The didactic communication cannot be reduced to mere conveyance of knowledge, as it involves the permanent and profound psychological stimulation of the students. We should keep in mind that the education aims at the social and professional integration of the young generation and therefore it should be considered within the system of the social-cultural elements. Thus, the didactic communication is more complex than the conveyance of information. It becomes demonstration, and direct reference to the natural and social life. The teacher spares no cognitive and psycho-social effort to bring the students closer to the real and concrete objects aiming at developing their capacity to receive abstract information, shapes, and relationships. Therefore, we can consider that the teacher has in view the capacity of the students to obtain correct perceptions and representations. The teacher merges the abstract explanations with images, sounds, and movements. Such demonstrative objects involved in most didactic activities are based on the utilisation of certain educational means.