Instructional Materials

Instructional Materials

 

educational resources used to improve students’ knowledge, abilities, and skills, to monitor their assimilation of information, and to contribute to their overall development and upbringing.

There are three basic types of instructional materials: concrete objects, including objects from the world of nature; representations of concrete objects and phenomena; and descriptions of such objects and phenomena by means of the signs, words, and sentences of natural and artificial languages.

The first type of instructional materials includes such objects and phenomena as minerals, rocks, raw materials, semifinished and finished manufactured articles, and plant and animal specimens. Included among these materials are reagents and apparatus for producing chemical and other reactions and for demonstrating and studying such reactions during laboratory sessions. Also included in the first group are materials and equipment for students’ expeditions and other travel, as well as supplies, instruments, and equipment for production training and for courses in drafting and the representational arts. Among such supplies, instruments, and equipment are wood, metal, plastic, and glass objects, measuring and monitoring instruments and equipment, equipment for the assembling and finishing of various products, and machines and machine tools.

The second type of educational materials, that of representations of actual objects and phenomena, includes three-dimensional materials (castings, globes, and experimental models), two-dimensional materials (charts, pictures, photographs, maps, diagrams, and drawings), and audiovisual materials (motion pictures, film clips, filmstrips, slide sequences, diapositives, transparencies, records and tape recordings, and radio and television broadcasts). Audiovisual materials, including the resources of films, radio, and television, help acquaint students with the achievements of modern science, technology, industry, and culture and with phenomena that are inaccessible to direct observation. Audiovisual materials also acquaint students with early periods of history and with distant places in the world and in space. Such materials elucidate natural and social phenomena and enable students to study the inner world of matter and the internal motion of waves, elementary particles, atoms, molecules, and living cells.

The third type of instructional materials, that of written descriptions, includes scientific, scholarly, reference, and methodological teaching aids, as well as textbooks, books of problems and exercises, books for recording scientific observations, laboratory manuals, manuals for production training, and programmed textbooks.

Another type of instructional materials is technological instructional media. Among these are equipment for the transmission and assimilation of information recorded on film or on phonograph recordings: film projectors, tape recorders, phonographs, and television sets. Monitoring devices include punched cards and various types of automatic apparatus. Teaching machines include language-laboratory machines, closed-circuit television systems, and computers.

Instructional materials are made to comply with functional, biotechnological, aesthetic, economic, safety, and hygienic requirements.

The most effective use of educational equipment is achieved by means of centralized study facilities.

The Scientific Research Institute for School Materials and Technological Instructional Media of the Academy of Pedagogical Sciences of the USSR was founded in 1965 in Moscow to deal with the theory and development of instructional materials and to help provide the most efficient and advanced instructional materials for secondary schools.

REFERENCES

Perechni tipovykh uchebno-nagliadnykh posobii i uchebnogo oborudovaniia dlia obshcheobrazovatel’nykh shkol. Moscow, 1977.
Solov’eva, E. E. Ekrannye posobiia na urokakh biologii. Moscow, 1971.
Oborudovanie nachal’nykh klassov. Edited by N. P. Konobeevskii. Moscow, 1971.
Tekhnicheskie sredstva obucheniia v srednei shkole. Edited by L. P. Pressman, Moscow, 1972.
Uchebnoe oborudovanie po fizike v srednei shkole. Edited by A. A. Pokrovskii. Moscow, 1973.
Shakhmaev, N. M. Didakticheskie problemy primeneniia tekhnicheskikh sredstv obucheniia v srednei shkole. Moscow, 1973.
Grabetskii, A. A., and T. S. Nazarova. Kabinet khimii. Moscow, 1974.
Zel’manova, L. M. Kabinet russkogo iazyka v srednei shkole, Moscow, 1974.
Pressman, L. P. Kabinet literatury vshkole. Moscow, 1975.
Oborudovanie kabineta matematiki. Moscow, 1975.
Samoilov, I. I. Uchebno-nagliadnye posobiia po geografii. Moscow, 1975.
Ispol’zovanie sredstv zvukozapisi v uchebnom protsesse. Moscow, 1975.
Materialy mezhdunarodnoi nauchnoi konferentsii sotsialisticheskikh stran po problemam shkol’nogo oborudovaniia. Moscow, 1975.

S. G. SHAPOVALENKO

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