ОСОБЛИВОСТІ ОРГАНІЗАЦІЇ ДИФЕРЕНЦІЙОВАНОГО НАВЧАННЯ В ПОЧАТКОВІЙ ШКОЛІ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

Abstract

The article reveals the peculiarities of the implementation of differentiated education in the educational process of primary school. It is noted that each child is a unique individual with unique natural gifts, psychological and physical capabilities, different levels of adaptation to learning. The refore, it is necessary to introduce differentiated learning into the educational process, which we consider as a specially organized educational activity of younger schoolchildren, in the process of which, with the help of taking into account individual characteristics, the selection of forms, techniques and means of learning, there is a direction towards the optimal intellectual development of each child in accordance with his typological characteristics. In order to determine the typification of primary education students, we analyzed the types of learning abilities of students, used the level assessment of educational achievements of primary education students and the typology developed by V.O. Sukhomlynskyi about the division of schoolchildren into groups and the choice of methods of managing their educational process, and used observation of students' educational activities, diagnostic methods, questionnaires, test tasks, and creative tasks. The stages of the implementation of differentiated education in the educational process of primary school are specified, which correspond to the stages of lesson organization and include checking the self-training of students of primary education, preparing them to learn new knowledge during the lesson, initial verification of awareness and understanding of new material, consolidation, generalization and systematization knowledge, instruction on self-training tasks. Attention is drawn to the fact that the use of differentiated education is worthwhile not only during the lessons in primary classes, but also in the process of self-training of students at home. The directions of differentiation of the learning process of third-grade students of the New Ukrainian School have been determined. Current techniques for organizing differentiated education in the third grade of the New Ukrainian School have been selected. Pedagogical conditions for the effective implementation of differentiated education in the educational process of primary school are analyzed.