Modern Textbook for Primary School: the Problem of Visualization

Abstract

А component of the reform of the educational system in primary schools is the modernization of textbooks in accordance with the declared results and content of education. The modern textbook is based on updated psychological, didactic and methodological foundations of textbook creation. One of the significant innovations is the transformation of the illustrative (visibility) component of the textbook into a visual one. This involves the use of modern forms of visualization of information for the presentation of the content of the subject, as well as the inclusion in the methodological apparatus of the textbook of tasks aimed at improving students’ perception of information presented in visual form and the introduction of visualization methods. For this purpose, textbooks may offer certain algorithms for processing visual content. Tasks may also include the use of data visualization, information, concepts, and strategies. The development of artistic and informational texts may include tasks aimed at reviving the visual imagination while reading. It is important to use interrupted format texts in educational books at all subjects, the elements of which are graphs, diagrams, color and font selections, drawings, maps, lists, symbols, pointers, links, notes, diagrams, tables, etc. A variety of textbook materials can also be achieved by using digital visual content. Optimal for ensuring educational goals is to supplement the printed (paper) textbook with its expanded digital version, which implements the use of a wide range of information and communication educational technologies. Fragmentary textbooks of the New Ukrainian School include these innovations, but there is no complete didactically and methodologically balanced system for visualizing educational information as a component of a modern textbook for primary schools. Its implementation should become the basis for achieving high results in the formation of visual literacy of students (the ability to “read” and “write” visual content), defined in the linguistic and literal, mathematical, natural, technological, social and health-saving, artistic educational fields.