МЕТОДИЧНІ ЗАСАДИ СКЛАДАННЯ ТА ВИКОРИСТАННЯ РОЗРАХУНКОВИХ ЗАДАЧ ПІД ЧАС НАВЧАННЯ ХІМІЇ

Abstract

Modern education system is continually changing under the influence of the developing society demands to the learning results, the appearance of new technologies and the evolution of the approaches and methods used in educational practice. The generally accepted world standard of education uses the activity-based, personality-oriented and competence approaches in developing training courses for both secondary and higher school students. The transformation to the competence approach involves shifting the focus from the learning process to its results, concentrating on the formation and expansion of learners’ ability to act adequately, to apply their knowledge in real-life situations. The demands of the society to the educational achievements of yesterday’s scholar makes the constant control and adjustment of the educational process organization in order that the graduate of the educational institution should meet the real requirements of the fast-changing economics and have the potential for rapid adaptation both in the future profession and in the society. In this context, the school chemistry course plays an extremely important role as one of the keys to completing the natural and mathematical components of school education and promotes the improvement of almost all essential competences. An extremely important component of the chemistry teaching methodology is using the calculative tasks that makes it possible to implement the following principles of the learning: ensuring the independence and activity of learners; achieving the unity of knowledge and skills; linking learning to life etc . The systematic solution of calculative tasks helps wide learners’ outlook, develop logical thinking skills, cultivate independence, attentiveness, and the ability to analyze and show cross-curricular and intra-subject relationships. The article discusses theoretical, methodological and practical aspects of using calculative tasks under the conditions of classical and distance learning of chemistry. It reveals the sources of classification and features of compiling and applying the system of calculative tasks. The authors show the methodological significance of the correct using of the dimensionality of physical quantities and the accuracy of numbers in preparing and using calculative tasks. They emphasize the importance of familiarizing learners with the various methods of calculative tasks solving. Key words: school chemistry course, teaching methodology, calculative tasks, a system of calculative tasks, distance learning, chemistry teacher training.