ТЕОРЕТИЧНІ ЗАСАДИ ДИФЕРЕНЦІЙОВАНОЇ РОБОТИ УЧНІВ ПОЧАТКОВИХ КЛАСІВ З ТЕКСТАМИ: ДО ПИТАННЯ ПРО ФОРМИ ДИФЕРЕНЦІАЦІЇ

Abstract

The article focuses on the forms of differentiation as an important aspect of the theoretical foundations of differentiated work of primary school students with texts. The bases and criteria, directions, forms and types, kinds and ways, levels of differentiation offered by scientists and methodologists are analyzed. In particular, according to P. Sikorsky, the basics of differentiated learning include the differentiation of goals, objectives, content of education, forms of learning. According to R. de Groot, the components of the educational (sub) system (state education system, school, classes) are levels (macro level, meso level and micro level), and, accordingly, differentiation between schools, differentiation between classes or streams, differentiated learning of groups of students ; the result of combining different areas of differentiation (educational goals, content of education and time, types of educational activities, etc.) in the category (forms of differentiation): differentiation by time, conditions or goals of education. Types of differentiated learning are revealed. It was found that in scientific and methodological sources, external and internal differentiation are considered forms of differentiation or its types. Different views of scientists on the essence of external and internal differentiation are considered: first, it is "external" ("profile") differentiation and "internal" ("level") differentiation, (respectively – differentiation of training and differentiated training); secondly – external differentiation, which is divided into level (for primary school) and profile (for high school), internal differentiation (teaching all students in a common curriculum, without creating separate groups or classes); third – external (profile) and internal (level) differentiation. According to O. Savchenko, in primary school external differentiation is applied by creating educational institutions of different types, different conditions for teaching students, using different programs; internal differentiation affects the content of tasks, duration of tasks, etc. Ways to use external and internal differentiation are clarified. The forms and methods of differentiation that are the most optimal for effective differentiated work of primary school students with texts are outlined. Key words: differentiation of training, forms of differentiation of training, types and ways of differentiation of training, training of pupils of initial classes, work with texts, differentiated work with texts.