The basis of the use of technical training tools as a source of knowledge are well-defined mental processes. The teacher introduces such stimuli into the class that strongly affect the student's senses, fundamentally rebuilding all of his mental functions. The visual and auditory analyzers involved in the process of perception help to obtain a more complete and accurate understanding of the issues being studied.
For the perception of technical means it is very important that visual analyzers have a significantly higher throughput than hearing aids. But the trainees receive basic information using signals that are perceived by auditory analyzers. It follows that the visual analysis of the torus has significant potential reserves for increasing the input of training information with its help.
The highest quality of mastering is achieved with the direct combination of the word of the teacher and the image shown to students in the learning process. And the technical means of education make it possible to use more fully the capabilities of the trainees' visual and auditory analyzers. This affects, first of all, the initial stage of the process of assimilating knowledge — sensation and perception.
This is explained by the fact that audio-visual aids influence the creation of conditions necessary for the process of thinking that underlies comprehension. If the material used must evoke certain feelings and experiences, the emotional potential of the means used is decisive. Color, moderate musical accompaniment, clear and thoughtful narration or teacher's comment are significant in the perception of any technical means of education. This does not preclude the use of only visual or sound transmission of information depending on the objectives of the lesson, the content of the material, the age, experience of children, etc.
The change of shots in the film, slides, etc., demonstrated by means of technical facilities of objects requires close attention, otherwise the student will not be able to answer the questions, tell about the processes and phenomena he has seen, because all this is usually not shown in class. . It requires attention and listening, which, in turn, fosters a sense of language. Thus, listening to sound recordings that combine word and music, develops attention span in students. Auditory memory, imagination, forms the skills of observation of the word, brings up the aesthetic taste. Using technical means of education, it is necessary to consider the following psychological features of attention.
Auditory memory, imagination, forms the skills of observation of the word, brings up the aesthetic taste. Using technical means of education, it is necessary to consider the following psychological features of attention. The focus of attention — keeping attention on one object. The stability of attention, which even with active work with the object being studied, can remain in children for 15-20 minutes, and then require a shift of attention, a brief rest. Switching attention — moving attention from one object to another. When demonstrating visual aids in the form of maps, posters, etc. it is difficult to manage the focus of attention of all students in a class or inmates of a kindergarten group.
Technical tools allow you to give information in the right order and in the right proportions, focusing on those parts of the object that are currently the subject of discussion. Such organized management of the attention of schoolchildren contributes to the formation of their most important general academic skill — the ability to observe.
Тechnical means of education help develop students' ability to compare, analyze, draw conclusions, bring to the logical end the student’s wrong reasoning, which is extremely convincing, but not always achieved by the teacher’s word.
Тechnical means of education make it possible to widely use various textbooks in which students, in the process of assimilating information or its consolidation and generalization, can add something, finish drawing, fill out, as well as make teaching aids on their own and protect them in class. Students with the help of many technical means can formulate their questions, request help from the computer, determine the optimal pace for studying the material and return to their experience as many times as necessary.
Before the viewer passes a series of images of the object, each of which may not be similar to the other, although they all display only one object. In his mind, these images identify only one object. In his mind, these images are identified with a real object. Such identification occurs even if the viewer has not seen this object in kind. The image of the object is then born by comparison with some familiar object.