- Куліш, Тетяна Іванівна (orcid.org/0000-0001-8509-9190) (2018) Differentiation processes in the primary school of independent Ukraine. Педагогічна освіта: теорія і практика, 1 (25). pp. 95-100. ISSN 2309-9763
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Abstract
The legal basis of school education, its comprehensive reforming, in particular, the primary stage, decentralization and democratization, humanization and differentiation educational process of the, reorienting of the educational sphere on the priority of personality development and creating of the appropriate conditions for it during the period of Ukraine’s independence are examined in article. Differentiation is determined as an important means of humanization and focus of the education on the primary school pupils’ educational needs. Fundamental scientific researches on the problems of differentiation and in education organizing of the differentiated forms of work with primary school pupils appeared during 1992-2012. The differentiated approach to pupils’ education is considered as a means of increasing the effectiveness of educational process and an important condition for improving the quality of primary school pupils’ training. The manifestation of external differentiation in school education was the appearance of author schools, gymnasiums, lyceums, etc., in primary school education – training of pupils in general secondary education institutions of the 1st-2nd and 1st-3rd grades, preschool education institutions, education complexes “state higher education institution – general secondary education institution – preschool education institution”. For internal differentiation, which means taking into account during training the individual characteristics of junior pupils, the characteristic elements can be considered as follows: conditional division of children on variable groups according to the level of their training and cognitive activity development, knowledge, formation of thinking operations; combining pair, group, individual work; the use of differentiated tasks for pupils of different groups according to the stage of the lesson, depending on the didactic purpose of the lesson, content, volume, stock and quality of pupils’ knowledge; differentiation of tasks by degree of complexity, by degree of independence, by volume of work; dosing of time, different types of work during differentiated training; supporting the learning process by constant monitoring of the quality of knowledge and skills through self-examination, mutual assistance with the following mutual assessment, self-esteem.
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