CONTENT AND TECHNOLOGY OF PREPARING STUDENTS FOR PEDAGOGICAL ACTIVITY BASED ON THE PRINCIPLE OF VISUAL AIDS

This article investigates the content and technology of preparing students for pedagogical activity based on the principle of visual aids. The principle of visibility has been recognized as a foundational element of didactics since the work of Jan Amos Comenius in the seventeenth century, yet its application in modern teacher education requires substantial reconceptualization in light of digital technologies, cognitive science, and contemporary pedagogical theory. The study addresses the gap between the theoretical acknowledgement of visibility as an important didactic principle and the practical preparation of future teachers to apply it effectively in their professional work. The purpose of the article is to define the content of professional preparation related to the principle of visual aids and to propose a technology for its practical application in teacher training programmes. The research draws on both international scholarly literature in educational psychology, multimedia learning, and instructional design and the works of Uzbek scholars who have studied didactic principles in the context of national pedagogical practice. The article distinguishes between three generations of the visibility principle - object-based, image-based, and interactive-digital - and argues that modern teacher preparation must address all three. The main result is a four-stage pedagogical technology that guides students from theoretical understanding of the visibility principle through observation and analysis of visual teaching practices to independent design and reflective evaluation of visually supported lessons. The study concludes that the effective application of the visibility principle in contemporary education requires not only technical skills in using visual tools but also a deep understanding of the cognitive mechanisms through which visual information supports learning, and that teacher education programmes must develop both dimensions systematically.本文探讨了基于直观教具（Visual Aids）原则开展师范生教学活动准备的相关内容与技术路径。自17世纪扬·阿莫斯·夸美纽斯（Jan Amos Comenius）的研究以来，直观性原则便被视为教学论（Didactics）的核心要素之一。但在数字化技术、认知科学与当代教学理论的背景下，该原则在现代教师教育中的应用亟需开展系统性的概念重构。 本研究弥补了两大领域间的现存缺口：一方面，直观性原则作为重要教学论原则已获得理论层面的认可；另一方面，未来教师在职业实践中有效应用该原则的实操培养环节仍存在不足。 本文旨在明确与直观教具原则相关的教师专业培养内容，并提出一套可在教师培训项目中落地应用的实操技术方案。本研究的文献基础涵盖教育心理学（Educational Psychology）、多媒体学习（Multimedia Learning）与教学设计（Instructional Design）领域的国际学术成果，以及在乌兹别克斯坦本国教学实践背景下研究教学论原则的乌兹别克斯坦学者的相关著述。 本文将直观性原则划分为三代发展形态：基于实物的直观、基于图像的直观，以及交互式数字化直观，并提出现代教师培养必须全面覆盖这三类形态。本研究的核心成果是一套四阶段教学技术：该技术可引导师范生从对直观性原则的理论认知起步，依次经过直观教学实践的观察与分析环节，最终独立完成可视化辅助课堂的设计与反思性评价。 本研究最终得出结论：在当代教育中有效应用直观性原则，不仅需要掌握使用直观工具的技术技能，还需深刻理解视觉信息助力学习的认知机制；教师教育项目必须系统性地培养师范生这两方面的核心能力。