RU2520049C2 - Human visual aid - Google Patents

Abstract

FIELD: personal use articles.

SUBSTANCE: invention relates to manual educational media bearing orderly positioned signs and symbols. The body has a base with information carriers in the form of signs and symbols orderly positioned on it and/or on its elements. Mounted perpendicular to the base are plates with information carriers arranged in columns, the first one containing one cell while the last one contains eighty-one cells. The columns are sectorally divided in multiplies of three, each sector categorially designated with a numeral divisible by three; the symbol of any cell contains the column ordinal number and a numeral corresponding to the cell position if counted from the base upwards; the categorical designations are positioned essentially parallel to the base. The plates are positioned in guides. Rolling movement means are mounted ion the support. The support is designed as having legs; between at least two of the legs is a tabletop for accommodation of operation means inclusive of PC elements.

EFFECT: increased convenience of use.

6 cl, 6 dwg

Description

The solution relates to manual training aids carrying ordered signs and symbols, with their elements placed on holders. The tool has the ability to rotate, parallel to the axis of which the elements are located, and on the surface perpendicular to it are concepts and symbols.

The existence and development of man is inextricably linked with the search, creation and improvement of a variety of benefits. They are simple and obvious at the first stages, and then with the expansion of the scope of activity and the use of the hidden forces of nature, benefits are increasingly an object of creative activity of a person whose properties are not abstract, but can be specifically known only by reflecting his present, past and future. Its avalanche-like development obscures the development of its essence by “fragments” of information, which often leads not to an answer, but to a question. An example of this is the Academy of Quality Problems initiated by MBPlushchevsky. Their device for visual modeling the structural content of problems and strategies for solving them according to RU 10921 is a Pandora’s box. It contains a pyramid deployed onto a plane, on the side faces of which there are pockets for placing replaceable cards with initiating questions, from successive answers to which strategies for solving problems develop.

The trend of cognition, as well as the evolution of benefits, goes from visibility to their abstract character, the apex of which are signs and / or symbols, among which the word, and then the letter reveal as nothing else the purpose and properties of the MAN. The sign system of writing, well known in ancient Egypt and Mesopotamia, contains a lot of elements that are in relations and connections, forming a certain integrity. In Egypt, no more than 700-800 picturesque signs were used. A total of 4000-7000 characters are used from the prevailing in China in the middle of the second millennium BC. hieroglyphic system with about 50,000 characters. On its basis, an ideographic-phonetic letter appeared in Korea and Japan, containing 1850 characters denoting a number of significant words. Other words and variable parts of words are written in syllabic alphabet. In such a letter, signs (symbols, hieroglyphs), conventionally depicting a unit of language, are used; it is ideographic (from the Greek. idea - idea, image), i.e. in images-ideas fix the development of man (人 - Chinese character).

The Greeks (Euclid, Plato, Aristotle, Stoics) came to the axiomatic construction of logic, and B. Spinoza and G. Leibniz developed a system-ontological concept. The works of the creator of the doctrine of the ideas of Aristotle, which covered all branches of the then knowledge, made it possible to master deduction. In turn, Plato, as a student of Socrates, who professed the desire for self-knowledge and the method of finding the truth by skillfully posing leading questions (mayevtik), was dominated by ideas - eternal and unchanging intelligible prototypes of things that always change and transitory being, while things are similar and reflect ideas .

Keeping up with Plato in the present, too, the educational device according to RU 76488 for teaching children at the initial stage of studying physics will allow for conscious self-improvement. This result is achieved by the fact that a set of identical in form and different in color and type of didactic material or its difficulty level of blocks containing colored cards with pockets and stripes allows you to build colored bars of the histogram using racks with a stand. In addition, the model will allow in a game form to see in numerical form the results of choosing the type of didactic material or its level of complexity.

For Spinoza, the world is a regular geometrically recognizable system, and nature is a single eternal and infinite substance, a cause of itself, its attributes are thought and extension, and its modes are things and ideas. In addition, man is part of nature, his soul is a mode of thinking, his body is a mode of extension. Moreover, the will coincides with the mind, and human actions are included in the chain of universal world determination. According to the linguist G. Leibniz, the real world consists of countless mentally active substances (monads) that are in a predetermined harmony. At the request of Peter I, he developed projects for the development of education and public administration based on New experiments on the human mind, where, in the spirit of rationalism, he developed the doctrine of the innate ability of the mind to cognize the categories of being and the universal and necessary provisions of logic that anticipated the principles of mathematical logic.

Leibniz’s doctrine contains elements of dialectics, then systematically presented by Hegel. Its central concept: development is an attribute of the activity of the world spirit, its timeless movement in the sphere of pure thought in an ascending series of increasingly specific categories (being, nothing, becoming, quality, quantity, measure; essence, phenomenon, reality; concept, object, idea) . In addition, Hegel identified and characterized the connections between nature and the subjective spirit, the objective spirit (law, morality, family, society, the state), as well as the absolute spirit (art, religion, philosophy). For him, the contradiction is the source of the development of the triad ascent from the abstract to the concrete.

Hegel's follower and his critic atheist L. Feuerbach considered a person outside his social relations. And the irrationalists Schopenhauer and Nietzsche see, first of all, the hostility of man to nature and society. These representatives of anthropologism did not consider man as a totality of social relations. Marx directed his efforts to solving this problem, in whose writings and especially in Capital the dialectic method was effectively applied.

These studies were accompanied by a classification of plants and animals of Linnaeus, based on the binary nomenclature, which led him to the assertion of the constancy of species and creationism (see, for example, the System of nature). To one degree or another, it has been used in anthropology since the mid-19th century, and its components in phenomenology. Kant, who developed a dualistic doctrine of things in themselves and phenomena experienced by experience, drew deep attention to the problems of the latter, which subsequently inevitably led to the assertion of the dialectical method. If binary is an attribute of the past, then the triad is an attribute of the future.

In turn, E. Husserl devoted his works to the discovery of the initial experience of consciousness. He began with an attempt to turn philosophy into rigorous science by the phenomenological method (see, for example, Logical Studies), and then sought to find a foundation in the Life World. The ideas about the life world have something in common with the Stages about the life path of Kiekegaard, who tried to contrast the objectivism of personality with the objectivism of Hegel’s dialectic. The psychiatrist Jaspers focused on revealing the ciphers of being, Buber's dialectical theologism was based on being, as on a dialogue between man and the world. Heidegger’s doctrine of being ({fundamental ontology) contrasts the authenticity of existence and everyday life, in this he sees the comprehension of the meaning of being (see, for example, Being and time). Turning to the same fundamental ontology, the journalist Sartre opposed objectivity and subjectivity in Genesis, and in the Critique of Dialectic Reason, he tried to supplement Marxism with existential anthropology.

Although the logic and mathematics of the naturalist Pierce, who identified truth with practical utility, is considered the founder of pragmatism, his contribution to the development of the science of signs and their properties is first of all invaluable. Dividing the point of view of Pierce, Jame saw reality only in the immediacy of feelings, in experience. Based on the premise: concepts and theories are just tools and adaptations to the external environment. Dewey created a pedocentric theory and teaching methodology. And according to the social psychologist Mead, the formation of the self reflects the structure of the interaction of the individual in various groups and consists in the assimilation of the meaning of symbols by him. Using these studies, pragmatics today is a section of semiotics, the basic concepts and principles of which were formed by C. Morris.

The cultural historian Dilthey developed the doctrine of understanding as a specific method of the sciences of the spirit, intuitively comprehending the spiritual integrity of personality and culture, interpreting being as an irrationally understood history. The founder of axiology and sociology of cognition, Scheler evolved to pantheism, contrasting Kant's ethics with the doctrine of feeling as an intentional act of comprehending value. The limitations of this approach, but rather the protrusion of individual details of the information reached by then, can be discerned in connection with a violation of the position formulated by Kant: scientific knowledge is a system. Following this principle, the natural scientist Darwin, on the basis of numerous information, both directly obtained and known to him from other sources, in the Origin of species through natural selection, Change in domestic animals and cultivated plants, as well as in the Origin of man and sexual selection, outlined the evolutionary system of occurrence and the development of the living.

The biologist Bertalanffy, guided by the general theory of systems, saw the main task in the development of the mathematical apparatus for describing knowledge. The Bertalanffy isomorphism complements the homomorphism - the correspondence between the objects of two sets, in which one set is a model of the other. So, according to N.I. Vavilov, in related plant groups, homologous organs arise from the common primordia in organisms of various systematic groups. Similar in basic structure and development, they can perform either the same or unequal functions. Focusing on the fact that the whole dominates the parts, Vavilov, in addition to the law of homologous series and hereditary variability of organisms, which he discovered, substantiated the theory of plant immunity and developed the concept of a Linnean species as a system.

Almost in each of these studies, the locality of the approach to the object as a person is visible. Moreover, with each successive achievement, the problems of interconnection, integrity, structure, connection of elements, relationships of subsystems, etc. are updated. With each step, the irreducibility of the properties of the system to the sum of the properties of its elements and the irreducibility of the properties of the whole from them are revealed. Another study also reveals the dependence of the element on the properties and relationships in the system, its functions within the whole. So, the fundamental irreducibility of the system to the sum of the properties of the components is obvious, and this leads to an illustrative construction and interpretation of their relationship. Nevertheless, the above studies show that the system is a whole with its parts, each of which is essential for its properties, without which there is no fruitful analysis of the system outside of synthesis. If, when studying a system, analysis is concentrated on the structure, and synthesis is focused on its functioning, then analysis will give knowledge, and synthesis will give understanding. In this case, the fixation of knowledge is a help for their explanation, since in an organized whole there can be no more order than information.

Information is the mediated existence of matter, fixed directly. So, genetic information is the transmission of a program about the composition, structure and nature of the substances that make up the body in the form of a set of genes. Information is the basis of training, i.e. purposeful and systematic knowledge acquisition, which certainly contributes to the availability of a training complex with an effective information retrieval system (IPS), in particular such as a library catalog.

IPS is defined by its elements, their interconnection, as well as their functioning in the system. The word is often chosen for the element of IPS, and now the machine word is becoming more widespread - an ordered set of characters, which is a computer code. The units of the language are innumerable even when turning the individual elements of the language and their combinations into lexemes. In practice, the vocabulary of the language is limited either by the object of study (study), or by the subject (means) of comprehending the object, and in everyday life by an active vocabulary, i.e. most commonly used. In any case, the vocabulary of the language (vocabulary) is an organized structure where words are combined or contrasted in one way or another.

Vocabulary is often executed in dictionaries, including language units selected by the compilers, arranged according to the selected principle and reflecting their meanings, as, for example, in the training manual-dictionary according to RU 2104584. A special place among them is occupied by systematically reflecting the body of knowledge of the encyclopedia. For the ancient Greeks, this word meant learning throughout the circle of knowledge. Every day the area of such a circle increases, and therefore the next volume of information remains outside the reference publications, as happened with the 35 volumes of the Encyclopedia published at the end of the 18th century, or the Explanatory Dictionary of Sciences, Arts and Crafts.

Any number of volumes of TSB, the British Encyclopedia, the Big Brockhaus, the Greater Laruss, etc. does not exclude the need for teaching aids. The most common textbooks among them. They accompany a person from ancient times, for example, to the Sumerian clay tablets about 4.5 thousand years. The depth of presentation of the subject determines the durability of the Beginnings of Euclid, traced in the third century BC, published 2,500 times in different countries. Visualization is no less important for the textbook, and therefore already in 1658 the World of sensual things in pictures appeared.

With a good textbook and a prudent method, a mediocre teacher can be good, and without one and the other, the best teacher will last a long time, and maybe never. KD Ushinsky set forth this covenant in his native word, which had 146 editions since 1864. Five years later, his fundamental work, Man as a subject of education, was released. The experience of pedagogical anthropology. Those very prudent methods and experiments of pedagogical anthropology are reflected today in programmed textbooks, where the WHAT (object) is supplemented by HOW (the path of study). With programmed training, the stages of the learning path are fixed and controlled, and this makes it possible to use teaching machines.

WHAT and HOW during training can be adequately disclosed by the system of semantic interaction of language units in the form of a semantics field, which is an intermediate language world (see, for example, Kuznetsova LI The concept of the semantic system of language and methods of its research. M., 1963). The semantics field IS, and the “harvest” from it can be taken only with good-quality seeds (WHAT), their timely planting (AS) at a certain depth to obtain the QUALITY of the product, the properties of which IS only when the thesis (WHAT and AS) is supplemented with an antithesis ( HOW and WHAT) to identify QUALITY. Such a triad is inextricable, and the triad rhythm is ubiquitous. Trinity (triad) - the basis of communication: the signifier - denotation (meaning of the sign) - signified. Here the signified is the result of communication, the content of the mark; and the signifier is its formal side. It is precisely such ways of analyzing linguistic means of cognition that are inherent in both the philosophy of logical analysis and linguistic philosophy. In the first case, they primarily use the apparatus of mathematical logic, in the second - the correct use of words, and therefore Wittgenstein tried to build an ideal language based on the language of mathematical logic. According to the doctrine of logical atomism, the logical structure of language is the image of the structure of the world. But the linguistic philosopher Ryle focused on the analysis of everyday language, reflecting to the greatest degree the combination of motor and reducible verbal and emotional responses. The studies of Thorndike, who developed a method for studying the behavior of animals with problem cells, the secret of which should be revealed to the animal itself, and formulated the law of trial and error learning, are in tune with this. The consistent zoopsychologist Watson, who proceeded from the fact that it is important to study learning processes, identified behavior with a system of visible and hidden motor reactions and limited it to a stimulus-reaction scheme. Tolman introduced a link into this scheme - intermediate variables (see, for example, Target behavior in animals and humans). This allowed a triad to close the basic pattern of behaviorism. Hull applied mathematical logic to this scheme, and this led him to a hypothetical-deductive theory of behavior.

The chain reaction of cognition should not so much be controlled as tracked. One of the attempts of this approach is the development by Karnap of the logical syntax of the language of science, as well as the development of inductive and modal logic, as well as the theory of semantic information. Modal logic, as a subsection of deductive logic, and inductive logic are united by the desire to catalog methods of reasoning from premises to consequences carried out by logical calculus. Such a sign system contains terms (words), formulas (phrases) and potentially significant formulas (phraseologies), which are the calculus language, the alphabet of the system, which uniquely defines actions in the system. Attributing symbols to the calculus of values (interpretation) transforms calculus into a formalized language. A formalized language that reflects the subject-predicate structure of statements is the basis of predicate logic that studies the universally valid relationships between statements about the properties and relationships of the object of study. To identify these properties and relations in the predicate calculus, in addition to the symbols of the propositional calculus (conjunction operations AND, disjunction OR, negation NOT, etc.), the logical equivalents of the words EXIST, ALL and SOME (quantifiers) are also included for qualitatively quantitative determination of the same the properties and relationships of the object of research, effectively developed by the members of the Vienna Circle, which led them to create the foundations of logical positivism, which denied the cognitive system of all previous philosophy and focused on comparative the theoretical concepts of science with observable objects. They focused on the logical language of science, taking the apparatus of mathematical logic as a means. The members of the circle sought to combine the verification method with the method of logical analysis and on this basis create a unified system encompassing both the natural sciences and the humanities (see, for example, Scientific understanding of the world. Vienna Circle. International Encyclopedia of Unified Science and the Library of Theory of Unified Science).

The fact that the participants in the Vienna Circle were the mathematician Godel, the physicists Schlick and Frank, the sociologist Neurath, the logician Reichenbach, who developed probabilistic logic for the interpretation of quantum mechanics, and the Karnap invited by them, not only dominated each of them, but also led them to the Unified Science, having lost the richness of natural language as the most important means of human communication. Such refining of thinking led to a loss of visibility and to a one-sided approach both in relation to the object of study and the method of cognition. In essence, this is a movement towards a dead language, while the exclusion of its varieties significantly impoverishes the content and splashes out the results inherent in the language since ancient times. It is appropriate to note here that, according to the theorem, Gödel’s logic and mathematician do not have a complete formal theory where all arithmetic theorems are provable. So, even arithmetic.

The language embodies the systematic organization of its units. This was realized already in the 5-4 centuries BC. the ancient Indian linguist Panini, who created an example of a systematic description of the language. The next example can be considered the works of Aristotle and, above all, his Category. In turn, the linguist V. Humboldt developed the doctrine of language as a continuous creative process that forms the organ of thought, and of the internal form of language as an expression of the individual worldview of the people. On this basis, he carried out a reform of high school education in Prussia.

The founder of didactics (see Great Didactics), a teacher of Comenius, who presented the theory of education and learning, developed a unified school system. It was supplemented by the research of Pestalozzi, the founder of the theory of elementary education, and his follower Disterweg, the author of numerous textbooks and works on pedagogy. In turn, Ushinsky approved in didactics the idea of upbringing education (see Man as a subject of upbringing. Experience of pedagogical anthropology).

Widely known are the methods of teaching and teaching aids set forth in the works of Piaget Logic and Psychology, Ananyeva On the problems of modern human science, Krutetskiy Fundamentals of Pedagogical Psychology, Durkheim Sociology of Education, Kaptereva Didactic essays. Theory of Education, Davydova Problems of Developmental Learning, Ilyasova The structure of the learning process, Vygotsky Pedagogical Psychology. They set out theories of the development of the psyche, conceptual thinking, speech, the connection between learning and development. This was preceded by the position put forward by Ya.A. Kamensky of the nature-conformity of learning. He believed that one should study only by following in the footsteps of nature, in accordance with which the basic postulates of learning were formulated, reflecting the laws of nature and man as its parts. Each of these sources is a familiar learning tool because of the performance of their book.

The provisions and developments mentioned above are reflected in numerous devices and teaching methods.

An example of this is the training book known from US 5133665. Nature conformity is illustrated by models representing the periodic system of US 3581409, 3724098 and 4199876. They have columns with cells, each of which has two characters.

The core of the subject is its program, that is, a systematic and hierarchical description of the knowledge and skills to be acquired. It captures the content of the subject, determines the teaching methods, the nature of the teaching materials, terms of study, and also forms the type of thinking of the student. So, a modern humanitarian institute, in a method of optimizing a training program in accordance with RU 2158965, is trying to choose a number of well-known programs with the formation and fixing of a list of conventional units of knowledge contained in educational materials. Then it is proposed to determine the significance of each unit of interest depending on the number of programs and / or training material, as well as the number of conventional units that the student learns during a given training time. By conditional units are meant the concepts or connections between the studied and known concepts.

Teaching, as one of the forms of activity, is essentially single, but evolutionarily it is fragmented. The Development through Education Foundation proposes to overcome it with a teaching aid on moral education in RU 25807. It is made by a book block with notebooks, teaching and teaching material in which is didactically linked and indicated by the appropriate class. At least three plates are mounted on a vertically mounted rod in a device for creative learning or self-training in accordance with RU 19195, in particular for educational logic games. Made his plate with removable elements that are carriers of information, which requires many manipulations to access the media. A relatively simple design according to US 5141439, providing for training in keywords and testing knowledge.

The systems according to US 4478582, WO 88/06327 and EP 0433847 are more complex, although the latter mechanical device is made without special holders for the elements forming the signs at their corresponding location. The training device according to US 5203706 is equipped with holders for elements in which each of them carries several different symbols, with only one symbol being used immediately, and panels and removable elements carrying signs are provided in the device and method of presenting facts according to GB 2278706. The volumetric model for language teaching in accordance with RU 2104582 is made in the form of a detachable pyramid, while the information depicted on the sides of the pyramid is an adjective in a positive, comparative and excellent degree, and in the textbook for the study of property relations in accordance with RU 2120665, a three-line table is provided , each of which relates to action on property, and of three columns, each of which relates to one property right. Much more complicated is the method of Andreev O.A. provided in RU 2084019 intellectual and spiritual development of personality according to matrix tables. The device for teaching and monitoring students according to RU 4849 is equipped with blocks for writing letters and sections for placing the control task, as well as a device according to FR 2759191. Text information in the way of quick memorization of text according to RU 2130202 is printed on separate pictures and written in a whole phrase from a literary work , and in the optimization method, training programs in accordance with RU 2158965 form and record lists of conventional units of knowledge contained in training materials.

The method of studying science as a language according to US 4820165 is very effective in classrooms equipped with video equipment, and the method of education according to GB 2209862 uses the methods of the Italian Montessori, as well as the educational device according to RU 5041, consisting of sheets with the studied symbols and illustrating their drawings, which have the possibility of visual combination, and this is only suitable at the very first stages of training. This direct reference to the Montessori principles emphasizes the one-sided nature of each of the above documents of protection, although even Marx knew that subsequently natural science will include the science of man to the same extent as the science of man includes natural science. This will be one science, the subject of study of which will be the person who knows and learns this knowledge, and the object of it will be that which exists as a given outside study itself, that can be studied by different sciences and even their sections. Thus, the comprehensive development of man as an end in itself will be realized, i.e. the training manual will be a structured set of scientific knowledge, points of view, concepts and theories presented from a certain author’s perspective, in this case from the perspective of a personal-active approach, and if a person wants to become a person, he needs to receive an education that is considered primarily as a social an institution with the function of cultural reproduction of a person or reproduction of a person’s culture in society.

Another type of combination is provided in the training device according to RU 15233, which has a base and information elements made in the form of sectors with the possibility of their reversal to the state of the circle. The functionality of this fan device is very limited. This also applies to the visual educational and developmental manual according to RU 2000110801, where the sectorial principle of material presentation is also maintained.

The categories were used in part and very fragmented ways to classify the language according to US 4731021. To present information on various plates in the plates and sliders, the training device for SU 1426469 has a base with U-shaped channels for accommodating sliders, some of which are made with pins and protrusions for fixing plates. The training manual in accordance with RU 8828 contains divided into parts a plate, movable tapes with text, one of which contains the studied term, and the other its interpretation, and a transparent plate attached to the plate. The device is simple and intuitive, although limited in the volume of the studied material.

The method and device of training according to US 4445869 can be used to test the knowledge of the learner in writing. It contains coded multi-colored cards with the keywords WHO, WHAT, WHERE, WHY, AND HOW, placed on them, in a box with guides for placing cards attached to the wall. A method for quickly memorizing a text in accordance with RU 2130202 provides for the introduction into a computer of text information with a whole phrase from a literary work and its reproduction on a display screen, and a method for developing intellectual abilities of a person in accordance with RU 2038819 contains blocks for presenting a user with audiovisual signals of images, symbols, names and indices.

A device for the development of a person’s personality is known according to RU 82365, which contains increasing radius circles divided into n + k sectors and characterizing consciousness, intelligence, emotions and the physical body, while sectors with the same numbers conditionally designate individual parts of the personality of the general multicomponent structure of a person’s personality. According to the authors, this device allows you to make more simple and effective the process of developing the integrity of the personality and the targeted formation of its properties and qualities. In the examples of using the device, however, the general multicomponent structure of a person’s personality is not given, but only certain parts of the personality are mentioned, which appear 1 - as a mother, 2 - as a daughter, 3 - as an adult, 4 - as a skier, 5 - as a specialist and etc. If in this case n = 5, then with the increase in individual parts of the personality, the size of the circles is unimaginable. As for the other individual parts of the personality, especially with the necessary properties and qualities for this, they will not reduce the size of the circles. Most likely, neither a skier, nor even an adult, will be provided with a device to assist in the targeted formation of their properties and qualities.

The information model of the curriculum of the subject according to RU 2117993 is known, which can be used as a visual aid. It contains a base body with information carriers in the form of terms and symbols arranged in order and placed on it and / or its elements.

In this manual, on the basis of the base, a solid cone-shaped body is mounted, consisting of information carriers in the form of a cone, which determines the level of generalization by the angle at the apex. Tables with systematized material located along the generatrices of the cone and pivotally connected to its top are attached to the data carriers. The structure of this model has four levels, the highest of which contains philosophical categories. The designation of the levels is introduced: (I, II, III, IV) and additional levels (1, 2, 3, 4 ...), and symbols of the type 1.2.1 are shown on the horizontal level. In addition, a planar representation of the model and its construction is provided with the preparation of a specification for it, as well as a description of terms, concepts, categories. Terms, concepts, categories of levels are spaced, and it is recommended to start filling out the model by choosing concepts of level III, which, however, violates the didactic approach. As for the philosophical categories, it is recommended to limit them because of the wide and voluminous presentation. This approach is not effective in relation to tables (position 6), their size will be either microscopic or gigantic so that the student has access to the systematized material of the table. Of course, there is no way to move the table around a circle formed by the section of the cone by a plane parallel to the base. The swivel joint with the apex of the cone of the numerous rods is not disclosed, and this excludes the use of the model declared by the applicant in accordance with his wishes. Archaicity and often absurdity (see, for example, the definition of matter) do not allow the student to receive not only knowledge, but also good information. The inability to industrially fulfill some of the features of the model (hinged connection of the rods to the top of the cone) sharply limits the alleged properties of the model and essentially excludes its implementation and use.

The task is to create conditions for studying the object in its full development by simple and affordable means.

Creating conditions for studying the object in its full development by simple and affordable means is ensured by the consistent and process placement of information elements.

To do this, in a visual aid containing a body with orderly information carriers in the form of terms and symbols arranged on it and / or its elements, they are placed in cells stepwise arranged in columns, the first of which contains one cell, and the last eighty-one.

The step-by-step arrangement of columns of information recorded sequentially reflects the moments of human development.

A cell represents a separate link to the user in a network of intersecting lines bounding columns and rows, which not only simplifies the perception of the manual, but also contributes to a comprehensive study of the properties of an object, if only because for many the term cell is associated with the phrase computer memory cell. This arrangement of cells allows you to split the sectorial columns multiple of three, with each of the sectors categorically denote.

The division of sectorial columns by a multiple of three, each of which is categorically designated, contributes to the creation of conditions for studying the object in its full development by simple and affordable means, since the simplicity and visibility of the network of cells described above is penetrated by the triad principle and mutual unity. Thus, the consistent and triad placement of information elements and the implementation of the principle all in one and one in all allow us to reflect the full and regular development of man.

Since each of the designations of any of the sectors contains a multiple of three, and the symbol of any of the cells contains the column number and the number corresponding to the position of the cell from the base of the column, the qualitative certainty of the manual is supplemented quantitatively, which allows you to firmly establish the properties of the object with a clear understanding of them connections for its study and understanding.

For the convenience of using the manual and its elements, plates with cells are installed perpendicular to the base, and categorical notations are located on a surface essentially parallel to it, which reflects the completeness of the development of the object with simple and affordable means. Thus, the properties and relationships of the information elements of the plates are fixed in successive and triad-placed categories to fully and naturally reflect human development.

The manual is equipped with guides for placing panels, and this provides easy and convenient access to directly studied media.

The provision of the manual with additional guides for plates with a number of cells of more than twenty seven, in at least one of the columns, not only provides ease of use, but also dramatically reduces the vertical dimension of the manual, contributing to its visibility.

Equipping the manual with rolling tools allows convenient access to information carriers without changing the user's position regarding the manual.

The provision of benefits to the support with the rolling means installed on it creates additional convenience for the user and contributes to the effective study of the object.

The optimal conditions for studying the object in its full development by simple and affordable means are provided by the allowance described by the given set of signs, in which the support is made with legs, between two of which a tabletop is installed to accommodate operating equipment, in particular computer elements.

The creation of conditions for studying the object in its full development by simple and visual means is ensured by the consistent and triad placement of the information elements available both directly and entered into the computer that are adequate to the user who is eager to know the complete and regular development of man.

Depicted on:

Figure 1 - allowance;

Figure 2 - view of the element of benefits;

Figure 3 is a view of the body of benefits from above;

Figure 4 - slot for the plate;

5 is a rolling tool;

6 is a fragment of text from a computer memory.

The manual contains the body 1 (figure 1). The body 1 has a base 2. On the body 1 and its elements 3, information carriers 4 are arranged in orderly terms and symbols.

Media 4 information is placed in cells 5 (figure 2). Cells 5 are stepwise arranged in columns 6. The first column 7 contains one cell 5, and the last eighty-one.

Placing information carriers 4 in cells stepwise arranged by columns 6, the first of which contains one cell 5, and the last eighty-one, in a visual aid containing body 2 having a base 1 with information carriers 4 arranged in order and / or its elements 3 in in the form of terms and symbols, it allows you to create conditions for studying the object in its full development by simple and affordable means, which is ensured by the consistent and process placement of information elements.

The step arrangement of information carriers 4, i.e. their successive change reflects the moments of human development. Each step is fixed by column 6, the first 7 of which contains one cell, and the last eighty-one.

Cell 5 represents to the user a separate link in the network of very simple intersecting lines that border columns 6 and are located one above the other row 8, which not only simplifies the perception of the manual, but also contributes to a comprehensive study of the object, if only because for many the term cell is associated with computer memory cell.

This arrangement of cells 5 allows you to split sectorially 9 (Fig. 3) columns 6 by three, and each of the sectors 9 is categorically indicated, which contributes to the creation of conditions for studying the object in its full development by simple and obvious means, since the above simplicity and visualization of the network of cells 5 is permeated with the triad principle and mutual unity. Thus, the consistent and triad placement of information elements 4 allows you to reflect the full and logical development of man.

Since each of the designations of any of the sectors 9 contains a multiple of three, and the symbol 11 of any of the cells 5 contains the serial number of column 6 and the number corresponding to the position of cell 5 from the base 2, the qualitative certainty of the manual is supplemented quantitatively, which makes it possible to firmly establish the properties an object with a clear awareness of their connections for its study and understanding.

To create optimal conditions for studying the object, namely the convenience of using the manual and its elements 3, plates 12 with cells 5 are installed perpendicular to the base 2, and categorical 10 signs are located on the surface 13, essentially parallel to it, which reflects the completeness of the object’s development with simple and clear means . Thus, the properties and relationships of the information elements 3 of the plates 12 are fixed by categories 10, while the sequential and process placement of the information elements 3 allows to reflect the complete and regular development of man.

The manual is equipped with guides 14 (Fig. 4) for placing the plates 12, which makes it easy to provide access to directly studied information carriers 4 deposited on each of the plates 12, which is convenient.

The provision of the manual with additional guides 15 for plates 12 with a number of cells 5 of more than twenty seven creates not only ease of use, but also dramatically reduces the vertical dimension of body 1 without loss of visibility.

The manual is equipped with 16 rolling means. The tool 16 contains the cheeks 17 (Fig. 5), in which the wheel 18 is installed. The presence of the tool 16 allows convenient access to the information carriers 4 without changing the user's position with respect to the manual.

For ease of use, the allowance is equipped with a support 19. The provision of the allowance with a support 19, on which the rolling means 16 are installed, creates additional convenience for the user, which helps to increase the efficiency of the study, and also helps to visualize.

The support 19 is equipped with legs 20 and a tabletop 21. A computer 22 can be placed on the tabletop 21. Thus, the optimal conditions for studying the object in its full development are provided with simple and visual means, which is characterized by the described set of features, in which the support 19 is made with legs 20, between two of which a countertop 21 is installed to accommodate operating equipment, in particular computer components 22.

The computer nomenclature 22 contains a nomenclature of terms with symbols 11 of each of cells 5, as well as categories 10 with their designations. The computer database 22 contains orderly placed phrases 23 (Fig.6), including the above terms and categories 11. Each phrase 23 is accompanied by symbols 11, as well as an indication of 24 borrowing frequencies.

The creation of conditions for studying the object in its full development by simple and visual means is ensured by the consistent and triad placement of information elements 3 available both directly and placed on the computer 22, which is adequate for a user seeking to know the full and regular development of man.

The manual works like this.

The student is located behind tabletop 21. He can sequentially from cell 7 1.1 - Be able to trace the development of a person to cell 5 81.81 - Truth. An appeal to any of the plates 12 will allow him to identify a process connection between the terms located in each of the cells 5. This connection was especially clearly reflected among the categories of 10 sectors 9. It, this connection, is crucial for any appeal to the manual.

The manual allows not only to determine the position and relationship of terms from 3321 cells 5, but also to obtain extensive illustrative material from the database entered into the computer 22.

When querying for any of the 3321 term or symbol from the series 1.1, 2.1, 2.2, 3.1, 3.2, 3.3 ... 81.81 on the computer monitor 22, one can observe phrases 23 from indexed terms, mainly sentences borrowed from printed texts, as well as their frequency of 24 uses .

Using the proposed set of features contributes to the affirmation of structurality, where structure is a system and, moreover, integrity whose activity prevails over the activity of its components. It will be both the subject and content of training, while the knowledge and means of educational activity will be assimilated: analysis, synthesis, generalization, classification; as well as iconic, linguistic and verbal means. The system will be reflected and reproduced by the individual experience of students in obtaining and finding concepts and general methods of action, as well as in reproducing them and applying them to solving specific problems. The product of educational activities will be structured and updated knowledge, as well as the ability to solve problems in different fields, which will largely determine the student's future activities, in particular the success of his professional training. For him, learning is development, while development creates opportunities, and training implements them.

Learning on the basis of the proposed method will have remote, not only immediate consequences in personal development; learning will go not only in step with development, but also ahead of it, causing neoplasms. And then development will not stop throughout life, changing only in direction, intensity, character and quality. Its common characteristics will be irreversibility, progress / regression, unevenness, the preservation of the previous in the new, the unity of change and preservation. Thus, the educational activity includes not only processuality and effectiveness, but also the structural organization and, most importantly, the subjectivity of learning.

Claims (6)

1. A visual aid for MAN, containing a base body with information carriers in the form of terms and symbols arranged on it and / or its elements in order, characterized in that plates with information carriers arranged in columns are installed perpendicular to the base, the first of which contains one cell, and the last one is eighty-one cells, while the columns are sectorally divided by a factor of three, each of the sectors is categorically indicated by a multiple of three, the symbol of any of the cells contains the column number number corresponding to the position of the cell from the base, and categorical designations are arranged substantially parallel to the base. 2. The manual according to claim 1, characterized in that it is provided with guides for placing the plates. 3. The manual according to claim 1, characterized in that it is equipped with additional guides for plates with the number of cells more than twenty seven, in at least one of the columns. 4. The allowance according to claims 1 to 3, characterized in that it is equipped with rolling means. 5. The allowance according to claim 4, characterized in that it is provided with a support on which the rolling means are installed. 6. The manual according to claim 5, characterized in that the support is made with legs, at least between two of which a worktop is installed to accommodate operating equipment, in particular computer components.

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