Thus, the functions most often act together, while one of them performs a supporting
role [20, p. 76]. They are especially valuable at the stage of comprehension and
awareness of knowledge both at the lesson and when doing homework (home
experiment, research, search). They contribute to more complete and accurate
information about the phenomena, objects that are studied; help develop the
educational interests of schoolchildren; promote accessibility for students of any
material; intensify the work of the teacher and students and thereby increase the pace
of learning new material; free up time for independent work as a necessary form of an
individualized learning process; promote cognitive activity, etc.
Consequently, the analysis of scientific research leads to the conclusion that there
is a need for extensive use of teaching materials in pedagogical practice, in particular
softbound texts, as such objects, which not only motivate action, awaken interest in
learning, deepen the internal needs of educational and cognitive activity, but and
promote the identification of individual characteristics of schoolchildren. In addition,
the use of teaching tools provides the development of skills of independent
individualized work, the formation of skills to generalize, compare, match,
systematize, group the studied material, self-control and self-adjusting actions. The
interpretation of the individual approach has deep roots. The content of the concept has
changed in the process of evolution of social relations, depending on the specific
historical conditions, the development of scientific thought and the emergence of
experience. Intensive development of the problem of an individual approach has gained
in the domestic pedagogical thought in the second half of the nineteenth century, K.
Ushynskyi and others defended the importance of an individual approach to the child's
personality, determined the means, methods, methods of its implementation. Extremely
deeply the question of an individual approach to schooling is disclosed in the works of
the famous scientist, teacher, methodologist of the second half of the nineteenth century
Yu. Hilbukh. Analyzing the work of Sunday schools, he paid particular attention to the
positive impact of individual work with students on the effectiveness of learning. Yu.
Hilbukh noted that the individual approach in education and upbringing provides the
development of mind, language, freedom, and cordiality. The process of learning
according to Yu. Hilbukh must be consistent with the nature of the child. The basis of
the principle of nature correspondence is the naturalness and signs of will, which gives
the teacher the opportunity to use the diverse content of the education of each
individual. In accordance with this thought, the scientist identified three goals that face
the school: the first and main goal - to influence the developmental way on the entire
nature of the child; the second is to tell clear and concrete notions about the knowledge
of the surrounding world, which will be a necessary condition for her mental
development, and most importantly - the desire for self-education; the third is to
promote the formation of a truly human nature in every child [12, p. 41].
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