Indirect visibility. Visual support methods

In physical education, methods of ensuring visibility contribute to students’ visual, auditory and motor perception of the tasks being performed. These include:

direct visualization method (demonstration of exercises by the teacher or, on his instructions, by one of the students);

methods of indirect visualization (demonstration of educational videos, filmograms of motor actions, drawings, diagrams, etc.);

methods of directed feeling of motor action;

4) methods of urgent information. Let's consider the main features of these methods.

Direct visualization method. Designed to create in students a correct understanding of the technique of performing a motor action (exercise). Direct demonstration (demonstration) of movements by a teacher or one of the students should always be combined with methods of using words, which eliminates blind, mechanical imitation. When demonstrating, it is necessary to provide convenient conditions for observation: the optimal distance between the demonstrator and the participants, the plane of the main movements (for example, standing in profile to the participants, it is easier to demonstrate the running technique with a high hip lift, swing movements in high jumps with a running start, etc.) , repetition of the demonstration at different tempos and in different planes, clearly reflecting the structure of the action.

Methods of indirect visibility create additional opportunities for students to perceive motor actions with the help of an object image. These include: demonstration of visual aids, educational videos and films, drawings with a felt-tip pen on a special board, sketches made by students, the use of various dummies (reduced models of the human body), etc.

Visual aids allow students to focus their attention on static positions and sequential changes in phases of movements.

With the help of videos, the demonstrated movement can be slowed down, stopped in any phase and commented on, as well as repeated many times.

Drawings with a felt-tip pen on a special board are a quick method of demonstrating individual elements of physical exercise techniques and tactical actions in team sports.

Sketches made by students in the form of figures allow them to graphically express their own understanding of the structure of a motor action.

Methods of directed feeling of motor action are aimed at organizing the perception of signals from working muscles, ligaments or individual parts of the body. These include:

guiding assistance from the teacher when performing a motor action (for example, the teacher guiding the hands of students when teaching the final effort in throwing a small ball at a distance);

performing exercises at a slow pace;

fixation of the positions of the body and its parts at individual moments of motor action (for example, fixation of the position of body parts before performing the final effort in throwing);

the use of special training devices that allow you to feel the position of the body at various moments during the movement.

Urgent information methods. Designed for teachers and students to receive, with the help of various technical devices (tensoplatforms, electrogoniometers, photoelectronic devices, light and sound leaders, electric targets, etc.), urgent and prelaminar information after or during the performance of motor actions, respectively, for the purpose of their necessary correction or to maintain specified parameters (tempo, rhythm, effort, amplitude, etc.). For example, at present, various training devices (bicycle ergometers, treadmills, Concept II rowing machine, etc.) equipped with built-in computers that control the load control system are widely used in physical education and sports.

It has already been proven that a person remembers only 20% of what he hears and 30% of what he sees. But if vision and hearing are simultaneously involved in the perception of new information, the material is absorbed by 50%. Teachers have known about this for a long time. The first visual aids were created before our era and were used in schools in Ancient Egypt, China, Rome, and Greece. In the modern world they do not lose their importance. On the contrary, with the development of technology, teachers have excellent opportunities to demonstrate to children those objects and phenomena that cannot be seen in real life.

Definition

Visibility is a term that has two interpretations. In ordinary life, a word refers to the ability of an object or phenomenon to be easily perceived through the senses or logic, its clarity and intelligibility. In pedagogy, visibility is understood as a special principle of teaching, which is based on the display of objects, phenomena, and processes.

Sensory cognition helps the child form primary ideas about the world around him. One’s own sensations remain in memory and lead to the emergence of mental images that can be manipulated in the mind, compared, generalized, and highlighted the main features.

Cognition process

A person cannot recreate in his imagination those objects that he did not directly perceive. Any fantasy involves operating with familiar elements that can be combined into bizarre configurations. Thus, there are two types of knowledge:

direct-sensory, when a person explores a real object with the help of his senses;
indirect, when an object or phenomenon cannot be seen or touched.

Visualization is a necessary condition for learning in both the first and second cases. With indirect cognition, the following are used as support:

devices that allow you to observe areas inaccessible to sensory perception;
photographs, audio recordings, films, with the help of which you can travel back in time or to another point on the globe;
experiments demonstrating the impact of the phenomenon being studied on other objects;
modeling, when real relationships are displayed using abstract symbols.

Concepts used

Visual aids are the ways in which the teacher demonstrates to students the object of knowledge. This includes observing nature, looking at pictures in a textbook, showing films or experiments, and even spontaneously drawing on the board.
Visual aid is a narrower term that refers to a planar or three-dimensional display of the objects being studied, created for pedagogical purposes. These can be tables, diagrams, models, dummies, filmstrips, flashcards, etc.
The principle of visibility refers to a special organization of the educational process, when specific sensory objects serve as the basis for the formation of abstract ideas.

Functions performed

Visibility is a learning principle that allows you to:

recreate the essence of the phenomenon and its relationships, proving theoretical positions;
activate analyzers and mental processes associated with perception, thereby forming an empirical basis for subsequent analytical activity;
increase interest in the material being studied;
to form visual and auditory culture in children;
receive feedback from students in the form of questions that make clear the movement of their thoughts.

History of the study

Visualization in teaching has been used since ancient times, but its theoretical foundations began to be studied only in the 17th century. The Czech teacher Komensky J. A. considered sensory knowledge to be the “golden rule” in teaching. Without it, the development of the mind is impossible; the child memorizes the material without understanding it. It is very important to use different senses so that children perceive the world in all its diversity.

Pestalozzi attached great importance to clarity. In his opinion, during lessons children should perform a certain sequence of exercises to observe surrounding objects and, on this basis, learn about reality. J. Rousseau proposed teaching a child in nature so that he could directly see the phenomena occurring in it.

Ushinsky gave deep psychological justification for visual methods. In his opinion, the aids used are a means that activates the child’s thinking and contributes to the formation of a sensory image. It is especially important to use visualization in the initial stages of learning, since thanks to this, children develop analytical abilities, improve oral speech, and remember the material more firmly.

Classification

Visualization, which is used when teaching various subjects, has its own characteristics. Nevertheless, in pedagogy there are also generalized classifications.

Thus, Ilyina T. A. identifies the following types of visibility:

Natural objects that occur in objective reality (for example, living plants when studying biology or a vase as a life in an art lesson).
Experimental clarity (demonstration of experiments, conducting experiments).
Volumetric aids (models, dummies, geometric bodies, etc.).
Visual clarity (photos, drawings).
Sound materials (audio recordings).
Symbolic and graphic objects (diagrams, posters, tables, maps, formulas, graphs).
Internal visibility (images that students must imagine based on the teacher’s vivid descriptions or from their own experience).

In modern conditions, two more types of aids can be distinguished: screen aids (strip films, films, educational cartoons) and computer aids. With their help, you can see processes in dynamics and receive information through two channels at once (visual and auditory). Computer technologies allow you to enter into a dialogue with the program, check how well the material is understood, and receive additional clarification if the student has difficulties.

Application requirements

The principle of visibility has always been and will remain leading in pedagogy. In order for it to benefit students, a number of requirements must be met:

Everything that can be known through sensory sensations should be provided to students for research using various analyzers (vision, hearing, touch, taste, smell).
The amount of benefits should not be excessive, otherwise children's attention will be scattered.
The visualization used is designed to solve the problems of the lesson, to help students identify the essential features of the object being studied. This is a means, not an end.
Manuals should be used not only as an illustration of the teacher’s story, but also as a source of independently acquired knowledge. The creation of problem situations is encouraged when schoolchildren get involved in research activities and independently identify patterns.
The older the children, the more often symbolic visualization is used in lessons.
It is important to find the right time and place to use certain aids, to rationally combine visual and verbal methods.

Zankov's research

Psychologist L.V. Zankov considered it necessary to rely on the senses when building a learning system. In his opinion, this provides the necessary connection between theoretical knowledge and reality. He considered the use of visuals in the classroom and its combination with verbal teaching methods.

As a result, the following options were identified:

Students, under the guidance of a teacher, conduct observations and, on its basis, draw conclusions about the properties of objects and their relationships.
The teacher organizes observation, and then helps children independently comprehend those connections that cannot be seen or touched.
The teacher presents the material, confirming or illustrating his words using visuals.
First, an observation is carried out, and then the teacher summarizes the data obtained, explains the hidden causes of the phenomenon, and draws conclusions.

Self-production of manuals

Many types of visual aids - posters, drawings, handouts, diagrams, tables, slides, models, etc. can be made by the children themselves. This type of work allows you to deeply assimilate the material and process it creatively. Making visual aids can be a homework assignment or a research project.

First, children study the material, then transform it in accordance with their own capabilities. At this stage, you can make several sketches so that you can choose the best one. It is important to create an atmosphere of cooperation in the classroom, when all work is done at ease and you can turn to an adult for help at any time. Ready-made manuals are demonstrated and defended in front of the whole class, and then used in educational activities.

Visualization is the foundation for the formation of abstract thinking, but it must be approached consciously. Otherwise, you can lead your students astray, forgetting about the real goal and replacing it with a bright means.

In physical education, methods of ensuring visibility contribute to students’ visual, auditory and motor perception of the tasks being performed. These include:

1) direct visualization method (demonstration of exercises by the teacher or, on his instructions, by one of the students);
2) methods of indirect visibility (demonstration of educational videos, filmograms of motor actions, drawings, diagrams, etc.);
3) methods of directed feeling of motor action;
4) methods of urgent information.

Let's consider the main features of these methods.

Direct visualization method. Designed to create in students a correct understanding of the technique of performing a motor action (exercise). Direct demonstration (demonstration) of movements by a teacher or one of the students should always be combined with methods of using words, which eliminates blind, mechanical imitation. When demonstrating, it is necessary to provide convenient conditions for observation: the optimal distance between the demonstrator and the participants, the plane of the main movements (for example, standing in profile to the participants, it is easier to demonstrate the running technique with a high hip lift, swing movements in high jumps with a running start, etc.) , repetition of the demonstration at different tempos and in different planes, clearly reflecting the structure of the action.

Methods of indirect visualization create additional opportunities for students to perceive motor actions using an object image. These include: demonstration of visual aids, educational videos and films, drawings with a felt-tip pen on a special board, sketches made by students, the use of various dummies (reduced models of the human body), etc.

Visual aids allow students to focus their attention on static positions and sequential changes in phases of movements.

With the help of videos, the demonstrated movement can be slowed down, stopped in any phase and commented on, as well as repeated many times.

Drawings with a felt-tip pen on a special board are a quick method of demonstrating individual elements of physical exercise techniques and tactical actions in team sports.

Sketches made by students in the form of figures allow them to graphically express their own understanding of the structure of a motor action.

Dummies (models of the human body) allow the teacher to demonstrate to students the features of motor action techniques (for example, techniques for running at various distances, techniques for crossing the bar in high jumps with a running start, landing techniques for long jumps with a running start, etc.). Methods of directed sensation of motor action are aimed at organizing the perception of signals from working muscles, ligaments or individual parts of the body. These include:

1) guiding assistance from the teacher when performing a motor action (for example, the teacher holding the hands of students when teaching the final effort in throwing a small ball at a distance);
2) performing exercises at a slow pace;
3) fixation of the positions of the body and its parts at individual moments of motor action (for example, fixation of the position of body parts before performing the final effort in throwing);
4) the use of special training devices that allow you to feel the position of the body at various moments during the movement.

Urgent information methods. Designed for teachers and students to receive, with the help of various technical devices (tensoplatforms, electrogoniometers, photoelectronic devices, light and sound leaders, electric targets, etc.), urgent and prelaminar information after or during the performance of motor actions, respectively, for the purpose of their necessary correction or to maintain specified parameters (tempo, rhythm, effort, amplitude, etc.). For example, at present, various training devices (bicycle ergometers, treadmills, Concept II rowing machine, etc.) equipped with built-in computers that control the load control system are widely used in physical education and sports.

The computer shows the values of heart rate, speed, time, distance length, calorie consumption, etc. The load profile is graphically displayed on the display.

In conclusion, it should be noted that when preparing for a lesson and choosing the optimal methods for a particular stage, the teacher must foresee what their structure should be in order to strengthen, for example, the motivational or educational, educational or developmental function.

A primary role in implementing the principle of visibility is played by direct contacts with reality. At the same time, mediated visibility should not be underestimated.

Various forms of visibility are not only interconnected, but also transform into one another in their effect. This is explained by the unity of the sensory and logical stages of cognition, and from a physiological point of view - by the unity of the first and second signal systems of reality.

Of particular importance is the connection between the sensory image and the figurative word. The word is a signal of all other signals in the sense that during life and learning the word is associated (through the mechanism of conditioned reflex connections) with all external and internal stimuli, as if “replaces”, represents them and can cause all those actions that are conditioned sensory stimuli.

The word, therefore, can be considered as one of the important means of providing visibility. It should be borne in mind that in the process of physical education, the word only acquires the meaning of such a means when it finds specific support in the motor experience of the students. If a word is not associated, at least in part, with ideas, in particular motor ones, it “does not sound”, does not evoke a living image of movements, no matter what external figurative form the verbal explanation is clothed in. The role of the word as a factor of mediated visibility increases in the process of physical education along with the expansion of the motor experience of students. The richer it is, the more opportunities there are for creating the necessary motor representations using figurative words. This is one of the reasons for the unequal share of methods of using words in the process of physical education of people of different age groups.

Visibility is important not only in itself, but also as a general condition for the implementation of the principles of training and education. The widespread use of various forms of visualization increases interest in classes, facilitates understanding and completion of tasks, and contributes to the acquisition of solid knowledge, skills and abilities.

3. The principle of accessibility and individualization

The principle of accessibility and individualization is also called the principle of taking into account the characteristics of those being educated and the feasibility of the tasks offered to them. Both of these formulations express essentially the same thing - the need to build training and education in accordance with the capabilities of those being educated, taking into account the characteristics of age, gender, level of preliminary preparedness, as well as individual differences in physical and spiritual abilities.

The particular importance of this principle in the field of physical education is due to the fact that here the vital functions of the body are subject to intense influence. Skillful adherence to the principle of accessibility and individualization is the key to the health-improving effect of physical education. At the same time, this is one of the necessary prerequisites for the activity of those involved and the accelerated achievement of their intended goals.

The essence of this principle in the field of physical education is revealed by the following basic provisions.

Determining the measure of what is available. The availability of physical exercise directly depends, on the one hand, on the capabilities of those involved, and on the other hand, on the objective difficulties that arise when performing a particular exercise due to its characteristic features. A perfect match between opportunities and difficulties means an optimal measure of accessibility. The specific definition and compliance with this measure is one of the most important and difficult problems of physical education. To solve it, it is necessary: to clearly understand the functional capabilities of the body at various stages of age development, as well as the limits of fluctuations in these capabilities, due to gender, individual characteristics and various external circumstances; have accurate data on the nature of the requirements that are presented to the body by various means and methods of physical education, and be able to practically correctly correlate them with the capabilities of a given student.

Information about the capabilities of those involved is obtained through testing according to physical fitness standards, as well as through medical examinations and pedagogical observations. Focusing on the initial data, the teacher specifies the program material, outlines the boundaries of what is available at a particular stage, as well as promising milestones and ways to achieve them.

Accessibility does not mean the absence of difficulties, but the feasible measure of them, that is, such difficulties that can be successfully overcome with the proper mobilization of the physical and spiritual forces of those involved. It is possible to correctly assess the availability of physical activity only taking into account its health-improving effect. Those loads that lead to strengthening and maintaining health can be considered accessible.

The boundaries of what is available in the process of physical education change. They move apart as the physical and spiritual strength of those involved develop: what is inaccessible at one stage becomes easily doable in the future. In accordance with this, the requirements for the capabilities of those involved should also change, so as to constantly stimulate their further development.

Methodological conditions of accessibility. At each stage of physical education, accessibility is determined, in addition to the specified conditions, by the degree of appropriateness of the chosen methods and the general structure of classes. The problem of accessibility is in one way or another connected with all other problems of rational methods of training and education, especially those that relate to optimal continuity of classes and the gradual increase of difficulties.

It is known that new motor skills and abilities arise on the basis of previously acquired ones, including certain of their elements. Therefore, one of the decisive methodological conditions for accessibility in the process of physical education is the continuity of physical exercises. It is ensured by the use of natural relationships between various forms of movements, their interactions and structural commonality. It is necessary to distribute the material being studied in such a way that the content of each previous lesson serves as a step leading to the shortest path to mastering the content of the next lesson.

An equally important condition is gradualness in the transition from some tasks, easier, to others, more difficult. Since the functional capabilities of the body increase gradually, the requirements placed on them in the process of physical education should not increase excessively sharply. Graduality is ensured by unforced complication of the studied forms of movements, rational alternation of loads and rest, stepwise and wave-like changes in loads over weekly, monthly and annual periods of time and in other ways.

When assessing the difficulty of physical exercises, one should distinguish between their coordination complexity and the amount of physical effort expended. The two do not always coincide. On the contrary, a number of coordinationally difficult gymnastic exercises do not require much physical effort. The rule from easy to difficult provides that the transition from one exercise to another is carried out in such a way that exercises that are less difficult both in terms of coordination and in terms of the degree of physical effort precede more difficult ones.

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Indirect visualization helps to perceive the parameters of the temporal, spatial and dynamic characteristics of the physical exercise technique. This is light or sound information that signals the speed, frequency, tempo, rhythm of movements.

In recent years, so-called educational cards have been widely used in the practice of physical education. They may contain information about sets of physical exercises for solving specific applied problems: the formation of posture, the development of various muscle groups, speed, endurance, muscle strength, flexibility, as well as supporting physical exercises that facilitate the acquisition of complex motor actions.

The relationship between direct and indirect visibility. A primary role in implementing the principle of visibility is played by direct contacts with reality. At the same time, mediated visibility should not be underestimated. Sometimes it turns out to be no less, and even more intelligible, than direct perception. We are talking, in particular, about explaining the details and mechanisms of movements that are difficult to directly observe or are generally hidden from it. It is no coincidence that cinema, video recorders and other technical means are increasingly being introduced into the modern practice of physical education, with the help of which a clear idea of movements is created,

The word, therefore, can be considered as one of the important means of providing visibility. It should, however, be borne in mind that in the process of physical education, the word only acquires the meaning of such a means when it finds specific support in the motor experience of those involved. If a word is not associated, at least in part, with ideas, in particular motor ones, it “does not sound” and does not evoke a living image of movements, no matter what external figurative form the verbal explanation is clothed in. The role of the word as a factor of mediated visibility increases in the process of physical education along with the expansion of the motor experience of students. The richer it is, the more opportunities there are for creating the necessary motor representations using figurative words. This is one of the reasons for the unequal share of methods of using words in the process of physical education of people of different age groups.

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