Використання наочності в освітньому процесі початкової школи
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Дата
2022
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А.С. Макаренка
Анотація
У статті визначено найбільш вагомі та поширені тлумачення ключового феномену дослідження – «наочність»; прослідковано філософську та психолого-педагогічну сутність принципу наочності в освітньому процесі; уточнено класифікації наочності, як дидактичного елементу навчання, які науковці систематизували за умовними ознаками; виокремлено й обґрунтовано види наочності: матеріальну, уявну та комп’ютерну або віртуальну та розкрито дидактичні функції, які мають реалізовувати означені види наочності; окреслено дидактичні принципи використання наочності для навчання здобувачів початкової освіти.
The article defines the most significant and widespread interpretations of the key research phenomenon – “visuality” and it is established that the concept of “visuality” is one of the fundamental didactic principles in the educational process, which is interpreted as a specific property of the mental image that arises in the processes of perception, memory, thinking and imagination when learning about the objects of the surrounding world. The philosophical and psychological-pedagogical essence of the principle of visibility in the educational process is traced. It is considered as the basis of understanding scientific knowledge and is an emotional-sensual phenomenon characterized by rationality, stability, and model certainty. The classification of visualization as a didactic element of learning, which scientists (I. Malafiik, A. Rozumenko, A. Romaniuk, O. Savchenko, O. Stadnyk, M. Fitsula) systematized according to conventional features, has been clarified. The types of visualization are singled out and substantiated: material (objects and phenomena that, by directly affecting the senses, create a certain mental image, that is, an object offered to the subject in the form of an external object, properties, relations), imaginary (images of objects or phenomena that are not perceived at a specific moment, which are based on their past perception, that is, images of representation are images of memory) and computer or virtual (interactive flash animations, simulators, computer tests, virtual mini-laboratories, illustrated text tasks with audio accompaniment, multimedia presentations). The didactic functions that should be implemented by the specified types of visualization are disclosed: for material – familiarization of primary school pupils with real objects of nature, with phenomena and processes during experiments, observations, familiarization with facts, objects, phenomena through their reflection; for the imaginary – development of abstract thinking, promoting creation of an image of a certain concept, phenomenon, mental representations in the acquirers; for computer or virtual – reproduction of the most complete real reflection of reality by means of information and computer technologies. The didactic principles of using visualization for teaching primary school pupils are outlined: expediency, relevance, scientificity, accessibility, consideration of color when presenting information, development of spatial concepts, “learning in motion”, variability, multifunctionality, consistency, constructiveness.
The article defines the most significant and widespread interpretations of the key research phenomenon – “visuality” and it is established that the concept of “visuality” is one of the fundamental didactic principles in the educational process, which is interpreted as a specific property of the mental image that arises in the processes of perception, memory, thinking and imagination when learning about the objects of the surrounding world. The philosophical and psychological-pedagogical essence of the principle of visibility in the educational process is traced. It is considered as the basis of understanding scientific knowledge and is an emotional-sensual phenomenon characterized by rationality, stability, and model certainty. The classification of visualization as a didactic element of learning, which scientists (I. Malafiik, A. Rozumenko, A. Romaniuk, O. Savchenko, O. Stadnyk, M. Fitsula) systematized according to conventional features, has been clarified. The types of visualization are singled out and substantiated: material (objects and phenomena that, by directly affecting the senses, create a certain mental image, that is, an object offered to the subject in the form of an external object, properties, relations), imaginary (images of objects or phenomena that are not perceived at a specific moment, which are based on their past perception, that is, images of representation are images of memory) and computer or virtual (interactive flash animations, simulators, computer tests, virtual mini-laboratories, illustrated text tasks with audio accompaniment, multimedia presentations). The didactic functions that should be implemented by the specified types of visualization are disclosed: for material – familiarization of primary school pupils with real objects of nature, with phenomena and processes during experiments, observations, familiarization with facts, objects, phenomena through their reflection; for the imaginary – development of abstract thinking, promoting creation of an image of a certain concept, phenomenon, mental representations in the acquirers; for computer or virtual – reproduction of the most complete real reflection of reality by means of information and computer technologies. The didactic principles of using visualization for teaching primary school pupils are outlined: expediency, relevance, scientificity, accessibility, consideration of color when presenting information, development of spatial concepts, “learning in motion”, variability, multifunctionality, consistency, constructiveness.
Опис
Ключові слова
наочність, освітній процес, початкова школа, здобувачі початкової освіти, visuality, educational process, primary school, primary school pupils
Бібліографічний опис
Бутенко В. Г. Використання наочності в освітньому процесі початкової школи [Текст] / В. Г. Бутенко, О. С. Білєр // Педагогічні науки: теорія, історія, інноваційні технології. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2022. – № 9–10 (123–124). – С. 3–13. – DOI: 10.24139/2312‐5993/2022.09‐10/003‐013