Individual-oriented learning of chemistry in modern school

The article is devoted to the effective study of the program material in chemistry and the use of modern educational technologies.

The quality of students' knowledge remains one of the main problems of methods of teaching chemistry. This problem is particularly acute due to the increasing flow of information, the development of science and technology. To the volume of students' knowledge requirements increase, and therefore grow and study load. Therefore, actual at the moment is to find an effective solution to the problem of assimilation of large amounts of data to average pupil. One way to help the student in the assimilation of knowledge, structuring the educational material is the development and application of new educational technologies. The most important point is to use the lesson individually oriented training. The aim of personality-oriented education is to lay a child's selfmechanisms of self-adaptation, self-control, self-defense, self and other, necessary for the formation of a distinctive personal image and dialogic interaction with people, nature, culture, and civilization. 

Individual-oriented learning (IOL) a system of teacher education and work organization as a whole, aimed at maximizing disclosure and growing personal qualities of each student. It is training that gives priority to the child's identity, its intrinsic value, the subjectivity of the learning process. IOL it's not just keeping the features of the subject doctrine, it is a different methodology for the organization of the learning environment, which assumes no account, and the inclusion of his actual personality features [1].

Among the criteria for the effectiveness of individually oriented lessons are the following:

• the presence of the teacher training lesson plan, depending on class availability;
• the use of problematic creative tasks;
• application tasks that allow the student to choose the type, shape and form of the material (verbal, graphical, symbolic conditional);
• creating a positive emotional attitude to the work of all the students in the lesson;
• the message at the beginning of the lesson is not only the theme but also the organization of training activities in the lesson;
• discussion with the children at the end of the lesson, not only the fact that "we have learned" (the possessed), but also that liked (not loved) and why; that would like to perform again, and what to do differently;
• encouraging students to self-selection and use of different ways to perform tasks;
• evaluation in the survey in the classroom is not only correct answer the student, but also an analysis of how the pupil reasoned, what method used, why and what is wrong;
• mark, invoiced at the end of the lesson the student should be reasoned by a number of parameters: correctness, independence, originality;
• when commenting homework is called not only the subject and scope of the assignment, but is explained in detail how to efficiently organize your training activities with

In this regard, we can determine the learning objectives:

• the development of positive properties of the individual learner abilities, interests and aptitudes;
• development in intellectual, research students, information, communication, reflective culture;
• development of personal-semantic relationship of students to the subject;
• development of the valuable relation of students to the surrounding reality [2]. IOL lessons take place if:
• the teacher will create the conditions that turn the student into a subject who is interested in learning, self-development.
• the teacher will be the organizer and assistant teaching and learning activities of students, rather than the protagonist in the
• subjective role will involve the student the freedom to choose the level of training, his pace;
• the learning process will be organized through dialogue or The teacher in the classroom is to solve several problems at once:
• the success of each child's learning;
• the preservation of the health of each child;
• the acquisition of social

The answer may be a differentiated approach to individual (subjective) level. The objective the creation of psycho-pedagogical conditions that would ensure the active promotion of students' selfevaluation of educational activities on the basis of self-education, self-development, self-expression in the course of acquiring knowledge [3].

Each student in the class must have the IOES individual-oriented education system, created on the basis of an individual curriculum. The IOES takes into account the uniqueness of the individual psyche and personality, focuses on the development of his personality, work with each student as part of simultaneous work with the whole class (Table 1). 

Table 1 Individual learning plan 

The plan allows each student according to their abilities, desires, choose the level of health of the jobs in the rate of assimilation of educational material on the subject, thereby creating the conditions for the movement on the collective academic route according to their individual characteristics.

The educational process consists of 2 blocks lecture and laboratory. Estimates of "unsatisfactory" does not exist. The student has the right to make a mistake and fix it. Maybe advancing training, possible externship.

It is well known that communication an important tool for a firm, fixed in time assimilation of knowledge that takes place against the background of positive emotions. However, most used educational technologies underestimate the aspect of communication students as a limiting factor in filling the information. The exception to the above mentioned trends are the technology group. Therefore, lesson construction is expedient to use this approach.

There is a lot of group technology development, but classic, considered only some of them are the most effective. First, the collective way of training. Group Technology is training as a "specially organized dialogue, during which play and digest the socio-historical experience, all human activities". Known postulates LOO:

1. Man is developed in
2. Man thinks when he
3. The person needs a change of scenery for more effective

The current level of school education is characterized by the fact that within the class-lesson system widely used various forms of collective organization of cognitive activities, as the front, and inside-class group.

Group technologies have some advantage over other technologies.

1. Built on communication students, and it is the main factor in the assimilation of
2. Organize joint
3. Distribution of students between elementary actions and
4. Growing individual assistance to each

When using group forms allocate 5 levels of collective learning and cognitive activity.

1. Front (simultaneous) work in class, aimed at achieving a common goal-set.
2. Using the static
3. Group work (on the principle of differentiation).
4. Intergroup work (each group has its task in the general purpose).
5. The front-group activities with the active participation of all students [4].

With proper management and pedagogical management of these shapes allow to realize the basic conditions of the collective: awareness of a common purpose, suitable allocation of responsibilities, mutual dependence and control.

Figure 1. The essence IOL 

Actually technology group called a 3rd and 4th level of the Organization of educational work in the classroom. Such work requires a time-division class into groups for sharing certain tasks. Students are invited to discuss the problem, identify solutions, implement them in practice, and, finally, to submit a joint result found. This form works better than the front, shall take into account individual characteristics of students, opens up great opportunities for co-operation, for the emergence of collective cognitive activities.

Accents purposes it may be noted in the following.

1. Ensuring the activity of the educational
2. Achieving a high level of assimilation of

The technological process of group work consists of the following elements.

1. Prepare for the group task:

• statement of the cognitive problem (the problem);
• instruction on the operation sequence;
• the distribution of didactic material

2. Group work:

• familiarity with the material, the planning group work;
• distribution of tasks within the group;
• individual quest;
• discussion of the results of the individual in the group;
• discussion of the overall task group (notes, clarifying, summarizing);
• summarizing the results of the task group

3. Final part

• report on the results of the group work;
• analysis of the cognitive task, reflection;
• the general conclusion of group work and achieving its objectives. There are kinds of group technology:
• group poll;
• a public show of knowledge;
• training meeting;
• debate;
• non-traditional lessons: lesson conference, court, travel and so .

To effectively use this technology in the study of the topic "The theory of electrolytic dissociation", namely when considering the chemical properties of time-different classes of inorganic substances in the light of the theory of electrolytic dissociation [5]. Students have the opportunity not only to do the laboratory experience, but also to discuss the results. Draw conclusions, moving from the particular to the whole.

The class is divided into groups of 4, tasks are distributed between the members of the group, each student performs one task and the group makes a general conclusion on the task at hand. Thus, each student included in the activities. For the general conclusion on the subject, you can use a table (Table 2). 

Table 2 8 class "The theory of electrolytic dissociation." Chemical properties of acids in the study of TED 

 In order to effectively conduct group sessions the teacher needs to know the class (not only knowledge, but also features the personal relations established in the class; the physical and psychological health of students).

References

1. Strueva A. Personality-oriented chemistry education in modern school // Koncept. – 2012. – № 12 (december).
2. A. Kasen, A.K. Mynbaeva, Z.M. Sadvakasova. Student-centered, project and problem-oriented approach: guidelines. – Almaty, 2012. 59 p.
3. Garcia-Martinez, E.Serrano-Torregrosa. Chemistry Education. Best Practices, Opportunities and Trends. Wiley-VCH. Germany. -2015.
4. Modern technology training: Abstracts of the IX International Conference – : LJeTI, 2003
5. The study of chemistry in pairs interchangeable composition. Grade 8: – Kaluga: Publishing pedagogical center «Grif», 1998.