The problem of classification of printed illustrative materials (on the example of geography textbooks)
Modern textbooks on geography, used in general education organizations, are not only carriers of certain knowledge, but also serve as a resource for the formation of skills and abilities to perform educational activities at the subject and meta-subject levels. The content of textbooks can be divided into two major blocks: the first is a text component consisting of main, additional, auxiliary, explanatory texts, and the second is a non-text component, which is a differentiated system of questions and tasks, a visual series of didactic illustrations and navigation elements of an educational publication. Each of the components of the textbook performs its didactic function. So the text component is the carrier of thematic information reflecting the content of the program on geography courses. Navigation apparatus, including content, indexes, rubricator, etc. it is intended for the organization of use of the educational edition by school students. The system of questions and tasks is intended for the organization of educational activities aimed at achieving learning outcomes stipulated by the Federal State Educational Standards and the Approximate Basic Educational Programs of the Basic General and Secondary General Education. A visual series of didactic illustrations is a collection of graphic and artistic images designed to accompany both the textual component and the organization of independent activities of schoolchildren.