Visual teaching methods are understood as those in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process. Visual methods are used in conjunction with verbal and practical teaching methods and are intended for visual and sensory acquaintance of students with phenomena, processes, objects in their natural form or in a symbolic image using all kinds of drawings, reproductions, diagrams, etc. In the modern school, screen technical means are widely used for this purpose.

Visual teaching methods can be conditionally divided into two large groups: illustration method and demonstration method.

Illustration method involves showing students illustrative manuals, posters, tables, paintings, maps, sketches on the board, flat models, etc.

Demonstration method usually associated with the demonstration of devices, experiments, technical installations, films, filmstrips, etc.

This division of visual aids into illustrative and demonstrative is conditional. It does not exclude the possibility of classifying individual means of visualization as both illustrative and demonstrative. (For example, showing illustrations through an epidemioscope or overhead scope.) The introduction of new technical means into the educational process (television, video recorders) expands the possibilities of visual teaching methods.

In modern conditions, special attention is paid to the use of such a means of visibility, which is personal computer . At present, the task of creating computer classrooms in schools, introducing computers into the educational process is being solved. They allow students to visually see in dynamics many of the processes that were previously assimilated from the text of the textbook. Computers make it possible to simulate certain processes and situations, choose from a number of possible solutions the most optimal according to certain criteria, i.e. significantly expand the possibilities of visual methods in the educational process.

Conditions for the effective use of visibility

When using visual teaching methods, a number of conditions must be observed:

a) the visualization used should be appropriate for the age of the students;

b) clarity should be used in moderation and it should be shown gradually and only at the appropriate time of the lesson;

c) observation should be organized in such a way that all students can clearly see the demonstrated object;

d) it is necessary to clearly highlight the main, essential when showing illustrations;

e) think over in detail the explanations given during the demonstration of the phenomena;

f) the demonstrated clarity must be closely matched to the content of the material;

g) involve the students themselves in finding the desired information in a visual aid or demonstration device.

Practical methods

These methods are based on student practice. These include exercises, laboratory and practical work.

Exercises... Exercises are understood as repeated (repeated) performance of mental or practical actions in order to master it or improve its quality. Exercises are used in the study of all subjects and at various stages of the educational process. The nature and methodology of the exercises depends on the characteristics of the subject, the specific material, the question being studied and the age of the students.

Exercises by their nature are divided into oral, written, graphic and educational and labor. When completing each of them, students do mental and practical work.

According to the degree of independence of students when performing exercises, the following are distinguished:

a) exercises for reproducing the known for the purpose of consolidation - reproducing exercises;

b) exercises for applying knowledge in new conditions - training exercises.

If, when performing actions, the student silently or aloud speaks, comments on the upcoming operations, such exercises are called commented . Commenting on actions helps the teacher to detect typical mistakes, to make adjustments to the actions of students.

Consider the features of the use of exercises.

Oral exercises contribute to the development of logical thinking, memory, speech and attention of students. They are dynamic and do not require time-consuming record keeping.

Writing exercises are used to consolidate knowledge and develop skills in their application. Their use contributes to the development of logical thinking, culture of writing, independence in work. Written exercises can be combined with oral and graphic exercises.

TO graphic exercises include the work of students on drawing up diagrams, drawings, graphs, technological maps, making albums, posters, stands, making sketches during laboratory and practical work, excursions, etc.

Graphic exercises are usually performed simultaneously with written exercises and solve common educational problems. Their application helps students to better perceive, comprehend and memorize educational material, contributes to the development of spatial imagination. Graphic works, depending on the degree of independence of students in their implementation, can be reproductive, training or creative.

TO educational and labor exercises includes practical work of students with a production and labor orientation. The purpose of these exercises is to apply students' theoretical knowledge to work. Such exercises contribute to the labor education of students.

Exercises are effective only if a number of requirements for them are met: students' conscious approach to their implementation; adherence to the didactic sequence in the exercise.

First, exercises for memorizing and memorizing educational material, then for reproduction - application of previously learned - for independent transfer of what was learned to non-standard situations - for creative application, with the help of which the inclusion of new material into the system of already learned knowledge, skills and abilities is ensured. Problem-search exercises are also extremely necessary, which form students' ability to guess, intuition.

Laboratory works- this is the conduct by students on the instructions of the teacher of experiments with the use of instruments, the use of tools and other technical devices, i.e. this is the study by students of any phenomena with the help of special equipment.

Laboratory work is carried out in an illustrative or research plan.

A kind of research laboratory work can be long-term observations of students for individual phenomena, such as: over the growth of plants and the development of animals, over the weather, wind, cloudiness, the behavior of rivers and lakes depending on the weather, etc. In some schools, in the order of laboratory work, instructions for schoolchildren to collect and replenish exhibits from local history museums or school museums, study the folklore of their region, etc. , tables. Lab work can be part of a lesson, take a lesson or more.

Practical work are carried out after studying large sections, topics and are of a general nature. They can be carried out not only in the classroom, but also outside the school (measurements on the ground, work on the school site).

A special kind of practical teaching methods are classes with training machines, training machines and tutors.

This is a brief description of teaching methods, classified by sources of knowledge. She was repeatedly and reasonably criticized in the pedagogical literature. Its main disadvantage is that this classification does not reflect the nature of the cognitive activity of students in learning, does not reflect the degree of their independence in educational work. Nevertheless, it is this classification that is most popular among practicing teachers and methodological scientists.

The merit of the authors of the classification of teaching methods by sources of knowledge lies in the fact that instead of trying to universalize one particular teaching method, they substantiated the need to apply a variety of teaching methods at school - systematic presentation of knowledge by the teacher, work with a book, textbook, written work, etc. However, taking the external forms of teacher and student activity as the basis for substantiating the teaching method, they missed the main, essential in the educational process - the nature of the students' cognitive activity, on which both the quality of knowledge assimilation and the mental development of schoolchildren depend. The data of theoretical studies of teachers and psychologists over the past few decades indicate that the assimilation of knowledge and methods of activity occurs at three levels: conscious perception and memorization, which externally manifests itself in an accurate and close to the original reproduction of educational material; at the level of application of knowledge and methods of activity according to a model or in a similar situation; at the level of creative application of knowledge and methods of activity. Teaching methods are designed to provide all levels of assimilation (Russian Pedagogical Encyclopedia. T. 1. M., 1993. S. 567).

Proceeding from this, since the middle of the twentieth century, educational scientists began to pay more and more attention to the development of the problem of classifying teaching methods, taking into account the above levels of students' assimilation of knowledge and methods of activity.

Research by psychologists, psycholinguists, teachers, advertising specialists note a high degree of perception and comprehension of information with the simultaneous inclusion of all systems of perception: visual, auditory, kinesthetic, i.e. when expanding the system of perception.

What are individual systems of perception and what they are

Individual systems of perception in people are not evenly developed: the development of one or two systems prevails. This is due to the historical life experience, the peculiarities of the geographical environment, the anatomical and physiological development of the organism, the peculiarities of training and education1.
It is important for a teacher to know that, to a large extent, the development of a particular system is manifested in the external appearance of a person. According to Canadian studies, it was revealed:
- people with a developed visual system - mostly thin, tall;
- people with a developed auditory system are larger and more muscular;
- people with a developed kinesthetic system are more relaxed, in appearance they look more like a pear.

How to use this knowledge for a teacher

In teaching and developing a person, it is very important for a teacher to learn how to connect all systems for the perception of information. At school, listening only to the teacher's explanations (listen to what I am telling you!) Leads to the concentration of perception in one system, which generally narrows the perception of information. With age, this develops into a habit, blocks the development of other systems, inclinations, abilities and inclinations of a person, leads to hallucinations in the system that is least controlled and developed. Even using the simple test "Determining the Representativeness of the System", the teacher can diagnose the students in the class, which will further help him, taking into account the individual characteristics of the children, to select the appropriate teaching methods: verbal, visual (illustration, demonstration), practical, etc.
We hope the reader understands the preamble, which does not quite logically fit into the "Visual Methods", but explains the pedagogical aspects of using not only visual, but also other teaching methods.
Some scientists-educators (N.V. Naumchik, V.V. Davydov) do not share the concept of "visual methods". They motivate their point of view by the fact that the content characteristic of these methods is traditionally reduced to “visuality”. Clarity assumes, according to V.N. To a naumchik, in addition to visuality, it is the disclosure of the inner essence of the pedagogical process.
In presenting this topic, we remain on the traditional interpretation.

Illustration method

The illustration method provides students with illustrated materials, manuals: paintings, posters, diagrams, drawings, graphs, diagrams, portraits, maps, layouts, atlases, images of information on a chalkboard, etc.

Demonstration: to whom and for what

The demonstration method consists in showing the operation of real devices or their models, various mechanisms, technical installations, in setting up experiments and conducting experiments, in demonstrating processes (of various origins), structural features, properties of materials, collections (minerals, art products, paintings, samples materials, etc.).
The demonstration method provides the perception of both external forms (characteristics) and internal content not only in statics, but also in the dynamics of their flow, which is very important for students to understand the deep essence, laws, patterns and principles of their action and existence, the conditions that give rise to them.
The effectiveness of the method is achieved with the active participation of students in its demonstration, who have the opportunity to directly "measure the results", change the course of processes, set the parameters of the mechanisms, record and study the properties of materials, structures of objects, etc.
Apparently, excursions should be considered a variation of the method of demonstration. The excursion can be used as a method of acquaintance with new material, its in-depth study or to consolidate what has been learned. The excursion as a method of demonstration provides the study of objects, processes, technologies existing in reality (plant, factory, weather station, design bureau, test benches, laboratories, etc.), the study of flora or fauna (forest, field, farm, zoo, terrarium, aquarium, dolphinarium, etc.).
The demonstration method provides a volumetric complex, multidimensional perception of information, contributes to the development of all systems of perception in students, especially visual-sensory, which increases the quality of assimilation of educational material; acquisition of both theoretical and practical skills and abilities; develops cognitive activity and motivation for educational and research activities. Popular wisdom says: "It's better to see once than hear a hundred times."
Nevertheless, the demonstration method must be skillfully combined with the word: focus on what is being studied, on the main thing, characterize the property of the object, show its different sides; explain the purpose of the demonstration, what to keep in sight, highlight objects of observation, and possibly use some handouts preceding or accompanying the main demonstration, making an appropriate comment.
The effectiveness of the method is achieved:
1. Involving students' explanations to disclose the content of what is being demonstrated, carrying out a comparative analysis, formulating conclusions, proposals, presenting their position, their attitude to what they see, to search for "hidden", "new" content in the facts, phenomena, processes, objects being studied.
2. Correct selection, i.e. coordination of the demonstrated material with the content of the lesson, its volume, the number of units demonstrated, the place and time in the structure of the lesson of the material being studied, the condition of the demonstration; teaching students to find and select the necessary visualization in the process of independent homework.
3. Compliance of the demonstrated material with the psychological readiness of students to master it, taking into account age and other characteristics.

Video technique

Among the visual teaching methods, the "video method" is increasingly being singled out. With the intensive development of video technical equipment, it stands out from the demonstration method into an independent one. It is based on on-screen sources of information (filmoscopes, kodoscopes, slide projectors, cinemas, televisions, video recorders, computers, scanners, etc.). The use of video materials helps in a very short time in a compressed, concentrated form to submit a large amount of information professionally prepared for perception, helps to look into the essence of phenomena and processes inaccessible to the human eye (ultrasound image, spectral analysis, the effect of radioactive elements on the course of biological, chemical and biochemical processes, the flow of fast and slow processes, etc.).
The video method is one of the most powerful sources of influence on the consciousness and subconsciousness of a person. It can be used at all stages of training as a multifunctional method.
By maximally activating visual-sensory perception, the video method provides an easier and more durable assimilation of knowledge in their figurative-conceptual integrity and emotional coloration, significantly affects the formation of a worldview, stimulates the development of abstract-logical thinking, and reduces the time spent on learning.
The use of the video visualization method creates favorable conditions for increasing the efficiency of the entire educational process.

Visual teaching methods

Visual teaching methods can be conditionally divided into two large groups: methods of illustration and demonstration.

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

The demonstration method is usually associated with the demonstration of devices, experiments, technical installations, various kinds of preparations. Demonstration methods also include showing films and filmstrips. This subdivision of visual aids into illustrative and demonstrative has historically developed in teaching practice. It does not exclude the possibility of attributing certain means of visualization both to the group of illustrative and demonstrative methods. This applies, for example, to the display of illustrations through an epidiascope or overhead projector.

In the course of applying visual methods, techniques are used: display, ensure better visibility (screen, tinting, illumination, lifting devices, etc.), discussion of the results of observations, demonstrations, etc.

In recent years, practice has been enriched with a number of new means of visualization. New, more colorful plastic-coated geographical maps, albums of illustrations on history, literature, geographical atlases with photographs taken from satellites were created. The teaching practice included LETI apparatuses, overhead scopes, which allow in the daytime without darkening the classroom to show drawings, diagrams, drawings made by the teacher on a transparent film. In the lessons, sketches on Whatman paper with the help of wide felt-tip pens began to be used, allowing to reveal the dynamics of the studied phenomenon, gradually illustrating all the necessary stages of it one after another. Finally, many schools are equipped with daytime cinema screens, when a movie camera is installed in a laboratory room, it shows a film on frosted glass placed above the blackboard. All these tools have found a particularly wide application in the conditions of an office teaching system.

Modern didactics requires the most rational options for the use of visual aids, which make it possible to achieve a greater educational and upbringing effect. It orientates teachers to such an application of visual teaching methods in order to simultaneously be able to develop the abstract thinking of students.

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

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

Use of educational television. A new visual technique that has come to school in the last decade is the massive use of instructional television. Numerous educational television films have been created for secondary schools, technical schools and universities, as well as educational television broadcasts. The programs of the upcoming programs of the Central Television are published in the Uchitelskaya Gazeta, reproduced by the institutes for the improvement of teachers and brought to the attention of teachers. With this in mind, the schools draw up a schedule of training sessions and provide for their holding in the appropriate classrooms.

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

The role of visual methods is enormous.

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

Visual methods can be used both when learning new material and when consolidating it. When studying new material, they are a way of forming new knowledge, and when it is consolidated, they are a way of practicing knowledge. The study of nature through the demonstration of natural objects allows you to form a fairly complete and reliable idea of ​​the object under study. It is useful to combine the study of natural visual aids with pictorial clarity.

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

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

The relationship of visual and verbal methods

A feature of visual teaching methods is that they necessarily involve, to one degree or another, their combination with verbal methods. The close relationship between the word and visualization follows from the fact that the dialectical way of knowing objective reality presupposes the use of living contemplation, abstract thinking and practice in the unity. The teaching of I.P. Pavlov about the first and second signaling systems shows that in the cognition of the phenomena of reality, they must be applied in interconnection. Perception through the first signaling system should organically merge with the operation of the word, with the active functioning of the second signaling system.

L.V. Zankov studied several basic forms of combining words and visualization: through the word, the teacher guides the observation, which is carried out by the students, and the students extract knowledge about the appearance of the object, its directly perceived properties and relationships from the most visual object in the process of observation;

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

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

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

Visual teaching methods

The purpose of the visualization method in elementary school is to enrich and expand the direct sensory experience of children, develop observation, study the specific properties of objects, create conditions for the transition to abstract thinking, for independent learning and systematization of what has been studied. In the primary grades, natural, picturesque, three-dimensional, sound and graphic clarity are used. The means of visualization are diverse: objects and phenomena of the environment, actions of the teacher and students, images of real objects, processes (drawings, paintings), models of objects (toys, cardboard cuttings), symbolic images (maps, tables, diagrams, etc.) ... A certain amount of caution is required of teachers to organize student observations. A common mistake is the use of such clarity, when its essence is overshadowed by bright colors. An inexperienced teacher often draws the children's attention to secondary details. Handouts are overly colored. Scheme, table should contain color only for highlighting the meaning, but not for decoration.

Visual methods include demonstration methods, illustrations, video methods.

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

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

All students had a good view of the demonstrated object;

They could perceive it as much as possible with all the senses, and not just with the eyes;

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

Illustration involves showing and perceiving objects, processes and phenomena in their symbolic representation using posters, maps, portraits, photographs, drawings, diagrams, reproductions, flat models, etc. Recently, the practice of visibility has been enriched by a whole range of new tools. Multi-colored plastic-coated maps, history albums, atlases, beautifully designed children's encyclopedias, etc. have been created.

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

In the modern elementary school, on-screen technology is widely used to provide high-quality illustration. Overhead projectors and overheads are easy to operate, reliable, cheap, and easy to store. Children 6-7 years old easily learn to show filmstrips themselves. The material of the film strip is perceived by younger students better than the film. A large number of illustrative and explanatory film strips have been produced for primary schools. Working with them in the lesson contains the following stages: explaining the purpose of watching the filmstrip, demonstrating the filmstrip with commenting on each frame, the final conversation on the viewed filmstrip, summarizing the material, and formulating conclusions.

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

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

The teaching and upbringing functions of this method are due to the high efficiency of the impact of visual images and the ability to manage events. When children are not given the opportunity of interactive intervention, control exercises and tests are not offered, the value of the video method is small. The cinema screen and TV weakly stimulate the development of abstract thinking, creativity and independence.

If an elementary school teacher has access to teaching media systems, then using the video method, he will be more effective in solving didactic and educational problems. The method is useful for:

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

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

Training in algorithms for performing various types of activities;

Creation of a specific language environment in foreign language lessons;

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

Testing organizations;

Doing training exercises;

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

To rationalize the educational process, increase its productivity, ensure the optimal volume of transfer and assimilation of scientific information by improving the quality of pedagogical management.

The effectiveness of the video method depends little on the personal skill of the teacher, but is in direct connection with the quality of the video aids and the technical means used; moreover, it makes high demands on the organization of the educational process, which should be distinguished by clarity, thoughtfulness, and expediency. Here the teacher is required to have a developed ability to introduce students to the range of problems being studied, to direct their activities, teach them to draw general conclusions, and provide individual assistance in the process of independent work.

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

Visual teaching methods are used in schools and universities, and for teaching preschoolers. All visual teaching methods are usually divided into three large groups:

• Observation method- when observations become a source of knowledge: for phenomena, objects, actions. When using this method, it is more convenient to build a lesson in the form of travel, excursion, walking, visiting a museum, cinema, theater, library, etc. That is, it is better to choose such lesson forms that enable students to carry out real observation of the development of an action or phenomenon.
• Illustrative- this is the use of various kinds of illustrations: pictures, cards, drawings, posters, portraits, diagrams, graphs, tables, etc. This method is recommended for everyone.
• Demonstration combine all types of demonstration of visual material in the lesson: videos, films, demonstration of devices, experiments, technical installations. Modern allows you to expand the scope of the demonstration teaching method and makes it possible to apply it in any lesson: regardless of the form and type of lesson.

But such a division is purely arbitrary, since the modern provision of schools makes it possible to combine demonstration and illustrations. For example, the use of a computer, an interactive whiteboard, a videoscope is a prime example of a mixture of visual teaching methods.

Rules for the use of visual methods in pedagogy

There are several conditions that must be met when using visual methods to make the lesson more effective:

• The content of visual aids should correspond to the age characteristics of schoolchildren.
• The lesson should not be based solely on visual methods. Overloading one lesson with visual aids reduces the effectiveness of perception, tiresome. At the same time, the lack of clarity makes the lesson boring and uninteresting. Everything should be in moderation.
• Demonstrated objects (pictures, diagrams) must be visible to all students. For demonstration of small objects, it is appropriate to use projection, optical magnification. Or you can call the students one by one to the demonstration table. This is usually practiced when demonstrating chemical and physical experiments.
• The use of any visual means must necessarily pursue certain goals.
• All visuals should be relevant to the topic of the lesson.
• It is possible and necessary to involve students in the search for information to compile a visual aid.
• If the teacher plans to use visual materials, then do not forget about this during the lesson. This is common. Here's an example: while studying the biography of a writer, the teacher hung a portrait of this writer next to the blackboard. It would seem that there is clarity? There is. But the mistake was that during the lesson the teacher never once drew the pupils' attention to this portrait.

That is, it is important to act according to the principle: "If a gun hangs on the wall at the beginning of the performance, then it must definitely fire." Any use of the visual aid definitely needs a comment.

This is a quick overview of visual methods. It is important that each lesson should contain the stages of working with visual and technical aids, because this not only brings variety to the course of the lesson, but also to the subject being studied, their motivation to study.