Problems of Perception of Audio-Visual Information in Studying History

Abstract

building on the basis of universal humanvalues, society becomes increasingly aware of the fact that the humanities, especially history, should have priority in education. The purpose and content of historical education are being changed, and sources forhistory classes are being enlarged. New teaching aids are produced, including a variety of audio-visual ones-films and videos, LPs, slides, posters. All of these are available to a history teacher. However, despite the increasing production of audio-visual materials, good projectors and VCRs intended for schools, teachers are often conservative about using them. School researchers offer several explanations for this. One explanation is that many audio-visual materials quickly become obsolete because they are based on preconceptions. West German pedagogue H. Heinrichs noted: A teaching film often gives a lop-sided view of events. By representing and guarding the interests of definite groups, it is not free from prejudice in its interpretations.' Another important influence on the use of audio-visual materials has been exerted by greater emphasis on individual and group work in the class, after a long-standing tradition of dealing with the class as a single whole. Logically, new means of information technology are required to address this tendency.