• Classification of learning aids found justification in the works: Yu. Babanskoho,
R. Osadchuk, N. Polovnikovoi and other scientists. Analysis of the literature on this
issue allows to draw conclusions about the absence of clearly defined boundaries of
classification. Based on the analysis of pedagogical sources, A. Kuznetsova identifies
three groups of means:
• by the nature of the impact on schoolchildren (visual, audio, audiovisual)
• in accordance with the principle from simple and concrete to complex and
abstract (originals that are demonstrated in actual conditions; originals placed in
artificial conditions; model equivalents of originals; symbols; programmable textbooks
and didactic machines)
• by complexity (simple - artificial objects, modules, paintings, diagrams;
complex - various mechanical and electrical devices: film projectors, television
equipment, tools that automate the learning process [24 p. 61].
Also, as a separate group, scientists call programmable teaching aids
(programmable textbooks, collections of exercises and tasks, training and control
machines, signal cards, algorithms). Handouts with printed material come out on top
in the survey of teachers among programmable teaching aids and computers [7, p. 67].
Thus, the handout, in our opinion, according to B. Furman’s classification, belongs to
the working auxiliary means of training. The analysis of pedagogical literature led to
the conclusion that the teaching aids perform various functions:
• cognitive (provides thinking processes with many details that are lost in abstract
concepts, helps to reveal the internal qualities of objects, phenomena, items) and
management (cognitive activity management; interaction of subjects of instruction —
teachers and students, teacher’s use of various sources of information; release of time
for and carrying out individual work with students, the formation of positive motives
for learning) (V. Shatalov) [35, p. 124];
• stimulating (awakening students' interest in learning) and motivational (forming
an internal learning and cognitive motivation and a positive attitude towards the
material to be studied) (V. Hladkykh);
• cognitive, formative, didactic (L. Gerasimenko) [10, p. 43];
• optimization, which makes it possible to achieve the highest possible results with
the least amount of time [10, p. 134].
Thanks to the means of instruction, the speech of children is enriched, they learn
to express alternative opinions. These functions of training aids do not exist in
isolation, they are intertwined and complement each other. So, for example, when
acquainting oneself with a new material, the cognitive function alternates with didactic,
formative, developing, and educational. Formative function is closely related to both
cognitive, didactic, and cognitive management function, when it is necessary to
develop the strength of memorization or the ability to think independently in students.
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