THE ROLE OF THE ILLUSTRATIVE MATERIAL IN THE STRUCTURE OF THE TEXTBOOKS ADRESSED TO JUNIOR PUPILS (THE SECOND HALF OF THE XX CENTURY)

Abstract

In the article scientific approaches to the problem of the significance of the illustrative material in the structure of school textbooks in the scientists’ works of the second half of the twentieth century are considered. The essence of this outside of the text component of an educational book structure is revealed (Ya. Komenskyi, S. Rusova, V. Sukhomlynskyi, K. Ushynskyi). Its main functions (the correspondence of illustrations to the content of educational material, information, communication of illustrations, realism, functionality, educational value, artistic and didactic correlation, didactic interconnection, integrity of illustration functions), defined by domestic and foreign scientists are summarized (H. Donskyi, D. Zuiev, V. Ryvchyn). The attention is focused on the peculiarities of
perception of visual images in the textbook by children of different ages (B. Butnyk-Siverskyi, H. Hranik). The possibilities of the illustrative material as a special tool of understanding and assimilation of the textbook learning material by younger students are revealed. Scientific literature analysis related to the given problem (A. Girniak, L. Zankov, K. Zahorulko, B. Karlavaris, Ya. Kodliuk, V. Kryshmael, I. Lerner, A. Popkov, H. Prodanovych, N. Prots, V. Tseitlin, N. Hrebtova and others) proves the importance of illustrations in the primary textbooks since this outside of the text element contributes to the enrichment and expansion of their direct sensory experience and the development of observation; knowledge of specific properties of objects during practical activities; better memorizing and effective assimilation of knowledge; creating conditions for the transition to abstract thinking; serves as a support for independent learning, systematization of the educational material.