General Secondary Education Institutions Research Articles

OPEN EDUCATIONAL PLATFORMS FOR THE PROFESSIONAL DEVELOPMENT OF TEACHERS OF SCIENCE, MATHEMATICS AND TECHNOLOGY

The article is devoted to the problem of studying the professional development of teachers of science and mathematics education and technology in the conditions of martial law. The purpose of the article is to characterize open educational platforms for the professional development of teachers of science and mathematics education and technology. These platforms include: the social project «Coaching for Ukraine» created by the AcademyOcean team, which operates with the support of the state; training courses for teachers on the Prometheus+ platform; professional development courses on the Iteacher platform; the Ukrainian educational online portal for teachers «Na urok»; the educational project «Vseosvita»; and the online education studio Educational Era (EdEra). The experience of the Institute of Postgraduate Education of Borys Grinchenko Kyiv University, where instructors have developed and implemented original training courses for teachers with different levels of digital competence, is highlighted. It is emphasized that the professional development of teachers with the active use of open educational platforms takes place in accordance with the principles of open education. It has been found that the content of the in-service training of teachers of science and mathematics education and technology in the context of the use of digital tools in the educational process contributes to the renewal of the organization of the educational environment of a general secondary education institution in a remote mode, highlights the features of the learning process organization of students in synchronous and asynchronous modes. It has been proven that the use of digital tools by a teacher is closely related to his digital competence, which needs attention from the professional development system.

ПІДВИЩЕННЯ РІВНЯ ОСВІТИ У СФЕРІ КІБЕРБЕЗПЕКИ, ФІНАНСОВОЇ ТА ЦИФРОВОЇ ГРАМОТНОСТІ ЯК ЧИННИК ЗНИЖЕННЯ РИЗИКІВ НА КРИПТОРИНКУ

The article substantiates the need to improve the level of education in the field of cyber security, financial and digital literacy as a factor in reducing risks in the crypto market. The authors describe global socio-economic trends of the rapid development of digitalization of social life; highlight the problems caused by the low level of financial and digital literacy; analyze the publications of scholars on financial and digital literacy in the field of cryptoassets circulation, as well as the impact of financial literacy on investment decision-making; assess the practical developments of Ukrainian regulators in creating institutional and legal frameworks for improving the level of financial and digital literacy, as well as cyber security. The authors argue that the actions of educational managers should be aimed at ensuring the improvement of financial literacy, digital competences and cybersecurity skills for middle school students in the general secondary education institutions of Ukraine. The authors note that the educational content should also be developed in accordance with the State Standard of Basic Secondary Education of the New Ukrainian School (NUS) in terms of acquiring key competencies and cross-cutting skills. This will allow students: think critically and systematically when making financial and investment decisions, which will ensure the future well-being and financial stability of the household; solve a wide range of problems with the widespread use of digital technologies; assess the risks of working in cyberspace using the cybersecurity skills acquired during the course; increase the level of knowledge gained in adulthood in the context of lifelong learning. It is concluded that it is expedient to increase the level of financial literacy, digital competences and cybersecurity skills for students of secondary schools in Ukraine. The authors also emphasize that the introduction of such a combined training course will ensure preventive activities and potentially reduce the burden on law enforcement agencies in terms of investigating financial, crypto and cybercrime, which are primarily related to the lack of awareness of citizens.

Designing a Distance Course for Developing the Art Teachers’ Media and Information Literacy

Currently, media literacy is a necessary component of the general information culture of a person, which becomes absolutely crucial in the conditions of Russia’s military aggression and the harsh realities of the Ukrainian information space with numerous examples of spreading untrue, unverified, and “fake” information. In recent years, the concept of “media information literacy” (MIL) has become normalized in scientific circulation. It implies recognition of the leading role of information and media in everyday life, enables citizens to understand the functions of mass media and other information providers, critically evaluate their content and make informed decisions. In the documents of UNESCO and the European Commission, the concept of MIL is used as a universal term that denotes a set of knowledge, attitudes, abilities, and skills that allow access to information and knowledge, analyse, evaluate, use, create and disseminate them with maximum productivity in accordance with legislative and ethical standards and with respect for human rights. The article highlights the process of designing the distance course “Media Literacy in Art Classes” for teachers of general secondary education institutions that teach the courses of the art cycle, in particular, the integrated course “Art”. Scientific sources and legal documents were analysed to clarify the essence and modern interpretation of the concept of “media information literacy”; a number of mass open online courses on media literacy were considered; a survey of art teachers was conducted. According to the results of the survey, 6 topics, which were the most interesting to the respondents, were selected and the structure of the distance course, designed for 30 hours, 1 ECTS credit, was formed. The content of the course includes the study of the peculiarities of perception and critical evaluation of visual and audiovisual arts, as well as various aspects of the impact of media arts on the content of media messages. The course can be offered to teachers, especially teachers of primary school and courses in the educational field “Art”, as a certification programme in the system of advanced training.

STEM IN ACTION: VIDEO COURSE “ARDUINO IN TINKERCAD

In the context of an integrated approach to education, this paper emphasizes the importance of utilizing video resources as a powerful tool for STEM education. The authors present their experience in creating a series of video lessons aimed at disseminating knowledge on Arduino programming using the TinkerCAD platform. The use of this platform allows individuals to learn programming even when access to physical Arduino boards is limited, which is especially relevant in the face of destructions in Ukraine’s educational infrastructure and mass migration of educational participants. The need for multimedia Ukrainian content on YouTube is stressed as a means to popularize knowledge about methods and techniques of Arduino programming in TinkerCAD among a broad audience, including students of different age groups and educators interested in electronics and STEM education. The content of the video lessons is described, highlighting their significant feature — the hyperlink of TinkerCAD projects. This interactivity enables teachers and students to actively improve their skills and projects while simultaneously watching video lessons, simplifying the learning process. An analysis of the author’s YouTube channel demonstrates substantial interest in this content, both from students of general secondary education institutions of Ukraine and viewers of arious age groups from different countries. This popularity attests to the relevance and importance of the “Arduino in TinkerCAD” video course as a whole. In conclusion, this article will be a valuable instructional resource for educators seeking to implement innovative teaching methods for STEM subjects using Arduino, especially in the face of modern challenges.

КОРРЕКЦИОННО-ПЕДАГОГИЧЕСКАЯ РАБОТА ПО ФОРМИРОВАНИЮ НАВЫКОВ СОЦИАЛЬНОГО ПОВЕДЕНИЯ, КОММУНИКАЦИИ И ВЗАИМОДЕЙСТВИЯ У ДЕТЕЙ ДОШКОЛЬНОГО ВОЗРАСТА С РАССТРОЙСТВАМИ АУТИСТИЧЕСКОГО СПЕКТРА

Abstract. The article presents the results of experimental work on the development and testing of the content, forms and methods of forming social behavior, communication and interaction skills in preschool children with autism spectrum disorders. The content of remedial classes in two directions “Formation of social behavior” and “Formation of communication and interaction skills” was tested; within each direction, several blocks were identified that provide children with autism spectrum disorders with advancement in the most difficult areas of socialization for them. The experimental activity took place in three stages: organizational-diagnostic, correctional-developmental, and reflexive-evaluative. In the course of the experimental activity, both traditional and specific teaching methods were used, taking into account the leading type of activity of the preschooler – the game. Positive dynamics in the development of communication skills, interaction and social behavior were noted. At the same time, the uneven development of skills was empirically determined: the greatest changes occurred in the areas of social awareness and social contact, while less significant changes occurred in the field of communication. This fact testifies to the heterogeneity of the levels of speech development in preschool children with autism spectrum disorders: from impaired understanding and a lack of use of verbal means of communication to the use of agrammatic speech or the use of both expressive and impressive speech. The empirical research data make it possible to plan not only remedial classes for the academic year but also to distribute programs of remedial classes in the preschool education institutions of the region and, based on the diagnostic results, to develop the content of correctional and developmental work during the transition from preschool education institutions to general secondary education institutions. The effectiveness of the completed work is also evidenced by the degree of satisfaction of teaching staff and legal representatives of children with autism, who noted the changes that occurred in the skills of social behavior, communication and interaction.

Методологія здоров’язбереження здобувачів освіти закладу загальної середньої освіти в контексті сучасних наукових поглядів

The article is devoted to the study of theoretical and methodological principles of health care of students, which is a component of health care activities of general secondary education institutions in accordance with modern scientific views. The relevance of health care activity of general secondary education institutions and the theoretical and methodological foundations of its implementation in accordance with the provisions of modern pedagogical science have been revealed. It has been studied that the meaning of «health care» concept includes such definitions as «health» and its types; formation, strengthening and preservation of students’ health; «health care activity», «health culture», «value attitude to health»; «healthy lifestyle», «culture of healthy lifestyle»; «health care technology», etc. It has been noted that the methodological basis of the formation of students’ health care competence is based on axiological, acmeological, activity, competence, cultural, personality-oriented, systemic education approaches. It has been established that the methodological basis for the formation of schoolchildren’s motivation to adhere to a healthy lifestyle is a humanistic education model, activity and systemic approaches to learning. The views of scientists on health care technologies have been presented as a complex, built on a single methodological basis system of organizational and psychological and pedagogical techniques, methods, technologies.

Praxeological Approach In Professional Training of Future Teachers of Primary Grades of General Secondary Education Institutions

Praxeological Approach In Professional Training of Future Teachers of Primary Grades of General Secondary Education Institutions

THEORETICAL ASPECTS OF THE IMPLEMENTATION OF DISTANCE EDUCATION IN EDUCATIONAL INSTITUTIONS

The requirements for a teacher of a general secondary education institution from the regulatory framework, in particular the Professional Standard of a teacher of a general secondary education institution, national and international social structures operating in the educational field, were analyzed, and the competences of a teacher of a general secondary education institution and their components regarding the implementation and use of distance learning technologies were identified distance learning. It was found that among the professional competencies of a teacher of a general secondary education institution and their components, there are explicitly and indirectly presented components related to the organization and implementation of distance learning or its separate technologies. The factors causing changes in the educational process during the application of distance learning technologies are singled out, namely: mediated interaction of distant participants in the educational process, limitation of direct "teacher-student" contact; wide use of specialized educational environments and other educational and widely used information and communication tools; dominant use of the visual channel of information; the lack of a direct opportunity for the teacher to support the educational activity of students by traditional means at a sufficient level, the extreme difficulty of supporting the motivation of students to study; the use of various devices by the participants of the educational process. Accordingly, directions for reformatting both educational materials and the actual educational process have been identified. Based on the preliminary analysis, the content of content modules: "Specificity of the educational process during distance learning" and "Preparation of scientific and methodological support of distance learning components", which content is aimed at forming the competences of future teachers of general secondary education institutions regarding the organization, effective activities and the creation of educational materials in accordance with the factors of distance learning.

SOCIAL AND PSYCHOLOGICAL CLIMATE IN THE GENERAL SECONDARY EDUCATION INSTITUTIONS OF KYIV UNDER THE CONDITIONS OF THE MARTIAL LAW

This article shows indicators of the socio-psychological climate in general secondary education institutions of the capital of Ukraine in the conditions of martial law in the second year of the war. The authors conducted a survey of 420 educators, the staff of thirteen schools of Kyiv. Three methods were used: the method «Analysis and evaluation of the social and psychological climate of the team» (L.M. Karamushka); a method of assessing the psychological atmosphere of the team (according to A.F. Fiedler) and a questionnaire adapted by the department staff, containing 15 questions that characterize the attitude of teachers to work. The emotional attitude of teachers to the conditions of job was analysed; psychological atmosphere in the team; command settings etc. Four factors are key to establishing a favourable climate in schools: 1) relations with the principle, 2) relations with colleagues, 3) greater trust to the teacher who strives for self-realization, 4) clear organization of management activities. The teacher needs a higher level of trust. Most of all, teachers want to be able to demonstrate their own business qualities and build a clear relationship with the manager. It is important for teachers to be able to choose the directions of their activity, the content of their work, the ability to set the sequence of work at their own discretion within the defined terms, and to choose the method and time of their execution. During martial law, educators need more support and a sense of protection of their rights.

Features of the spiritual-value component self-concept of teachers of general secondary education institutions

У статі представлено результати емпіричного дослідження духовно-ціннісної складової Я-концепції вчителів закладів загальної середньої освіти, що набуває особливої значущості в контексті конструктивного розвитку особистості в складних умовах сьогодення. Висвітлено індикатори духовно-ціннісної складової Я-концепції, зокрема, самоцінність (цінність Я) як характеристика прийняття особистістю власної цінності та цінність самотворення як процесу вибудовування себе на основі ствердження духовного начала як визначального у процесі творення себе. Наведено результати факторного аналізу, зва яким виявлено амбівалентний, суперечливий характер ціннісних орієнтацій вчителів закладів загальної середньої освіти, протиставлення в уявленнях учителів свободи й здоров’я; цікавої роботи й життєвої мудрості тощо. Презентовано авторську методику «»Цінність самотворення», за результатами якої визначено достатній рівень прояву даного феномену лише у близько третини досліджуваних. Загалом констатовано недостатній рівень духовно-ціннісної складової Я-концепції вчителів у доволі значної кількості досліджуваних. Наведено результати дисперсійного аналізу, за яким установлено гендерно-вікові відмінності духовно-ціннісної складової освітян, зокрема те, що вчителі жіночої статі, особливо старші за віком, характеризуються вищими рівнями духовно-ціннісної складової Я-концепції порівняно із вчителями чоловічої статі. Окреслено перспективи подальшого дослідження, які полягають в обґрунтуванні та апробації програми розвитку духовно-ціннісної складової Я-концепції вчителів закладів загальної середньої освіти в умовах післядипломної освіти. Ключові слова: Я-концепція, ціннісні орієнтації, цінність самотворення, вчителі, заклади загальної середньої освіти, цінність Я, духовно-ціннісна складова Я-концепції.

Загальна музична освіта України: розвиток в умовах інтеграції до європейського культурного простору

The article provides a brief analysis of the state of general music education in the general secondary education institutions of Ukraine in connection with the formation of a new socio-cultural environment in the world and the strengthening of the integration aspiration of the Ukrainian educational system into the European cultural space. The features of various dimensions of modern music education and the promotion of their development by the International Society of Music Education (ISME) are noted. An analysis was made of the organization of musical activities of modern schoolchildren in the conditions of the information society and globalization. The need to modernize general music education in Ukraine and to solve a number of problems and contradictions that have arisen in this field is emphasized. The importance of increasing the weekly hours for teaching musical art in Ukrainian secondary schools is emphasized, based on the experience of developed countries in Europe and the world.

THE STATE OF SCHOOL PRACTICE ORGANIZATION OF EDUCATIONAL INTERACTION OF STUDENTS

The results of the analysis of recent studies on the creation of educational environment in the institution of general secondary education (classification, typology, structural components) has shown the need for its detailed analysis regarding the consideration of personal orientation. To this time, the state of school practice was studied in terms of the organization of educational interaction between education applicants and the objects of the school educational environment. In particular, such aspects as psychological comfort, focus on maintaining health, taking into account the individual psychological and physiological characteristics of students. As demonstrated by the results of scientific research in institutions of general secondary education, the free choice of pupils from different fields of study, with a conscious choice of objects, methods and types of educational interaction not only in accordance with the inclinations and abilities, but also individual psychological and physiological features, is not fully ensured. Particular attention is paid by the authors of the educational environment towards the creation of psychological comfort for students, primarily with the help of humanization of relations between the participants in the educational process, the strengthening of the ties between school and family, personalization of the school environment, creation of favorable training environment and the structure of the school year, taking into account the volume and distribution of the amount of hours according to the state of health, the initial levels of school readiness, the age range of engagement in learning for a particular contingent of students, their individual psychological and age characteristics, activity periods at certain times of day, week, month, year, etc., as well as active involvement of students into this activity. It is also important to harmonize both internal and external educational and social environment, which is formed at school. This is evidenced by the volume of school-based learning material that remains unclaimed in the life of the education applicants.

Dynamics of the development of movement skills of 11-15-year-old students in the process of studying the variable module «Football»

Comprehensive development of motor skills in the process of physical education in general secondary education institutions is one of the priority directions for improving the physical training of students. Scientific data show that playing football contributes to the development and improvement of the basic motor skills of students. The implementation of the variable module «Footbal» in the process of physical education of educational institutions of general secondary education is one of the important sections of the physical education curriculum for students of grades 6-9. The content part of the module meets the set objectives of the program, namely, the interest and interest of students in physical education, the formation of a healthy lifestyle, the procedural part of the module includes educational material, the means of forming special motor skills and skills, the development of motor qualities.
 The purpose of the study is to determine the dynamics of the development of motor skills of students aged 11-15 years in the process of studying the variable module «Football». The scientific novelty of the study consists in the determined features of changes in the development of motor qualities of students aged 11-15 years in the process of classes according to the variable module «Football», in the determination of prognostic parameters of age-related trends of changes; supplemented with information on the impact of football equipment on the level of physical fitness competencies.
 The results of the pedagogical experiment indicate the positive influence of the means and methods of teaching and training in football on the indicators of the motor qualities of middle school students, justifying the need to introduce a differentiated approach to the process of their physical training.

MODELING THE DEVELOPMENT PROCESS OF INCLUSIVE EDUCATION IN UKRAINE

The article presents the results of research on the implementation of the principles of inclusive education in Ukraine, substantiates its relevance in the development of a democratic society and European integration policy. The principles of the state policy in the field of inclusive education, its normative-legal support and international practice of providing educational services to citizens with special needs are described. Advanced experience of inclusion introduction in the educational process of preschool, general secondary, vocational and higher education institutions is analyzed. Official statistics on the total number of people with disabilities in Ukraine; availability of special secondary education institutions (boarding schools) and their contingent; the number of children with disabilities in preschool education institutions, students with disabilities in full-time secondary education institutions, persons with disabilities in vocational education institutions, persons with disabilities among students of higher education institutions etc., have been handled. The importance and expediency of the scientific development of the principles of inclusive education, its practical implementation and study of socio-economic effect are substantiated. Graphic visualization of the correlation between the employed persons with disabilities and persons without disabilities, number of children, pupils, students with special educational needs in education establishments of Ukraine is presented.

PROJECT WORK WITH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES AT FOREIGN LANGUAGE LESSONS IN TERMS OF NEW UKRAINIAN SCHOOL DEVELOPMENT

The article examines the peculiarities of project work using modern information and communication technologies in foreign language lessons. This article is aimed at analyzing the specific features and possibilities of project work using information and communication technologies in foreign language lessons in the context of the development of the New Ukrainian School. A theoretical analysis of the scientific literature on the outlined issues was carried out. The expediency of project work for teaching elementary, middle and high school students is substantiated. The effectiveness of the use of various information and communication technologies in the students’ project work is analyzed and their main functions that contribute to the implementation of the educational project are indicated. The types of projects that can be used in the implementation of project work using information and communication technologies in foreign language lessons are characterized. Emphasis is placed on the main functions and possibilities of applying project work using information and communication technologies in foreign language lessons. Difficulties that may arise for schoolchildren during project work in foreign language lessons are indicated. Attention was drawn to the fact that project work with the use of modern information and communication technologies in foreign language lessons should not be implemented on a regular basis, such activity should be auxiliary. The materials of this article can be used by teachers who deal with the problems of learning foreign languages in modern educational institutions. The content of the article can serve as an auxiliary methodical and didactic material in the context of the professional activity of teachers of general secondary education institutions.

Methodological features of the organization of professional training in mathematics in institutions of general secondary education

Methodological features of the organization of professional training in mathematics in institutions of general secondary education

Implementation of the principle of continuity of pre-professional and professional training of future doctors

In the article based on the analysis of educational processes in institutions of general secondary education (IGSE) and medical institutions of higher education (MIHE) theoretically substantiated implemented the basics of using physical and technical discoveries in teaching Medical and Biological Physics for future doctors. The relevance of research is exacerbated by the fact that education in the XXI century faces the task of making a radical transition in the learning process from an informational approach to activity, aimed at developing the ability to learn, to conduct research, to form a future highly educated specialist, scientist. One of the ways to solve these problems is to improve the method of use of physical and technical discoveries at the stage of pre-vocational education (physics classes, elective classes and courses in secondary schools and academic lyceums) and its development at the stage of vocational education (course of medical and biological physics in medical (pharmaceutical) institutions of the higher education).

METHODICAL ASPECTS OF THE CONSTRUCTION OF THE CONTENT MODULE «INFORMATION TECHNOLOGIES FOR TEACHING THE PRODUCTION OF EMBROIDERED PRODUCTS» FOR 5-9-GRADERS

The methodical aspects of the content module «Information technologies for teaching the production of embroidered products in labor training» were considered. Its study program is drawn up in accordance with the educational programs of training for holders of the «bachelor» degree majoring in specialty 014.10 Secondary education (Labor training and technologies). It is noted that the need to improve the method of using information technology for teaching students to make products during labor training lessons determines the need to overcome a number of contradictions of a theoretical-practical and organizational-technological nature. They are the following contradictions between: dynamic informatization of the modern educational field and the technological field of education that does not take into account the dynamic development of modern information technology; the need to ensure the informatization of students’ technological education in labor training classes and the insufficient development of the scientific and methodological foundations of the introduction of information technology as a means of developing students’ creative technological skills in the production of embroidered products; the expediency of using trends in the development of information technology in the domestic and foreign educational space and the insufficient level of preparation of labor training teachers for its application in the labor training of students; the growing needs of the subjects of technological education for the implementation of computer educational models of personal development, taking into account their cognitive interests and needs, and the existing traditional methodical approaches in the labor training of students in the production of embroidered products. The information is summarized that the practical value of the research consists in the development and implementation of the content module «Information technology for the production of embroidered products» for 5-9-graders and organizational and methodological support for teachers of labor training and technology in the labor training of students of general secondary education institutions. The presented diagnostic elements of the methodology for identifying the effectiveness of the use of information technology in the labor training of students are addressed to teachers of labor training and technologies for the implementation of the proposed model of training students in the production of embroidered products. It is noted that the results can be used during the professional and pedagogical training of students majoring in specialty 014.10 Secondary education (Labor training and technologies), professional development of teachers of labor training and technologies in institutions of continuous pedagogical education. It is advisable to use scientific-theoretical provisions on the disclosure of ways of implementing information technology for the production of embroidered products for the development of educational and methodological support for model training programs «Technology. 5-6 grades» for institutions of general secondary education, in the system of diagnosing the quality of students’ work training and monitoring their educational achievements.

Clarity of self-concept and psychological well-being of teachers of general secondary education institutions

The article presents the results of an empirical study of the clarity of the self-concept of teachers of general secondary education institutions as a degree of expressiveness, internal coherence and stability of the structural elements of the self-concept that make up its content. An insufficient level of clarity of self-concept was established for quite a large number of teachers. Attention is focused on the fact that people with low self-clarity have higher levels of anxiety, depression, emotional instability, a tendency to destructive types of reflection, and rumination than people with high self-concept clarity
 The gender-age and organizational-professional features of the clarity of the self-concept of teachers of general secondary education institutions are determined. In particular, it was established that male pedagogical workers are characterized by a higher level of self-concept clarity than women, although such differences level off with age. In addition, it was determined that the clarity of the self-concept is higher among teachers from lyceums and gymnasiums compared to their colleagues from traditional institutions of general secondary education, especially among those who hold managerial positions.The relationship between the clarity of teachers' self-concept and their psychological well-being was revealed. It was established that the higher the level of clarity of self-concept, the higher indicators of psychological well-being are characterized by the studied teachers.A conclusion was made about the expediency of developing the clarity of the self-concept of teachers of general secondary education institutions, which will contribute to their psychological well-being.

The development of the problem of individualization of pupils learning in native education in the 60s-80s of the 20th century within the limits of conducting various aspects of scientific and pedagogical research

In the present article, it is emphasized that the need to conduct scientific research on the problem of individualization of the educational process is determined by humanistic guidelines. The importance of retrospective analysis is emphasized scientific and methodological searches of domestic teachers in the 1960s - 1980s of the 20th century, when the study of the problem of individualization of education was carried out within the framework of multi-faceted didactic research. The purpose of the article the analysis of normative documents of general secondary education institutions and psychological and pedagogical literature of the 1960s - 1980s of the 20th century was determined in order to find out the degree of development of the problem of individualization of education within the framework of conducting research on the effectiveness of education, prevention of falling behind, development of abilities, formation of positive motivation, cognitive activity and independence of students. Different positions of scientists regarding the interpretation of the concept of “individualization of education” have been identified, and a proper definition of this category has been provided. It is emphasized that the resolution in regulatory documents activities of institutions of general secondary education, the task of improving the educational process, its forms and methods caused various aspects of scientific and pedagogical research and was affected by significant progressive changes in the study of the investigated problem. Among other things,adaptability, learning ability, cognitive activity and independence were recognized as essential characteristics of students’ individuality, which can be formed at a certain level. Individualization of education is a condition for achieving its effectiveness, prevention of falling behind, development of abilities, successful formation of positive motivation, cognitive activity and independence of students.