive; instructive; training; reference. Of course, this division is to some extent conditional.

Cognitive tables include those that contain new information and are therefore most often used in explaining new material. They can also be used for repetition in order to expand and generalize students' knowledge. An example of cognitive tables is a numbering table showing the ranks and classes of counting units, made in conjunction with a type-setting canvas (Fig. 3). In this form, it is also used as a training.

Cognitive tables include a demonstration multiplication table, which clearly illustrates how to find the product of two single-digit numbers (Fig. 4).

Instructional tables in a visual form give instructions on the performance of certain actions related to the formation of skills in writing numbers, solving problems, and computing skills. These tables include tables with samples of handwritten numbers, with examples indicating the order in which arithmetic operations are performed, with examples of algorithms of actions, etc. such tables are posted in the classroom for a more or less long time so that they help students in their work, give the necessary instructions ( Fig. 5).

Training tables are intended for multiple exercises in order to form computational skills. The most famous of these tables are tables for oral calculations. These tables free the teacher from having to write out long series of numbers and thus make his work easier and save time. Such tables are especially valued when fixing multiplication and division tables.

Reference tables contain material that students often need both when solving examples and problems, and when doing practical work. They, like instructional tables, are hung out in the classroom for a long time.

Counting devices. This type of visual aids includes abacus, abacus, calculator. Accounts are used, starting from the first grade, for a number of years when teaching counting, when studying numbering and arithmetic operations. On demonstration or classroom accounts, at first it is advisable to have only one wire with ten bones at first. Then two with twenty. The rest should be covered at this time with a sheet of paper or removed altogether. Currently, such a counting device as a calculator is very actively used in the classroom. From an early age, children learn to work with him.

The abacus, or counting board, is usually a homemade tool. And usually the most used.

Measuring tools. Measuring tools in the educational process play a dual role. Firstly, they can be used for their intended purpose for measurements in the performance of various works or for obtaining data for practical problems. Second, they can serve as aids in the study of measures and unit relations between measures. In elementary grades, tools are used to measure length, weight, capacity, area, and to build and perform basic measuring work. These tools include: - drawing ruler, squares, meter ruler, tape measure, compasses; - cup scales with weights, dial scales; - mugs liter, half-liter; - clock face; - palette; - cool compasses;

Illustrations. Illustrations are usually understood as drawings and schematic representations of various objects and groups of objects placed in the textbook. As well as plans, drawings, diagrams, tables, as well as the visual demonstration aids discussed above, illustrations are used in a variety of cases. With their help, the objects in question, the actions performed, or the content of the task are explained (Fig. 6).

1 1 + 1 1 + 1 = 2

If necessary, illustrations for individual tasks can be made on large sheets of paper or in the form of transparencies. Currently, a series of cards with mathematical tasks are published for each class, including illustrations. These cards are designed to teach writing and problem solving.

didactic material. For the formation of mathematical concepts, as well as for the development of computational, measuring and graphic skills in primary grades, it is necessary to use a variety of didactic material. Didactic material in mathematics is called textbooks for independent work of students, allowing to individualize and activate the learning process. Didactic material in mathematics can be divided into:

a) subject didactic material;

b) didactic material in the form of cards with mathematical tasks.

The subject didactic material includes: counting sticks, sets of various geometric shapes, models of coins, etc. The subject material must be used both in explaining new knowledge and in reinforcing it.

Didactic material in the form of cards with mathematical tasks provides adaptation to the individual characteristics of students. Some types of cards allow students to free themselves from rewriting tasks, which makes it possible to complete more exercises.

Another type of visual aids recently, in connection with the computerization of education, often used are computer programs designed for children of 7-9 years of age, aimed at memorizing multiplication and division tables.

Computer learning technologies are a set of methods, techniques, methods, means for creating pedagogical conditions based on computer technology, telecommunication means and an interactive software product that simulate part of the teacher's functions in presenting, transmitting and collecting information, organizing control and management of cognitive activity.

The use of computer learning technologies makes it possible to modify the entire teaching process, implement a model of student-centered learning, intensify classes, and most importantly, improve students' self-training.

Computer learning technologies provide great opportunities in the development of creativity, both teachers and students.

Multimedia technologies - a way of preparing electronic documents, including visual and audio effects, multiprogramming of various situations. The use of multimedia technologies opens up a promising direction in the development of modern computer learning technologies. How to use these tools in the development of complexes of educational and methodological materials? Where and in what ratio is it possible to include various multimedia effects compared to plain text? Where is the limit of applicability of multimedia inserts in a document? Serious studies of this issue are needed, since the violation of harmony, the expediency of using bright inserts and effects can lead to a decrease in working capacity, increased fatigue of students, and a decrease in work efficiency. These are serious questions, the answers to which will make it possible to avoid fireworks in training, to make educational and methodological material not just spectacular, but effective.

Modern information and communication technologies of education - a set of modern computer equipment, telecommunication means, software tools that provide interactive software and methodological support for modern learning technologies.

The main tasks of modern information technologies of education are the development of interactive environments for managing the process of cognitive activity, access to modern information and educational resources (multimedia textbooks, various databases, training sites and other sources).

Computer presentations allow you to approach the learning process creatively, diversify the ways of presenting material, combine various organizational forms of conducting classes in order to obtain a high result, with minimal time spent on training.

The forms and place of using the presentation (or even its individual slide) depend, of course, on the content of the lesson, the educational event, and the goals set by the teacher.

There are some general, most effective methods of using computer presentations:

1. When learning new material. Allows you to illustrate with a variety of visual means. The application is especially beneficial in cases where it is necessary to show the dynamics of the development of a process.
2. When conducting oral exercises. It allows you to quickly submit tasks and adjust the results of their implementation.
3. When checking homework and frontal independent work. Provides visual control of results.
4. When solving educational problems. It helps to complete the drawing, draw up a solution plan and control the intermediate and final results of independent work on this plan.

The most common presentation software is Power Point.

The advantage of using multimedia presentations is that students are attracted by the novelty of conducting multimedia lessons. In the classroom during such lessons, an atmosphere of real communication is created, in which students strive to express their thoughts “in their own words”, they complete tasks with desire, show interest in the material being studied, and students lose their fear of the computer. Students learn to work independently with educational, reference and other literature on the subject. Students become interested in getting a better result, willingness and desire to perform additional tasks. When performing practical actions, self-control is manifested.

Another means of visualization is the use of interactive whiteboards. Working with the interactive whiteboard, the teacher can: 1. Actively comment on the material: highlight, clarify, add using electronic markers with the ability to change the color and line thickness. 2. You can make notes directly on top of the image; draw and write on top of any applications and web resources, which enhances the presentation of the material. 3. Due to visibility and interactivity, the class is involved in active work. Perception sharpens. Increases concentration, improves understanding and memorization of the material. 4. All the work done in the course, with all the notes and notes made on the board, can be saved on a computer for later viewing and analysis. 5. If questions arise on previously solved problems, you can quickly return to them, therefore, there is no need to restore the condition or solution.

For media educational tools, the list of requirements should be supplemented. These include:- adaptive to the individual capabilities of the student; - visual, i.e. realizing the possibilities of computer visualization of educational information.

It should be noted that although multimedia visual aids are popular, teachers, due to poor school equipment and lack of qualifications in this matter, often resort to traditional visual aids, which is very sad.

In the lessons, all the basic principles of teaching are carried out in interconnection: consciousness, visibility, systematicity, strength, taking into account age-related opportunities, and an individual approach. The principle of visibility plays a special role in teaching.

The correct use of visualization in the classroom contributes to the formation of clear spatial and quantitative representations, meaningful concepts, develops logical thinking and speech, helps, based on the consideration and analysis of specific phenomena, to come to a generalization, which is then applied in practice.

The use of various visual aids activates students, excites their attention and thereby helps their development, contributes to a stronger assimilation of the material, and makes it possible to save time. The topic of the lesson and the age of the students determine both the nature of the visual aids and the features of their use. In such subjects as natural science, history, geography, visual aids are most often used to show the objects under study. In order for students to form the most correct, most complete picture of an animal or plant, of this or that event, of a natural phenomenon, etc., all this must be shown in the most natural form possible and in such a way that all the necessary details are clearly distinguishable.

Types of visual aids used in teaching: objects of the environment, demonstration visual aids, tables: cognitive, instructive, training, reference; counting devices; measuring instruments; illustrations; didactic material.

Many visual aids - tables, some models, abacus for individual use, palettes, counting material, some types of handouts, etc. - can be made by students themselves. When preparing this or that manual, students inevitably have an interest in it, there is a desire to understand its purpose and mathematical structure. And this leads to better understanding and better assimilation of educational material. In the course of work on the production of manuals, interdisciplinary connections are carried out: on the one hand, children apply their mathematical knowledge and skills (calculation, measurement, drawing). On the other hand, they rely on the skills acquired in labor lessons (paper cutting, gluing, etc.).

From the point of view of use, visual aids are divided into general class and individual.

It is useful to involve children in the production of visual aids. This is of great educational and upbringing value, contributes to the conscious and lasting mastery of knowledge and skills, and helps to develop certain labor skills. Working with manuals made by hand, the child learns to respect work.

In the learning process, visual aids are used for various purposes: to get acquainted with new material, to consolidate knowledge, skills, and to test their assimilation.

When a visual aid acts as a source of knowledge, it should especially emphasize the essential - that which is the basis for generalization, and also show its insignificant, secondary significance.

Introducing new material, you need to use a visual aid in order to concretize the reported knowledge. In this case, the visual aid acts as an illustration of verbal explanations.

According to the "methodological pyramid", the effectiveness of such an activity as "working with visual aids" is quite high - 30% of the assimilation of information. Is it possible to increase this percentage even more? - It turns out that you can, if you follow the Chinese proverb: “Tell me and I will forget. Show me and I will remember. Let me do it myself and I'll understand." You can (and should!) use standard visual aids for demonstration (various models, collections of minerals, herbariums, etc.), or you can go the other way: make original aids yourself with the obligatory involvement of children in this work. Pioneers and schoolchildren have a good tradition: during vacations, excursions and hikes, collections of plants, insects or minerals for their school.

Such collections enrich the classrooms of the school, are a valuable visual aid that helps teachers to strengthen and deepen the knowledge of schoolchildren.

Signs of a good visual aid:

Availability of the plot;

the credibility of the content;

Sufficient format for frontal work;

The brilliance and brightness of the image;

Compliance with the content of the studied material;

Accuracy and aesthetics of self-made visual aids;

Dosage of visual aids so that the lesson is not oversaturated with them;

The time of demonstration of the visual aid (the aid should appear at the right time of the lesson and be removed after the completion of work on it).

Domestic didactics, based on the unity of the sensual and the logical, believes that visualization provides a link between the concrete and the abstract, promotes the development of abstract thinking, serves as an external support for internal actions performed by the student under the guidance of a teacher in the process of mastering knowledge.

The verbal presentation of the material allows secondary information, and visual aids help to highlight the main thing. That is why the highest quality of information assimilation is achieved with a combination of verbal presentation of the material and the use of visual aids. Visualization is used both as a means of learning new things, and for illustrating thoughts, and for developing observation, and for better memorization of material. Visual aids are used at all stages of the learning process: when the teacher explains new material, when consolidating knowledge, developing skills and abilities, when doing homework, when monitoring the assimilation of educational material.

The use of visual aids ensures the successful solution of the following didactic tasks:

development of visual-figurative thinking in students;

formation of skills for working with information presented in graphical form;

fixing attention during the assimilation of educational material;

development of cognitive interest;

activation of educational and cognitive activity of students;

concretization of the studied theoretical issues;

visual systematization and classification of the studied phenomena on diagrams, tables, etc.

Printed visual aids are an obligatory attribute of every specialized study room. Classes in informatics and information technologies are held in the informatics classroom - an educational unit of a secondary general education school, equipped with a set of educational computer equipment, appropriate educational equipment, furniture, office equipment and devices. This is a psychologically, hygienically and ergonomically comfortable environment, organized in such a way as to contribute to the maximum extent to successful teaching, mental development and the formation of an information culture of students, their acquisition of sound knowledge of computer science, while fully ensuring the requirements for health and safety at work. Printed visual aids (posters) on informatics and information technologies are included in the List of educational and computer equipment for equipping educational institutions.

Visual aids in teaching

The principle of visualization plays a special role in teaching.

Types of visual aids used in teaching:

Objects of the environment.

Demonstration visual aids.

Tables. - cognitive;

- instructive;

- training;

- reference;

Counting devices.

Measuring instruments.

Illustrations.

didactic material.

Knowledge of the types of visual aids makes it possible to select them correctly and use them effectively in teaching. And also make the necessary visual aids yourself or together with the children. Visual teaching aids are usually divided into natural and visual. Natural visual aids used in the classroom include environmental objects. Among the visual visual aids, figurative ones are distinguished: subject pictures, images of objects and figures made of paper and cardboard, tables with images of objects or figures. Graphic visual aids also include visual screen aids, educational films.

From the point of view of use, visual aids are divided into general and individual.

In the learning process, visual aids are used for various purposes: to get acquainted with new material, to consolidate knowledge, skills, and to test their assimilation.

When a visual aid acts as a source of knowledge, it should especially emphasize the essential - that which is the basis for generalization, and also show its insignificant, secondary significance.

Introducing new material, you need to use a visual aid in order to concretize the reported knowledge. In this case, the visual aid acts as an illustration of verbal explanations.

Such collections enrich the classrooms of the school, are a valuable visual aid that helps teachers to strengthen and deepen the knowledge of schoolchildren.

But it is not enough to collect samples for collections, they must be prepared for display: dried or conserved, strengthened, pasted, etc., selected according to a certain system, and then artistically arranged.

A panel of flowers is a good decoration for a pioneer room, school corridors, a teacher's room, a school hall.

Signs of a good visual aid:

- the availability of the plot;

— reliability of the content;

- sufficient format for frontal work;

— colorfulness and brightness of the image;

- compliance with the content of the studied material;

- accuracy and aesthetics of self-made visual aids;

- dosage of visual aids so that the lesson is not oversaturated with them;

- the time of demonstration of visual aids (the aid should appear at the right time of the lesson and be removed after completion of work on it).

Introduction

Visual aids play an important role in modern education.

At the lessons of the Russian language, all the basic principles of teaching are carried out in interconnection: consciousness, visibility, systematicity, strength, taking into account age-related opportunities, and an individual approach. The principle of visualization plays a special role in teaching the Russian language.

The school as a whole chooses for itself which method to give preference to, which author is more suitable than others for their developed system of teaching the Russian language.

The correct use of visualization in the lessons of the Russian language at school contributes to the formation of clear ideas about the rules and concepts, meaningful concepts, develops logical thinking and speech, helps, based on the consideration and analysis of specific phenomena, to come to a generalization, which are then applied in practice.

For the subject of the Russian language, elements of visual and visual material are significant, such as subject pictures (for literacy lessons and work on words from the spelling dictionary in Russian language lessons), pictures for literacy lessons and speech development, which are used when compiling sentences and texts of various types of speech.

Particular attention should be paid to the requirements for the production of visual aids in the Russian language, taking into account the requirements of publishing and proofreading, rhetoric, developmental psychology, and the possibilities of new technical teaching aids.

The purpose of this work: to study modern requirements for the production of visual aids in the Russian language.

Object of study: analysis of the use of visual teaching aids in Russian language lessons at school.

Subject of study: the process of using visual teaching aids in Russian language lessons at school.

Research objectives:

1. Consider the types of visual aids.

2. To study the principles of using visual aids in Russian language lessons.

3. Analyze current problems in the culture of making visual aids.

4. To study modern requirements for visual aids in the Russian language.

5. On practical examples, consider the creation and use of tables and diagrams, taking into account modern requirements.

Features of the use of visual aids in Russian language lessons at school

Types of visual aids

Visual aids in the Russian language are teaching aids that allow you to rely on visual, auditory and visual-auditory perception.

In teaching the Russian language, various types of visual aids are used (Fig. 1.1).

The main visualization groups used in school:

Natural material models (real objects, dummies, geometric bodies, models of objects, photographs, etc.)

Conditional graphic images (drawings, sketches, diagrams, graphs, maps, plans, diagrams, etc.)

Sign models, mathematical, chemical formulas and equations and other interpreted models

Dynamic visual models (movies and television films, transparencies, cartoons, etc.)

1. Objects of the environment.

From the very first days of children's stay at school when teaching their Russian language, objects of the environment can be used as visual material.

Books, notebooks, pencils, toys, etc. can serve as such material. Individual items can be used in the future: when familiarizing students with the rules and concepts.

Fig. 1.1 Types of visual aids

2. Demonstration visual aids. This type of visual aids includes, first of all, pictures and study tables depicting a number of objects familiar to children, sets of pictures, pictures with inserts, applications. They are used as visual material, which greatly expands the teacher's capabilities when teaching children grammar, punctuation, phonetics, etc., or to illustrate exercises.

Demonstration visual aids also include models of measuring instruments and instruments (clock dial, scales), dummies and mock-ups. Dummies and layouts can be used as illustrative material when compiling exercises. Finally, demonstration visual aids include images and models of various objects or situations.

3. Tables. Tables are textual or numeric records arranged in a specific order. Most often in the form of columns, as well as a series of drawings and diagrams grouped together with or without text. The tables are published on large sheets of paper glued to fabric or cardboard for ease of use.

According to their meaning, tables can be divided into groups:

cognitive;

Instructional;

Training;

Reference;

Cognitive tables include those that contain new information and are therefore most often used in explaining new material. They can also be used for repetition in order to expand and generalize students' knowledge. An example of cognitive tables is a table of synonyms. Cognitive tables also include the tables "Position of objects", "Seasons", "Colors", which give a visual representation of certain concepts and phenomena.

Instructive tables in a visual form give instructions on the performance of certain actions related to the formation of skills in writing letters, words, phrases and sentences, performing exercises and tasks, speaking skills. These tables include tables with samples of handwritten letters, with examples indicating the order of actions when parsing a word, with examples of algorithms for actions when performing exercises, etc. such tables are posted in the classroom for a more or less long time to help students in their work gave the necessary instructions.

Training tables are intended for multiple exercises in order to form skills. The best known of these tables are the exercise tables. These tables free the teacher from having to write out a large number of words and thus facilitate his work and save time.

The reference tables contain material that is often needed by students both when doing exercises and when doing practical work. They, like instructional tables, are hung out in the classroom for a long time.

4. Illustrations. Illustrations are usually understood as drawings and schematic representations of various objects and groups of objects placed in the textbook. As well as plans, drawings, diagrams, tables, as well as the visual demonstration aids discussed above, illustrations are used in a variety of cases. With their help, the objects in question, the actions performed, or the content of the exercise are explained.

If necessary, illustrations for individual exercises can be made on large sheets of paper or in the form of transparencies. A series of activity cards, including illustrations, are currently being published for each class. These cards are designed to teach writing and problem solving.

5. Didactic material. For the formation of basic concepts, as well as for the development of writing and speaking skills, it is necessary to use a variety of didactic material. Didactic material is called teaching aids for independent work of students, allowing to individualize and activate the learning process.

Didactic material can be divided into:

Subject didactic material;

Didactic material in the form of cards with tasks.

Subject material must be used both in explaining new knowledge and in consolidating it. Didactic material in the form of task cards provides adaptation to the individual characteristics of students. Some types of cards allow students to free themselves from rewriting tasks, which makes it possible to complete more exercises.

Many visual aids - tables, some models, some types of handouts, etc. - can be made by the students themselves. When preparing this or that manual, students inevitably have an interest in it, there is a desire to understand its purpose and mathematical structure. And this leads to better understanding and better assimilation of educational material. In the course of work on the preparation of manuals, interdisciplinary connections are made: on the one hand, children apply their knowledge and skills in the Russian language. On the other hand, they rely on the skills acquired in labor lessons (paper cutting, gluing, etc.)

Lecture 8. Types of visual aids in fine arts lessons. Dynamic manuals and principles of their development. Technical, audio and video systems for teaching fine arts.

Visual aids are a type of didactic aids that are designed for perception in the classroom during the presentation of new material, analysis of a task or practical activity (drawing from life), as well as for aesthetic perception during an aesthetic conversation. According to the method of demonstration and form, visual aids can be divided into the following groups:

1. On-screen aids: slides, presentations, videos or movies, epiprojector cards, etc.;

2. Natural and natural benefits: real household items, herbarium, animals, flowers, models, etc.;

3. Educational posters, tables, diagrams, dynamic manuals.

4. Devices, frames, models for the observation of physical phenomena.

5. Reproductions of works of art.

6. Works of fine and decorative art, children's work.

Visibility requirements:

1. Quality: reproductions must convey exactly the work of art, recording - the sound of a musical work.

2. All items from the cabinet funds and reproductions should have an aesthetic appearance, children's works should be framed if they serve as visual material for art lessons.

3. All materials of the didactic fund must be systematized and listed in the cabinet catalog, which simplifies their search and storage.

A modern educational poster in fine arts differs not only from the old tables in terms of the topic and aesthetics of design, but also in the possibility of using it in the lesson, because. one of the requirements of modern methodology for a poster is dynamism.

Dynamic tables are flat visual aids that have movable and interchangeable elements, parts of the image, the manipulation of which allows the teacher to change the images on the table plane. The dynamic table controls the attention of children, makes the perception of the educational problem accessible, which facilitates the development of educational material, and the learning process itself is entertaining. The dynamic manual allows the teacher to guide the perception of children, activating it and making it conscious.

Consider a few principles for achieving dynamics in the training table.

1. Application principle is the simplest and most common way to set in motion parts of an image on a plane. It is often used in animation. The main components of a dynamic applicative table are: plane - background, compositional elements. The problem of organizing movement on such a plane is how to fix the elements on a vertical plane.

The most famous mounting methods:

use of fluffy materials, i.e. the background and reverse side of the elements are covered with either fluffy paper or fabric (flannel, drape);

the use of magnets, i.e. a magnet can be glued on the back of the element, and a metal sheet is taken for the background, or several large magnets are attached to the back of the metal background, and a metal strip is glued to the composite elements;

with the help of needles - pins;

with the help of children's plasticine.

2. The "pocket" principle. Elements of the dynamic table can be mounted on a plane using "pockets", which can be slotted or laid on. Such tables are less dynamic than applicative ones, since the movement of elements on the plane is limited by the number and location of "pockets". The use of the "pocket" principle allows the teacher to create a learning table through trials in the course of explaining new material or to set the task of consolidating already passed material in front of one student or class.

3.The principle of "scales". If the background of the table is made multi-layered by attaching small patches or strips of paper to it overlay, as fish scales are attached, we will get an excellent plane for display. A table with such a background is more dynamic than a table with "pockets", it also does not require special materials and tools to attach elements of the composition to the background. Depending on the shape of the elements that make up the background, the table can show a stylized sea, sky, forest, meadow, etc. background of "green meadow").

4. Ribbon principle. If the individual elements of the composition are placed on a common strip of paper, then a kind of demonstration tape will be obtained. It can be passed through the slits in the background, which is like a frame in a filmstrip, separating the desired image from other compositional elements. A dynamic poster may include one or more independently moving strips.

5. The principle of the book. The book, as a dynamic manual illustrating the teacher's story, can be of an unusual form. Its pages can be cut into strips, then the task is to combine the strips into a single sheet of the desired or successful composition. The pages of a book can have an unusual shape, an unusual shape, and each page is different in shape from the others, then, leafing through this book, overlaying one page on another, you can change the image, like in a cartoon.

6. The principle of animation. This principle is based on the use of transparencies, which allow you to "apply" any pattern on a colored background or on an existing image. This is how you can demonstrate the change in the landscape with the help of color films, when the same emotionally neutral landscape can become cheerful sunny or sad overcast. It is also possible to “drop” the snow depicted on a transparent film onto the drawn city. Overhead transparencies can be used to demonstrate step-by-step imaging.

Technical, audio and video systems for teaching fine arts.

Types of technical means of teaching fine arts. Visual systems: epiprojector, overhead projector, filmoscope, epidiascope, overhead projector, film projector, video recorder, DVD player, computer (multimedia). Music players and tape recorders CD players.

Photography as an accessible means of educating aesthetic interest in the surrounding reality and artistic creativity.

Frontal and individual use of technical training aids.

Fund of visual and musical information in the office. Creation by the teacher of manuals for lessons using technical means: slide film, video film, musical and literary library

choose a lesson topic from one of the standard programs and develop a dynamic manual on this topic (A3 format).

choose a lesson topic from one of the standard programs and prepare a presentation for this lesson.