Keyword: «visibility»

Working within the Conceptual Metaphor Theory, we analyze linguistic data used in conceptualization of importance in the Russian language, including material from dictionaries and a dictionary of associations. In our earlier work we have established existence of several elements of the source domain (weight, size, height, visibility). In this paper we look for explicit or implicit meaning of importance in the lexicographic materials associated with corresponding adjectives within the source domain, and for the underlying common semantic feature that allows these concepts to be used for description of importance.

The article considers a system of visual teaching aids that can be used in teaching technical disciplines in a modern technical school. Visual methods are divided into the method of demonstration, the method of illustration, observation and video method. Each of the visual methods is important in its own way in the organization of training. Visualization contributes to the acquisition of conscious and solid knowledge, it implements the connection between theory and practice, promotes the development of abstract thinking based on the connection between the concrete and the abstract, forms the cognitive interest and activity of students.

This article examines the principle of visualization of learning from the perspective of the thinking characteristics of the modern generation, which manifest themselves in the form of difficulties in maintain-ing attention when studying material. An analysis of the educational and methodological kits of A.P. Kiseleva, A.V. Pogorelova and L.S. Atanasyan, who plays a special role in studying the basics of planimetry on the topic «Triangles», aimed at determining the most appropriate Federal State Educational Standard. An analysis of various information systems was carried out, which made it possible to identify a suitable environment for creating an interactive textbook on geometry, based on the textbook by L.S. Atanasyan. Its capabilities are demonstrated and the strengths of its use in a school geometry course are highlighted, as well as examples of its use in a school course, both by teachers and students, are given.