SCREEN TEACHING AIDS IN IN THE SCHOOL NATURAL EDUCATION BRANCH OF UKRAINE IN THE SECOND HALF OF THE 20TH CENTURY

Abstract

The article provides a historical and pedagogical analysis of the development of screen teaching aids in the school science education sector of Ukraine in the second half of the 20th century in the context of the formation and functioning of the classroom system of education. The relevance of the study is due to the need for a scientific understanding of the role of technical means of visualization in the context of the complexity of the content of science disciplines and the strengthening of the experimental orientation of the educational process. The purpose of the article is to clarify the features of the introduction and use of screen aids in the structure of material and technical support of school science classrooms.

The source base of the study is archival materials of the Central State Archive of Higher Authorities and Administration of Ukraine, as well as regional statistical data on the state of the material and technical base of general secondary education institutions in Chernivtsi, Dnipropetrovsk, Zaporizhia, Odessa, Kherson, Mykolaiv and Kirovohrad regions. The work uses methods of historical and pedagogical analysis, comparison and generalization.

It was found that the introduction of educational cinema, filmstrips, epidiascopes, television and other screen media was due to the need to visualize microprocesses, transient phenomena and objects inaccessible for direct observation within the framework of a school experiment. It was established that screen media did not function in isolation, but were integrated into the system of teaching aids along with laboratory equipment, natural objects, models, devices and printed visuals. It is proved that in the 1960s–1980s the state carried out a gradual technical equipment of schools with screen equipment and educational films, however, their number remained insufficient, and the level of methodological training of teachers did not always correspond to the pace of technical renewal. It was concluded that screen media significantly expanded the didactic possibilities of natural science education, but did not replace field experiments and laboratory activities, but functioned as an auxiliary component of the classroom teaching system.