ІСТОРИЧНІ АСПЕКТИ РОЗВИТКУ ДОСЛІДНИЦЬКОГО МЕТОДУ НАВЧАННЯ ПРИРОДНИЧО-МАТЕМАТИЧНИХ ДИСЦИПЛІН (КІНЕЦЬ 50-Х РР. ХХ СТ. –СЕРЕДИНА 80-Х РР. ХХ СТ.)

Abstract

ntroduction. Nowadays, the nature of preparing a student for the conditions of today is subject of change. Every graduate of the school should be crea-tively involved in information progress, not only as a doer but as a researcher. School education has identified a competency path. In this way there are some difficulties, in our opinion, it is necessary to choose such methods that would contribute to the formation of certain competences. Purpose. Conducting theoretical analysis and general-izing the development of the research method of the late 50's to the mid 80's of the twentieth century. We hypothe-size that the formation of research skills in the lessons of natural and mathematical disciplines occurs in the context of the development of research method. Methods. The method of theoretical analysis is used in the work. Results. The research method acts by forming re-search skills. It is revealed that in the period of the late 50's to the mid 60's of the XX century in the methodology there was no concept of "research method", and therefore, the concept of "research skills in lessons" as such did not exist. Practical methods have been widely implemented. There was also the transition of some (botanical) skills to other (polytechnic). It is revealed that with the advent of the article by I. Ya. Lerner (1965) in methodology and pedagogy the re-search method began to introduce (in the classification of methods). Subsequently, the development of the research method began, although the definitions of "research skills" remained unaddressed. In the late 60's, attention was paid to the presentation of the finished material. There is a change in the internal characteristics of students' activi-ties in the process of skills formation, the degree of inde-pendence is low. In the 70's, attention was drawn to cognitive autonomy, the ability to learn independently. In the mid-1980s, attention to the research method became widely known. Originality. It has been established that since 1965, the research method has been reintroduced precisely in the lessons, whereas prior to this period, the introduction of different types of experiments, research was character-istic of extracurricular activities that were carried out in the school teaching and research areas. Practical skills were formed in the lessons, and therefore 1965 could be considered a year when the research skills began to form in the lessons of the natural sciences and mathematics. Conclusions. It is concluded that the research method is a way of organizing the highest level of cognitive inde-pendence of students. And, therefore, has a complex structure, because it combines knowledge, practical skills, methods of science with stages of cognition. Research skills are also transformed.