All sense organs take part in the process of learning and cognition of the surrounding reality. Therefore, the principle of visualization determines the need for the formation of concepts and ideas among students based on sensory perceptions of phenomena and objects. However, the sense organs or "communication channels" of a person with the world have a different capacity. So, for one unit of time, the hearing organ is able to pass 1 thousand conventional units of information, the tactile organ - 10 thousand, and the visual organ - 100 thousand. It turns out that a person receives approximately 80% of information about the world around him with the help of vision.

Taking into account the highest throughput of the organs of vision, the principle of visibility is in the first place. But it provides reliance not only on sight, but also on other senses. According to teachers, the more sense organs are involved in the perception of any impression, the more firmly it will be fixed in memory, and everything is explained by the interconnection of the sense organs.

Effective assimilation of information contributes to the use of visual and . In addition, at the same time, students activate cognitive activity, develop the ability to connect theory with practice and with life, develop technical culture skills, increase interest in learning, and bring up accuracy and attention.

Types of visibility

Didactics studies learning without being tied to a specific subject, therefore, it considers general types of visibility:

• Natural or natural visualization demonstrates phenomena and objects that can be found in reality. For example, in a biology lesson, when studying a plant, they demonstrate its sample.
• Graphic visualization demonstrates models or layouts of devices, graphic aids (drawings, posters, diagrams), on-screen tools (filmstrips) and other visual aids.
• Verbal-figurative visualization is a specific type, which includes vivid stories and verbal descriptions, sound devices.
• Practical demonstration of actions - involves demonstrating various actions to the trainee. These are work with a tool in labor lessons, physical exercises in physical education classes, practical tasks in vocational schools.

These types of visibility are often complemented by such a peculiar view as internal visibility. With it, in the learning process, students are asked to imagine a situation based on their previous experience. For example, in a physics lesson, in order to derive a formula for calculating the resistance of a conductor, students are not shown different sections of conductors, but are asked to present an abstract conductor and think logically on which its resistance will depend.

Implementation of the visibility principle

The principle of visibility is realized by observing the following rules of learning:

1. If a visual aid gives a positive result, but at the same time it is outdated or technically imperfect, you should not ignore it.
2. Visual aids are not used to modernize the learning process, but as an essential tool for successful learning.
3. Using visual aids, it is important to know the measure, their overabundance will lead to distraction of attention, which will worsen the assimilation of the material.
4. Visual aid demonstration should occur during the presentation of educational material only at the moment when it is necessary, before that they must be closed from the eyes of students. Exceptions are posters with formulas, constants, etc. that require memorization. Then the visual aids should be in front of the students' eyes all the time.
5. Students' observations need to be guided in order to focus their attention.

By themselves, visual aids in the learning process do not play a special role, it is important combine them with the words of the teacher. To do this, you can follow one of the principles of combination:

• verbally, the teacher gives information about a phenomenon or object, and then confirms its veracity by demonstrating a visual aid;
• verbally, the teacher directs the students' observations, but they acquire knowledge about an object or phenomenon by observing it.

The first way is easier for the teacher, because requires less time, and the second is more efficient, because encourages student activity.

Visualization can be used to enrich the sensory experience of students, then it should be colorful and bright. On the other hand, when teaching counting, younger students do not need posters with beautiful drawings, it is better that they show simple pencils, then attention will be focused on the count itself, and not on looking at the pictures.

Page 3

The above analysis of the experience of teachers and the results of research has already shown the significance of the influence of a reasonable organization of the educational process on various aspects of education and upbringing. However, one issue has so far remained outside the analysis, namely, the issue of problem-based learning, with the ideas of which many associate the solution of the problem of learning and development, and increasing the effectiveness of learning in modern conditions.

The learning process consists of a set of consistent and joint actions of the teacher and students. With the leading role of the teacher, students develop knowledge, skills, cognitive and creative abilities, and the qualities of the personality of a Soviet citizen are brought up. To improve the effectiveness of teaching and upbringing, careful preparation of the teacher for each lesson is of particular importance. The teacher must be a master of his craft, work not according to a template, create, taking into account the constantly changing specific conditions.

Since the formation of individual psychological differences is subject to general laws, students are differentiated into groups according to the type of mechanism for solving a traumatic situation. The goal set before training determines the content, structure, methods and means of educational information. Therefore, improving the effectiveness of training is the goal of the training group with a certain type of ma solution of a traumatic situation.

However, the personality of the child is mainly formed during the school years. Therefore, it is especially important to lay the foundations of correct behavior in children, as well as to teach them safe techniques and methods of work during this period. In order to increase the effectiveness of teaching, the volume of the material presented should not be too large so as not to tire the students, the content should be presented vividly, with specific examples, it is advisable to invite students to solve some specific problems during the training.

What is the most effective way to teach safe working methods? Most experts agree that the technique and methodology of training should be developed in relation to specific hazards, taking into account the age and level of education of the trainees. This helps to increase the effectiveness of training. As already noted, progressive technical means in teaching play an important role in this sense. Experience in the development and application of TSS shows, for example, that the number of respondents increases by about 16 times. TCO also make it possible to significantly enhance and improve the flow of information in direct and feedback channels, increase the visibility and persuasiveness, intelligibility and effectiveness of training, and reduce the cost of training. For example, in the oil industry, according to VNIPIneft, the economic effect from the introduction of programs for programmed training of workers and simulators amounted to about 20 thousand rubles. The use of situational training at motor transport enterprises of the Ministry of Autotransport of the RSFSR increases the safety of transportation by 15–20% compared to traditional methods and forms of training.

Sefibek Ramazanovich pays great attention to improving the effectiveness of teaching mathematics, constantly improving its forms and methods.

The peculiarity of additional professional education is that students consciously come to the idea of ​​the need to obtain additional knowledge, advanced training, therefore, on the one hand, they are very demanding on the level of teaching the disciplines stated in the program, on the other hand, they have a high potential for self-education abilities , self-development of personality. The latter make it possible to overcome the consequences of the rapid obsolescence of individual knowledge and skills. In addition, they are necessary to improve the effectiveness of training, and to adapt to professional activities, and to increase the potential of professional excellence, and ensure the competitiveness of graduates. From these positions, the degree of formed skills of self-education can serve as a special criterion for the design of curricula. As experience shows, the educational process, built with the inclusion of technologies for the formation of such skills, turns out to be more effective, and graduates feel more confident in the workplace and move up the career ladder.

Both proceed in mutual influence and mutual influence. This is also a natural feature of the educational process, which determines its effective formative influence on students. First of all, it is necessary to improve those aspects and components that lead to an increase in the formative effectiveness of training and independent work. Everything must be subordinated to this goal.

The fact that about 35 million people employed in the national economy are specialists with higher and secondary specialized education also speaks of the increased possibilities of the human factor at the present stage. The congress sets the task of creating a unified system of lifelong education. To this end, it is necessary to consistently implement the reform of general education and vocational schools, persistently strive to improve the effectiveness of education and upbringing, ensure students' computer literacy, and radically improve the preparation of young people for independent life and work.

The next disadvantage of optimization practice is the expectation by some teachers of an immediate high effect. If there are difficulties and delays, then in some schools they reduce activity in the work on optimizing learning, forgetting that the very rate of increase in the effectiveness of learning depends on previous work experience, on the style of teachers and students: under favorable starting conditions, the effect comes faster; with insufficiently favorable initial positions, it will naturally come later. Therefore, it is necessary not to reduce, but to persistently continue and strengthen the work on the implementation of optimization, despite the difficulties, and it will inevitably, naturally, lead to an increase in the effectiveness of training, its quality, and to save time and efforts of students and teachers.

The problem under consideration has another aspect related to the issues of financing higher education. Adopted since 1956, the practice of determining the number of teaching staff of universities according to the so-called staff ratios (the standard for the number of students per teacher) remains unchanged to this day. At the same time, staff coefficients were practically not adjusted, despite the quantitative and qualitative changes in the content of teachers' work, which led to a significant intensification of pedagogical work; this is connected not so much with an increase in the effectiveness of teaching, but with a mechanical increase in the duties of a teacher, an increase in the number of training sessions he conducts. This situation is not conducive to improving the quality of training of specialists. The solution to this problem is inextricably linked with a decrease in staffing coefficients, which, in turn, is determined by the amount of funding for the corresponding expense items and, to a certain extent, limitations on labor resources. However, at present, the costs of higher education are not predetermined by the need for higher education in financing; no quantitative relationships have been identified between the costs of higher education, the quality of training of specialists, and the dynamics of the process of expanding reproduction.

In the first case, the company considers itself as an incubator for cultivating specialists, in the second case, it acts as a buyer of a ready-made employee with already established knowledge, and the employee himself must take care to attract the employer. Each approach has its own merits, but both should be applied with strategic corporate goals in mind. If people are considered as corporate capital, then training is nothing more than a way to increase this capital. Programs to improve the effectiveness of training can also be attributed to capital, and the enterprise of the third millennium should think about training as one of the main ways to develop employees.

Let it be your fellow students, friends, relatives, and almost anyone. See if you can involve them in your learning improvement plans and help them in turn with your support.

In teaching the TCO course, we make extensive use of technical means and programmed learning. Throughout the TCO course, training and control programs have been developed, as well as teaching aids: posters, transparencies, filmstrips, films, an electrified training stand. All this makes it possible, in the time allotted for classes, without additional overload of students, to give them the necessary minimum of knowledge, skills and abilities. Moreover, technical means not only act here as objects of direct study by students, but also, in combination with teaching aids, become means that contribute to increasing the effectiveness of training.

It is well known that, unlike a school student or university student, the average memory of an adult is less voluminous, he gets tired faster, it is more difficult for him to concentrate his attention for a long time. On the other hand, an adult person has a significant advantage, which, as a rule, younger people do not have - well-developed thinking skills. That is why the adult education program requires much greater clarity and rigor in the definition of concepts, the structuredness of the educational material, and the systematic presentation of individual elements of the course. A well-thought-out and practically substantiated structure of the curriculum makes it possible to maximize the effect of training precisely by including the strongest aspects of adult students in the work of mastering the educational material. It can also help to increase the effectiveness of training by taking into account in the educational process the type of presentation prevailing in a particular listener - the way information is perceived. Grinder, 1992) distinguish three main types of presentation associated with the prevalence of one or another modality in an individual: 1) visual (visual), 2) auditory (auditory), or 3) kinesthetic. It turned out that they are to varying degrees inherent in different people.

Any principles of teaching depend on the goals that the teacher sets for himself. He can, for example, develop his student, expand his stock of general knowledge, contribute to the knowledge of the phenomena of the surrounding world, create the most suitable conditions for his development, etc. But it is very important to remember that there is no universal “recipe”, according to which any person can become developed and smart, but there are several principles that will help the teacher become a really good teacher and maximize the effectiveness of his work.

The first principle is to make sure that learning and development are necessary

First of all, it is necessary to conduct an accurate analysis of the skills and abilities of students and determine that there really is a need for training (this applies mainly to university graduates, people who want to improve their qualifications, undergo retraining, etc.). You also need to make sure that this need or problem is a training issue. For example, if a student does not fulfill the requirements of the educational process, it is necessary to find out whether he is provided with the conditions for this, whether he himself realizes what is required of him. In addition to this, an analysis of abilities, skills, knowledge, and other personality traits should be carried out. This will help to better understand in which direction the educational process should be directed. In a school setting, this can help determine the student's inclinations and predisposition to certain subjects.

The second principle is to create conditions conducive to learning and development

It is required to provide students with information about what it is necessary to acquire new knowledge, acquire new skills and develop, and why it is necessary. After that, you need to make sure that students understand the relationship between receiving education and its subsequent practical application in life. The effectiveness of learning is greatly increased if students are aware of the relationship between their learning and the opportunity to be useful to society as a whole and for themselves personally. Successful completion of learning tasks can be stimulated through the recognition of progress, good grades and positive feedback. Thus, students will be even more motivated.

The third principle is to provide exactly the kind of training and development that will be useful in practice.

It is necessary to introduce into the pedagogical process such subjects and disciplines (knowledge, skills and abilities) that will not be of ephemeral usefulness in the minds of students, but will have specific practical significance. What students learn, they without fail will have to apply in their lives. Without the relationship between theory and practice, learning loses not only its effectiveness, but also ceases to motivate, which means that the functions necessary for students to perform will be performed only formally, and the results will be mediocre, which completely contradicts the goals of education.

Principle four - include measurable objectives and specific results in training and development

The results of learning and development should be reflected in the activities of students, which is why the pedagogical process is necessary. It is important to make sure that the content of the training will lead students to comprehend the knowledge and acquire those skills that correspond to the learning objectives. Students should be informed about this, which means they will know what to expect from learning in general. In addition, they will know how to apply what they learn. The educational process should be divided into stages, each stage should pursue its own independent goal. Checking the assimilation of knowledge and skills should be carried out at each stage - these can be tests, tests, exams, etc.

The fifth principle is to explain to students what the learning process will consist of.

Students should know before they start learning what will be included in the educational process, as well as what is expected of themselves, both during and after training. Thus, they can concentrate on learning, studying the material and completing assignments without experiencing any discomfort or.

Principle six - convey to students that they are responsible for their own learning

Any teacher should be able to convey to the consciousness of students the information that, first of all, it is they who are responsible for their education. If they understand and accept this, then their attitude to learning will be serious and responsible. Preliminary conversations and preparation of assignments, active participation of students in discussions and practical exercises, the use of new and non-standard solutions in the pedagogical process are welcome, and students here also have the right to vote - they themselves can offer and choose the most convenient way of learning, lesson plan, etc. d.

The seventh principle is to use all pedagogical tools

Each teacher should be able to operate the basic pedagogical tools. Among them are those related to the actions of the teacher, and those related to the interaction between the teacher and students. We are talking about the use by the teacher of diversity - as a way to constantly maintain attention and interest, clarity - as a way to competently present confusing and incomprehensible information, involvement - as a way to attract students to active activities, support - as a way to give students faith in their own strengths and the ability to learn new things. , and respectful attitude - as a way to form in students.

Principle eight - use more visual material

It is known for certain that 80% of information enters the brain from visual objects, and the teacher must take this into account in his work. For this reason, it is necessary to use as much as possible of what students can see with their own eyes, and not only read. Posters, diagrams, maps, tables, photographs, videos can be sources of visual information. For the same reason, in all classes and audiences there are always boards for writing with chalk or a marker - even the simplest data is always recorded. And the most effective method of visual learning is experiments and practical laboratory work.

Principle nine - first convey the essence, and then the details

We have already mentioned this principle several times when we talked about the didactic work of Jan Comenius, but it will only be useful to mention it again. Learning is associated with the study of huge amounts of data, so you can’t convey everything to students at once. Large topics should be broken down into subtopics, and subtopics, if necessary, into smaller subtopics. First, you should explain the essence of any subject or problem, and only then move on to discussing the details and features. In addition, the human brain initially captures the meaning of what it perceives, and only then begins to distinguish details. The pedagogical process must correspond to this natural feature.

Tenth principle - do not overload with information and give time for rest

In part, this principle is related to the previous one, but to a greater extent it is based on the fact that the human body must always have time to “recharge”. Even the most hardworking people realize the value of rest and good sleep. Learning is a complex process, and is associated with high nervous and mental stress, increased attention and concentration, and maximum use of the potential of the brain. Overwork is unacceptable in training, otherwise the student may be overwhelmed by stress, he will become irritable, and his attention is distracted - there will be no sense in such apprenticeship. According to this principle, students should receive as much information as their age characteristics allow, and always have time for rest. As for sleep, it’s 8 hours a day, so it’s better not to allow night vigils for textbooks.

On this, we will sum up the third lesson, and we will only say that students should learn to learn, and teachers should learn to teach, and understanding the psychological characteristics of the educational process can significantly increase the chances of success for both the teachers themselves and their students.

Surely you want to quickly find out what educational methods exist, because there is already plenty of theory, and incomparably less practice. But do not despair, the next lesson is devoted to traditional teaching methods - exactly those practical methods that have already been tested by many educators and hardened over the years, those methods that you can put into practice.

Visualization is one of the specific features of fine arts as an educational subject. Learning to draw from nature is already visual. It is impossible to conduct lessons in thematic and decorative drawing, lessons-conversations about fine arts without tables, models, drawings and reproductions from paintings by artists.

Visualization is a way to the knowledge of the essence of the phenomenon, to the disclosure of its characteristic properties and patterns. Visualization contributes to the development of observation and logical thinking in students. When students perceive objects and processes in nature, visualization serves as a source of knowledge, but when the objects being studied cannot be shown to students, visual memory helps to reproduce their images with the help of visual memory. Visualization helps to better assimilate many abstract provisions, i.e., contributes to the development of abstract thinking. In this case, it is determined by the peculiarities of the development of the thinking of children. In the early stages of development, the child thinks more in images than in concepts. At this time, concepts reach the child's consciousness much easier if they are supported by specific facts, examples, images.

In the process of cognition of the surrounding reality (the same in the process of teaching), all human senses participate. Therefore, the principle of visibility expresses the need for the formation of students' ideas and concepts on the basis of all sensory perceptions of objects and phenomena. However, the capacity of the sense organs or "communication channels" of a person with the outside world is different. According to experts, if, for example, the organ of hearing passes 1000 conventional units of information per unit of time, then the organ of touch passes 10,000 conventional units of information in the same unit of time, and the organ of vision - 100,000, i.e. About 80% of information about the world around a person receives through vision.

Thus, noting the highest throughput of information in the organs of vision, we put the principle of visibility in the first place. However, it provides not only reliance on vision, but also on all other senses. The great Russian teacher K.D. Ushinsky. He noted that the greater the number of sense organs involved in the perception of any impression, the more firmly it is fixed in our memory. 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 the information that comes only through sight, or only through hearing. The psychological foundations of visibility lie in the fact that sensations play a decisive role in human consciousness, i.e., if a person has not seen, heard, or felt, he does not have the necessary data for judgment. The more sense organs are involved in perception, the deeper and more accurate the knowledge of an object in a person.

plays an important role in teaching drawing visibility principle which consists in the fact that students go to reliable knowledge, referring to the objects and phenomena themselves as a source of knowledge. The visibility of education and upbringing involves both the widespread use of visual sensations, perceptions, images, and the constant reliance on the evidence of the senses, through which direct contact with reality is achieved.

The principle of visibility should permeate the entire system of teaching fine arts. The visibility of education consists not only in revealing the pattern of the structure of nature, helping children understand the process of constructing an image, but also in teaching them how to work. For example, a student has already understood that at the beginning of building an image, a drawing is applied with a light touch of a pencil, but in practice he does not succeed. The teacher shows how it is done. Another example. The student uses the eraser incorrectly: he either rubs it hard on the paper, which becomes soiled from this, and eventually rubs it to the holes, or he tries to erase the entire drawing. The teacher shows how to use an elastic band, carefully removing only unnecessary and incorrectly marked lines.

visual methods.

Visual teaching methods are understood as methods in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process. Visual methods are used in conjunction with verbal and practical teaching methods and are intended for visual-sensory familiarization of students with phenomena, processes, an object in their natural form or in a symbolic image using various drawings, reproductions; schemes, etc. In the modern school, screen technical means are widely used for this purpose. Visual teaching methods can be conditionally divided into two large groups: the method of illustrations and the method of demonstrations.

Method illustrations involves showing students illustrative aids, posters, tables, pictures, maps, sketches on the board, flat models, etc.

Method demonstrations usually associated with the demonstration of instruments, experiments, technical installations, films, filmstrips, etc.
Such a division of visual aids into illustrative and demonstration ones is conditional. It does not exclude the possibility of classifying individual visual aids as both illustrative and demonstrative. (For example, showing illustrations through an epidiascope).

Types of visibility.

The visualization used in the process of studying various academic disciplines has its own specific features and types. However, didactics studies the learning process as such, regardless of any academic subject, so it studies the most general types of visualization:

Natural or natural visibility. This type includes natural objects and phenomena, i.e. such as are found in reality. For example, in the learning process, plants or animals are demonstrated in biology lessons, electric motors in the study of physics, etc.

Pictorial visibility. This type includes: layouts, models of some technical devices, stands, various screen tools (educational films, filmstrips, etc.), graphic teaching aids (posters, diagrams, tables, drawings, etc.). This type includes most of the visual aids that are used in the learning process. The advantages of visual presentation (training films, for example) are that it makes it possible to show some phenomena at an accelerated pace (rust formation during metal corrosion) or at a slower pace (combustion of a combustible mixture in an engine).

A specific type of visualization is verbal visualization. This type includes vivid verbal descriptions or stories about interesting cases, for example, when studying history or literature, various kinds of sound means (video and tape recordings).

Another type of visibility is practical demonstration teaching certain actions: performing physical exercises in physical education classes, working with a certain tool in labor training lessons, performing specific practical operations when studying at vocational schools, etc.

All these main types of visualization are very often supplemented by another peculiar type, this is the so-called internal clarity, when in the learning process, as it were, reliance is placed on the previous experience of students, when they are asked to simply imagine some situation, some phenomenon.

Visualization types.

Visual aids can be divided into the following groups:

Objects that serve as objects of the image in the lessons of fine arts. Objects of cubic, prismatic, pyramidal, cylindrical, cone-shaped, spherical and combined shapes can be used as nature. It can be fruits, vegetables, dishes, furniture, books, work tools, flowers, vases, stuffed birds, animals.

Models explaining the constructive patterns of building objects, the laws of perspective, chiaroscuro, color science. These can be wire models of geometric bodies, household items, human figures, models of geometric bodies of plexiglass. To explain perspective abbreviations, they use models of rotating circles, squares on stands, and pinwheels to reveal the patterns of color mixing.

Methodical schemes, figures and tables. Step-by-step execution of a drawing or pictorial study. By replacing the teacher's drawing on the board, they save time. Dynamic tables.

Reproductions from paintings, drawings, images of objects, arts and crafts. Acquaintance with the work of outstanding masters of fine arts, with the art of folk craftsmen.

Demonstration visual aids (video films, CD, DVD, filmstrips, transparencies). The use of technical teaching aids to demonstrate a video film, filmstrip or transparencies about the work of an artist, about various types and genres of fine arts in the process of talking about fine arts activates the thought of schoolchildren, their emotional attitude to the material, and ultimately increases the effectiveness of the lesson.

Pedagogical drawing. Of particular importance in the pedagogical process is pedagogical drawing - showing the teacher the progress of work on the drawing, explaining one or another method of work with a pencil, brush, showing the constructive construction, the spatial position of the object.

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Used since ancient times. Having come to replace the verbalism of the medieval scholastic school, the sensualist approach to teaching became a noticeable step towards His humanization and democratization. The principle of visibility was developed by Y.A. Komensky, I.G. Pestalozzi, K.D. Ushinsky and other great teachers of the 17th - 19th centuries. At different times, they came to the conclusion that the effectiveness of learning increases with an increase in the number of analyzers (sense organs) that are used by students in learning. The possibility of presenting everything that is being studied for perception by various sensations (sight, hearing, smell, taste, touch) J.A. we spoke to the students, and the objects themselves, so that the students could touch them or their substitutes, examine, listen. However, the great teacher at that time could not deeply understand the role of visualization in teaching due to the positions he occupied. Speaking about the need for natural education of the child, he meant not its internal (anthropological) nature, but external (physical), which, according to P. Kapterev, led him in search of analogies for his pedagogical views on the path "not from nature to schools, but from school to nature.

Considerable merit in the development of this principle belongs to I.G. Pestalozzi, who, in understanding natural conformity, proceeded from the fact that the upbringing and education of the child should be carried out according to the natural course of development of the child’s inner nature. Visibility for a Swiss teacher is not a certain set of sensory impressions, but an exit to the development of such sensory elements of knowledge, which, acting as sensory alphabetic units of perception, allow the student to freely navigate in the complex. Therefore, any "elementary education" YG Pestalozzi advised to start with sensory perceptions.

A.Disterweg, developing these approaches to understanding the role of visualization in teaching, defined its function as a means of transition: a) from close to far, b) from simple to complex, from known to unknown.

K.D.Ushinsky attributed the living figurative word of the teacher to the means of visualization.

Thus, the development by the predecessors of the didactic principle of visualization led to an understanding of it as a means of sensory assimilation of the world in all the complexity of its hierarchy. Therefore, its composition includes not only natural, pictorial, schematic, audiovisual, but also verbal-figurative means. The role of the latter especially increases when the teacher has to acquaint the students with what he is not able to demonstrate in order to form certain sensory impressions in the pupils. In such cases, one has to create an appropriate image of the memorized object with the help of linguistic means based on one's own sensory impressions. But in order to do this, it is necessary to be able to convey their personal meanings of concepts to students. The only way of such transmission, according to the psychological theory of personal meanings by V.M.Leontsva, is the creation of an "aesthetic atmosphere". It is difficult to create it outside of emotionality. Regardless, we will move on to the next principle.

Didactic principle of emotionality.

Substantiated by the domestic didact V.I. Pomagaiboy. In accordance with this principle, it is recognized that pleasant emotions in the process of cognitive activity not only affect the expansion of students' mnestic capabilities, but also play an important psychological role. According to the author of the psychological theory of the dominant, A. Ukhtomsky, what is experienced emotionally is fixed in detail, clearly and deeply in the nerve centers. In the physiological aspect, this corresponds to an increased mobility of nerve elements, due to the activity of the autonomic and endocrine systems, which is a prerequisite for strong external influences and their adequate reproduction.

According to N.P. Bekhtereva, emotions have the greatest impact on the work of the cerebral hemispheres. In the optimal variant, the emergence of emotions takes place with the involvement of a small number of zones, where there is a shift above slow potentials, changing the properties of these zones. If the emotional factor in its intensity and duration exceeds a "certain optimum", then other "territories" of the brain zone are involved in the process.

However, as previously mentioned, the most important role of this principle emerges in the light of the theory of personal meanings by V. M. Leontiev. In accordance with it, for the subject of activity in achieving certain goals, mastering certain means, actions is a way of affirming his life - the satisfaction and development of both material and spiritual needs, objectified in the motives of activity. The function of the latter, taken from the side of consciousness, is that they allegedly "evaluate" the vital significance for the subject of objective circumstances and his actions in these circumstances - they give them a personal meaning that does not directly coincide with their active meaning. Under certain conditions, the discrepancy between meanings and meanings in the individual consciousness can acquire the character of a real alienation between them, even their opposition. Like the sensory fabric of consciousness, personal meanings, in contrast to meanings, do not have their own "supra-individual", non-penchological existence. If external sensibility connects meanings in the consciousness of the subject with the reality of the objective world, then personal meaning connects them with the reality of his very life in this world, with his motivation. According to A. Leontiev, it is the meaning that creates the passion of human consciousness. Under this condition, only the meaning filled with the appropriate emotional content allows one to think of the unknown objective world, which has never been revealed to the student in its sensually given objectivity. This is a kind of transitional bridge between the existing objective world, really unknown to the child, and the apprehensive image of the latter, which is formed in his mind. However, this is possible only if personal meanings are filled with a certain emotional content. Linear, devoid of emotional presence, the educational process gives rise to students' misunderstanding of new educational material, its memorization is weakened, and it is quickly forgotten.

The discrepancy between personal meanings and the objective meanings of the objective world often leads schoolchildren to so-called didactogenic neuroses. Because under these conditions, personal meanings begin to live as if in someone else's clothes. A contradiction arises that gives rise to this phenomenon, because, unlike the existence of society, as A.M. Leontiev emphasizes, the existence of an individual is not "self-proper", that is, an individual, without creating his own language, does not produce the meanings themselves. He can realize reality only through the assimilation of "ready-made" meanings from the outside - knowledge, concepts, views that he receives during communication. This is what creates the possibility of introducing into his consciousness, imposing on him either distorted or fantastic ideas and ideas. Some of them may not have any basis in his real life experience. In this case, they show instability in consciousness. Subsequently, turning into stereotypes, they become so capable of confrontation that only serious life confrontations can destroy them. But even their destruction leads to the elimination of the disintegration of consciousness, since it only creates devastation that can turn into a psychological catastrophe.

Psychology recognizes that the drama of the internal movement of a developed system of individual consciousness lies in the fact that the constantly reproducing mismatch of personal meanings, which have in themselves the intentionality, passion of the consciousness of the subject and "impartial" to him objective meanings, through which they they can only express themselves.

Thanks to the didactic principle of emotionality, the teacher gets the opportunity to purposefully influence the nature of this drama, since, as already mentioned, V.M. Leontiev proved that any complete transfer of an individual personal meaning to a second individual is possible only in conditions of aesthetic communication, emotional empathy.