ЗАСТОСУВАННЯ ГРУПОВОЇ ТА КОЛЕКТИВНОЇ ФОРМ НАВЧАННЯ НА УРОКАХ У ПОЧАТКОВІЙ ШКОЛІ

Abstract

The teacher’s activity is extremely multiform. He has to solve a whole set of tasks of the education, upbringing and development of pupils every day and every lesson. The complexity of the teacher’s work is caused not only by the wide range of tasks but also it depends on the variability and uniqueness of interaction with pupils that makes impossible any universal solution of pedagogical situations. It is well known that mechanical imitation of colleague’s lesson into another class or lesson (even if it is a very good lesson) may be extremely unsuccessful.The teacher should purposefully choose the best version for construction of the educational process to ensure the most effective solution of elementary tasks in a specific environment. Improvement the methodology of the realization of the lesson is the most important direction of the increase the quality of education and upbringing of the rising generation. At the same time, the teachers’ professional knowledge and ability to evaluate the quality of their work further to improve the methodology of the realization of the lesson.They distinguish the following basic forms of schoolchildren’s learning activities at the lesson as frontal, individual and group ones. These forms run through the whole educational process and contain all its components. They differ in the number of pupils and ways of work organization. Unfortunately, the teachers of primary school not always effectively use a certain form of learning organization, they do not aware and study its specificity. As a result, it usually essentially reduces the quality of the given educational material and the pupils’ knowledge.In the article we have systematically revealed the features of the use and organization of group and collective forms of work at the lessons at primary school. We have distinguished such forms of pupils’ educational activity at the lesson as frontal, individual, group and collective ones; we have shown their effectiveness in the conduction of Mathematics and Computer Science lessons. In particular, the disadvantages and advantages of each of them are described. Methodical peculiarities of the organization of group and collective forms of work in the process of studying of the initial course of Mathematics and Computer Science are distinguished. The peculiarities of the combination of different teaching forms are analyzed.