|
2.2 Visual methods
2.2.1 Illustration and demonstration method, video method
The illustration method provides students with the display of illustrated materials, manuals: paintings, posters, diagrams, drawings, graphs, diagrams, portraits, maps, layouts, atlases, images of information on the blackboard, etc.
The demonstration method consists in: showing the operation of real devices or their models, various mechanisms, technical installations, setting up experiments and conducting experiments, demonstrating processes (of various origins), design 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 generate them.
The effectiveness of the method is achieved with the active participation in its demonstration of students, who get 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 as a kind of demonstration method. The excursion can be used as a method of familiarization with new material, its in-depth study, or to consolidate what has been learned. Excursion as a demonstration method provides the study of objects, processes, technologies that exist in reality (plant, factory, weather station, design office, test benches, laboratories, etc.), the study of flora or fauna (forest, field, farm, zoo, terrarium, aquarium, dolphinarium, etc.).
The demonstration method provides a comprehensive, multidimensional perception of information, promotes the development of all systems of perception in students, especially visual-sensory, which improves 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 this: “It is 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 view, highlight the objects of observation, and possibly use some handout that precedes or accompanies the main demonstration, making an appropriate comment.
The effectiveness of the method is achieved:
1. Involving students' explanations in revealing the content of what is being demonstrated, carrying out a comparative analysis, formulating conclusions, proposals, presenting their position, their attitude to what they saw, searching for “hidden”, “new” content in the studied facts, phenomena, processes, objects.
2. Correct selection, i.e. coordination of the demonstrated material with the content of the lesson, its volume, the number of demonstrated units, the place and time in the structure of the lesson of the studied material, the condition of the demonstration; teaching students to search and select the necessary visualization in the process of independent homework.
3. Compliance of the demonstrated material with the psychological readiness of students for its assimilation, taking into account age and other characteristics.
video method ” is increasingly being singled out . With the intensive development of video equipment, it is separated from the demonstration method into an independent one. It is based on screen sources of information (filmoscopes, codo-scopes , overhead projectors, movie cameras, televisions, video recorders, computers, scanners, etc.). The use of video materials helps in a very short time in a compressed, concentrated form to present a large amount of information professionally prepared for perception, helps to look into the essence of phenomena and processes that are 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 powerful sources of influence on the consciousness and subconsciousness of a person. It can be used at all stages of learning as a multifunctional method.
Maximally activating visual-sensory perception, the video method provides easier and stronger assimilation of knowledge in their figurative-conceptual integrity and emotional coloring , significantly affects the formation of a worldview, stimulates the development of abstract-logical thinking, and reduces training time.
The use of the video visualization method creates favorable conditions for increasing the efficiency of the entire educational process.
Do'stlaringiz bilan baham: |
