ОРГАНІЗАЦІЙНО-МЕТОДИЧНИЙ СУПРОВІД ЗАСТОСУВАННЯ ІНТЕРНЕТ-СЕРВІСУ Н5Р НА УРОКАХ МАТЕМАТИКИ У 2 КЛАСІ

Abstract

The question of "How to teach?" especially relevant now, when our society has already begun to be called informational. Psychologists and educators in their research show that low learning performance, deteriorating performance of many students is usually due to the use of ineffective tools and methods of learning. Today the teacher has the opportunity to freely focus on a creative approach to the organization of the educational process. The rather rapid development of modern education requires new forms, methods and means of organizing learning. Modernity dictates the need for such an education that could prepare students for a full life with the ability to quickly adapt to new conditions, think critically, be active and multifaceted personality. Accordingly, the modern teacher must also respond to changes in the world, must be able to apply innovative information and communication technologies and convey information to children. The Internet provides many opportunities to use available and free tools, services and resources that can restructure the learning process, make it interesting, creative and creative, meaningfully and instrumentally enrich learning. The article considers the concepts of "Internet service", "interactive multimedia educational content", the concept of organizational and methodological support for the use of Internet service H5P in mathematics lessons in primary school and its advantages over other forms of methodical work. Diagnosis of the advantages and possibilities of using the H5P service in mathematics lessons in primary school and methodical recommendations for the organization of work with the use of the H5P service in mathematics lessons in the 2nd grade. Criteria have been developed and the levels of readiness of the teacher to use the H5P Internet service in mathematics lessons have been described. The use of the H5P online service in math lessons provides a feedback process between teacher and students; to increase the level of visualization of the submitted educational material; provide an individual approach to each student; provide the ability to model the studied processes or phenomena; organize frontal, collective and group work; to carry out constant control and assessment of students' achievements.