(CZ) Učební pomůcky a didaktické technika v socialistické škole
(EN) The Teaching Aids and Didactic Technical Devices in the Socialist School

1. The strategy of the prospective construction of the material and technical basis of the Socialist school, the teaching aids and didactic technical devices, must into account the following progressive trends of development: a) the educational content of the school, b) educational methods, c) the internal structure of the school system, d) the communication technical devices, e) international co-operation of Socialist countries.
2. The pedagogical relevance of didactic aids is determined by the degree to which they are functional and by their organic inclusion in the pedagogical process as a whole. No didactic aid becomes optimally functional unless it is used in the context with all the other elements of this process, if it is included in it in harmony with its content, with its environment and the general pedagogical situation.
3. The system of the media of educational influences may be structured into the following basic tiers: The first tier is formed by the reality of nature and society itself; this reality is ≫teaching aid number one≪. The second tier is formed by the active work of pupils in school workshops, on the land, in laboratories, in clubrooms and gymnasiums — where all sorts of apparatus, tools, instruments, toys and games are used. The third tier is formed by all sorts of didactic aids, used in the classroom and in the professional-training room in a dynamic and topical way. Finally the fourth tier is formed by everything that pupils are deliberately surrounded with, i. e. the static didactic decorative environment influencing the pupils permanently and serving to imbue them with desirable ideas and emotions.
4. The core of the teaching aids of the didactic technique are primarily all the material media serving to enrich the teaching process in the classroom (the third tier) in a topical and dynamic way, to make the acquisition, absorption, reinforcement and utilization of the subject matter as active and effective as possible.
5. The pictorial didactic technique is a valuable medium against formalism fostered by the hypertrophy of verbal methods of instruction; but the pictorial didactic technique itself must be kept within certain limits and become sufficiently functional so as to prevent verbal formalism being replaced by visual formalism. Therefore, apart from devices of the audio-visual type, the necessary component of the didactic media system must also be three-dimensional and dynamic devices of the stereo-moto-type. It is only the didactic unity of word — idea — act that provides a guarantee for school to overcome verbalism without sinking into didactic impressionism or narrow pragmatism.
6. The traditional golden rule of simultaneous perception of the subject-matter by all the senses is still valid today, but it must not be made absolute. So long as didactic technical devices aim not only at intensifying perception, but also at developing judgement, fantasy and other creative mental faculties, it is also necessary to use the auditive technique alone in order to provide room for pupils to supplement the perception of sound and spoken word by their own imagination, and, on the other hand, to use the visual technique alone to develop the pupils’ power of expression.
7. Development of the system of teaching aids and didactic technical devices necessitates purposeful co-operation of Socialist countries, which have identical ideological and pedagogical objectives-to educate young people for Socialism and Communism. The development of this cooperation ought to proceed according to plan from bilateral relations to multilateral relations, and from co-operation in the field of theory and unification of the basic parameters of didactic technical devices to a rational division ,of labour in the field of development, production and distribution of teaching aids.