Visual aids are divided into paper electronic mechanical. Visual aids, tso, their classification

Visual aids in teaching 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 visibility 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 are then applied in practice. The use of various means of visualization 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 instruments. 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.). 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 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 ones. 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 process of learning, visual aids are used for various purposes: to familiarize themselves with new material, to consolidate knowledge, skills, and skills, to test their assimilation. When a visual aid acts as a source knowledge, it should especially emphasize the essential - that which is the basis for generalization, as well as show the insignificant, its secondary importance. Getting acquainted with new material, you need to use a visual aid in order to specify 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: to collect collections of plants, insects or minerals for their school during vacations, excursions and hikes. Such collections enrich the classrooms of the school, are a valuable visual aid that helps teachers strengthen and deepen the knowledge of schoolchildren.

Course work

Use of visual aids in the process of studying the numbers of the first ten

Introduction

Chapter 1

1.1 Visual aids: classification, practical application

1.2 Features of the perception of visual materials by younger students

1.3 Use of visual aids in mathematics lessons in elementary school

Chapter 2

2.1 Diagnostics of the level of mathematical development of children of primary school age

2.2 Organization of work on the use of visual aids in the process of studying the numbers of the first ten

Conclusion

Bibliography

Applications

Introduction

One of the most important tools in working with younger students is the use of visualization. Jean-Jacques Rousseau, Pestalotsii, K.D. Ushinsky, L.N. Tolstoy, V.P. Vakhterov and others. In the methodological literature, much attention is paid to the use of visual aids in teaching younger students (the works of M. A. Bantova, G. V. Beltyukova, A. S. Pchelko, A. M. Pyshkalo, L. N. Skatkin and etc.). N. L. Menchinskaya and M. I. Moro point out the need for independent operation of visual aids by elementary school students.

Visualization is one of the components of a holistic learning system that can help a younger student to better master the material being studied at a higher level.

Visually presented material contributes to the development of mental operations and all mental activity of students, thereby ensuring the transition from the concrete to the abstract in the process of mastering mathematical knowledge. Great opportunities are given by visual means for the development of constructive activity of students (drawing up various geometric shapes according to a model and without a model).

The practice of teaching shows that with the systematic inclusion of visual aids, the independence of students increases, their activity increases, and a positive attitude towards the subject is formed. This circumstance is very important for ensuring the development in the process of learning the individual.

The use of visual aids contributes to the solution of one of the most important tasks of primary education in mathematics - educational. Visual aids contribute to the formation of a materialistic worldview of younger students. By directly perceiving a set of objects, recalculating the number of their elements, combining or deleting parts of sets, students are convinced that such mathematical concepts as number, arithmetic operation, geometric figure are taken from the surrounding life. Visually presented numerical material expands the horizons of schoolchildren. The experience of schools shows a significant increase in students' interest in the subject if the teacher uses visual aids in the lessons when studying various topics.

All this determined the relevance of the research topic.

When studying the psychological and pedagogical literature, we revealed a contradiction between the use of visual aids in mathematics lessons in elementary school and the absence in the teaching methodology of practical recommendations on the use of visual aids in the process of studying the numbers of the first ten.

The identified contradiction made it possible to identify the research problem: checking the possibilities of using visual aids in the process of studying the numbers of the first ten.

This problem allowed us to formulate the topic of the study: "The use of visual aids in the process of studying the numbers of the first ten."

Object of study: the process of teaching mathematics in elementary school.

Subject of study: the use of visual aids in primary school mathematics lessons when studying the numbers of the first ten.

The purpose of the study: to theoretically substantiate and, through experimental work, test the effectiveness of the use of visual aids in the process of studying the numbers of the first ten.

The study of psychological and pedagogical literature on the topic of the study made it possible to put forward the following hypothesis: it is assumed that the use of various types of visual aids in mathematics lessons helps children learn the numbers of the first ten more effectively, and facilitates the understanding of educational material. It arouses the interest of children.

In accordance with the purpose and hypothesis of the study, the following tasks were defined:

1. Analyze the psychological and pedagogical literature on the research problem.

2. Consider the concept, classification and practical application of visual aids in mathematics lessons in elementary school.

3. Determine the features of the perception of visual materials by younger students.

4. Experimentally verify the effectiveness of the use of visual aids in the process of studying the numbers of the first ten.

Theoretical and methodological basis of the study: methodological and scientific studies of the use of visual aids in mathematics lessons in elementary school in the works of M.A. Bantova, G.V. Beltyukova and others, ways and means of practical application of visualization in the study of numbers in elementary school in the works of M.I. Morro, A.M. Pikalo and others.

To solve the set tasks and test the hypothesis, the following research methods were used: study and analysis of psychological, pedagogical, methodological and educational literature on research issues; pedagogical observations, conversations, questioning of teachers and students; conducting a pedagogical experiment, quantitative processing and qualitative interpretation of experimental data, statistical processing of the data obtained.

Experimental research base: MOU secondary school No. 4 of the city of Ishim. The experiment involved students of 2 "A" and 2 "B" classes.

The study was carried out in three stages.

The first stage is staging (02/01/10 - 03/01/10) - the choice and understanding of the topic. The study of psychological and pedagogical literature, the formulation of the problem, the formulation of the goal, subject, object, research tasks, the formulation of a hypothesis.

The second stage - self-research (02.03.10 - 02.04.10) - development of a set of measures and their systematic implementation, processing of the results, testing the hypothesis.

The third stage - interpretation and design (03.04.10 - 03.05.10) - processing and systematization of the material.

Scientific novelty of the study: the study lies in the fact that the use of visual aids in mathematics lessons in elementary school is considered for the first time as an independent research problem; experimentally tested the effectiveness of the use of visual aids in the process of studying the numbers of the first ten.

The practical significance lies in the fact that the conclusions and results of the course work can be used in the educational process of educational institutions.

The structure and scope of the work: the work consists of an introduction, two chapters, a conclusion, a bibliographic list including 39 titles, an appendix.

The total amount of work is 48 pages of computer text.

Chapter 1

1.1 Visual aids: classification, practical application

In the methodological literature, much attention is paid to the use of visual aids in teaching younger students (works by M. A. Bantova, G. V. Beltyukova, A. S. Pchelko, A. M. Pyshkalo, L. N. Skatkin, and others). N. L. Menchinskaya and M. I. Moro point out the need for independent operation of visual aids by elementary school students. In the works of M.I. Zemtsova, A. I. Zotova, Yu. A. Kulagina, A. G. Litvak emphasizes the importance of visual aids for the formation of students' ideas.

A visual aid is a means of developing a speech that allows you to perceive information not only by ear, but also visually. Visual aids have different meanings. In some cases, they are illustrative. In others, they facilitate the process of forming abstractions.

The outstanding psychologist L.S. Vygotsky called visual aids "a teacher's psychological tool".

Visual teaching aids are a necessary component of educational and methodological complexes, which most often include a textbook, a notebook with a printed basis and methodological instructions for the teacher.

Visual aids in methodological literature are usually divided into natural and pictorial. Natural remedies include various objects of the surrounding reality; for mathematics, this is all that can be counted. Natural objects are especially needed at first, when the concept of a natural number is just being formed in children, the specific meaning of arithmetic operations is revealed. Visual means are also widely used in elementary school: drawings, applications of objects. Various images of objects are included as the child gains experience in operating with natural objects. The actions of students with subject pictures contribute to the formation of many mathematical concepts.

The main types of visual aids used in teaching in elementary school:

Counting sticks.

Sticks are especially widely used in the formation of concepts about number and arithmetic operations.

A set of voluminous benefits - cubes and other toys.

The use of toys (ducklings, chickens, and others) opens up great opportunities in working on mathematical problems. They allow each student to visualize the situation given in the problem. At the same time, the teacher, correcting the activity of each student, forms or refines the spatial representations of students.

Type-setting canvases with cardboard stencils of figures of vegetables, leaves, fruits, animals, birds and others.

As practice shows, when studying many topics and at each lesson, typesetting canvases, both demonstration and individual, are successfully used.

Stencils can be made of colored cardboard, velvet and other thick paper. For all typesetting canvases, both demonstration and individual, it is imperative to have cut numbers from 0 to 9, cards with signs of addition and subtraction, equality and inequality.

Individual type-setting canvases enable the student to operate with objects, not to lose split figures on the table, to control their actions without moving the stencils of figures with the touch of their hands.

Flannelgraph.

The flannelgraph is a board of the same format as the typesetting canvas, covered with black flannel. Stencils with small pieces of sandpaper, velvet or blotting paper glued on the back side adhere very well to the combed fabric. It is convenient, in order to save time in the classroom, to use several flannelgraphs at once, having prepared in advance for each of them tasks corresponding to the material of the lesson.

Split figures and signs of mathematical operations for typesetting canvases.

Sets of split figures for demonstration and individual canvases provide an opportunity to learn how to independently use visual aids. Cut cards with round numbers for learning the numbering of multi-digit numbers, made with the expectation of imposing two other cards with round double-digit and single-digit numbers. With the help of split numbers and signs, students can create examples of equalities and inequalities. Great opportunities are given to the teacher and student in illustrating simple and complex tasks by using a flannelgraph or typesetting canvas and split figures.

Narrative pictures with slits.

To get acquainted with the methods of oral calculations and to solve problems, for example, a clear image of trees, plates, aquariums, vases, and other objects is used. Stencils of mushrooms, apples, fish, flowers and other objects are inserted into the slots, respectively. For demonstration, you need to take only images of objects (trees) specially made with a clearly defined contour and silhouette, in some cases with exaggerated clarity of individual parts (branches), and cuts for stencils (fruits, birds). Working with plot pictures allows students to better imagine the life situation of an arithmetic problem, makes it possible to perceive the actions of the teacher with objects and independently perform various operations on sets. Performing various exercises with objects contributes to the development of visual perception, spatial representations, spatial orientation of students with various visual impairments.

subject pictures.

For example, putting two pictures with images of animals (different trees) one under the other and numbers on the right indicating their life expectancy, students were asked to make tasks for difference or multiple comparison. Such tasks will expand the topics in teaching the preparation of arithmetic problems, while clarifying the subject representations of students.

Posters specially made for students to perceive with the names of the components of arithmetic operations, examples, equations, with the words: left, flew away, drove up, bought, donated, left, became, was, by, more, less. Posters should be made with the expectation of exhibiting them in typesetting canvases. Posters for individual use by students are made in flat and embossed dot type.

Tables. By purpose, the tables are divided into cognitive, instructive, training and reference. Cognitive tables include those that contain new information and are most often used when explaining new material, for example, a numbering table. Numbering tables should be used to familiarize yourself with the concept of a class, with the names of the categories in each class. This table can be further used as a training table. Students practice reading and writing multi-digit numbers, the numbers of which are listed in a specific column of the table. The presence of the names of categories and classes in the table in many ways helps students navigate large numbers and write them down correctly.

Counting devices.

Each student must have an account. They are used both when studying the numbering of numbers in all concentrations, and when performing arithmetic operations. Cubes, bars and boards of the arithmetic box are used in teaching counting and learning numbering. Counting devices make it possible to intensify the activity of students in the classroom, to organize independent work. On the instructions of the teacher, the student, for example, uses an account, cubes, bars or abacus to represent a two-digit and three-digit number, which contributes to the assimilation of the decimal composition of numbers.

School practice confirms the effectiveness of the use of such visual aids that would clearly express the most significant aspects of the phenomenon studied in this lesson, were free from unnecessary details that prevent students from first isolating and then grouping the same essential features, the generalization of which underlies this idea or concept. .

Each visual aid is also distinguished by the specific function that it can perform in the educational process, which ensures its high efficiency. An important element of educational equipment should be sets of means of variable visualization. They allow during the lesson to quickly create, change, different situations using visual aids. For this, sets of illustrative materials or chalk drawings, drawings and records are used. These tools include a magnetic board and a flannelgraph, the didactic capabilities of which are largely the same.

In connection with the various didactic functions and possibilities of visual aids, their complex application in the classroom is required. Only in this case will maximum efficiency be achieved in solving each cognitive task of the lesson. The complex use of various visual aids is explained by the fact that it ensures the joint work of various analyzers in the lessons.

At the same time, the variety of means of visualization is justified only in cases where it is required to reveal various aspects of the phenomenon or object being studied, and each of these aspects can be more convincingly and fully reflected only with the help of a certain type of visualization. One cannot but agree with Yu.K. Babansky that “excessive enthusiasm for visualization leads to inhibition of the development of abstract thinking, without which effective knowledge of the surrounding reality is impossible. The abundant use of visualization often scatters the attention of students, distracts from the knowledge of the main ideas of the topic, especially when it comes to students not with visual-figurative, but with verbal-logical memory.

Thus, visual aids are a means of developing a speech, allowing you to perceive information not only by ear, but also visually. The effectiveness of the use of visual aids in the educational process depends not only on the pedagogically justified combination of its different types in the lesson, but also on the correct ratio of visualization and other sources of knowledge, in particular the teacher's words.

The least effective is the use of visual aids when it is not used as one of the sources of new knowledge, but serves only as an illustration of the teacher's word. One of the tasks of improving the educational process is the widespread use of visual aids in the classroom as independent sources of information. This involves independent work of students with various types of individual aids, didactic material, conducting subject lessons, performing tasks based on the study of demonstration visual aids.

In the next paragraph, we will consider the features of the perception of visual aids by younger students.

1.2 Features of the perception of visual materials by younger students

Perception is the process of reflection by a person of objects and phenomena of the surrounding world with their direct impact on his senses. In order to perceive objects that affect, for example, the human eye, the perceiver must already have some kind of relevant experience. In a person's perception of something, speech plays a huge role - the word by which the object is named.

A child is not born with a ready ability to perceive anything, even those simple objects that are in front of him. At the early stages of development, the perception of the child is not perfect: the images of perceived objects are vague and indistinct.

Despite the fact that a child can look at objects from the first days of his life, early reveals sensitivity to sounds, including people's voices, he must be systematically taught to look, consider, listen and understand what he perceives. The mechanism of perception is already ready, but the child still does not know how to use it.

Ways of formation of the ability to perceive and observe can be different. Despite different methodological recommendations, all researchers agree on the main thing - the child should be specially taught to perceive, without which for a long time you retain the features of perception that are typical for the smallest children / fusion, fuzziness /. Therefore, given the characteristics of the younger student, psychologists strongly recommend using various types of didactic material and visual aids when teaching.

Based on the greater accessibility of sensory cognition to young children, there is an urgent need to use various types of visual aids in teaching. The use of visualization allows the child to form the correct idea of ​​the subject, phenomenon, law that he is studying. Studies show that when using visual aids, for greater effect, the demonstrated object or its image must be commented, because. any visualization demonstrates some single object, but the individual always has features common to all homogeneous objects, its own special, private features that are unique to this instance.

It is the commenting of the displayed objects that allows children to see in each object exactly what is the main and common for all these objects and, while skipping small private details, and only questions and instructions can lead the child's eye to the perceived object. There is no visualization without speech.

In addition, in speech it is possible to fix not only the signs or parts of an object, but also to characterize the features of each individual object. That. the combination of the sensual and the verbal is necessary in order for children to learn to see the general in the individual, and through the parts - the whole. However, a number of studies emphasize that one should not linger on the use of visualization in teaching already familiar material for a long time, since this delays the child’s transition to independently creating an image of an object, to generalization and operating with abstract content, and therefore delays the development of abstract thinking in a child.

The use of technical and audiovisual teaching aids as a source of knowledge is based on well-defined mental processes. The teacher introduces such stimuli into the class that strongly affect the student's senses, fundamentally restructuring all his mental functions. Visual and auditory analyzers involved in the process of perception contribute to obtaining more complete and accurate ideas about the issues being studied.

For successful learning, it is important that as many types of perception as possible participate in the process of perception. Combined visual-auditory types of perception are in the first place in terms of importance and effectiveness in terms of the use of technical means of education, followed by visual and, finally, auditory. Thus, the simultaneous action of a complex set of stimuli on different analyzers (or, as it were, their synthetic action) has a special power, a special emotionality. Therefore, the body of a student who perceives information with the help of technical means of education is under the influence of a powerful flow of qualitatively unusual information that creates an emotional basis, on the basis of which it is easier to move from a sensory image to logical thinking, to abstraction.

At the same time, psychologists point out that although the entire anatomical and physiological apparatus necessary for the implementation of the process of perception is ready for work already in the first year of a child’s life, however, long-term and systematic work is needed to teach children the correct and rational ways of sensory cognition of the surrounding reality.

The readiness of the visual, auditory and motor mechanism is only an opportunity for the development of meaningful, purposeful and correct perception and observation by the child of both individual phenomena and objects, and their entire components. Thus, in the learning process, one should use the practical actions of the child himself, his sensory cognition and speech. At the same time, it is necessary to lead the perception, to exercise the child in the analysis of the subject with the aim of its more complete, meaningful and holistic perception.

The famous scientist - psychologist L.S. Vygotsky distinguished two levels of development of a child's capabilities: the level of actual development (the level of development already achieved) and the zone of proximal development (what is in the process of becoming, the "tomorrow" of development). Based on this provision, we can say that the level of actual development of a child of class I is visual-effective mental activity, based on the perception of performed practical operations with objects, and visual-figurative, then verbal-logical mental activity are the zone of proximal development. That is why, when teaching primary school children, and especially grade I, a clear sequence in the use of teaching aids is necessary: ​​from actions with specific three-dimensional objects to a gradual transition to actions with flat didactic material (subject pictures) and, finally, to more abstract objects (geometric shapes). , iconic models, etc.).

Taking into account the results of psychologists' research that primary school students are dominated by involuntary attention, that monotonous work tires the child very quickly, and the need to change activities, and this activity can often and should be playful. Therefore, teaching a first grade student should be interesting, joyful, but at the same time providing a deep assimilation of the program material. One of the main means to achieve this goal is the wide and thoughtful use of visibility.

Initially, younger students better remember visual material: objects that surround the child and with which he interacts, images of objects, people. The productivity of memorizing such material is higher than memorizing verbal material. The concrete-figurative nature of the perception and memory of younger schoolchildren is manifested in the fact that children cope with such difficult memorization techniques as correlation, division into parts of the text, if there is a reliance on visualization, for example, on appropriate illustrations. This is especially necessary for the teacher to know and take into account when organizing the educational process.

The results of research on the problem of the relationship between the role of sensory and logical components in the formation of a system of concepts indicate that it is the relationship between the subject content of knowledge, individual characteristics and the anomalous factor that determines the nature of visual aids. Only on the basis of working with didactic material, the specific meaning of arithmetic operations is assimilated. Primary school students, before mastering computational techniques, should get acquainted with their theoretical basis, with the properties of arithmetic operations. The assimilation of mathematical theory in elementary school takes place with the widespread use of visual aids.

Visually presented material contributes to the development of mental operations and all mental activity of students with visual impairments, thereby ensuring the transition from the concrete to the abstract in the process of mastering mathematical knowledge. Great opportunities provide visual means for the development of constructive activities of students (drawing up various geometric shapes according to a model and without a model).

The solution of educational problems is facilitated by the use of various visual aids not only at the stage of familiarization, but also in the consolidation of knowledge, in the formation of skills and abilities.

The practice of teaching shows that with the systematic inclusion of visual aids, the independence of students increases, their activity increases, and a positive attitude towards the subject is formed. This circumstance is very important for ensuring the development of the personality of the blind and visually impaired in the process of learning.

The use of visual aids contributes to the solution of one of the most important tasks of primary education in mathematics - educational. Visual aids contribute to the formation of a materialistic worldview of younger blind and visually impaired students. By directly perceiving a set of objects, recalculating the number of their elements, combining or deleting parts of sets, students are convinced that such mathematical concepts as number, arithmetic operation, geometric figure are taken from the surrounding life. A clearly presented numerical material that characterizes the results of the release of a particular product by enterprises of a city, region, country, expands the horizons of schoolchildren

Thus, at primary school age, visual teaching aids should accurately reflect the characteristic features and properties of the objects being studied at the moment, because the rest, insignificant distract the attention of children. Therefore, visual material should not be overly catchy, colorful and bright, while the manual should appear only during the period of work with it, after which it should be removed. As a result, the child acquires a rich sensory experience, masters the ability to expand and deepen it, learns to perceive the world around him in the variety of its constituent objects and phenomena, and use this wealth of sensory experience in his various practical and mental activities.

In the next paragraph, we will consider the use of visual aids in elementary school mathematics lessons.

1.3 The use of visual aids in mathematics lessons in elementary school

Visualization in teaching contributes to the fact that, thanks to the perception of objects and processes of the surrounding world, schoolchildren form ideas that correctly reflect objective reality, and at the same time, the perceived phenomena are analyzed and generalized in connection with educational tasks.

The use of visual aids not only to create figurative representations among schoolchildren, but also to form concepts, to understand abstract connections and dependencies is one of the most important provisions of didactics. Sensation and concept are different stages of a single process of cognition.

Even J. A. Comenius put forward the "golden rule": "everything that ... can be provided for perception by the senses ...". The requirement that students draw knowledge primarily from their own observations played a big role in the fight against dogmatic, scholastic teaching. However, the limitations of the sensationalist philosophy, on which Comenius relied, did not allow him to reveal the principle of visualization of teaching with the necessary completeness and versatility.

The principle of visibility was greatly enriched in the works of G. Pestalozzi. Defending the need for visualization in teaching, he believed that the sense organs themselves provide us with chaotic information about the world around us. Teaching must destroy the disorder in observations, delimit objects, and reconnect homogeneous and close ones, that is, form concepts in students.

In modern didactics, the concept of visibility refers to various types of perception (visual, auditory, tactile, etc.). None of the types of visual aids has absolute advantages over the other. When studying nature, for example, natural objects and images close to nature are of the greatest importance, and in grammar lessons - conditional images of relationships between words using arrows, arcs, by highlighting parts of a word with different colors, etc. Often there is a need to use various types of visual aids when getting acquainted with the same questions. For example, in a history course, it is advisable to consider objects that have survived from the era under study, models and paintings depicting relevant phenomena, historical maps, watch movies, etc.

It is very important to use visual aids purposefully, not to clutter the lessons with a large number of visual aids, as this prevents students from concentrating and thinking about the most important issues. This use of visualization in teaching does not bring benefits, but rather harms the assimilation of knowledge and the development of schoolchildren.

When students have the necessary figurative representations, they should be used to form concepts, to develop students' abstract thinking. This rule applies not only to middle and senior, but also to primary classes. Based on the perception by younger students of sets and relations between them, already in the 1st grade, it is necessary to gradually move on to generalizing visual relations, achieving their understanding in an abstract plane. So, having done multiplication and division on squares or circles within two tens, one should proceed to clarify the connection between multiplication and division, mutually inverse relationships between these arithmetic operations.

In the practice of teaching, the use of visual aids is combined with the word of the teacher. The ways of combining words and means of visualization, with all their diversity, make up several basic forms. One of them is characterized by the fact that, through the medium of the word, the teacher directs the observation that the students conduct, and the knowledge about the external appearance of the object, about its structure, about the ongoing processes, the students receive from the observed objects.

Mathematics does not study the objects and phenomena of the surrounding life themselves, but “spatial forms and quantitative relations of the real world” (F. Engels), therefore, when teaching mathematics, they strive to isolate precisely these aspects; the qualitative characteristics of objects become insignificant. Often, specially created manuals are used to study mathematical relationships and operations. Such benefits are sometimes more visual than the objects or situations themselves, taken from the surrounding life.

At the lessons of mathematics, 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 mathematics.

Undoubtedly, the textbook is the main means of learning. Currently, it is widely used, and alternative textbooks by M.I. Moro, L.V. Zankov, N. Ya. Vilenkin and other authors. The school itself chooses which method to give preference to, which author is more suitable than others for their developed system of teaching mathematics.

The correct use of visualization in mathematics lessons 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 fact that mathematics is characterized by great abstractness determines both the nature of visual aids and the peculiarities of their application. 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.

In elementary mathematics teaching, various types of visual aids are used:

Objects of the environment. From the very first days of children's stay at school, when teaching them to count and add and subtract, objects of the environment can be used as counting material. Books, notebooks, pencils, counting sticks, etc. can serve as such material. Individual objects can also be used in the future: when introducing students to the elements of geometry. They can show various spatial forms.

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 a counting material, which greatly expands the teacher's capabilities when teaching children to count, or to illustrate tasks. Demonstration visual aids also include models of measuring instruments and tools (hour dial, scales), models of measures (meters, liters), dummies and models of goods well-known to children. Models are used in learning measures and teaching measurements. And dummies and mock-ups - as illustrative material in the preparation of tasks. Finally, demonstration visual aids include images and models of various geometric shapes.

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.

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.

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. 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 is the basis for generalization, as well as 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.

When getting acquainted with new material, and especially when consolidating knowledge and skills, it is necessary to organize work with visual aids in such a way that students themselves operate with them and accompany actions with appropriate explanations: they combine sets of objects when studying addition, model closed and broken open lines using sticks.

The quality of assimilation of the material in most cases increases significantly, since various analyzers (visual, motor, speech, auditory) are included in the work. At the same time, children master not only mathematical knowledge. But they also acquire the ability to independently use visual aids. The teacher should in every possible way encourage children to use visual aids, to work independently.

Visual aids are sometimes used to test students' knowledge and skills. This is done as follows: - in order to check how the children have learned the concept of a polygon, you can offer to add a polygon of the specified type with the help of sticks. Using handout didactic material, the teacher checks the ability to measure the length of segments, area, perimeter of polygons, etc.

The use of visual aids develops a careful attitude to dialectical material. A beautifully designed visual aid, made by the hands of a teacher, high school students or their own, the knowledge that others will use it, makes students treat it with care.

Of great importance is the production of visual aids by students: handouts, stencils of various figures, abacus and others. This work develops spatial representations and equips schoolchildren with visual impairments with practical skills.

The use of visualization in mathematics lessons makes it possible to solve correctional tasks along with educational, educational, practical ones. Visual aids in close combination with the word of the teacher form the correct, clear ideas of the student with visual impairments, clarify the existing ideas, develop his attention and imagination. Working with manuals for individual and demonstration use allows the teacher to correct the shortcomings of the subject-practical activity of students in the learning process.

An important condition for the effectiveness of the use of visual aids is the use of a sufficient and necessary amount of visual material in the lesson. If visual aids are used where this is not required at all, then they play a negative role, leading children away from the task at hand. Similar facts are encountered in practice: for example, a first-grader learns to choose an arithmetic operation when solving arithmetic problems. If we draw for this purpose a picture that shows birds sitting on a branch and flying up to them, the student, looking at this picture, finds the answer to the problem by simple recalculation, without performing any arithmetic operation on numbers. The visualization used in this case not only does not help, but, on the contrary, delays the formation of the ability to solve problems, that is, to choose an action on the numbers given in the condition.

When studying the numbering of numbers within ten, students must learn the ways of forming each number, the order of the numbers, their name. To reveal the ways of forming numbers will help students operate with various visual material. Students perform exercises in counting and counting objects one at a time. The work should be carried out frontally, each student performs the task on the spot, and in the class of the visually impaired, operations are simultaneously carried out with objects at the blackboard. With such an organization, independence in the performance of actions develops, self-control skills are formed. A student, performing a certain operation with objects, from the very first days learns to check both the final and intermediate results. This circumstance is especially important for children with severe visual impairment due to limited visual perception.

There are several methodological conditions, the fulfillment of which ensures the successful use of visual aids:

1. Good visibility, which is achieved by the use of appropriate colors in the manufacture of lifting tables, backlight screens, signs, etc.

2. A clear selection of the main thing, the main one when showing illustrations, since they may also contain distracting moments.

3. Detailed thinking of the explanations necessary to clarify the essence of the phenomena being demonstrated, as well as to generalize the learned educational information.

4. Involving the students themselves in finding the desired information in a visual aid or a demonstration device, setting them problem tasks of a visual nature.

Of the various types of visualization - natural, pictorial, symbolic - symbolic visualization (drawings, graphs, charts, tables) is widely used in teaching mathematics.

Studying mathematics in the primary grades, younger students learn a number of complex concepts: the concept of number, the concept of arithmetic operations, the laws of arithmetic operations, the concept of level, equality, inequality, and others that are associated with abstract, abstract thinking of students. To its development, to the formation of general mathematical concepts, “one must go, starting from visual education, which is based on perceptions and sensations coming from the objective, objective world, which is called in school practice visibility, visual aids” .

Knowledge of the types of visual aids enables the teacher to select them correctly and use them effectively in teaching, as well as to make the necessary visual aids together with the children.

At the lesson of mathematics, it is interesting to work with punched cards, which helps the younger student to better understand the composition of the numbers of the first ten, to study the methods of addition and subtraction. For this work, cards must be made in advance for each student by the efforts of parents and students. At the top of the card is a drawing with an image of any objects and a number, the composition of which is studied in the lesson. In the lower part, in the “windows”, the numbers that make up the given number are written, and only one of its component parts is given. The other must be filled in by students by placing a card from their cash register of numbers on an empty "window". Tasks can be very different.

For example:

How can 9 nuts be arranged in 2 pockets in different ways?

How many nuts do you need to add to 6 to make 9?

How many nuts must be taken from 9 to make 5?

7 nuts is 9 minus how many?

9 nuts is 8 and how much?

How many of the 9 nuts do you have to give to your friend so that you have 4 left? Etc.

Each student has a whole set of such cards for the composition of numbers 2-10, and younger students love to work with them.

Punched cards can be made in various versions. A very interesting option is a punch card in the form of a house.

In working with it, students perform tasks: cards with numbers corresponding to the composition of a given number are inserted into the slots of the “windows”.

The use of visuals is a good tool to stimulate the activity of students. It not only activates the mental activity of children, increases their efficiency, but also educates them in accuracy and patience.

When choosing visual aids, one must definitely strive to ensure that it contributes to the achievement of the educational Goal: consolidating and deepening knowledge, cultivating attention, quick wits, endurance.

Thus, in mathematics lessons in elementary school, visual aids are used for various purposes: to get acquainted with new material, to consolidate knowledge, skills, and to test their assimilation.

The success of the educational process also depends on the extent to which students are provided with the necessary visual aids and individual teaching aids that activate cognitive activity. Many manuals are made by teachers themselves, trying to be colorful and attractive enough, large enough for children to see them well. The manual is made in such a way that they serve not in one, but in many lessons in various versions and combinations.

The next chapter will be devoted to experimental work on the use of visual aids in the process of studying the numbers of the first ten.

Chapter 2

2.1 Diagnostics of the level of mathematical development of children of primary school age

For the experimental work, we chose 2 "A" and 2 "B" classes, from which two subgroups were formed - experimental and control - 8 people each with approximately the same level of development of mathematical concepts.

First, a diagnosis was made of the level of development of children in three sections of the program of mathematical development:

Quantity;

value;

Account, number.

The diagnostics were based, first of all, on the results of observations of the child in the classroom, as well as diagnostic methods proposed by A.V. Beloshistoy:

Count how many circles there are (5 circles are in disorder).

Count how many squares there are (4 squares are arranged in a row).

Where there are more figures: where there are 5, or where there are 4?

Take circles (4) and squares (5). How do you know if they are equal? Or are there more squares than circles? Which number is greater: 4 or 5? Which number is smaller: 5 or 4?

Those children who have the skills of counting objects (up to 8-10), discover dependencies and relationships between numbers are classified as a high level of development. They have the skills of imposing and applying objects in order to prove their equality and inequality. They establish the independence of the number of objects from their location in space by comparing, counting objects (on the same number of objects). Meaningfully answer questions, explain the method of comparison, detection of correspondence.

Students with an average level of development are sufficiently proficient in the skills of counting objects (up to 4-7), while using the methods of superposition and application in order to prove equality and inequality. With the help of an adult, the independence of the number of objects from their location in space is established. But they find it difficult to express and explain.

A low level of development was diagnosed in those students who make mistakes when counting objects (up to 3-5), do not detect dependencies and relationships between numbers. They have poor command of overlay and application techniques; even with the help of an adult, it is difficult to establish the independence of the number of objects from their location in space.

As a result of a comparative analysis of diagnostic data, it can be seen that before the start of the experiment in both groups, the high level of development was 17%, the average - 58%, and the low - 25%.

Data on the level of development are presented in Table 1.

Table 1

Results of the ascertaining stage of the experiment

High level	Middle level	Low level
17%	58%	25%

For clarity, we present the diagnostic results in Figure 1.

Fig.1 Results of the ascertaining stage of the experiment

Observation showed that students best mastered the comparison of objects by size and groups of objects by quantity. The majority successfully cope with the comparison of sets, with the comparison of elements of one set with elements of another, distinguish between equality and inequality of groups of objects that make up the set.

The highest level of assimilation of the material is associated in younger students with the development of initial ideas about the size of objects of contrasting and identical sizes in length, width, height, thickness, volume. Also, grouping objects according to characteristics develops in students the ability to compare, to carry out logical classification operations.

In the process of various practical actions with aggregates, the children learned well and most of them are able to use in speech simple words and expressions denoting the level of quantitative representations: many, one, one at a time, none, none at all, few, the same, the same, the same, equally ; as much as; more than; less than; each of, all, all.

Difficulties in most of the subjects caused the skills of oral counting and familiarity with numbers. The concept of the emergence of each new number by adding a unit is poorly formed.

The younger schoolchildren also showed a low level of development when mastering such techniques as comparing two numbers, comparison, establishing their equality and inequality. Almost all schoolchildren experience difficulties in the ability to distinguish between ordinal and quantitative counts, although the majority of students coped with the ordinal count within 1-5.

Thus, at the ascertaining stage of the experiment, two groups of children of primary school age were formed - experimental and control - with an approximately equal level of development of elementary mathematical concepts; completed diagnostic cards at the beginning of the experiment; revealed the weakest indicators of the level of mathematical development in general for the section and for its individual parts. To test the effectiveness of using visual aids in the process of studying the numbers of the first ten, we carried out the formative stage of the experiment, which will be discussed in the next paragraph.

2.2 Organization of work on the use of visual aids in the process of studying the numbers of the first ten

One of the central concepts of the elementary course of mathematics is the concept of a natural number. It is treated as a quantitative characteristic of the class of equivalent sets. This concept is revealed on a concrete basis as a result of practical operation with sets and quantities. In the study of numbering, the natural number is further developed: it acts as an element of an ordered set or as a member of a natural sequence. When studying arithmetic operations, a natural number appears in a new quality - as an object on which certain arithmetic operations are performed. The lesson is a chain of successive actions of the student and the teacher, aimed at the conscious assimilation of knowledge, at the formation of skills and abilities.

Currently, one of the central places in the lesson is given to the activities of the teacher and students, which is associated with the use of visual aids, didactic material, and technical teaching aids. The functions of these teaching aids are diverse, but basically they are to help reveal the content and scope of new concepts, to consolidate the material being studied, to be a means of control, and to ensure active independent learning activities of elementary school students.

The system of exercises should provide a visual basis for the concept being formed in this lesson.

Consider how you can introduce first grade students to the relationship between the sum and the term, leading them to the conclusion in an inductive way. The conversation is used: “Take four blue circles, put three red circles to them. How much did it turn out? (7) How did you know? (to 4+3) Let's write it down. 4+3=7. »

So in our example, students combined two sets of circles and recorded 4+ 3=7. Then remove a part of the set and write down the corresponding arithmetic operation again: 7-3=4 or 7-4=3. this is the visual basis for their “discovery” of the connection: if one of the terms is subtracted from the sum, then we get another term.

The teacher should be able, depending on the degree of preparedness of students in his class, to limit the use of visual aids in time or replace its forms in the process of knowledge, the formation of skills and abilities.

The most common type of visualization is the teacher's drawing on the blackboard. The teacher performs the drawing on the blackboard gradually in the presence of students, this explains the high efficiency of its impact in the learning process. During the execution of the drawing, students get the opportunity to carefully follow the teacher's explanation, for his explanations of the drawing. A pre-drawn drawing is less efficient, although less time consuming.

The drawing is used by the teacher to familiarize children with the construction of geometric shapes, drawing up diagrams for tasks, and the like.

These types of traditional visualizations are simple in terms of graphics, accessible for perception, and require minimal time to create them.

In the course of our study, a hypothesis was put forward that the systematic, purposeful use of visual aids in the classroom will increase the quality of new knowledge and the level of formation of skills and abilities.

The work was carried out in parallel in each class using specially selected visual aids. Lessons in the control group - with a minimum set of visualization.

At the end of each lesson, they gave independent work to consolidate the studied material. The purpose of these independent works is to check the quality of knowledge assimilation, the level of formation of skills and abilities developed in this lesson.

After conducting several lessons on this topic, both groups made an analysis of independent work, which helped to identify how visual aids affect the quality of mastering knowledge, skills and abilities.

On the example of one of the series of lessons, we will consider the impact of visibility on the quality of knowledge, the level of formation of skills and abilities. Summaries of lesson fragments using visual aids and with minimal use of them, which can be carried out in the experimental and control groups, are given in our work in the appendix.

The theme of these lessons: "Numbers 1,2,3,4,5,6.".

At the end of each lesson, you can carry out independent work, the purpose of which is to find out how the knowledge of the natural series of numbers is learned, how the ability to compare numbers is formed, how the main property of the natural series of numbers is understood and mastered.

Independent work included the following knowledge:

1. task - knowledge of the natural series of numbers was tested.

A. Write down the number following the number four when counting.

B. Write down the number preceding the number three.

B. write down the neighbors of the number five.

2. task - it was checked how the main property of the natural series of numbers was learned.

3. task - the ability to compare two numbers was tested.

a. 3 ... 4 b. 2 ... 2 in. 6…5

After checking the work of students in both groups, an element-by-element analysis was made, during which it turned out that students in the control group made more mistakes than students in the experimental group.

table 2

Analysis of the results of independent work

Lesson summary fragments using visual teaching aids.

Subject: Numbers 1, 2, 3, 4, 5, 6.

Continue learning to count.

Practice comparing numbers.

Practice writing the numbers 6.

2. Type-setting canvas.

3. Cash desk numbers and letters.

4. Counting sticks.

5. A set of cubes

5. Natural series of numbers.

During the classes:

1. Visual aids used at the repetition stage:

a. Counting material for repeating the composition of numbers:

Place 3 red circles in front of you.

How many circles must be added to make 4 circles?

Lay down 3 triangles, add more to make 5 triangles.

Put 5 pictures with cucumbers.

What needs to be done to get 4 cucumbers?

b. Natural series of numbers (on the board, on the poster)

1 2 3 4 5 6 7 8 9 10

Name the neighbors of number 3; eight.

What number precedes the number 6, the number 2, the number 10 when counting?

What number comes after 5, 1, 7 when counting?

in. Cards with numbers.

Show me the number that corresponds to the number of items on the typesetting canvas.

d. Signs. Correct +; not right -

1. 5 – 1 = 4 2. 4 – 2 = 3 3. 4 + 1 = 5

2. Visual aids used at the stage of learning new material:

a. Formation of the number 6 (cards, counting material)

Show how, having 5 squares displayed on a typesetting canvas, make it so that there are 6 of them? (add another square)

Let's write an example 5 + 1 = 6

Who can find this number? (Find a card with the number 6)

b. Cubes.

Cubes of 5 and 6 pieces are made up in a column to compare the numbers 5 and 6.

How many red cubes? - 5

And the blue ones? – 6

Which cubes are more? – blue

How many more blue cubes are there than red ones? - for one.

How many red cubes are less than blue ones? - for one.

Which number is greater than 5 or 6? – 6

Let's write it down! 6 5

What number is less? - 5

Let's write it down! 5 6

3. Visual aids used at the consolidation stage:

a. Masha has 6 apples (on a typesetting canvas).

How can they be divided into two baskets? (children lay out and write down an example each time)

Fix the composition of the number 6.

b. On one plate there are 6 cucumbers on the other 5.

Which plate has more cucumbers? (on first)

Why? (because 6 > 5)

Lesson outline fragments with minimal use of visual teaching aids.

Subject: Numbers 1, 2, 3, 4, 5, 6.

Objectives: 1. Formation of the concept of number 6. Introduce the formation of the number 6, with the number 6.

2. To cultivate perseverance, discipline.

3. develop logical thinking.

Equipment: 1. A set of numbers and signs.

2. Type-setting canvas.

3. Cash desk numbers and letters.

4. Counting sticks.

5. A set of cubes

5. Natural series of numbers.

6. Subject pictures for the account.

During the classes:

1. Repetition orally.

A. The composition of the number:

4 is 3 and...

b. How much do you need to add to 3 to get 5?

What needs to be done to get 2?

in. - Name the neighbors of numbers 4, 7, 9.

What number comes before 8, 2, 5 when counting?

What number comes after 3, 6, 9?

d. How many apples do I have? (pictures) (in chorus) 3, 5, 1.

2. Learning new material.

a. I have 5 circles. What needs to be done to make them 6? (add one more)

Let's write 5 + 1 = 6

Find this number at the box office.

b. ">", "<», «=») устный разбор, затем письменно

3. Fixing.

Write down all the resulting examples.

After the completion of the psychological and pedagogical experiment, we re-diagnosed the level of development of mathematical concepts in children in the experimental and control groups and compared the results.

For this purpose, in both groups, the same methods were used as at the ascertaining stage of the experiment, as well as monitoring changes in the knowledge and skills of students in the classroom and in the block of joint activities with the teacher.

As a result of a comparative analysis of the level of mathematical development of the subjects, it was found that in the experimental group, during the experiment, high-level indicators increased by 28% (from 17% to 45%), while in the control group - only 12% (from 17% to 29%) .

It was also found that the indicator of the low level of development of children in the experimental group decreased by 16% (from 25% to 9%), and in the control group - by 12% (from 25% to 13%).

When studying the diagnostic data for sections of the REMT, it can be seen that in the experimental group, in contrast to the control group, a more significant improvement in performance is observed in all sections during the period of experimental activity. In the experimental group, the high level of development noticeably increased, and the change in the low level is close in terms of indicators to the control group.

The students of the experimental group showed a better formation of general mathematical concepts, began to master counting skills better, comparing two sets expressed by adjacent numbers. They have a more developed ability to establish equality and inequality of groups of objects, when objects are at different distances from each other, when they are different in size, etc. That is, the children of the experimental group are closer to understanding the abstract number.

In addition, they use more diverse methods when grouping objects according to characteristics, which develops in children the ability to compare, to carry out logical classification operations.

In both groups - both experimental and control - schoolchildren formed concepts of ordinal and quantitative counting, they mastered such techniques as comparing two numbers, comparison, establishing their equality and inequality, counting by touch, counting by ear and counting various movements in within 5. But the children of the experimental group better mastered the method of counting objects from a larger number, and also learned the meaning of ordinal numbers. This indicates the effectiveness of the use of visual aids in the process of studying the numbers of the first ten by younger students.

Thus, as a result of the theoretical study of this issue and the practical experimental work carried out, it can be concluded that a more efficient and rational use of visual aids in conducting classes on the development of elementary mathematical concepts in younger students can significantly improve the quality and productivity of this work.

Conclusion

The principle of visualization is one of the most famous and intuitive principles of learning, used since ancient times. The logical substantiation of this principle was obtained relatively recently. It is based on the following strictly fixed scientific laws: the human senses have different sensitivity to external stimuli. In most people, the organs of vision have the greatest sensitivity, which “pass” into the brain almost 5 times more information than the hearing organs, and almost 13 times more than the tactile organs.

Visualization is especially important in teaching mathematics in view of the fact that it requires a higher level of abstraction than in teaching other subjects, and it contributes to the development of abstract thinking (if applied correctly).

An analysis of pedagogical and methodological literature suggests that the success of learning largely depends on teaching methods using visual aids, that the nature of visual aids significantly affects the understanding of educational material, determines the content and structure of the lesson.

Reliance on sensory images, sensations and perception of the child when using visual aids creates a peculiar structure of the student's cognitive activity. The child thinks figuratively, concretely, and this creates a good basis for the formation of abstraction and understanding of the theoretical positions being studied with the help of visual aids.

Visual aids are one of the main means of teaching younger students throughout the entire educational process. The use of visualization in lessons in the primary grades is due to the psychophysiological characteristics of students in this age group.

Visual aids in mathematics are divided into demonstration aids (large) and individual (small). Visual aids are divided into two groups: a group of means of subject-shaped visualization and a group of means of symbolic visualization.

The practical use of visual aids in mathematics lessons in elementary grades is very wide. Some types of work using visualization in mathematics lessons in elementary school are given in the work.

As a result of the work, we examined the concept of "visual aids" in the psychological and pedagogical literature, determined the features of the perception of visual aids by younger students, identified the conditions for using visual aids in the process of studying mathematics in elementary school.

During the study, an experiment was proposed. It was aimed at confirming or refuting the hypothesis about the effectiveness of the use of visual aids in the process of studying the number of the first ten.

At the ascertaining stage of the experiment, the level of development of mathematical representations of students of two second grades was determined, from which the experimental and control groups were then formed. After conducting lessons with the use of visual aids in both classes, significant differences were found in the level of formation of mathematical representations. The students of the experimental group, where visual aids were used to the full extent, showed a higher level of development of mathematical representations as a result of repeated diagnostics than the students of the control group, where visual aids were almost not used.

Experience shows that after conducting such experiments, it really turns out that the systematic, purposeful use of visual aids in mathematics lessons in elementary school improves the quality of knowledge assimilation, the level of development of skills and abilities.

Thus, the tasks set at the beginning of the work were solved by us, the goal of the study was achieved, the hypothesis was confirmed.

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The variety of visual aids and types of visual aids in history currently used by the Soviet school makes it necessary to classify them scientifically. The absence of such a classification inevitably leads to confusion of concepts and to the imperfection of the methods of using visual aids in the classroom.

We believe that for the completeness of the classification of visual aids in the history of one feature in terms of content, we distinguish between content and form, that is, the technique for performing this type of aid.
The same plot can be printed on paper in a typographical way and used as a wall or desktop aid (as a handout), reproduced photographically on glass or on film in the form of a slide or filmstrip and shown to students from the screen, drawn by the teacher on the blackboard with chalk or made by students in the form of a model, shown with the help of a stereoscope (which is almost never found in school practice), and finally, it can be shown in a sound or silent film.
On the contrary, a series of transparencies includes both monuments and reconstructions, historical paintings, diagrams, maps, tables, etc.
We are making an attempt to classify visual aids on history, which are currently used by the school, according to two criteria - in content and in form (by reproduction technique).
By content, we distinguish between pictorial and conditional visual aids.
Fine visual aids include: reproductions of historical monuments and their restoration (architectural, domestic), written monuments, pictorial miniatures, etc.; 2) portraits of historical figures; 3) cartoons as evidence of an acute class and political struggle; 4) reconstructions, i.e., paintings, both artistic and educational, reproducing the activities of the masses, certain historical events and phenomena of social life.
We refer graphically expressed generalizations and correlations in time and space to conditional visual aids. Here we distinguish: 1) maps - general, thematic and contour; 2) schemes - economic, socio-political, military and revolutionary-historical, as well as cultural-historical, tables - chronological, synchronistic and textual.
By form (according to the execution technique), we distinguish between printed, screen and home-made visual aids.
Printed visual aids: 1) wall-mounted, suitable
sobnye for work with the class - paintings, maps and applications; 2) desktop - albums and atlases (historical-geographical and cultural-historical); 3) illustrations in the textbook. The last two subgroups are united by a common feature - the student's individual work on the content of the image. A textbook illustration is the most accessible type of visual aid that is in front of the student's eyes. Under the guidance of a teacher, students can consider and draw conclusions from the illustrative material.

The second group consists of on-screen visual aids. They are reproduced photographically and exhibited on the screen with the help of lighting equipment. These include transparencies, filmstrips and films.
The third group includes numerous home-made visual aids. Since they are the result of the creative activity of the teacher and students, it is impossible to exhaust all the richness of their varieties. We outline two main subgroups: 1) flat self-made manuals, which include: a) schematic drawings, diagrams, plans, battle diagrams and other drawings of the teacher and students on the blackboard or on paper; b) applications - pre-prepared drawings that complement and illustrate the schematic images on the board (applications can be homemade, as well as printed in a typographical way; they are entered into

schematic drawing in the course of the story); 2) voluminous visual aids on history, which are also among the home-made, since their factory production is almost not established. These include dummies, models, layouts, dioramas.
Thus, we see how diverse the types of visual aids in history that are currently used by the Soviet school. The classification of visual aids according to two criteria is necessary in order to determine the method of revealing the plot, the content of this manual, on the one hand, and on the other hand, to outline the method of its exposure for collective (wall and screen aids) or individual work (illustrations in the textbook, atlases, albums, handouts).
In order to define any individual allowance, we must find its place in each of the two main divisions of our scheme. Thus, the educational historical picture "The Sale of Slaves in Ancient Greece" is a reconstruction, a printed wall graphic visual aid, and the scheme "The Battle of Grunwald" is a printed conditional desktop aid, an illustration in the textbook on the history of the USSR for grade VII by M. V. Nechkina and P. S. Leibengruba (p. 86), the image of the Doge's Palace in Venice is a reproduction of an architectural historical monument in D. N. Nikiforov's "Album on the History of Culture of the Middle Ages" (Table 62) - a pictorial wall aid, and the "Plan of the feudal estate" ( textbook on the history of the Middle Ages, p. 27) - a desktop conditional graphic manual, etc.
In the future, we will consider practical methods of working with various types of visual aids, mainly in terms of revealing their content, and we will touch on exposition issues in passing, depending on the availability of certain publications of visual aids that the Soviet school currently has.
'A special place in the classification of visual learning tools is occupied by historical monuments as a means of monumental propaganda, as well as technical audiovisual teaching aids (cinema, radio, television) as mass media. However, they cannot be considered school textbooks in the narrow sense, since the former involve extra-curricular excursion work, and the latter - the most effective use of the media for pedagogical purposes. In this regard, only the first steps are being taken to scientifically develop methods for using the mass media for classroom work at school.
We distinguish between the concepts of teaching aids and visual aids. The first is wider than the second. In school practice, we mainly use visual aids, in extracurricular work - various means of visual learning!

Visual aids by themselves do not play any special role in the learning process, they are effective only in combination with the word of the teacher. Very often, the principle of visualization is perceived by teachers as the need for students to directly observe certain phenomena. However, not every perception is and is not always productive, it can be such only with active thinking, when questions arise and students strive to find answers to them. Even N. Pirogov once noted that “neither visibility, nor the word itself, without the ability to handle them properly ... will not do anything worthwhile.”

In the practice of teaching, the use of visual aids is combined with the word of the teacher. The ways of combining words and means of visualization, with all their diversity, make up several basic forms. One of them is characterized by the fact that, through the medium of the word, the teacher directs the observation conducted by the students, and the students receive knowledge about the external appearance of the object, about its structure, about the ongoing processes from the observed objects.

There are different ways of combining words and visualization, which are analyzed and summarized in detail by L.V. Zankov in his book “Visibility and activation of students in learning” (Moscow: Uchpedgiz, 1960). The most typical of them are:

With the help of a word, the teacher reports information about objects and phenomena, and then, demonstrating the appropriate visual aids, confirms the veracity of his information;

With the help of the word, the teacher directs the students' observations, and they acquire knowledge about the relevant phenomena in the process of direct observation of this phenomenon.

Obviously, the second method is more effective than the first, since it focuses on the activation of students, but the first is most often used. This is explained by the fact that the first method is more economical in time, it is easier for the teacher and requires less time to prepare for classes.

On the one hand, visualization can be used to enrich the sensory experience of students. In these cases, it should be as bright and colorful as possible, for example, when studying history, literature, etc.

On the other hand, visualization can only be used to clarify the essence of the phenomenon. In this case, in a lesson on the same topic (sulfuric acid), the teacher himself talks about its physical properties and shows these properties.

The first of the mentioned forms of combination is more effective not only for the assimilation of knowledge, but also for the development of students' observation skills. The superiority of the first form is especially pronounced when a subtle analysis of the object must be carried out, for example, when studying the internal structure of a leaf. Since the use of another form of combination requires less time, one can resort to it when a relatively "rough" analysis of objects is performed.

The teacher's knowledge of the forms of combining words and visual aids, their variants and comparative effectiveness makes it possible to creatively use visual aids in accordance with the set didactic task, the characteristics of the educational material and other specific conditions.

Each visual aid has a number of didactic features that determine the rational area of ​​use in the educational process. For example, such a property of natural samples as their reality contributes to the formation of a correct idea in students about the shape, color and size of the object. The use of this type of visualization makes it possible to move from the observation of specific samples to abstract thinking. In the teaching of general technical and special subjects, showing real objects is often the only way to convey information about them to students.

The teacher presents visual aids in class in various ways. Among them, the following are most often used: demonstration of natural and artificial objects; sketches on the board; hanging posters; the use of technical teaching aids; presentation of information on graphic displays. The teacher needs to know the advantages of each of them in the educational process. For example, showing transparencies takes less time to present the material than it takes to present the same information with the help of sketches on a blackboard with chalk. The method of displaying transparencies is more flexible than the demonstration of a filmstrip, since it allows the engineer-teacher to give material in any order, and, if necessary, quickly return to previous frames.

The effectiveness of the selected visual aid is largely determined by the methodology and technique of its use in the classroom. Everything is important and significant here: the location and illumination of the visual aids in the classroom, its visibility from all points of the cabinet, the teacher’s skillful combination of words and demonstrations, the time of the demonstration, the degree of readiness of students to perceive the visual aids, the pedagogical qualifications of the teacher.

Questions of methodology for the use of visual aids

1. When preparing for the lesson:

1.1. definition of didactic tasks solved with the help of visual aids;

1.2. detailed knowledge of the visual aids intended for use in the lesson;

1.3. determining the place of visual aids in the classroom;

1.4. determining how to use visual aids in the classroom.

2. During the lesson:

2.1. preparing students for the perception of the demonstration of the manual. Creation of a problem situation;

2.2. management of the perception of the manual (side-by-side explanations, highlighting the main thing, commenting, etc.);

2.3. analysis, together with students, of educational material obtained with the help of visual aids;

2.4. guidance of independent work of students in understanding the materials obtained with the help of visual aids;

2.5. a rational combination of various forms and methods of communication of educational material and educational work of students, taking into account the content and specifics of visual aids.

Didactic tasks solved using visual aids

communication to students of more complete and accurate educational information, resulting in an increase in the quality of education;

increasing the accessibility of education;

increasing the pace of presentation of educational material;

increase of interest, satisfaction of their requests and curiosity;

reducing the fatigue of students in the classroom;

Switching the saved time to creative activities;

increase in the share of time for independent work of students;

Facilitate the work of the teacher and students.

Learning situations requiring the use of visual aids:

· The studied objects in nature are very large or just as small;

The need for a visual expression of the relationship of elements, showing the principle of operation of the device;

Demonstration of the mutual arrangement of the parts of a mechanism or machine in the most characteristic moments of movement.

Methodological requirements for the demonstration of visual aids

· A visual aid should be demonstrated when it became necessary in time and according to the content of the studied material;

Do not overload the lesson with a demonstration of visual aids;

· In the process of perception of the demonstrated visual aid, it is necessary to involve as many sense organs as possible - sight, hearing, touch, etc.;

Rationally combine the word and demonstration. The word precedes, accompanies and concludes the demonstration of visual aids;

Encourage students to show initiative, mental activity and independence when studying visual aids;

· Skillfully use the “novelty effect” - do not show visual aids to students until the moment of its demonstration;

· Active and dynamic visual aids must be shown in dynamics, in action;

· Provide conditions for good visibility of the demonstrated visual aid (location, illumination, image clarity).

The method of using the visualization of the teacher of the discipline "Technology of hairdressing work" has to use different types of visualization: natural and pictorial, three-dimensional and sound, symbolic and graphic. The teaching of technology is closely related to the observance of the two most important didactic rules associated with the principle of visibility (according to Ch. Kupisevich). Direct study of reality, that is, study based on observation and various practical activities, should be the starting point of educational work with students in cases where they do not yet have such a supply of observations and ideas that are necessary for understanding the topic being studied in the lesson. In order for the student to be able to acquire correct, solid and operational knowledge through direct study of certain objects, phenomena and processes, his cognitive activity should be skillfully managed.

The use of visual aids for teaching technology seems to be an indispensable condition for the effectiveness of the educational process, since they include all the subjects and tools of activity that teachers and students use to more effectively implement the tasks of education. Each lesson requires a sample (similar samples), diagrams, sketches, instruction cards.

Incomplete information necessary for each specific work of materials, tools, devices eliminates an unproductive approach when all data is known, but stimulates the search for what is necessary, which solves the problem of forming self-control skills in students. The graphic representation of samples (instruction cards) can be used both at the stage of task analysis and in independent practical activities of children as informational support. Sometimes, if the image is "transparent" enough, it can replace a sample for task analysis, which contributes to the development of spatial and figurative thinking.

When teaching technology, the use of visual teaching aids is especially important. The teacher is insured against many methodological errors if the students are faced with a visually perceived object. Then the explanation, the terms used in this case, do not conflict with a complex image, as often happens if they try to verbally convey an object that is inaccessible to observation.

Summarizing the above, we note that:

1. Visibility is not some property or quality of real objects, objects or phenomena. Visualization is a property, a feature of the mental images of these objects. And when they talk about the visibility of certain objects, they actually mean the visibility of the images of these objects.

2. Visibility is an indicator of the simplicity and comprehensibility for a given person of the mental image that he creates as a result of the processes of perception, memory, thinking and imagination. Therefore, the image of a real-life object or phenomenon can be non-visual, and, conversely, the image of an object or phenomenon that does not really exist, a fantastic object, can be quite visual.

3. The visibility or non-visibility of the image that arises in a person depends mainly on the characteristics of the latter, on the level of development of his cognitive abilities, on his interests and inclinations, and finally, on the need and desire to see, hear, feel this object, create a bright , a clear image of this object.

3. It should be borne in mind that the functions of teaching aids and visual aids in training can be completely different. In some cases, visual aids can be used to create in students specific, visual representations of the objects being studied, phenomena or events that they have not observed. In other cases, visual aids are used so that students can do certain actions with them. Benefits can also be used as materialized supports for the assimilation of complex abstract concepts. Etc.

Each time, using certain visual aids and visual aids, the teacher is aware of exactly what function these aids should perform in the educational process, what role they should play in solving educational problems. You can not use visual aids just to saturate the lessons with visibility.

4. When using visual aids and visual aids, the teacher must take into account both the age and individual characteristics of students, the characteristics of the content of educational material, as well as their personal qualities: after all, one teacher is better at speaking, the other is more inventive, etc.

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. Printed visual aids (posters) on informatics and information technologies are included in the List of educational and computer equipment for equipping educational institutions.