The main motive of this work is that any modern physics teacher should be able to create digital aids. The teacher's ability to implement virtual creative projects in the field of analysis has a decisive influence on the formation of this ability. As the process of creating digital visual aids consists of implementing creative methods of action, it was determined that the future teacher should conduct analytical research in this direction from the student period.

The purpose of the work is to consider the advantages and disadvantages of virtualized educational aids over natural visual aids, the difficulties encountered during their implementation, ways to solve them, and the pedagogical features of using visual-analytical methods to create digital visual aids. The works of the founders of pedagogy, works published in peer-reviewed scientific publications, and digital-analytical technologies used as research materials. The issues of promoting the algorithm for the formation of an analytical approach in the minds of future teachers in higher education institutions in the creation of a virtual research environment recognized as relevant. Implemented the concept of visual analytics, pedagogical situations presented and theorems proposed. In result of the study, the level of completion of these tasks by students was analysed. The main pedagogical features of using visual-analytical methods defined at the time of to create visual educational tools.