THE METHODICAL DEVELOPMENTS FOR DIFFERENTIATED TRAINING
Journal Title: Вестник Харьковского национального автомобильно-дорожного университета - Year 2018, Vol 80, Issue
Abstract
The scientific problem is connected with significant variation in elementary theoretical knowledge levels among students in academic groups, which creates difficulties during training in high school. The goal of the study is to provide optimal conditions for students’ cognitive activity and the alignment of the knowledge level in the academic groups on the basis of the development of the differentiated tasks in chemistry considering individual differences in students’ educational abilities. Methodology. The developing and approving the book of Problem Exer-cises in chemistry directed to the differentiation of educational tasks. The book is developed on the ba-sis of the distributing material graduated by the levels of difficulty, and by the form of control of educational components. Results. The experience of the development of a differentiated book of Problem Exercises in chemistry for technical universities’ students is brought. It is shown that the main purpose of the differentiated approach to training is to provide optimal learning conditions for students with different initial level of knowledge of the disci-pline, individualization of training and alignment of knowledge level in groups. Originality. On the basis of discipline «Chemistry» problems and tasks differ-entiation by the levels of difficulty and existence of creative aspect it is possible to reach: the increase of efficiency and quality of training due to fast alignment of level of theoretical knowledge and abilities to solve problems in the academic groups; the optimal conditions for cognitive activity of stu-dents; the individualization of training providing profound knowledge; the developed skills of indi-vidual activity. Practical value. The developed book of Problem Exercises in chemistry belongs to me-thodical textbooks of the new generation and can be used in different types of educational activity. Tasks, differentiated by levels of difficulty, can be used during practical classes, laboratory works, tests and during students’ self-study. The criteria of its efficiency is the use of various training techniques, the differentiated approach in a material statement, the development of students’ individual thinking and skills, possibility of integration of the gained knowledge in professional activity.
Authors and Affiliations
E. Hobotova
Keywords
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