THE PROBLEM OF DIFFERENTIATED TEACHING IN THE STUDIES OF UKRAINIAN ANDNEIGHBORING COUNTRIES SCIENTISTS

Abstract

One of the trends of modern education is the focus on human personality. This orientation is reflected in the fact that it is becomes important for modern school not only knowledge and skills that the students should get, but the disclosure of their personal potential, creating situations of choice and success, allowing the students to find their way learning and development. Note the individual characteristics of personality in the process of mastering knowledge, abilities and skills in the conditions of comprehensive school possible through differentiated instruction, which is based on a national educational program, sets a class of students the same for all cognitive problem solving to which they go different ways. In this connection the problem of differentiation is in the focus of the pedagogical community, it is associated with renewal and further development of the school, over coming out dated teaching methods, with development of the children’s individuality based on the principles of humanization and democratization. The essence, conceptual foundations of differentiated instruction, the main criteria of its effectiveness are disclosed in the article. The content of definitions which relevant to differentiated learning are concretized in the article. The main types and forms of differentiated teaching in modern school, the directions and levels of educational differentiation are characterized. It was found that in the moderns chool the most wide lyused two lines of differentiation for individual psychological characteristics of children: the level of mental development and the area of interest (profile). It also was proved that differentiated teachingis an effective means of improving the quality of education, development of skills, aptitudes and interests of students, intensification of their cognitive activity.