ПРОБЛЕМА ОРГАНІЗАЦІЇ КЕРОВАНОГО САМОНАВЧАННЯ УЧНІВ З ХІМІЇ

Abstract

The article highlights the organization of self-directed learning of chemistry among pupils as one of the ways to enhance education quality in the conditions of distance learning. Today’s education aims to provide equal conditions and access to quality education to all. In this regard, it is crucial to organize self-directed learning which depends on both the pupil’s personality and the elements of the external system. The article specifies the teacher’s main objectives in terms of managing self-learning: a) to involve pupils in independent cognitive activities; b) to provide emotional support for pupils; c) to create a winning situation by applying individual assessment standards, as well as enabling examination of the obtained results by both the teacher and the pupils. Besides, the article formulates the principles for self-directed learning of chemistry among pupils: self-determination, openness, links between self-learning and practice, visualisation, proactivity, adaptability and interactivity. Importantly, one should take into consideration the specifics of the subject itself. It refers to the scale of the material, abstractness, as well as the leading role of tasks. The main components of managing self-directed learning of chemistry are as follows: “the system of problems” (a set of specially selected chemistry problems, standard and non-standard both in terms of solution and content) and “the level of independence” (how involved the pupils are in determining the goal and choosing the ways to achieve it). A detailed analysis of how today’s education develops and is updated allows one to discover the conditions for effective self-directed learning of chemistry among pupils. They are the following: focusing on the creative nature of educational activity; building individual educational paths; using the latest technologies under the needs of the educational process. Finally, the article clarifies the three levels of managing self-directed learning of chemistry among pupils: internal management (following the curriculum); internal self-management (following the pupil’s internal motives); external management (performed by the teacher in case of supplementing and correcting internal management).