Faculty of Humanities and Technology

Department of History, Law and Social Disciplines

COURSE WORK

VISIBILITY IN THE LESSONS OF HISTORY. EDUCATIONAL PICTURE IN HISTORY LESSONS.

Essentuki, 2017

Introduction…………………………………………………………………………...…3

1. Visualization of learning as a means of stimulation educational process……………………………………………………………………………5

2. Features of the selection and demonstration of visual aids in history lessons……………………………………………………………………………...9

2.1 Classification of visual teaching aids……………………………..14

2.2 Working with pictures……………………………………………………………..16

Conclusion…………………………………………………………………….…28

List of used literature………………………………….………..30

Introduction.

Enormous changes in the modern school lead to the fact that one of the main goals in teaching today is to teach not just to acquire knowledge and skills. It is necessary to be able to form the experience of cognitive activity (research, design, emotional-evaluative, analytical-critical, etc.), which is an essential element of the content of education and significantly changes the mutual relationship between the teacher and students. The tasks of teaching become different - to teach to systematize information received from various sources (including outside the school), to critically comprehend it, turning it into one's own knowledge and skills. This process is impossible without the use of visualization in the classroom, therefore this topic relevant today.

In the modern lesson, one's own position changes, the teacher becomes the organizer of the process of research, search, processing of information, creation creative works in the implementation of an active approach to education.

The question of the place and role of visualization has been considered in pedagogy since the 17th century, starting with the works of K.D. Ushinsky. In his work “Man as a subject of education. The experience of pedagogical anthropology "Konstantin Dmitrievich says:" Teach a child some five unknown words and he will long and vainly suffer over them; but connect twenty such words with pictures - and the child will learn them on the fly. In his own words, the writer shows by examples the importance of visual teaching aids.

Studenikin M.T. in his textbook "Methods of teaching history" provides information on the use of various types of visualization in the lessons. The author pays special attention to working with educational pictures and schematic drawings. Studeniein claims that "... with the help of images, students form figurative ideas about the historical past."

The benefits of the active use of visibility are also discussed in the textbook by Vyazemsky E.E. and Strelova O.Yu. The authors give specific recommendations for conducting lessons using visualization of various types.

From all of the above, it follows that this issue has continued and improved in the developments of modern domestic scientists.

Thus, the purpose of the work is to reveal the role of visibility in history lessons.

For this purpose, the solution of the following tasks is typical:

1. Consider the visibility of learning as a means of stimulating the learning process;

2. To identify the features of the selection and demonstration of visual materials in history lessons, to identify the main types of visual materials, to study in detail the educational picture in history lessons.

A history teacher should have a large collection of illustrations, paintings, photographs, wall maps, and more. They help to illustrate the teacher's story, complementing the presentation of the text material of the textbook.

Thus, we will try to show that visual learning is one of the most important methodological techniques and a powerful activator of learning activity.

1. Visualization of learning as a means of stimulating the learning process.

This chapter will provide clarity on how to make learning fun, how to make complex material clearer and easier to understand for students, and how to make lessons more entertaining. The search for such forms of education, methods and techniques that make it possible to increase the efficiency of mastering knowledge, help to recognize in each student his individual characteristics and, on this basis, instill in him a desire for knowledge and creativity.

When organizing and implementing educational and cognitive activities, motivation, control and self-control, one should use both pictorial and conditional and subject visibility.

K.D. Ushinsky writes that the perception of material by ear is a difficult task, requiring students' concentrated attention and strong-willed efforts. With an incorrect presentation of the lesson, students can only externally “be present in the classroom”, and internally - think about their own or completely remain without “thoughts in their heads”.

Korotkova M.V. notes that with the help of various methods of concretization, the method of picture description, without any visual aids, it is possible to create for students who are unfamiliar with the images of the ancient Kremlin, some idea of ​​​​the image of the Kremlin walls under Ivan Kalita, since the elements of this idea (“thick oak logs”, “ high walls”, “strong gates”, “high towers”) were previously learned by schoolchildren from life observations. However, if these students are asked to draw on paper the Moscow Kremlin from the time of Ivan Kalita, many different drawings will result. The problem is that through direct perception of life phenomena, students could receive only the elements necessary to create an integral historical image, and the image of the past itself was created by them on the basis of the teacher's words in different ways, in accordance with the different abilities of the imagination process.

At verbal description in the lessons of the history of events and phenomena of the past, in most cases it is not possible to rely on direct observation by students of objects of description or narration because this phenomenon already belongs to the past, inaccessible to the live, direct perception of students. Therefore, their historical ideas, created by the method of internal clarity, will necessarily be ephemeral, inaccurate, and will not correspond to historical reality.

In the teaching of history, no means of artistic storytelling, no imagery of presentation can create in students such accurate and concrete ideas about the past, which arise from the visual perception of the objects being studied or their images.

The use of visual aids in the classroom makes it easier to learn complex historical concepts.

One of the successful examples of the use of chalk drawing is given by P.V. Gora, which is duplicated in Studenikin's textbook. This technique can be used in the study of the industrial revolution in Russia. Here's an example:

“In the lesson “The Beginning of the Industrial Revolution in Russia,” the teacher says: “Not far from Moscow in the Vladimir province, the estates of Count Sheremetev are spread out: there are many villages - Ivanovo and others. Here, for a long time, back in the 17th century, peasants wove canvases and canvases.” The teacher accompanies his words with a drawing on the board of three houses, in each of them he depicts a working person. “At the end of the 18th century, cotton production began to develop. The Russian peasant quickly understood the principle of action: “The machine is a simple one, even though it is English. And in our village we will do the same, no worse. In his fortified village of Ivanovo, in a light hut, he started a manual loom, bought paper yarn and began to weave ... "

A new drawing appears on the board: conditional three houses, in each of them there is a loom and a weaver working behind the loom; on the way to the city - a traveler carrying his products to the market and so on.

The inclusion of such visualization in the story creates vivid figurative ideas about the subject being studied, which helps students to identify its main features. In the next lesson, most of the students were able to explain the essence of the industrial revolution.

Of great importance for the educational process is a creative task with a map according to E.E. Vyazemsky. Example:

“Determine in which areas of the Earth (and show them on the map) as money 10 thousand years ago could be used: sea shells, feathers of exotic birds, pig tails, bags of cocoa beans, skins of fur animals, iron bars, etc. P."

The localization of historical facts and events in space is based on cartographic knowledge and skills. Based on this, we can say that the acquisition of these skills by students allows the formation of spatial representations of students in the 5th grade at the lessons of the history of the Ancient World and to intensify their learning activities.

Describing the method of localizing historical events on the map, i.e. assigning them to a certain place, it is necessary to identify the accelerating or slowing down influence of the geographical environment. For example, the role of land and river trade for Ancient Russia. An illustration or application will help to clearly get an idea about this. This method is called "animating" the map. Attaching silhouettes, figures contributes to a better fixation in the memory of historical events. It is also of great benefit to move them around the map. For example, the path of Svyatoslav's aggressive campaigns to the Oka and Volga, to the Bulgarian kingdom. With the help of a "live" map, the teacher can highlight and emphasize the necessary elements of the historical map, focus students' attention on the most important objects.

The content of the old wall maps is of a general or overview nature, it is filled with a large number of details, designations, and facts. And although cartographers have already created thematic maps containing new methodological approaches that reflect religious processes, the economic and demographic development of regions and the cultural achievements of countries and peoples, put forward by modern requirements for historical education, historical events and phenomena. More informative in history lessons are various multimedia applications, electronic atlases, audio books, interactive posters, and so on. The printed font, clear reproduction and large format of the images presented allow almost all students to get involved in the work, leaving no one indifferent. The described type of work allows even students with low intellectual abilities to take part in the educational dialogue, which means to feel successful.

It is very effective to use animated maps. For example, when explaining material about initial stage The Second World War is conveniently animated to show the direction and sequence of the attack of the Nazi troops.

As a result, it can be seen that visualization helps to increase students' interest in knowledge and makes the learning process clearer. Most of the complex theoretical tasks, with the correct use of visualization, become accessible and easy to understand for students.

2. Features of the selection and demonstration of visual aids in history lessons.

In the second chapter, one can consider the issue of the features of the selection and demonstration of visual aids in history lessons, because it is very important to use visual aids purposefully, not to clutter up the lessons with a large number of visual aids, as this prevents students from concentrating and thinking about the most significant issues. Such use of visualization in teaching does not bring benefits, but rather harms both the assimilation of knowledge and the development of schoolchildren.

The teacher can use various visual aids: real objects (objects, phenomena, processes), their images (photographs, drawings, transparencies, tape recordings, videos), with the help of which events, phenomena, processes that are not directly accessible to observation can be made clear to students and models of the studied objects and phenomena.

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 knowledge about the appearance of the object. For example, when working with the Kukryniksy poster "The Best of the Best", you can work with the following questions:

a) Who is on this poster?

B) Remember what a "true Aryan" should be like in Nazi ideology?

c) What is the purpose of this poster?

D) What role did he play in the minds of Soviet people?

In another form of combination, students receive information about objects and processes from the teacher's verbal messages, and visual aids serve to confirm or specify the verbal messages. For example, when talking about the racial theory of the Nazis, you can show the same poster and say that the leaders of the Third Reich themselves and the creators of this theory were far from the ideal of the Aryan.

The first of the mentioned forms of combination is more effective not only for the assimilation of knowledge, but also for the development of schoolchildren's observation skills. The superiority of the first form is especially pronounced when a subtle analysis of the object must be carried out. Since the use of another form of combination requires less time, it can be resorted to when a relatively rigorous analysis of objects is performed.

There are certain rules for the selection and demonstration of educational visual aids.

Historical maps are created on a geographical basis and are reduced generalized figurative and symbolic images of historical events or periods.

Students receive primary skills in working with maps in the lessons of the world around them. primary school. They have an idea that the terrain is depicted on the horizontal plane of the maps in a conditional form and scale.

To base an idea of ​​the space and location in the world of the country under study on the map the globe, apply both historical and geographical maps (or general and thematic). The same object is placed on them, but it is depicted at different scales. Learning can go from one to the general or from the general to the one. In the first case, the teacher demonstrates a historical map (single), then by the configuration of land and seas, the contours of the coastline, the direction of the rivers, students find the same territory on the physical map of the hemispheres (general). Students make sure that the historical map shows a smaller part of the earth's surface. The teacher draws its outlines with chalk on a physical map, and the students once again compare the positions of rivers and seas with the contours of the historical map.

If there is no corresponding map for the topic under study, then it cannot be replaced by a map of another historical period. Otherwise, students will form incorrect historical ideas. It is more appropriate to use a physical map that has no boundaries, or to conduct classes on an atlas or a textbook map.

One of the main directions in working with a map is teaching a student to navigate correctly in it. It includes the detection of the desired objects, the correct display based on accurate landmarks, and speaking them out loud. As landmarks when showing on the map, you need to use objects familiar to children: cities, rivers, seas, parts of the land. A useful methodological technique in this work is the “travel on the map”: the children are offered to move along the rivers, cross countries and continents, swim in the seas and oceans.

Among the pictures used in teaching history, regardless of the nature of the plot, there are educational pictures created as teaching aids, and works of art historical painting, created by artists as works of art of a certain genre.

Most often, reproductions of many works by major artists on historical theme used as visual aids in history lessons. On the other hand, a good highly artistic educational picture is undoubtedly a work of art. Nevertheless, the educational picture is qualitatively unique, has a number of significant features, and special requirements are imposed on it.

First of all, an educational picture on history is created by an artist or illustrator specifically as a school visual aid. But unlike educational tables, in which the image of material monuments of the past is presented in isolation, the educational picture is a special manual, giving a holistic image of a historical phenomenon, where all alimony is selected and combined. In terms of content and plot, the educational picture must fully correspond to the school curriculum and the age of the students. It reflects not random episodes, but key, significant events and phenomena studied in history lessons and accessible to students' understanding. Its composition is simple, the contours are clear. She is easily visible. And most importantly, the entire content of the educational picture is deliberately selected in accordance with the educational, cognitive and educational tasks of this topic. There is nothing superfluous in it, but there is everything sufficient to create a concrete idea about the phenomenon under study and to draw the necessary conclusions about it. For example, E.E. Vyazemsky and O.Yu. Strelova indicate that when considering the painting "Pottery Workshop", the teacher must adhere to the sequence of operations that make up the production of pottery. First, he draws the attention of the students to two people kneading and washing the clay, then to the group working on the potter's wheel, to the painters, to the potter's kiln, and to the scene of the sale of finished products.

There are a number of requirements for a modern history lesson:

1) it must correspond to the content of the lesson, the level of development of historical science and the tasks educational work;

2) it is necessary to have a clear goal of the lesson in the inseparable unity of educational, upbringing and teaching tasks. The teacher can definitely pay special attention to one aspect of the lesson, based on the characteristics of its content, the level of knowledge and skills of the class, but at the same time other aspects of it must be implemented to one degree or another;

3) the definition of the main goal for each lesson so that it is understandable to the assimilation of all students in the class. At present, understanding what is essential for each particular lesson is the main problem. The definition of essential requires the teacher to designate the significance and significance of the various elements of the curriculum material in order to develop the individual in the learning process, taking into account the real conditions in each group of students;

4) a conscious choice of means and teaching methods for each part of the lesson;

5) stimulation of active cognitive activity of students.

When conducting a lesson, regardless of its type, it is necessary to ensure its thematic integrity and completeness, that is, the organic unity of all its components (knowledge testing, reflection, learning new material, and so on). In addition, the necessary completeness in the disclosure of the topic of the lesson, the connection of each given lesson with previous and subsequent ones.

A necessary requirement for the lesson is the teacher's ability to provide motivation for learning, that is, to arouse students' interest in the content and methods of work, to create a creative, emotional atmosphere in the classroom.

The necessary emotional atmosphere in the history lesson is based on the teacher’s lively word, decorated with an artistic sense, and a fascinating document, educational film, etc. They attract students’ genuine interest in the lesson, help to recreate vivid figurative images about the studied time period, the life of the masses and historical figures.

Genuine interest in the lesson, an emotional attitude to what is being studied are created not only by bringing vivid material about historical events, but also by creating problem situation, setting an interesting educational and cognitive task, by stimulating the personal attitude of students to the facts being studied.

2.1 Classification of visual teaching aids

The principle of visualization of learning is the orientation towards the use of various means of visual representation of the relevant educational information in the learning process.

It is believed that the modern principle of visualization is a systematic reliance not only on certain visual objects (people, animals, objects), their images and models. Due to the large number of types of visual teaching aids, there was a need to classify them. One of the most common classifications used by methodologists is the classification according to the content and nature of the material depicted. She divides visuals into three groups:

1. Visual clarity, in which a significant place is occupied by:

§ work with chalk and blackboard;

§ reproductions of paintings;

§ photo reproductions of monuments of architecture and sculpture;

§ educational pictures - specially created by artists or illustrators for educational texts;

§ drawings and applications;

§ video clips;

§ audio fragments;

§ Video films.

2. Conditional-graphic visualization, which is a kind of modeling, which includes:

§ tables;

§ block diagrams;

§ diagrams;

§ graphics;

§ maps;

§ tablets.

3. Subject visibility, which includes:

§ museum exhibits;

§ layouts;

§ models.

Such a classification is the most convenient and understandable for the use of visual objects in history lessons.

The teacher can use various means of visualization: real objects (tangible objects, phenomena, processes), their images (photographs, drawings, videos), with the help of which it is possible to make it clearer for students to perceive events, phenomena, processes that are not directly accessible to observation and models of the studied objects and phenomena.

2.2. Work with pictures.

The most common type of historical visualization is a picture, and in its absence, a textbook illustration. According to V.N. Bernadsky, the picture is a textbook paragraph written with a brush.

A.A. Vagin identified five ways to use the picture in the history lesson:

§ plot image in combination with a story;

§ study of the details in the picture;

§ analysis of the picture with the aim of serious generalizations;

§ emotional impact on students during viewing;

§ additional informative series.

D.N. Nikiforov pointed out the benefits of combining work with a picture and documents, fiction, conditional graphic means, textbook illustrations.

Methodists I.V. Gittis, N.V. Andreevskaya, A.A. Vagin identified different chrologological methodological points in using the painting in the classroom. It can become the starting point of the lesson, its beginning, in which case all the study of new material is built around it. To illustrate and detail the explanation, the picture can be introduced into the process of teaching new material in the course of presenting the material. In this case, it can be shown once and removed again. Also, the picture can serve as a means of generalizing and consolidating the material, it is brought to attention at the end of the lesson or when new knowledge is consolidated.

Students are interested in paintings not so much by external entertainment as by the cognitive material hidden in it. It should be used in a variety of types of learning tasks. You need to start working with paintings with the simplest tasks for compiling stories and writing essays. Another option for working with paintings can be logical tasks for analysis, comparison, synthesis of the material of the picture. By mastering the methods of such activities, the students acquire the ability to consider works of art. Then it is also possible creative tasks by the picture.

The sequence of work on the picture in the lesson. Methodist V.G. Kartsov suggested the following actions:

§ the teacher opens or hangs the picture at the moment when, in the course of the explanation, he comes to the description of the image on it;

§ Gives students some time to absorb the whole

the image that had just appeared before them;

§ starting the story, indicates the place and time of the action;

§ giving a general description of the situation, the background on which the action unfolded, stops at the main thing;

§ reveals details and particulars;

§ concludes by making a general conclusion, indicating the essential features of the phenomenon.

Approximately according to the same plan, it is possible to describe any genre painting during a conversation, for example, the artist N.V. Nevrev "Torg". It was created after the abolition of serfdom in 1866. The artist witnessed gloomy scenes of the sale of serfs in Russia.

Starting the story, the teacher pays attention to the fact that the picture depicts one of the richly furnished rooms of the landowner's house.

Children may be given the task of determining where the owner of the serfs is and where the buyer is. (The owner is sitting at the table in a dressing gown, in slippers and smoking a pipe. The guest is sitting next to him in an armchair. His outerwear is casually thrown over the back of the chair), who has the visitor already decided to buy? (The young woman who is standing next to him. He has his left hand put it on her shoulder, and in the right holds money).

Additional questions:

Imagine that this woman has a husband, children. What fate awaits them all? (They can be separated).

Why are peasants crowding at the door? (Of these, the visitor chooses the serfs he likes.)

The picture is called "Bargaining" - Why do you think?

The teacher ends his story with the words: serfdom is a legalized slave trade. Only in 1861 it was terminated due to the abolition of serfdom. But the memory of that unfair time is carried by the picture of N.V. Nevrev "Torg".

Artistic paintings appear in the classroom as historical fact- works of art belonging to the brush of a particular artist, a particular era. In this capacity, artistic paintings are mainly involved in the study of culture. For example, in the 6th grade, it is impossible to study the theme "The heyday of art in Italy" (the Renaissance) without showing the most popular works of art by artists: Leonardo da Vinci "Self-Portrait", "Lady with an Ermine", "The Last Supper"; Michelangelo Buonarroti and so on.

Students can independently prepare a report, a message, then, referring to the picture, describe its idea, plot, composition, color.

The historical picture can be a direct source of students' knowledge. For example, in the 6th grade, on the topic "Medieval village and its inhabitants", students are invited to consider the painting by I. Lopez "Surrendering the dues to the feudal lord."

Teacher questions, student answers:

1. What kind of duty of the peasants is shown in the picture? (peasants rent quitrent to the feudal lord);

2.Where do the peasants rent dues? (in the manor's yard);

3. Who do you think these richly dressed people are standing on the right?

("This is the feudal lord with his assistant," some answer. Others: "This is the feudal lord's manager and clerk." (The second answer is correct).

4. Describe the appearance of the peasants who are giving dues. (students describe the appearance of the old man and his wife, as well as a group of people handing over a cow in a pool);

5. Why are there many people with weapons in the picture, who are they and what do they need here? (The peasants hand over their last and meager supplies. So that the peasants do not protest, the manager placed foot and horse soldiers at different ends of the yard, who are ready to teach the recalcitrant a lesson).

So the historical picture became a source of knowledge for students about dues.

The historical picture can also be a means of consolidating the knowledge of students. For example, in the 7th grade, on the topic "The political system of Russia in the 17th century," the episodic picture of S.V. Ivanov "In the order of Moscow times" allows students to conclude about bribery (peasants carry bundles of food), about confusion in business (tables are littered papers), about red tape (huge scrolls of deeds lie on a shelf). Thus, as a result of the active perception of visual material, students develop figurative thinking, cognitive abilities, ideas about an era, historical event or phenomenon are formed.

Focusing on children with different psychological and cognitive abilities (perception, attention, imagination, etc.), a history teacher can use pictures in the form of visual supports, materialized illustrations of the main ideas of the teacher’s explanation, objects of comparison and analysis, means of creating an emotional effect and a source of organization independent work students. The teacher can offer students tasks to find details in the pictures that provide food for conclusions, to compare the canvas with other sources, to restore the true texture of events in several works, to recreate the images of time, their “revival”, “identification” of the characters, etc.

One type of activity when working with event paintings is the task of restoring the true texture of a historical event based on the determination of correct or erroneous reproduction in the artist's version. An example is canvases reflecting the uprising of the Decembrists (grade 8, topic: "Performance of the Decembrists").

For example, a painting by the artist K.I. Kolman "Rebellion on the Senate Square". The fact that the picture is not contemporary with the events of the uprising is evidenced by the buildings of the Senate and the Synod, which were built later. To the left is the fence of the St. Isaac's Cathedral under construction, in the foreground - the rails laid to transport stone from the banks of the Neva. The rider on the white horse is Nicholas I. The children are invited to do research on this picture and find all the mistakes in the depiction of the uprising.

Schoolchildren are invited to compare this work with two others - the painting by V.F. Timm "The Uprising of December 14, 1825", written in 1853, and the painting by R.R. Franz on the same topic, created already in the 20th century. In the course of comparison, differences are revealed in the display of the Decembrist uprising by artists, different moments of the uprising are clarified.

The picture can be used to organize creative activity schoolchildren. One of its types is the "revival" of the images of the work through dramatization and personification. An example is the famous painting by the artist G. G. Myasoedov “Zemstvo is having lunch”. Giving the task to compose a dialogue between the characters of the picture, the teacher draws attention to the fact that at the porch of the zemstvo council the peasant deputies are reinforced with black bread and onions, and in the open window above them a waiter is seen grinding plates for a hearty dinner of other deputies (the picture is given as an independent illustration in the textbook L.M. Lyashenko; A.A. Danilova and L.T. Kosulina).

Portraits are of great importance for the formation of images of typical representatives of social groups and classes, prominent historical figures. The methods of working with a portrait are characterization, a story about the life and work of a historical person. The teacher can replace his story with an appeal to the memories of people who personally knew the person whose portrait is shown in the lesson. So, showing a portrait of the family of V. I. Lenin, the teacher, characterizing I. N. Ulyanov and M. A. Ulyanov, reads out fragments from the memoirs of M. P. Ulyanova:

“Our father and mother were cultured and ideological people, the very example of which influenced in a developing and humanizing way. His father, a tradesman by birth, got into the people (as they said then) or received a secondary and higher education thanks to his perseverance and great ability to work ... Work on public education was his favorite thing, the work of his whole life, to which he devoted himself with great energy, selfless devotion, sparing no one's strength<...>The example of a father who is always busy, always burning at work, was very great, but, in addition, he paid a lot of attention to his children, gave them all his leisure ... A great democrat by nature, accessible to everyone, very easy to get around and in his needs, and here he influenced the children in a beneficial way. The mother also had a great influence on the upbringing of children in our family. She was a remarkable person, very gifted, with great pedagogical tact, great willpower and a warm, courageous heart ... without needlessly restricting the freedom of children, she had a huge influence on them, enjoyed their unlimited respect and love.

When considering a portrait, one should strive to reveal its features as a person. Observations show a higher interest in the portrait among high school students. He portrait makes them seriously comprehend the personality and activities of a historical person and, in this regard, stimulates the desire to critically understand themselves and determine their place in life.

To practice skills, you can bring several pictures to the lesson, but no more than two or three. The abundance of illustrative material, especially when used for the first time, will weaken the intensity of children's perception, and numerous images will be confused in their minds and complicate the perception of the new.

Caricature is widely used in history lessons. Caricature introduces students to the source, introduces the historian to the creative laboratory. This tool corresponds to the level of thinking of high school students. The tendency of graduating students to critically comprehend the issues under study highlights documentary sources among pictorial sources. These sources are cartoons.

When perceiving images in cartoons, students develop certain generalizing associations. Behind the external plot of the picture lies a deep socio-political meaning. A.A. Vagin singled out two types of caricatures: cartoon illustrations that complement the teacher's story and do not require special interpretation, are used as an example, and caricatures-characteristics that emphasize the typical features of historical phenomena, reveal its political nature, its essence. The last type of caricature is usually accompanied by an analysis of it and a conversation with students.

This classification should be supplemented with a caricature-portrait, which reveals the image of a historical figure from the negative side. The demonstration of such a cartoon is usually accompanied by a well-aimed statement, a short saying (for example, about Stalin, Bismarck, Hitler, Napoleon, etc.). The fourth type is a caricature-symbol, in which the degree of generalization of historical knowledge is brought to the level of a certain visual signal, an emblem.

For example, when studying the topic: “The Peasant Reform of 1861”, students can demonstrate the cartoon “A peasant on one leg”. The caricature creates for the children a vivid image of the robbery of the peasants by the landlords during the reform of 1861. The conditionality of the caricature, its “attachment” to a specific event, the display of one or more features of the phenomenon in it require a deep knowledge of specific facts, the ability to see the author’s thought, his attitude to the phenomenon, event, "read" the language of the caricature. In the course of the analysis of the caricature, it is necessary to find out: who is depicted or what is depicted? What social phenomena are personified by the depicted people, figures, animals or objects? What features of people or social phenomena are characterized by a caricature, what is their assessment? What is the general idea of ​​the cartoon? The views of what class does she express? What role in public life Has she played or is she currently playing?

There are several stages of working with a picture in history lessons:

1) The first stage is her spontaneous description based on impressions: children speak out loud about what they see. This is how the material is accumulated for subsequent analysis. It is necessary to manage this process carefully, only to summarize what the children saw. And no teacher's judgments and tips. Understanding the picture is based on the viewer's and life experience of the child. But the child has almost no experience of separating the image and his impression from it. That is why the impression of a picture is difficult to parse, to break into components, that is, to analyze. However, without such work, we will not be able to see the details, their role and interaction. To do this, there is only one way: to stop, "break" the impact of the picture on the child through verbalization, a verbal description of the components. What is named begins to obey reason, evaluation, analysis. Like any other source, the picture gives the author's, subjective vision of a historical event. The teacher knows this, but this should not be communicated to the class before analyzing the picture. If we immediately raise the question of the degree of arbitrariness of the author's presentation of what is depicted, the relativity of historical evidence, then instead of analyzing the picture, we get an analysis of the author's historical mistakes.

2) The second stage is the search for answers to the question: "Who is depicted, and what problems do they have?" The purpose of this stage is to determine the social roles of the characters and the relationships between them. Questions: Who do you see? What is happening in the picture? If this is "Polyudye" by K.V. Lebedev, then it is important to distinguish between community members and visiting combatants. Based on the analysis of clothing and the presence of weapons, draw a conclusion about the social status. Based on the analysis of the location of figures, postures and facial expressions, draw a conclusion about intentions and moods. Formulate the essence of the conflict: some came to take, others are forced to give.

3) At the third stage, the spatial boundaries of the picture are conventionalized, the frame requires special attention. Children already have experience understanding movies and television. Based on this knowledge, students are led to the idea that the artist has chosen a part of the visible space, organized our point of view. You can try to name what is left outside the frame. The reconstruction of the space outside the frame allows you to better understand the meaning of the picture. For example, for the same polyudya it is essential that this is not part of an ancient Russian city, but a farm. Behind the palisade is a forest-steppe, a source of danger, and therefore a palisade is needed.

4) In the fourth stage, there is a conditionality of time boundaries, statics-dynamics. Perception of the picture as a frame from life. Stopped image. The episode will line up frame by frame. The episode has a past (what led to the depicted position) and a future (what follows from the depicted position). For example, where did the combatants come from. What did the villagers do at other times of the year. The scale of reconstruction may be different. What was the old man doing five minutes before the intruders arrived? Describe the city that will appear on the site of the farm in a thousand years. Reconstruction of an episode frame by frame allows you to focus on the development of the event, its stages, the causes and goals of the characters' actions.

5) The fifth stage is the analysis of the author and the title of the picture. After self-study better reveals the author's intention, the appropriateness of the name of the picture. The time and place of the painting allows us to appreciate what the evidence is based on. If these are his own observations on the Turkestan war (artist V.V. Vereshchagin), then this is documentary evidence of a contemporary. If this is "Polyudye", then we must understand that the artist has thought a lot. Is there conjecture? In our ideas about the heroes of the past there are elements of conventionality that the artist should not destroy. For example, the image of a revolutionary sailor includes machine-gun belts with cartridges, worn crosswise at the shoulder, and a Mauser. These cartridges do not fit this pistol, but such is the pictorial tradition. "Heavy helmets and armor, heated in the sun, were usually worn just before the battle," wrote Academician D.S. Likhachev, but in the 19th century the tradition of depicting the Old Russian army on the march in full combat readiness was established. They followed the carts and rode on horseback, apparently light, the weapons lay on the wagons. But such an image is inappropriate. Get a merchant convoy. So sometimes the artist goes against the facts to get the right impression.

6) at the sixth stage, the conditionality of the first and second plans is studied. You can study the picture from an unusual position. Describe what different participants see, this will allow you to better understand the role of details located in the background, to comprehend the background. Role positioning allows you to tell the story on behalf of any participant. This helps students get used to the role and better understand the meaning and purpose of the action of a particular character. If there is such a need, then for a correct understanding of the picture, one must dwell on the conventions of the laws of composition. For example, in Egypt, the figure of the pharaoh was always depicted above the rest. The conditionality of the laws of perspective has to be discussed if we analyze illustrations in ancient Russian books. Here, the size of the figure depends on its role and status, and there is a "reverse" perspective, that is, objects in front of it can be finely drawn against the background of the main image. The conventionality of the image is determined by the traditions of the time when the picture was created. In ancient times, not people were big, but horses were small, they were just sometimes painted that way. The prince did not always wear a hat, but in ancient Russian images he always wears a hat. In some painting schools there are even more conventions. For example, in Indian traditional painting, it is customary to depict two eyes in a person (if in profile, then one eye is drawn separately), both hands, etc., so as not to "magically damage" the depicted. The language of painting is conditional, the laws of this language have to be accepted in order to understand the meaning of the image.

Analysis of the picture may be accompanied by the activation of intralingual translation skills. For example, we accept the first definition given by the students. It was the word soldier. Clarifying question "And who knows what the soldier was called at that time?" allows you to clarify the term: warrior, combatant. The same applies to the details of everyday life: dishes - a pot - a pot; house - wooden house - hut, etc. In the process of searching for a more accurate name, attention is drawn to external distinguishing features, functions and status assessments. This is how the skills of categorization and systematization of similar phenomena are formed.

Conclusion.

So, as a result of the work done, we can conclude that the role of visibility in history lessons is enormous. Figurative means in the visual teaching of history occupies the main place. The use of paintings and cartoons in history lessons contributes to the development of memory, thinking, and imagination of students.

The simplest methods of working with paintings are descriptions, stories, essays on the content of the picture. A more complex activity is its analysis. An even more complex creative activity is the "revitalization" of the work by compiling dialogues and inventing their stories. The use of cartoons in the history lesson gives scope for the development of the teacher's methodological creativity. The main features of caricature - sharpness, maximum expressiveness with brevity of visual means, entertaining distinguish it from other visual means. All this contributes to the effective assimilation of the material.

The use of visual aids leads to the stimulation of cognitive activity in the classroom, enriches, systematizes and consolidates knowledge, contributes to their conscious application. The student becomes an active, interested, equal, interested participant in learning.

What are the special benefits of visualization in history lessons:

1) When presenting historical events, visibility partially specifies or partially replaces narrative or descriptive material.

2) Visibility increases the content of the presentation, reducing the time spent.

3) Visualization allows you to clarify the historical ideas of students.

4) Visibility creates a vivid and accurate visual image of the historical past;

5) Visualization facilitates the knowledge of complex phenomena of the past, historical concepts, leading to an objective understanding of history.

The aim of the work was to prove the importance of visibility as a means of stimulating the cognitive activity of students and to identify the rules for selecting visual aids. The tasks set were partially solved. Of the variety of visual aids, only a few of them have been characterized. In addition, the lack of pedagogical experience affected, therefore, in the future, the work needs to be improved.

Fortunately, every modern teacher has the opportunity to use for educational purposes a lot of types of visual material and the means of its provision, which is very important for the learning outcomes of students and the achievement of educational, educational and developmental learning objectives. After all, the study of history is designed to promote the formation of a holistic, integrated understanding of the past and present of world civilization, the trends of its development, without which it is impossible to navigate the current events of socio-political life and determine one's own civic position.

Bibliography.

1. Abdulaev E.N. Visibility and problem approach in teaching history, Teaching history at school, 2014.

2. Baryshnikova I.V. Historical map as a means of forming students' spatial representations in the lessons of the history of the Ancient World, 2014.

3. Vagin A.A. Fiction in teaching new history. - M .: Education, 2013.

4. Vyazemsky E.E., Strelova O.Yu. Theory and methods of teaching history. Textbook for universities. - M., VLADOS, 2013.

5. Mountain P.V. Methodical methods and means of visual teaching. - M., 2014.

6. Korotkova M.V. Visibility in the lessons of history. A practical guide for teachers. M., 2012.

7. Studenikin M.T. Methods of teaching history at school. Textbook for universities. - M., VLADOS, 2003.

8. Ushinsky K.D. Man as a subject of education. Experience of pedagogical anthropology//dugward.ru, 2014.

9. https://infourok.ru

The position of the author is a teacher of history and social studies. Relevance theoretical and practical significance of the problem under consideration need teaching practice in the scientifically based provision of the educational process with visual aids capable of not only effectively conveying educational information but also meeting the needs of students, allow us to consider the chosen topic. Visibility and new information technologies in history lessons as a means of increasing learning motivation as very significant. Didactic albums...

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"Volgogradskaya state academy professional development and retraining of educators”

Department of Social Sciences

Description of work experience on the topic:

"The use of visibility and information technologies in history lessons as a means of increasing educational motivation "

History teacher MOU "Borodachevskaya secondary school"

Zhirnovsky district

Linko Elizaveta Petrovna

Volgograd 2011

I .Reference and information part…………………………….. 2

II . Technological information about the experience…………………………. 3

1. Relevance of experience……………………………………………….. 3

2. Pedagogical tasks that are solved in this experiment ... 6

3. Technology of experience……………………………………………….. 9

4. The effectiveness of the experience………………………………………... 30

III . On the prospects for the use of experience in mass practice. 33

1. Theoretical and practical foundations of experience……………………... 33

2. Conditions for the effectiveness of the experience……………………………… 37

3. Prospects and opportunities for using experience in mass teaching activities………………………………… 38

References…………………………………………….. 39

Appendix 1. Pictures ……………………………………… 41

Annex 2. Cartoons……………………………………….. 46

Appendix 3. Maps…………………………………………… 49

Annex 4. Mosaic………………………………………… 50

Annex 5. Posters………………………………………… 51

Appendix 6. Photos……………………………………. 53

Appendix 7-11 (Chronicle films, maps with animation elements, sound accompaniment, presentations, object visualization in the museum room of a rural school). (Disc 1).

I .Reference and information part

1. Topic of experience: "Visibility as a means of increasing learning motivation."

4. Place of functioning of the experiment - MOU "Borodachevskaya secondary school", 4037888, Centralnaya st. 14, village of Borodachi, Zhirnovsky district, Volgograd region.

5. A variety of experience depending on the novelty -heuristic experience.

6. The experience is presented by the following materials:

By this description;

Applications.

II . Technological information about the experience.

1. Relevance of experience.

One of the main directions of pedagogy today is the education of an active, creative student, a citizen of his country. Creatively working teachers strive to update the content of education, are looking for new methods that carry a high degree of independence of students. Among the methods such as the verbal-book method, practical method, problem-based learning method, heuristic method, research method, one of the most effective is the visual method. The relevance, theoretical and practical significance of the problem under consideration, the need for pedagogical practice in scientifically based provision of the educational process with visual aids that can not only effectively convey educational information, but also meet the needs of students, allow us to consider the chosen topic “Visibility and new information technologies in history lessons as a means of increasing learning motivation” as very significant.

Visibility - "One of the principles of teaching, based on the display of specific objects, processes, phenomena" Dictionary of the Russian language. Academy of Sciences of the USSR, Institute of Rus. lang.; Ed. A. P. Evgenieva. - 2nd ed., corrected. and additional - M.: Russian language, 1981-1984 - V.2. - p. 239. On the basis of direct perception of objects or with the help of images (visibility) in the learning process, students form figurative ideas and concepts about the historical past.

Means - "objects, devices or a combination of them necessary for the implementation of something" Ibid. - T.4. -S.239 .. Thus, visual aids in a broad sense mean everything that can be perceived through vision (images on the screen, layouts,

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paintings, etc.), hearing (sound recording), other sense organs.

Visibility is one of the leading principles of teaching. 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.

In modern conditions, many teachers note a change in the attitude of students to the learning process, and these changes are by no means in the direction of increasing the authority of education. High learning motivation is the key to the success of mastering the educational material and improving the quality of knowledge. The use of visualization is an excellent tool that affects learning motivation. Visualization arouses interest and encourages activity, promotes the transition of educational motivation to a higher level - internal motivation, which creates conditions for the formation of the spirituality of the individual.

Today, teachers experience a number of difficulties when using a visual method of teaching. Didactic albums on various historical periods ("Album on the history of the culture of the Ancient World", "Album on the culture of the Middle Ages", etc.) are obsolete. They differ in content and methodological approaches to contemporary historical education. This is explained by the fact that in the 50s of the twentieth century, on the instructions of the Ministry of Education, educational pictures and visual materials were written that corresponded to the program of the school history course. They represented a system of visual aids and were not inferior in quality to art paintings and had to scientific credibility reveal the essence of a historical event. Today, such work to provide schools with visual aids is not carried out, however, unlike the Soviet teacher, the modern teacher has the opportunity

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use technical teaching aids and the Internet. Half a century ago, not every textbook on history was provided with vivid illustrative material. Today, however, educators quite rightly insist that history textbooks should be provided with "pictures" not only in basic, but also in high school.

The current stage in the development of education and society forces us to take a different look at the requirements for visual aids. This problem can be solved by using the unlimited possibilities of the computer. The computer is a universal multifunctional educational tool that includes a screen and audio tools.

The computer cannot completely replace the teacher. Only the teacher has the ability to interest students, arouse their curiosity, win their trust, direct them to certain aspects of the subject being studied, reward their efforts and make them learn.

3. Now you can display a picture of the desired size on the screen (using a multimedia projector).

Ready-made multimedia programs have a number of advantages over traditional visualization. And although they are done professionally, they have only general information. The amount of information contained in them cannot be put into a 40-minute lesson. Therefore, it is convenient to use the Microsoft PowerPoint software. It allows you to bring the lesson material in line with the specific goals and objectives set for the study of new material, and the teacher has the opportunity to conduct a lesson in that methodological manner, with

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with which he builds his system of work.

In small rural schools, where not every family has a computer, and the Internet is very rare, the use of modern types of visualization gives excellent results in terms of increasing the activity and interest of students in the process of mastering knowledge. Thus, the new time and new students require the creation of a new school visualization. This paper presents experience showing that the use of visibility in combination with new information technologies helps to increase learning motivation.

2. Pedagogical tasks that are solved in this experience.

It is impossible to conduct a history lesson at the proper level without using maps, diagrams, illustrations, chalk drawings and other types of visualization. They make it possible to present historical material understandable to students. Visualization activates their attention, thinking and memory (psychologists have proven that a person remembers 50% of what he sees, while what he hears is reproduced only by 20%), makes him switch attention from one element of the lesson to another without tiring the student.

Reflected in a generalized way in visual aids, history reveals the integrity of direct perception.

The visual method gives a wide scope for creativity. Students can prepare visual aids themselves and use them in the presentation of educational material.

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

others. A history teacher should have a large set of illustrations, paintings, photographs, wall maps, etc. They allow you to illustrate the teacher's story and supplement the text material of the textbook.

Visual education is such training in which ideas and concepts are formed in students on the basis of direct perception of the phenomena being studied or with the help of their images. Using visualization, the teacher introduces an extremely important point into teaching - living contemplation, which, as you know, is ultimately the initial stage of any cognition. It is built not on abstract ideas and words, but on specific images directly perceived by the student.

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.

In the teaching of history, no means of artistic storytelling, no imagery of presentation can create in students such accurate and concrete ideas about the past that arise when perceiving the objects being studied or their images.

Usually, methodologists and teachers treat drawings and photographs, diagrams and tables, maps and timelines as teaching aids and develop techniques for their effective use for figuratively demonstrating new facts, for summarizing and testing students' knowledge and skills. Much less often, illustrations are seen as sources of historical information that are equivalent to printed texts.

But this function at the "genetic" level is embedded in the illustrations related to the pictorial clarity of a documentary nature. These are photographs taken during that period.

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the time that the textbook talks about; posters, caricatures and paintings, where the time of creation of the picture (in the period close to the event or much later) determines the peculiarities of its perception and analysis.

Visualization contributes to teaching schoolchildren the methods of critical analysis of maps and statistical data, the methods of historical research, as well as the methods of working with works of art as evidence of a historical era.

All of these skills are essential for living in a multicultural and rapidly changing world. The computer and information media are a good means of overcoming some of the problems that exist in education. They also allow you to implement the most important principles of learning:

the principle of humanism;

scientific principle;

the principle of visibility;

Thus, visualization plays a big role in teaching history:

- when presenting historical events, visibility partially specifies or partially replaces narrative or descriptive material;

- visibility increases the content of the presentation, reducing the time spent;

- visibility allows you to clarify the historical ideas of students;

- visibility creates a bright and accurate visual image of the historical past;

- visibility facilitates the knowledge of complex phenomena of the past, historical concepts, leading to an objective understanding of history.

3. Technology experience

At the present stage of development of school history education, the most acceptable is the use of a student-oriented and problem-based approach to the use of visual aids in a history lesson.

Student-centered learning is understood as an individual special trajectory of the student's assimilation of the general given foundations of knowledge, skills and value meanings.

The most common type of historical visualization is a picture or textbook illustration. When working with a picture, first, preparation is carried out for its perception (title, author, meaning of the demonstration), then primary perception (what? where? when?), then - understanding of individual details, their analysis and, finally, an enriched understanding of the whole picture based on the established connections between individual parts and angles of the work and conclusion from the analysis of details.

Focusing on children with different psychological and cognitive abilities (perception, attention, imagination, etc.), you can use pictures in the form of visual supports, materialized illustrations of the main ideas of the teacher’s explanation, objects of comparison and analysis, means of creating an emotional effect and a source of organizing an independent students' work.

According to the same picture, it is possible to give personality-oriented tasks for the choice of students. For example, in a Russian history lesson in grade 6:

A.M. Vasnetsov. Courtyard of the specific prince. (Appendix 1).

1. Describe who is in the picture?

1. What population groups are depicted in the picture, then what features did you determine this for? What are the members of each group doing?

1. By what details of the picture can we judge the main occupations of the Eastern Slavs?
2. To what historical period does this picture serve as an illustration? On what basis did you make that conclusion?

A.M. Vasnetsov. Veche. (Appendix 1).

For this picture, the task can be as follows:

1. Describe what is in the picture.
2. Where does the picture take place. On what elements of the picture did you draw your conclusion.
3. In what city do you think the film takes place?
4. What segments of the population participate in the veche meeting?
5. Write a script for the evening meeting.

In accordance with the student-centered approach, two levels of using pictures in a history lesson are distinguished: 1) description of a work and extracting information from it; 2) comprehension, evaluation and use of paintings in creative activity. At the first level, the following personality-oriented types of tasks are offered: identifying typical representatives of a certain time (fashion, style), determining the scene of action by details, identifying the author's main idea by plot and details.

At the second level, the teacher can use personality-oriented tasks of a different plan: to compare visual material,

comparing images of events in various works, explaining the meaning of the author's image, establishing meaningful and evaluative links in various types of images, arguing with the help of pictures of one's position in controversy and dispute. (Appendix 1).

No less effective use of cartoons. In terms of implementing a person-centered approach, caricature is an ideal tool for organizing discussions and discussions. In many cases, one must be able to understand hints, stereotypes and analogies. For the teacher, the degree of sharpness of the caricature, its tendentiousness, one-sided, biased, personal attitude of the author to the depicted is important. Cartoons on the topic Soviet-German Non-Aggression Pact can be considered as follows:

(Appendix 2).

Questions to the class:

What country are these cartoons created in?

On what elements of the cartoon did you come to this conclusion?

Which countries are being ridiculed in these cartoons? Why?

In the context of using visualization to organize educational and cognitive activity of students, comparative graphs are of interest. Experience shows that the conditional-graphic type of visualization is more effective in organizing cognitive activity, since within its framework it is easier to build new meanings, fix new forms and levels of generalization, while objective and pictorial visualization contain already frozen meanings and their meanings.

ready-made interpretations.

A modern history teacher must have elementary graphic skills, because drawing on the blackboard is a constant practice. The student-centered approach is met by tasks that involve creative, independent drawing of diagrams and tables. Here are examples of such tasks:

Where would you build your castle on the site of a feudal lord? The plan shows: a hill, a forest, an intersection of roads and a lowland;

Where could there be medieval city? In the picture: the castle of the feudal lord, the intersection of roads, the monastery, the bridge over the river, the ancient Roman fortification.

A person-centered approach can be implemented in the course of filling in the missing links in diagrams and tables. For example, the "Abolition of serfdom" scheme can be represented as a building with columns. They include reasons for the abolition of serfdom. When the reason is written correctly, the column is removed, and when all the columns are removed, serfdom will be abolished. In the context of a student-centered approach, it is worth offering the completion of the columns to all students and choosing the correctly written reasons. Everyone will have their own version of the reasons for the abolition of serfdom.

The use of maps in the context of a person-centered approach is possible in the following version.

(Appendix 4). To the map "Ancient Egypt":

List the main sources of wealth ancient egypt(main occupations of the population, natural and geographical conditions, etc.)

AT this case, the map is a source of knowledge and students, depending on their psychological and cognitive capabilities, can extract this knowledge.

Thus, a student-centered approach to the use of visual aids in history lessons is creativity, self-awareness and the student's experience in learning activities, increasing his activity in the lesson, and consequently increasing interest in learning.

No less effective is the problematic approach to learning. The core of the methodological construction of this approach is the problem, i.e. question containing an internal contradiction. In the process of solving a problem, the student performs an algorithm defined by the content. learning activities, studies the required amount of material; thus, not only educational, but also developmental goals of learning are achieved.

With the problematic construction of the course, the structure of the educational process also changes. Its main elements are the introductory-motivational stage, the stage of organizing educational activities in order to solve the problem, and the stage of control-correction. The use of visual aids makes a given organization much more efficient.

At the introductory-motivational stage, the teacher solves the following tasks:

Give a generalized picture of the content, while avoiding excessive detail;

Formulate the initial contradiction from which the problem will be derived;

Formulate the problem itself;

Motivate students to solve it.

To successfully solve these problems, you can use historical maps. You can create a situation of assumption, which is based on the ability to put forward your own version of the causes, nature,

consequences of historical events.

Analysis of maps 1 - the border of the Arab Caliphate at the time of its emergence and 2 - after 150 years. Guess what are the reasons for such a change in the borders of the state?

In the process of solving this problem, students find out that the beginning of the growth of the territory of the Ottoman Empire coincides with the birth of a new religion - Islam, and the borders of the state are the boundaries of the spread of a new religious doctrine. They will learn what methods were used to expand the borders, what mechanisms were used to manage the growing state, and so on. (Annex 4)

The map is an essential element of the history lesson. It is used when studying any topic. Whether it is a revolution, war, socio-economic development of the state, the birth or collapse of civilization. Unfortunately, today the school has a smaller volume and very low-quality cartographic material. Still dominated by wall maps made on the basis of the old methodology and devoted mainly to territorial changes, political unification processes in states or military events..

The content of the old wall maps is of a general or overview nature, it is loaded with a large number of details, designations, facts. And although cartographers have already created thematic maps containing new

methodological approaches that reflect religious processes, the economic and demographic development of regions and the cultural achievements of countries and peoples, put forward by modern requirements for the historical

14

education, historical events and phenomena, they are not enough in schools due to lack of funding. Therefore, discrepancies are often observed between the atlases lying on the students' desks and the wall map, which often does not contain the necessary information.

Various means of visualization can be used to determine the initial contradiction. The stage of organizing educational activities in order to solve the problem is very complex in its structure and includes various tasks. So, when considering the topic “Byzantine Middle Ages”, to familiarize students with the management system of the Byzantine Empire, you can use the mosaic in Ravenna “Emperor Justinian with his retinue”. (Appendix 5). In this case, there are two possible

options for organizing educational activities: basic (presentation of content) and as the basis for compiling a task. In the first case, the students are told that around the emperor are depicted representatives of the three forces on which his power rested. On the basis of the story, students draw up a scheme “The power of the emperor in Byzantium” (thus, in the process of studying, pictorial clarity is transformed into conditional graphic). In the second case, students are invited to independently correlate the elements of the scheme and objects in the image.

At the stage of control-correction, the use of visualization is most limited, since with a problematic approach, the emphasis during verification is not on knowledge, but on the ability to think and draw reasonable conclusions. However, for control, you can use tasks of a generalizing nature for historical paintings. For example, when studying the topic "Time of Troubles" for generalizing control, you can use the painting by S. Ivanov "In Time of Troubles". The algorithm of students' actions is as follows: 1) recognition and selection of objects (Cossacks, Poles, rebellious nobles); 2) characteristics of objects;

3) establishing a connection between them; 4) compiling a description of a picture or a story based on a picture. This work is possible only with certain systematic knowledge.

In general, the use of visualization at the stage of control-correction with a problematic approach has not been sufficiently developed and represents a field for further research.

This type of illustration as a poster has also become popular in school textbooks. There are more posters in the textbooks, but they are chosen rather one-sidedly - images of only one side of the armed conflicts are presented (Russian posters in the First World War, posters of the "Reds" during the Civil War, Soviet posters in the "period

offensive of socialism along the entire front"). (Appendix 6). The authors of Russian textbooks do not risk showing Nazi Germany propaganda materials to schoolchildren, Western Europe and the United States during the Cold War, however, it is not necessary to rely on the content of the textbook, because the modern history teacher has a lot of sources of additional material, the most extensive, but unfortunately not yet universally available, is the Internet.

Meanwhile, even the use of posters available to schoolchildren as sources of historical information and means of organizing research causes certain difficulties due to the fact that the methodology for such activities has been developed by Russian teachers very poorly. I use the poster analysis plan proposed by the Bulgarian scientist R. Kusheva:

1. Name and date the event to which this poster is dedicated.

2. What audience is it intended for?

3. Which characters are represented here and for what purpose?

4. What other symbolism is used on the poster?

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In the practice of teaching, the use of visual aids is combined with the word of the teacher:

- through the word, the teacher directs the observation that the students conduct, and the students themselves find knowledge about the appearance of the object. For example, when working with posters from the times of the Civil War (inset of the textbook A.A. Danilov, L.G. Kosulina. History of Russia XX - beginning of XXI . Grade 9 Application 1., you can work with the following questions:

1. Who is on this poster? What does the content of the poster call for?

2. What are the reasons for this similarity?

3. What is the meaning of these posters?

Instead of such questions, it is possible to pose a problem of the following nature: why are the posters of the red and white movements that pursued

diametrically opposed goals, so close in content and meaning?

- Another option for combining information about objects and processes is obtained by students from verbal messages of the teacher, and visual aids serve to confirm or specify verbal messages. For example, telling the ideological work of the "Reds" and "Whites", you can demonstrate the same posters.

The first of the mentioned forms of combination is more effective not only for the assimilation of knowledge, but also for the development of schoolchildren's observation skills. The superiority of the first form shows itself when a subtle analysis of the object must be carried out. Since the use of another form of combination requires less time, it can be resorted to when a relatively "rough" analysis of objects is performed.

One of the more documentary types of visualization is photography.

Photographs are powerful sources of information about the past. The most relevant is the work with photographic materials as sources of knowledge about the historical past in grades 9 and 11 when studying the history of modern times, where photography reflects frozen historical events.

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The simplest method of working with photography is comparison, it is available to almost every student.

Comparison tasks encourage students to analyze, the ability to draw conclusions, and consistently state their conclusions. So using photographs of reproductions of an ancient adult and a child, in grade 5, a comparison task is given:

What are the similarities and differences between ancient people and modern man?

(Appendix 7).

In the previous lesson, ask the students to bring a mirror with them. A feature of such a task is that it is compared

an image and a living object (the child himself examines himself and writes out the results of the comparison in a notebook, and then discusses with his comrades and draws conclusions).

High school students may be asked to compare photographs of the same object at different time intervals.

A lot of interesting and informative awaits curious schoolchildren when working with photographic materials. In textbooks on world and national history in topics devoted to the socio-economic development of countries in the X I X-XX centuries, "panoramic pictures" of cities, industrial buildings, etc. are usually published (Appendix 7). Let's try to imagine how these images are perceived by people from completely different social groups or political associations, with different cultural traditions and values. Divided into groups and assigned roles, the students prepare a description of the photo "Crisis in the USA 1929-1932" (Appendix 7), expressing the point of view:

1) the President of the United States;

2) middle class;

3) a member of the Communist Party.

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Then they exchange their "impressions".

Or another example - a photograph of a nuclear explosion in Hiroshima (Appendix 7). You can describe this explosion with the eyes:

1) a resident of the city,

2) an American pilot,

3) the Japanese emperor,

4) the American president.

An obligatory methodological condition is the selection of "observers" with opposing views, interests, position in society, cultural experience, etc. The social relations of the past are inaccessible to direct, living perception, but must be known

abstract thinking. Schoolchildren get the opportunity to imagine themselves in the place of another person, come to understand the reasons and circumstances for the existence of different points of view on the same facts, learn to conduct a dialogue with carriers of other values ​​and views.

Another task for photographs is to come up with captions for the same picture in completely different, opposing publications. For example, what could be the name of a group portrait of Russian soldiers in a trench in 1915 in a monarchist newspaper praising the "Great Patriotic War" and in the Bolshevik press calling for the transformation of "the imperialist war into a civil war"? (Appendix 7). Almost any photograph that captures a particular moment in history can be presented from opposite angles - from "this" and from "that" side. In some cases, the teacher can tell schoolchildren the poles of captions for pictures, in others, the guys will decide on their own.

Cognitive tasks of such a plan form an important idea for life in an open and integrating world about the multi-perspective nature of historical phenomena and processes, i.e. that any fact can be

19

must be considered in different geo - and socio-cultural spaces (in the context of local, macro-regional, national and world history), and also have in mind different attitudes towards it, the fact, the attitude of representatives of various socio-cultural communities. In all of the above methods of working with photographs, elements of the game are clearly traced, which is quite acceptable when working with any visualization.

The next step may be to receive "sound" photos. Between the leaders of the "big four" in the working groups, one can try to reproduce the behind-the-scenes conversations of D. Lloyd George, V.E. Orlando, J. Clemenceau and V. Wilson on the results of the "Great War", on the "revolutions of 1918-1920s in Europe", on the new map of the world under the Treaty of Versailles, on

benefits of the new world order (Appendix 7). In school history textbooks, the group of so-called mass photographs is quite numerous. They recreate a generalized image of a specific event or phenomenon and, as a rule, only indirectly correlate with the main text. But these pictures can become original and vivid sources of information about the past, felt and experienced by the students personally, and therefore leaves a mark not only in memory, but also in souls.

Not all, however, photographs and captions are ready to immediately reveal their secrets to the audience. It happens that the place and time of the event captured in the picture can be determined by the students themselves. According to some pictures, it is appropriate to invite students to think about not one, but a whole range of questions:

1) what I see;

2) what can I explain in this picture;

3) what I would like to know about this image;

4) How can I use this image in the study of this topic?

Sometimes students do not need to look for answers to questions in additional sources. Under certain conditions, they can suggest a solution themselves

20

photos and questions to them.

The most interesting in terms of increasing learning motivation is the use of video materials illustrating a particular historical event. Chronicle films (Appendix 8) to some extent "recreate" for us a picture of historical events, for example, episodes of the Great Patriotic War. And yet we do not see the past itself, but its images on the screen, albeit documentary. In my practice, I use both documentary and artistic video materials. A film lesson by itself without a preliminary task will not bring the desired result.

You can view the video clip to be viewed before studying the topic. So the video "Germany in the period of fascism" (duration 1.26 min.) orients 9th grade students to the main content of the paragraph "Totalitarian regimes in the 30s" and serves as a source of knowledge. After watching the video, students answer the following questions:

When and by what methods did the Nazis come to power in Germany?

What changes took place in the country after the NSDAP came to power?

What are the features of the ideology of fascism?

What points testify to the collapse of the Versailles-Washington system?

What will be the result of A. Hitler's ambitious plans?

Video materials can concretize, illustrate one of the stages of the lesson. Questions to the video "Children of Nikolai II".

Why do you think Russian Orthodox Church canonized royal family?

- “Innocent victims” is this concept applicable to the children of Nikolai II?

The beginning of the first Russian revolution?

What was the reason for the beginning of the revolution?

Transition to the document "petition of workers".

Setting a task when using a map with animation elements (Appendix 9). may precede the display (tables, diagrams to fill in, problematic assignments) or be given after viewing and in

In this case, for the answer, both the knowledge gained as a result of viewing and the material of the textbook can be used. The undoubted advantages of such cards are the following:

The ability to quite easily hold the attention of students;

The brightness of the proposed material;

High degree of assimilation of space-time representations;

Implementation of a person-centered approach.

Innovative TCOs include a computer, which is a universal multifunctional educational tool that includes a screen and audio tools.

The computer cannot completely replace the teacher. Only the teacher has the ability to interest students, arouse their curiosity, win their trust, direct them to certain aspects of the subject being studied, reward their efforts and make them learn. The computer and information media are a good means of overcoming some of the problems that exist in education. They also allow you to implement the most important principles of learning:

the principle of humanism;

23

scientific principle;

the principle of visibility;

Taking advantage of the unlimited possibilities of the computer:

1. Facilitates the search for the desired visual material through the Internet;

2. Multimedia mode allows you to display high-quality visual information on the screen;

3. Now you can display a picture of the desired size on the screen (with

using a multimedia projector, if the institution has one).

Modern education should use the potential of computer multimedia programs, which are distinguished by the presence of those requirements that are close to modern children:

Students want to become a participant in historical events;

Pupils need bright, memorable images;

Sound design allows students to connect auditory memory. (Appendix 10).

Thus, the new time and new students require the creation of a new school visualization.

The role of the teacher is important in revealing the possibilities of new computer technologies, thanks to which the teacher and students make presentations that allow creating information support in the preparation and conduct of history lessons, as well as in extracurricular activities. This technique involves the use of a multimedia projector. However, in small classes in a rural school (3-5 people), even having a laptop makes it possible to use presentations as the main component of the lesson. (Appendix 11).

So, when studying the topic “Crimean War”, the presentation of the lesson also contains work with an animated map:

24

1st slide

Crimean War (1853-1856)

Today in the lesson we will learn:

1) Causes, course and consequences of the Crimean War.

2) What impact did the war have on the development of international relations and how did it change the domestic political situation in the country.

3) How did the defense of Sevastopol take place.

2nd slide.

Lesson plan:
1. Causes of war.
2. Forces of the parties.
3.The course of hostilities.
4.Paris Congress.

When considering the first paragraph of the plan, a table is displayed on the screen and the task is given to students in the course of the teacher's story to fill in the table.

3rd slide.

Participating countries	Goals
Russian empire	Revision of the regime of the Black Sea straits, strengthening of influence in the Balkans
Ottoman Empire	The suppression of the national liberation movement in the Balkans, the return of the Crimea and the Black Sea coast of the Caucasus.
England, France	To undermine Russia's international prestige and weaken its position in the Middle East, to wrest from it the territories of Poland, the Crimea, the Caucasus, and Finland.

25

The second point is discussed using 4 slides.

Match the data provided in the table as cause and effect and write down the answer in your notebook:

	one). 1). Recruiting army formation system 1).Low troop maneuverability 2).21 ships of the Black Sea squadron, of which 7 are steam, the rest are sailing 2). Ammunition of soldiers is not well suited for combat 3) Lack of a capable General Staff. V.A. Dolgorukov: “The only thought during the war of the minister of war was to hide the state of affairs from the sovereign, not to upset him with bad news, not to argue with the king” 3). The need to conduct close combat, the vulnerability of soldiers if the enemy has more advanced guns 4). Ammunition of soldiers weighed 2 pounds and a quarter 4). Weak technical equipment of the fleet 5). Troops are dispersed throughout the country 5). Poor preparation of ground forces for combat operations 6). In the army, ostentatious drill training and parades are flourishing. 6). Mistakes in the development of strategic plans for warfare. 7). Poor technical equipment of the army (guns with a range of 100-150 m; rifled with a range of 800 m. 1880 units for 42 thousand soldiers) 7). A lot of time to transfer troops to the theater of operations 8). Lack of an extensive railway system. 8). High state expenses for the maintenance of the army Answers: 1-8; 2-4; 3-6; 4-2; 5-7; 6-5; 7-3; 8-1. The third and fourth points of the plan are considered with the help of an animation map and tasks for it on slide 5. While viewing the material, fill in the table: questions answers When did the Crimean War start? How many stages to share? Why? Two. The first stage of military operations is Turkey-Russia. At the second stage, the intervention of England and France is the defeat of the Russian Empire. When did the Battle of Sinop take place? What is its feature? Who led the Russian squadron November 18, 1853 The last battle of the Russian sailing fleet and victory. Admiral Nakhimov. Who led the defense of Sevastopol? Specify the chronological framework of the defense of Sevastopol. Did the Russian troops manage to defend Sevastopol. Kornilov, Nakhimov, Istomin. When did the Paris Congress take place? February-March 1856 terms of the peace treaty? Russia lost the islands in the Danube Delta and part of South Bessarabia, the ban on keeping the fleet on the Black Sea. Students sum up the lesson with the help of the teacher based on the objectives of the lesson: We learned………., We have learned………. 27 When making presentations on their own, students hone their skills in working with documents, the ability to highlight the main thing, to establish cause-and-effect relationships Computer presentations have a number of possibilities: 1. Simultaneous use of various ways of providing educational information (date, concept, text, animation, graphics, sound); 2. Presentation on electronic pages (slides) simultaneously text and multimedia objects; 3. Possibility to change the sequence of presentation of slides in the process of viewing the presentation; 4. Ability to repeatedly return to a previously viewed slide; 5. The possibility of a multi-row image to compare objects. The advantage of computer presentations is the increase in the pace of the lesson, they practically replace the traditional chalk and board. All important stages of the lesson are recorded by the teacher on slides in advance, so he does not have to take time from the lesson to write on the board. The next positive aspect of the presentations is the constant availability of the necessary information before the eyes of the children, as well as the return to the necessary information, if necessary, at any stage of the lesson. Thus, they have two types of memory working at once (visual, auditory), which contributes to a better assimilation of new material. 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. 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. 28 Presentations can be widely used in history lessons in grades 5-11, which allows you to increase interest in studying the subject. This type of activity allows the teacher to show creativity, individuality, to avoid a formal approach to conducting lessons. Preparing presentations is a serious, creative process, each element of which must be thought out and comprehended from the point of view of the student's perception. The Power Point program makes it possible to use maps, drawings, portraits of historical figures, video clips, diagrams in the lesson. An important place in the practice of my work is occupied by work with objective visibility. This is realized through the direct perception of the monuments of the past, within the framework of circle work. Object visibility in the study of history is understood as a direct perception not of the historical past itself, but of material monuments of the past, its material traces. Object visibility, therefore, includes material monuments of the past, memorable places historical events, works of art and household items of past times, authentic antiquities that make up the museum exposition. Visiting the museums of Volgograd is associated with a number of difficulties (remoteness, financial security), it is not possible to visit the local history museum of Zhirnovsk as often as you want. With all this in mind, work began on the creation of a museum room at the school. Work on the selection of material, its systematization, enables students to literally touch the past, which naturally interests, affects emotions and feelings. Although our school museum is not very large and the exhibits are not as numerous and varied as we would like, but the objects present in it are used in the classroom and are shown during excursions. (Appendix 12). 29

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 didactic task, the characteristics of the educational material and other specific learning conditions.

Thus, two modern approaches to the organization of the visual method of teaching were considered: problem-based and student-oriented. The personality-oriented approach focuses on children with different psychological and cognitive abilities. The problem approach develops the creative abilities of students.

4. The effectiveness of the experience.

Visual teaching methods combined with information technology have attracted my special attention in the last 2-3 years. This is due primarily to the fact that there is an urgent need to master the skills of working with a computer as a user. In the future, all the possibilities that the use of a computer gives in the classroom became obvious. In combination with information technology, visualization stimulates the cognitive interests of students, creates, under certain conditions, an increased emotional attitude of students to educational work, provides a versatile formation of images, promotes a strong assimilation of knowledge, an understanding of the connection between scientific knowledge and life, while saving the teacher's time.

The performance in this direction is presented in the following data:

Year	Number of graduates	The number of students who chose history passing the exam and GIA
2008-2009 academic year
2009-2010 academic year
2010-2011 academic year

Based on this, I can conclude that, firstly, interest in history has increased, secondly, confidence in the knowledge gained allows you to choose history as a subject for final certification, and thirdly, history becomes more in demand when receiving further education.

LEARNING ACHIEVEMENTS OF STUDENTS IN HISTORY

	2008-2009 story	2009-2010 story
academic performance
On "4" and "5"

Although the numbers in the table are not so impressive, they are an indication to me that I am on the right track in my teaching work.

Over the past three years, not one student has received unsatisfactory

quarter, semi-annual, annual assessments, moreover, low-performing students, thanks to a student-centered approach and visualization techniques, were able to improve their academic performance in the subject.

A student-oriented and problem-based approach to organizing a visual teaching method allows diversifying creativity, self-awareness and student experience in educational activities. rod

problem-based learning is a problem, i.e. question containing

internal contradiction. With the use of visibility, this approach becomes the most effective.

In the teaching of history, no means of artistic storytelling, no imagery of presentation can create in students such accurate and concrete ideas about the past that arise when perceiving the objects being studied or their images. On the basis of direct perception of objects or with the help of images (visibility) in the learning process, students form figurative representations and concepts about the historical past.

In modern conditions, the main task of education is not only the acquisition of a certain amount of knowledge by students, but also the formation of their skills and abilities for self-acquisition of knowledge. Work experience has shown that students who actively work with a computer form more high level self-educational skills, the ability to navigate in a turbulent flow of information, the ability to highlightthe main thing is to generalize, to draw conclusions. In history lessons, using forms of work such as student preparationreports and essays, drafting, students got the opportunity to realize themselves. The emergence of the Internet and the availability of textual and other information in it allows

students to use a ready-made cheat sheet for speaking in class. To prepare a presentation, the student must conduct a huge research work., use a large number of sources of information, which allows you to avoid templates and turn each work into a product of individual creativity. The student, when creating each slide in the presentation, turns into a computer artist (the slide must

be beautiful and reflect the author's inner attitude to the issue being presented). This type of educational activity allows the student to develop logical thinking, forms OUUN. Performances turn into bright and memorable. In the process of demonstrating the presentation, students gain experience in public speaking, which will certainly come in handy in their later life. An element of competition is included, which allows you to increase the student's self-esteem, because. the ability to work with a computer is one of the elements of modern youth culture.

Teaching and visual aids and technical teaching aids can play a dual role: on the one hand, they serve as sources of new knowledge, and on the other hand, as a means of developing practical skills among students. Therefore, they should be used at all stages of the educational process: when explaining new material, when consolidating it, when organizing training exercises to apply knowledge in practice, as well as when checking and evaluating the assimilation of program material by students.

III . On the prospects for the use of experience in mass practice.

1. Theoretical and practical foundations of experience.

The question of the place and role of visualization has been considered in pedagogy since the 17th century, starting with the works of P.P. Blonsky, Ya.A. Comenius, I.G. Pestalozzi, K.D. Ushinsky and other teachers, and also found continuation and improvement in the developments of modern domestic scientists L.V. Zankova, S.I. Zmeeva, I.Ya. Lerner, N.A. Menchinskaya, E.I. Passova, B.N. Skatkin and others.

Ya.A. Comenius put forward the "golden rule": "everything that ... can be provided for the perception of the senses by the senses, namely: visible - for perception by sight, heard - by hearing, smells - by smell, subject to taste - by taste, accessible to touch - by touch. If any objects can be perceived by several senses at once, let them be grasped by several senses at once". Thus, noting the highest information throughput of the organs of vision, the principle of visibility is put in first place. However, it provides not only reliance on vision, but also on all other sense organs.The principle of visibility was significantly enriched in the works of G. Pestalozzi.Defending the need for visibility in teaching, he believed that the senses themselves provide us with disorderly information about the world around us.Training should destroy disorder in observations,

to distinguish between objects, and to reconnect homogeneous and close ones, that is, to form concepts in students.

AT pedagogical system K.D. Ushinsky, the use of visualization in teaching is organically connected with the teaching of the native language. Ushinsky believed that the best way to achieve the independence of children in the process of developing the gift of speech is visualization.He wrote that knowledge will be the stronger and more complete, the more different sense organs they are perceived. “A spider,” he noted, “because it runs so amazingly faithfully along the thinnest threads that it is held not by one claw, but by many of them: if one breaks, the other will hold on.” In his opinion, visual learning increases the attention of students, contributes to a deeper assimilation of knowledge. Physiologists and psychologists explain this situation by the fact that all human senses are interconnected. It has been experimentally proven that if a person receives information simultaneously with the help of sight and hearing, then it is perceived more sharply compared to that

information that comes only through sight, or only through hearing.

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.

A history teacher should have a large set of illustrations, paintings, photographs, wall maps, etc. They allow you to illustrate the teacher's story and supplement the text material of the textbook. Methodist V.N. Vernadsky said that the picture is "a textbook paragraph written with a brush." In some cases, pictures can be used as an independent source of knowledge. So, I.L. Andreev proposed an original system for working with paintings. Looking at the picture of S.V. Ivanov "In the time of the schism", Andreev proposes to think over the plot and determine what measures of church reform are reflected in this plot, as well as to determine which of the characters in the picture are in favor of the reform and who are against it. According to psychological research, regardless of age, the information perceived with the help of visual analyzers becomes more meaningful and better stored in memory.

A surge of interest in this topic in methodological literature and the creation of sets of visual aids for the school occurred in the second half of the 20th century (N.I. Apparovich, G.I. Goder, P.V. Gora, G.M. Donskoy, F.P. Korovkin, D.N. Nikiforov and others).

In the course of writing the work, educational literature on pedagogy, didactics, methods of teaching history at school was considered.

In textbooks on pedagogy, such authors as P.I. piddly,

V.A. Slastenin, I.F. Kharlamov and didactics - B.A. Golub, V.A. Sitarov, V.I. IN AND. Zagvyazinsky reflected psychological and pedagogical information on the use of the visual method in teaching. They considered the significance, effectiveness and possibility of using visual aids in teaching.

M.T. Studenikina, A.T. Stepanishcheva, V.V. Shogan took various classifications, types and types of visual means of teaching history. They examined the experience of using visual aids in the lessons of history and

practical material on the use of visual aids in teaching. Separately, one can single out articles of scientific and methodological publications. From the journal Teaching History at School. - 2008. - No. 1. retrieved two articles on

modern approaches to the organization of a visual method of teaching. In the article by M.V. Korotkova "A student-centered approach in the use of visual aids in history lessons" was considered how a student-centered approach can be used in the field of visualization in the lesson. In the article by E.N. Abdulaev "Visibility and a problem-based approach to teaching history" was described as visual aids make problem-based learning much more effective.

Visual aids by themselves do not play any 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. Perception 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 in itself, without the ability to use them

handle it properly ... they won’t do anything worthwhile.” 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”. 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, since it focuses on the activation of students' activities, but the first one 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.

2. Conditions for the effectiveness of the experiment.

Visualization in training is provided by the use of a variety of illustrations, demonstrations, laboratory and practical work, the use of vivid examples and life facts. Visualization can be applied at all stages of the learning process. Its role is the higher, the less familiar the students are with the phenomena and processes under study.

In order to improve the quality of education, visibility must meet a number of requirements: compliance of the means with the content of the material being studied; not overloaded with objects to remember; image clarity;

wide range of colors, 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. Such use of visualization in teaching does not bring benefits, but rather harms both the assimilation of knowledge and the development of students.

To use the proposed methods of working with clarity, the teacher’s desire alone is not enough, it is necessary to have didactic materials and technical means, the teacher’s possession of the skills to use them, from the conditions created in educational institutions for the production of manuals, diagrams, slides, the use of television and other visual aids.

3. Prospects and opportunities for using experience in mass teaching.

Work with visibility, methods and techniques of its use is limitless. Each teacher has developed and will continue to develop his own methods of work, to find his own special secrets.

The experience described in this work is promising in the captivity of further use, it can be applied in any general educational institution, both completely and in separate parts (it completely depends on the desire of the teacher). There are no restrictions on the scale of use. And the effectiveness and mastery of the teacher's activity depends on his desire to teach and love for his students and his profession.

38

Bibliography.

1. Apparovich N.I. Making homemade visual aids in history: A guide for the teacher. - M.: Enlightenment, 1983. - p. 95.

2. Bim-Bad B.M. Ped. encyclopedic Dictionary. - M.: Great Russian Encyclopedia, 2003. - p. 528.

3. V.V. Gukova, A.A. Kravchenko, L.I. Mikhailova, O.V. Lutovinova, E.A. Vakh, E.B. Ordyncheva, N.V. History 5-11 classes. Technology of the modern lesson. - Volgograd., 2009.

4. Davydov I.S. Russian ped. encyclopedia. - M.: Great Russian Encyclopedia, 1999. - p. 672.

5. Zankov L.V. Visibility and activation of students in learning, Uchpedgiz, M, 1960.

6. Comenius Ya.A. Fav. Ped. cit.: In 2 vols. M.: 1982. Vol. 1.

7. Korotkova M.V. Visibility in history lessons: Pract. A guide for teachers. - M.: Humanit. ed. center VLADOS, 2000. - p. 176.

8. Korotkova M.V. Visibility in the lessons of history // Methods of teaching history - 2001 - No. 5 - P. 25-84

9. Korotkova M.V. Student-centered approach to the use of visual aids in history lessons // Teaching history at school. - 2008. - No. 1. - with. 3-8.

10. Korotkova M.V., Studenikin M.T. Methods of teaching history in diagrams, tables, descriptions: Prakt. A guide for teachers. - M.: Humanit. ed. center VLADOS, 1999. - p. 192.

11. Nikiforov D.N. Visibility in the teaching of history. - M.: Enlightenment, 1964, - p. 326.

12. E. V. Taikova, L. A. Stepanova, A. A. Melnikov, Ya. Yu. History 5-11 grades. Innovative forms of lessons, intellectual team games, literary and historical evenings. - Volgograd., 2010.

13. Ushinsky K.D. Collected Works Vol.8.

14. Ushinsky K.D. Collected Works T. 6.

15. Shogan V.V. Methods of teaching history at school: a new technology of personality-oriented historical education: textbook. allowance / V.V. Shogan. - Rostov n / a: Phoenix, 2007. - p. 475.

40

Applications.

Annex 1. Paintings

A.M. Vasnetsov. Courtyard of the specific prince.

1.

A.M. Vasnetsov. Veche.

41

Paintings by Ilya Glazunov.

One hundred centuries

3. Sergius of Radonezh and Andrei Rublev.

4.

Glory to the ancestors.

5.

Ivan the Terrible.

6.

Tsarevich Dmitry.

7.

Great experiment. Fragment.

8.

G. Semiradsky. "The funeral of a noble Rus".

9.

12.

Annex 2. Cartoons.

1. 2.

3. 4.

5. 6.

7. 8.

Caricatures by Pyotr Shandin.

9.

10.

Appendix 3. Maps.

Ancient Egypt. one.

Appendix 4. Mosaic.

Annex 5. Posters.

1. 2.

Annex 6. Photos.

2 .

3.

"Crisis in the USA 1929-1932"

Group portrait of Russian soldiers in a trench in 1915

Annex 7-11 (Chronicle films, animated maps, soundtrack, presentations). (Disc 1).

Appendix 12. Object visibility in the museum room of a rural school. (Disc 2).

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	Now, among the most important tasks of improving the content of education, the need to equip students with the knowledge and skills to use modern computer science to ensure the widespread use of computers in the educational process, to create special school and interschool classrooms for this, as well as teaching aids in school subjects using electronic computers. Given the rapid development of the software industry, the intensive development of various application software packages ...

Consider some of the types of visual aids provided for by the above classification.

Working with chalk and blackboard

Chalk drawing expert B.C. Murzaev was a teacher of history and drawing. In his bibliographical rarity, Blackboard Drawings in the Teaching of History, he wrote: “There are great and unexpected possibilities in this small and modest piece of white chalk, which the teacher holds helplessly in his hand.”

Chalk drawing entered the methodological arsenal of a history teacher, thanks to its intelligibility, speed, and great time savings in the lesson. Unlike ready-made diagrams and maps, a chalk drawing appears before the eyes of students as the presentation progresses. This greatly facilitates the process of perception of the material. Since a chalk drawing or drawing develops before the eyes of students, it contains great opportunities for enhancing attention.

The teacher's drawing on the blackboard usually serves as an example to follow, children make sketches in their notebooks instead of notes. This work teaches to distribute attention, switch it from observation to a graphic image, which contributes to the active memorization of material.

A chalk drawing is effective for showing the dynamics of a historical phenomenon or event - its occurrence, change and development. Chalk drawing allows you to highlight the stages of this development. It is also used when it is necessary to isolate certain elements or details from a complex complex or image. Thus, it helps to reveal the essence of complex historical phenomena, to identify and fix the main idea of ​​the material being presented.

Sketch drawing of B.C. Murzaev proposed to apply in the following cases. Firstly, to recreate the images of the nature of a particular country, the so-called "chalk landscapes". Secondly, make drawings-images that reproduce tools, household items, buildings, structures, weapons, etc. Such drawings should be used in cases where the teacher wants to emphasize details, identify their structure, show artistic value, highlight the difference in objects and create ideas about their typicality.

Pedagogical drawing is associated with diagrams, because schematicity is inherent in its very essence. Schemes are usually understood as a drawing that reflects the essential features of historical phenomena, their connections and relationships, the arrangement of various material objects, the interaction of their parts, the placement of objects and people on the ground.

P.V. Gora distinguished the following types of schemes:

• 1. Technical diagrams showing the structure of material objects.
• 2. Local schemes showing movement on the ground.
• 3. Schematic plans - a static location of objects on the ground.
• 4. Logic diagrams to help identify causal relationships.
• 5. Graphs and diagrams reflecting the quantitative and qualitative correlation of phenomena and processes, the pace and trends of their development.

Maps, local schemes and plans help to present the area and study the natural conditions in order to better understand historical events and phenomena - these are plans for cities and battles. Unlike maps, they convey the spatial relationships of historical phenomena on a much larger scale: hence the possibility of a more detailed study of them. But such drawings should not be cluttered with multiple details so that children remember the essence. Then, when highlighting the most important thing in the drawing, children quickly translate graphic signs into visual images of nature and terrain, into concrete forms of real space and movement.

However, such diagrams-drawings are not enough to graphically demonstrate a particular idea. For example, it is useful to accompany chalk drawings of a cartographic plan with so-called sectional diagrams, demonstrating the differences natural conditions countries. Historical maps are different from geographic ones. The colors of geographical maps familiar to students acquire a different meaning on historical maps. Green color shows not only lowlands, but also oases, as well as the most ancient areas of agriculture and cattle breeding. Another feature of historical maps is the disclosure of the dynamics of events and processes. It is easy to see the emergence of states and the change in their territories or the path of movement of troops, trade caravans, etc. on it. .

Chalk drawings should also be used in the study of socio-economic and cultural phenomena. The lesson devoted to the emergence of a feudal castle or city usually tells about the different ways of their appearance in medieval Europe and Ukraine (defensive architecture of the 13th - 17th centuries). You can offer another option. Schoolchildren are offered a chalk drawing with different types of terrain, and possible points of appearance of the castle are outlined. Children act as "feudal lords" and each choose their own place for the castle, while explaining the reasons for the choice.

Images of labor tools became classic chalk drawings. Working with chalk drawings is accompanied by questions for conversation:

• 1. What is the difference in the arrangement of these tools?
• 2. Which one is technically more advanced and why?
• 3. What is a plowshare, cutoff, blade?
• 4. How were they used in the cultivation of the land, and what role did they play in this?

In the course of the conversation, the teacher may note that the roe deer plow turned over the layer, plowed in manure. The layers of the earth are cut by a cut - a knife, which is set to the desired depth. The plowshare cuts the layers of the earth in a horizontal direction, the blade turns over and loosens the layers.

Original chalk diagrams and drawings should be used when studying trade. They combine essential knowledge about trade items, as well as the location of trade items in relation to each other. For example, demonstrating the chalk drawing “Trade Route along the Dnieper” along with the map, the teacher notes the profitability of trade routes through the lands of Kievan Rus, along the riverbed of the Dnieper. Similar schemes can be demonstrated when studying other countries - Ancient Greece, Rome, Ancient Egypt.

The use of sectional drawings and chalk plans is also possible in the study of cultural history.

For example, church and secular buildings of the eighteenth century. in the Baroque style helps to satisfy the natural curiosity of children about their external and internal structure, the schematic drawings of the columns show the difference in architectural styles.

Schematic plans allow you to reveal the functional significance of one or another architectural monument. The combination of the section and plan of an Orthodox church allows the student to get a holistic impression of it.

Thus, chalk diagrams and drawings are an inexhaustible storehouse of creativity for a modern teacher. Drawing on the board, although it is a time-consuming learning tool for the teacher, pays off a hundredfold by the assimilation of the material by the students.

?Ministry of Education of the Republic of Belarus
Belarusian State University

History department

Test
"Methods of visual teaching of history"

Completed by: student of the 5th year, c / o
Lipchenko S.I.

Minsk, 2012

Plan
Introduction……………………………………………………………………………3-4
1. Features and role of visual learning
in solving educational problems………………………………5-6
2. Types of visual aids……………………………………………………… 7-1 6
2.1. subject visibility.
2.2. Pictorial visibility.
2.3. Conditionally graphic visualization.
3. Rules for the selection and demonstration of educational visual aids……..17-19
4. Methods of working with artistic and educational paintings………….20-25
Conclusion………………………………………………………………………….26
Practical task…………………………………………………………… 27
List of used literature.

Introduction.
Visibility is a property that expresses the degree of accessibility and understandability of mental images of objects of knowledge for the cognizing subject.
Visibility in teaching is a didactic principle according to which teaching is based on specific images directly perceived by students.
The principle of visualization was formulated and substantiated in the 17th century by Ya.A. Comenius. Ya.A. Comenius called the principle of visualization the “golden rule” of didactics, according to which it is necessary to use all the human senses in teaching: “Let it be a golden rule for students: everything that can be presented for perception by the senses, namely: - by hearing, smells - by charm, that can be tasted - by taste, accessible to touch - by touch. “... Visual perception always leads to the fact that if someone has learned something this way, then he will know it firmly.” In the further development of this principle, I.G. Pestalozzi, K.D. Ushinsky and other teachers.
Visualization increases students' interest in knowledge and makes the learning process easier. In this regard, K.D. Ushinsky noted the following: “Teach a child some five words unknown to him, and he will suffer for a long time and in vain over them; but associate twenty such words with pictures and the child will learn them on the fly.
The visibility of learning stems from the fact that it acts for students as a means of understanding the world around them, and therefore this process is more successful if it is based on direct observation and study of objects, phenomena or events. Physiologists and psychologists explain this situation by the fact that all human senses are interconnected. It has been experimentally proven that if a person receives information simultaneously with the help of vision and hearing, then it is perceived more sharply compared to the information that comes only through vision, or only through hearing.
Currently, more and more attention at the initial stage of training is given to the use of visual aids. However, not all teachers can and know how to use visual material correctly. Working as a teacher in a school, you need to constantly improve your professional knowledge. In this work, I want to consider how effective the use of visibility in history lessons, the teacher's activities in the selection and use of visual aids in the lessons.

1. Features and role of visual learning in solving educational problems.
The use of visual and technical teaching aids not only contribute to the effective assimilation of relevant information on history, but also activate the cognitive activity of students; create vivid historical images about the most significant events, phenomena, people of past eras; develop their ability to connect theory with practice, with life; generalize and systematize knowledge; form the intellectual qualities of the individual; increase interest in learning and make it more accessible.
Teaching and visual aids and technical teaching aids can play a dual role: on the one hand, they serve as sources of new knowledge, and on the other hand, as a means of developing practical skills among students. Therefore, they should be used at all stages of the educational process: when explaining new material, when consolidating it, when organizing training exercises to apply knowledge in practice, as well as when checking and evaluating the assimilation of program material by students.
Visualization in training is provided by the use of a variety of illustrations, demonstrations, laboratory and practical work, the use of vivid examples and life facts. A special place in the implementation of the principle of visibility has the use of visual aids, slides, maps, diagrams, etc. Visualization can be applied at all stages of the learning process. Its role is the higher, the less familiar the students are with the phenomena and processes under study.
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. On the other hand, visualization can only be used to clarify the essence of the phenomenon.
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. Such use of visualization in teaching does not bring benefits, but rather harms both the assimilation of knowledge and the development of students.
The teacher can use various visual aids: real objects, their images, models of objects and phenomena being studied. Knowledge of the forms of combining words and visual aids, their options and comparative effectiveness enables the teacher to creatively use visual aids in accordance with the didactic task, the characteristics of the educational material and the specific learning conditions.
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.
Visual aids by themselves do not play any role in the learning process, they are effective only in combination with the word of the teacher. “A visual image, no matter how bright it may be, can only make a general impression on the student, its cognitive value will be negligible if its perception is not accompanied by a word.” The combination of a word and a visual image is a necessary condition for students to acquire historical knowledge. The choice of the form of combining a word with visual teaching aids is determined by the educational goal of the lesson, the objectives of the lesson, the nature of the material being studied, the specifics of its presentation in the textbook, and the didactic purpose of the manual. The place of visual aids, the ways of their introduction into the lesson is determined by the teacher in preparation for classes.

2. Types of visual aids.
In the teaching of history, no means of artistic storytelling, no imagery of presentation can create in students such accurate and concrete ideas about the past that arise when perceiving the objects being studied or their images.
On the basis of direct perception of objects or with the help of images (visibility) in the learning process, students form figurative representations and concepts about the historical past. The principle of visualization of learning is reflected in the variety of types of visualization and their classifications. Due to the many types of visual teaching aids, there is a need to classify them.
There is a classification according to external features. It includes: printed (pictures, illustrations, maps, diagrams, tables); screen and screen-sound (stripes, films, video recordings, sound recordings); computer (graphic images: paintings, drawings, graphs, tables) teaching aids.
One of the most common classifications is the classification according to the content and nature of the depicted material. It divides visualization into three groups: objective visualization, conditional-graphic visualization, visual visualization.
In modern conditions, in school practice, visual and graphic visual aids are most often used.
1. Subject visibility.
By objective visibility in the study of history is meant the direct perception not of the historical past itself, but of the material monuments of the past, its material traces; not life itself primitive people, but the traces of their life and activities in the form of Stone Age tools, systematized in the museum exposition. Object visibility, therefore, includes material monuments of the past, memorable places of historical events, works of art and household items of past times, genuine antiquities that make up the museum exposition.
Also, specially made subject visualization stands out - various models and models, for example, a model of a feudal castle, a model of the ancient Kremlin, a model of a hand loom, a catapult, etc.
2. Pictorial clarity.
Visual clarity has a much wider application, i.e. image of historical events, figures, historical monuments. Visual visualization includes works of historical painting, study cards on history, illustrations, photographs, portraits, cartoons, art, educational and documentary films, multimedia presentations. Among the visual aids used in school, there are:
a) images of a documentary nature - documentary photographs, documentary films, images of material monuments, tools, cultural monuments in the form in which they have come down to us;
b) scientifically substantiated reconstructions of architectural and other monuments, tools, household items or their complexes, etc.;
c) artistic compositions created by the creative imagination of an artist or illustrator, of course, based on historical data; this includes works of historical painting, reproductions of paintings; educational pictures and illustrations in textbooks depicting events and scenes of the past; photo reproductions of monuments of architecture and sculpture;
d) technical teaching aids: filmstrips, transparencies, audio recordings, CDs.

The best means of visual communication historical action is the use of technical means (educational films, television programs, videos, film fragments, film loops, filmstrips, transparencies, audio recordings, etc.). Methodically competent use of teaching aids increases the effectiveness of the educational process. Studies have shown that the correct use of technical teaching aids (TUT) improves understanding of the problem under consideration, increases the level of memorization of educational material, and reduces the time for studying the problem.
Audiovisual means allow students to get acquainted with modern achievements of science, technology, production and culture, with phenomena that are inaccessible to direct observation, be transported to the most distant times and places of the globe, into space, penetrate into the depths of matter (multi-shooting), visually present and theoretically explain phenomena nature and social life.
Each of the audiovisual teaching aids used in the lessons has its own characteristics.
Educational cinema provides a coherent, consistent image of historical processes. Students always have a positive attitude towards the demonstration of films. But this demonstration should not be used only as a spectacle. The teacher needs to teach students to work with the film in the same way that he teaches them the most rational methods of working with a book, a map, etc.
Films on history can be of a general nature and reflect a large amount of material. Such films can be used mainly in the final (generalizing) lessons. Other history films may cover specific course topics, such as documentaries.
As a rule, separate issues of the curriculum are revealed in film fragments. A characteristic feature of the film fragment is its narrow didactic orientation. This determines the important methodological task of using film fragments in combination with other teaching aids. The short duration of the demonstration (3-5 minutes) and the narrow methodological orientation of the film fragment make it easy to fit it into the lesson.
When watching an educational TV show on the screen, educational information is presented gradually, frame by frame, it is possible to show part of the object, enlarge the details under consideration, explain any process or phenomenon with schematic animations, compare the image of the process and its explanation. The use of television educational programs on history in the lessons of systematization and generalization of knowledge can be very successful.
One of the most unique and modern ways of presenting information visually today is a multimedia presentation. This is a software product that may contain text materials, photographs, drawings, slide shows, sound design and narration, video clips and animation, three-dimensional graphics. The use of such technologies significantly affects educational information, making it more visual for perception and easier to assimilate. Presentations can be classified according to different parameters:
? illustrative and problematic;
? fragmentary and holistic;
? to illuminate new material, to repeat, to reinforce.
3. Conditionally-graphic visibility.
A special type of visualization is conditional-graphical visualization, i.e. expression of historical phenomena in the language of conventional signs. This includes maps, schematic diagrams, schematic plans, schemes, block diagrams, charts, graphs, tablets.
A schematic drawing conveys the most essential features of the subject, contributes to the formation of concepts.
Chalk drawing entered the methodological arsenal of a history teacher, thanks to its intelligibility, speed, and great time savings in the lesson. Unlike ready-made diagrams and maps, a chalk drawing appears before the eyes of students as the presentation progresses and serves as its visual support. As a rule, this is a very simple, lively, fast-paced drawing that recreates the image of material objects, people, and military battles. With the help of a schematic representation, the teacher reveals the phenomenon in its logical sequence, determining the pace and at the right time interrupting or resuming the visual series. This greatly facilitates the process of perception of the material. Since a chalk drawing or drawing develops before the eyes of students, it contains great opportunities for enhancing attention.
Chalk drawings on the board can give geographical landmarks, can depict various schemes. The internal structure of objects can be studied with the help of a "sectional" drawing. External static art drawings help the description. Dynamic drawings are the most difficult and help to reveal the sequence of events.
To create a realistic image for students, in some cases it is advisable to compare a schematic image with an illustration or photograph.
Applications can be used in combination with a pattern. Applications are more often used in teaching younger students. Applications are paper cut-outs and colored images of objects or representatives of various social groups typical of the era under study: drawings of people, tools, buildings; symbols of a broader content than what is directly depicted.
Applications appear on the board and replace each other in the process of presentation, helping to reveal the essential aspects of the facts and the sequence of events. The appearance of each new application focuses the attention of students on a specific action, creates a visual image.
At lessons in high school, schematic images are more often used, when lines, arrows, squares, circles appear on the board during the explanation. These are elements of conditional-graphic visualization. This includes diagrams, diagrams, graphs, cartograms, tables.
A scheme is a graphic representation of historical reality, where individual parts, signs of a phenomenon are depicted by conventional signs - geometric shapes, symbols, inscriptions, and relationships and connections are indicated by their mutual arrangement, connected by lines and arrows.
Traditionally, in the methodology of teaching history, the following types of schemes are distinguished: logical, structural, sequential, search, diagrams, graphs, technical, local.
Logic diagrams are graphic images that reflect the process, containing its components, arising from one another. Usually they are used in the study of the causes and consequences of events and phenomena, help to identify cause-and-effect relationships. They are quite simple to perform by students, as they are based on the sequential connection of squares, in which causes and effects are fixed, arising from one another.
Structural schemes usually reflect the structure, main parts, features and essence of a particular phenomenon. They can reflect the names of tribes, the main occupations of the inhabitants, estates, expenses and incomes of the state, the national-state structure of the country.
Search schemes are graphic images in the form of a logical scheme, the components of which contain, along with information, productive and cognitive questions, the answers to which allow students to think and reason logically, to more consciously assimilate the knowledge they receive.
Schemes - diagrams that can emphasize the quantitative and qualitative aspects of the studied events and phenomena. They are divided into columnar and circular. For drawing charts and graphs on the board, it is considered useful to use colored crayons. If the diagrams present homogeneous data of simultaneous action, then they are easily compared and analyzed, their sequence is established. Diverse information allows us to trace the dynamics and development trends.
Graphs are drawings depicting quantitative indicators of development, the state of something with the help of curves. Graphs, unlike diagrams, show the cyclical nature of historical phenomena and processes, their stages.
Schemes, as well as tables, are means of highlighting the main thing, they "lock" information in a closed space. When drawing up diagrams and tables, the student performs logical operations: analysis, synthesis, comparison, the ability to transform and generalize historical material, bring it into a system and graphically depict.
Tables are a graphic representation of historical material in the form of comparative, thematic and chronological graphs for the purpose of filling them in by students. In the table, unlike the schemes, there are no symbols of historical phenomena. Tables are divided into thematic, comparative, chronological and synchronistic. In the table, unlike the schemes, there are no symbols of historical phenomena. When working with tables, it is necessary to rely on the relationships between columns, to associate each new entry with the previously made one. Synchronistic tables record the most important historical events and phenomena that took place in different countries at about the same time.
System for highlighting the main historical material by demonstrating or filling in charts and tables is an important part of the history teaching system.
cartographic visibility. Historical events occur both in time and space. The assignment of events to a specific space and the description of the geographic environment in which it occurred is called localization. The locality of historical events is studied with the help of such schematic aids as historical maps, terrain plans, maps, cartograms. All of them are used for demonstration purposes and help to reveal the connections between historical events, their essence and dynamics.
Maps reproduce spatio-temporal structures using an abstract symbolic language.
Historical maps are created on a geographical basis and are reduced generalized figurative and symbolic images of historical events or periods. They are subdivided according to the coverage of the territory (world, mainland, maps of states); by content (review, summarizing and thematic); scale (large, medium and small scale).
Generalizing maps within a certain place and time reflect all the main events and phenomena provided for in the sections school curriculum and Gosstandart. "The Ancient East. India and China (3rd millennium BC - 1st century AD)”, “The Russian Empire in the first quarter of the 18th century.” These are general historical maps. Such maps give a "cross section" historical process, they show individual elements, convey the dynamics, variability of the historical and geographical space: the growth and reduction of the territories of states, the movement of borders, demographic processes, military operations, social movements, the formation of new cities, etc.;
Overview maps show the events of a certain period, reflecting a series of successive moments in the development of a certain phenomenon in history. individual country or a whole region over a long period of time: “The growth of the territory of states in antiquity”, “The growth of the Roman state in the period of the republic and empire”, “The Russian Empire from the beginning of the 19th century. to 1861". The information of such cards, as a rule, is not exhausted in one lesson and is analyzed, compared, generalized throughout a large educational topic;
Generalizing maps concretize and reveal thematic maps in more detail. Thematic maps are devoted to individual historical events and phenomena, many of them are unloaded from unnecessary details and designations, but contain visually artistic symbols of the events being disclosed (war, internal politics): "Alexander the Great's conquests to the East", "Peasant war in Germany in 1525 .", "The First Russian Revolution of 1905–1907". This type of historical maps is freed from general information that is not related to the topic, but reveals the event under study with great detail and detail and is distinguished by a more colorful and artistic design. Both in former times and today, thematic maps prevail in school textbooks, atlases and among wall cartographic aids, but methodologists recommend using them against the background and in combination with general maps.
Cartograms are maps that graphically represent statistical data related to a phenomenon.
The methodological advantage of the map is that it contains limited and necessary information for a particular lesson. In the wall map, it is sometimes difficult for children to select the cartographic objects necessary for this lesson. The second advantage is that the informative load increases in such a scheme gradually, before the eyes of the students, and is easier for them to assimilate.
Often in history lessons, the teacher uses contour maps and atlases for students to work independently.
One of the most important areas in working with a map is teaching schoolchildren the ability to navigate in it. It includes finding the right objects, the correct display based on accurate landmarks and their verbal pronunciation.

3. Rules for the selection and demonstration of educational visual aids.
The implementation of the principle of visibility largely depends on the quality of didactic materials and technical means, the teacher's skills in using them, on the conditions created in educational institutions for the production of manuals, diagrams, slides, the use of television and other visual aids.
When using visual teaching methods, a number of conditions must be observed:
1) The visualization used must be appropriate for the age of the students. When choosing visual means, one should take into account the characteristics of the listeners, the predominant type of thinking of the majority: verbal-logical or visual-figurative.
2) Visualization should be used in moderation and should be shown gradually and only at the appropriate moment in the lesson. A large number of demonstrations not only wastes time, but also distracts students from the essence of the material being studied. First of all, it is necessary to choose those manuals that are directly aimed at solving the main problem, mastering the main issues of the topic being studied.
3) Observation should be organized in such a way that all students can clearly see the object being demonstrated. If the illustrative materials (manuals, tables, diagrams) are too small, this causes dissatisfaction among those students who cannot see them well. Their use must be thoughtful. Yes, allowances small print better to use for individual work. Improves visibility with special coloring, highlighting details.
4) It is necessary to clearly highlight the main, essential when showing illustrations.
5) The principle of optimization requires a short duration of demonstrations in order to achieve the desired result in the minimum necessary time. Short and clear explanations in the course of work contribute to saving time.
6) Think in detail about the explanations given during the demonstration of phenomena. Choose the right display pace.
7) The demonstrated visualization must be exactly consistent with the content of the material.
8) To increase the effectiveness of the use of visual aids, a clear goal should be set for the audience. This enhances attention, makes it longer and more stable. It is useful to use special techniques to increase interest in visual objects, despite the fact that these tools themselves act as activating means.
9) Involve the students themselves in finding the desired information in a visual aid.
10) Graphics letters, words of the text are of considerable importance as an additional source of information. Fill the board with text from left to right and from top to bottom. Write proper names (with a capital letter), names and terms in the nominative case. Chronological dates are recorded together with the designation of the event and in time sequence.
11) Modern means of operational printing allow part of the illustrative material to be issued in the form of handouts. Such material facilitates the work and saves the time of the teacher and students, since there is no need to sketch a number of drawings, and their discussion is carried out using this material. Along with this, the handout facilitates independent work, eliminates errors in notes.
12) Visualization should not be reduced to a mechanical illustration of objects and phenomena. It should be included in the cognitive system of the brain, being "food for the mind", and in the process of processing information, provide meaningful knowledge about the object under study.
13) In the process of consolidating and repeating the educational material, it is advisable to select new visual aids that allow you to transfer the acquired knowledge to other objects and thereby make the learning process deeper, more conscious. The visual aids used should be quite accessible to students and not require extra time to study them.
The general rules for using a historical map in teaching can be summarized as follows:
1) Not a single history lesson without a map or other cartographic means;
2) Preparing for the lesson, the teacher carefully thinks over what and how he will show on the map.
3) The use of the map is appropriate and necessary at all stages of learning: in the study new topic, when consolidating and summarizing the studied material, when checking the knowledge and skills of schoolchildren;
4) In parallel with the formation of knowledge on the basis of the map, schoolchildren should be trained in the methods of educational work with various types of cartographic aids;
5) When moving from one card to another, continuity between them is ensured: either by correlation with a common card, or by a description of their temporal relationships;
6) Work with wall and table maps, if possible, is carried out in parallel and coordinated;
7) A permanent component of homework in history is the work of schoolchildren with a contour map on questions of a new educational topic.
4. Methods of working with artistic and educational paintings.
The most common type of historical visualization is an artistic picture, and in its absence, an illustration of a textbook (training picture).
Focusing on children with different psychological and cognitive abilities (perception, attention, imagination, etc.), a history teacher can use pictures in the form of visual supports that help to reproduce a separate past in front of students; materialized illustrations of the main ideas of the teacher's explanation; as objects of comparison and analysis, means of creating an emotional effect and a source of organization, both independent work of students and collective work. Students not only perceive, following the artist-writer, the images created by him in the work and empathize with emotions, but, like an artist, they themselves create all this in their imagination, and often strive to convey it in a drawing, sculpture or story.
Paintings and sculptures of antiquity and the Middle Ages contain rich information about objects of material culture that have not come down to us or have come down in a badly damaged form. For example, about military equipment Assyrians, about the clothes of the Egyptians, about Greek ships, we learned mainly from reliefs and drawings. The life of the Germans is known to us largely from Roman reliefs depicting German soldiers and their huts.
In the teaching of history, art pictures and special educational pictures are used. Artistic paintings appear in the classroom as a historical fact - a work of art belonging to the brush of a particular artist, a particular era. In this capacity, they are involved in the study of culture. They can also be used as sources of direct historical knowledge. In addition to art paintings at school, educational paintings are most often used. The educational picture differs from the artistic one in didactic tasks. It is often an illustration to one or another paragraph of the textbook. Each educational picture must be artistic, but not every artistic picture can be used as an educational one.
An artist's painting can act in a lesson in various roles: as a visual support, a materialized illustration, an emotional effect, an object for revealing details, an independent source of new knowledge, and a means of modeling circuits. It can also help to recreate the image of the era, clarify the real picture of historical events, become a source of "identification" of the characters and creative interpretation of the material. All this makes the picture quite a productive means of visualization.
A significant place among the pictorial clarity is occupied by educational pictures - visual
etc.................

Visual education is such training in which ideas and concepts are formed in students on the basis of direct perception of the phenomena being studied or with the help of their images. Using visualization, the teacher introduces an extremely important point into teaching - living contemplation, which, as you know, is ultimately the initial stage of any cognition. It is built not on abstract ideas and words, but on specific images directly perceived by the student.

Ya.A. Comenius once defined visualization as the most important component of the learning process: “The beginning of cognition necessarily comes from sensations (after all, nothing happens in the mind that was not there before in sensations). Therefore, therefore, learning should not begin with a verbal interpretation in things, but real observation of them. And only after getting acquainted with the thing itself, let it be discussed, clarifying the matter more comprehensively ... ". This statement of his confirms the correctness of introducing visual aids to the first place in the classification. Reflected in a generalized way in visual aids, history reveals the integrity of direct perception.

The word already further concretizes, clarifies, analyzes, generalizes, enhances the emotional attitude for implementation in one form or another of interaction. It must be said that in the process of teaching history, visualization is always described by words, acting in this connection either as the main dominant means with the auxiliary word, or it illustrates verbal constructions, or equally harmoniously participates in the formation of an image, in analysis, in the act of historical action in an event. So, the whole system of means contributes, on the one hand, to the functional development of models of life and behavior of the subjects of history, and on the other hand, it participates in the formation of attitudes towards modern reality.

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.

So, with the help of various methods of concretization, the description method, without any visual aids, it is possible to create for students who are unfamiliar with the horrors and hardships of the Second World War, some idea of ​​the mass casualties of the war, the need to strive to ensure that such an event does not happen again, since the elements this idea ("huge losses", "extermination of peoples", "famine", "occupation") students can imagine, but not realize. The fact is that through direct perception of the phenomena of war, the trainees could receive only the elements necessary to create an integral historical image, and the image of the past itself was recreated by them on the basis of the words of the teacher in different ways, in accordance with different abilities of imagination, level of attentiveness and sympathy.

When verbally describing events and phenomena of the past in the history lessons, in the vast majority of cases it is not possible to rely on students' direct observation of the objects of description or narration because this phenomenon is already past, inaccessible to the live, direct perception of students. Therefore, their historical ideas, created by the method of internal clarity, will inevitably be vague, inaccurate, not quite adequate to historical reality.

In the teaching of history, no means of artistic storytelling, no imagery of presentation can create in students such accurate and concrete ideas about the past that arise when perceiving the objects being studied or their images.

Usually, methodologists and teachers treat drawings and photographs, diagrams and tables, maps and timelines as teaching aids and develop techniques for their effective use for figuratively demonstrating new facts, for summarizing and testing students' knowledge and skills. Much less often, illustrations are seen as sources of historical information that are equivalent to printed texts.

But this function at the "genetic" level is embedded in the illustrations related to the pictorial clarity of a documentary nature. These are photographic shots taken directly in the period of time that the textbook talks about; posters, caricatures and paintings, where the time of creation of the picture (in the period close to the event or much later) determines the peculiarities of its perception and analysis. For obvious reasons, this list does not contain only drawings made by contemporary artists commissioned by publishers in the preparation of educational books.

All these images, varied in content and genres, are united by their inherent subjective, authorial character. Therefore, each illustration can (and in modern conditions should) become the object of critical and axiological analysis of students.

Regarding photographs, there is an opinion that the film certainly conveys the whole truth. Nevertheless, the possibilities of editing and retouching can be assessed, for example, by carefully comparing two photographs depicting the signing of the German-Soviet non-aggression pact: the first shows only Molotov and Ribbentrop, the second shows the same, but against the background of a different decoration, and all the official leaders of the USSR, including Stalin, stand behind them. How many “wonderful discoveries” await curious schoolchildren where the authors of posters, cartoons and even historical paintings did not hide their faces, views and demands!

The analysis of illustrations from a critical and axiological angle of view seems to be quite difficult, because in history textbooks they are usually provided only with a brief explanatory text, and questions and tasks, if any, invite children to figuratively describe the illustration or creatively comment on its plot, for organization such work, it is necessary to thoroughly select material from additional sources. Meanwhile, in some foreign history textbooks, special headings have appeared that teach schoolchildren the methods of critical analysis of maps and statistical data, the methods of historical research, as well as the methods of working with works of art as evidence of a historical era. All of these skills are essential for living in a multicultural and rapidly changing world.

Thus, visualization plays a big role in teaching history:

When presenting historical events, visibility partially specifies or partially replaces narrative or descriptive material;

Visibility increases the content of the presentation, reducing the time spent;

Visualization allows you to clarify the historical ideas of students;

Visibility creates a vivid and accurate visual image of the historical past;

Visualization facilitates the knowledge of complex phenomena of the past, historical concepts, leading to an objective understanding of history.