These separate aspects do not contradict each other, but complement the
essential qualities of the concept. In our study, an individual approach is regarded as
one of the most important principles of didactics, which means effective attention to
each student, taking into account in the process of knowing its individual psychological
peculiarities for the purpose of their development, provides conditions for self-
development, self-improvement and self-education, and also provides a competent
combination of individual, individualized, group forms of training organization, the
choice of methods and tasks for self This is the vision of the problem carried out by
individualized learning, that is, such a training that provides the solution of the
specified tasks, promotes the maximum development of positive and overcoming the
negative features of each student, which increases the quality of his knowledge, skills
and abilities, creates conditions for self-assertion, development of abilities. In
accordance with the natural laws one of the features develop, second – do not, the third
- disappear. However, according to psychologists, these changes in the lives of
individuals do not generate a personality. Personality is created by social relations, in
which the individual enters into the process of activity [8, p. 17-19]. Different aspects
of the problem are highlighted in the writings I. Bekh, L. Vyhotskyi, H. Kovalov and
others. Studying the psychological image of a person requires from researchers the
answer to three questions: what does a person want, what can it, what is it [2,8,22].
These three questions - not only the program of personal development, the
application of information received in the process of learning, but also a landmark for
self and mutual knowledge. Interesting to understand the problem of study is the
argument of S. Podmazin [28, p. 78] about the principles of personally oriented
education, which he gives a thorough description. The introduction of different
approaches to the definition of the essence of the concept of "individualization" allows
us to conclude that all teachers see in it a learning process aimed at implementing an
individual approach to each student. According to V. Lozova, an individualized
learning process is carried out in two directions: didactic and psychological. The first
direction involves the system of action of a teacher and a student that would maximally
meet the needs and interests of students; complex of ways, process, forms, methods,
means as the basis of influence on the personality of the student; the second - the
consideration of the abilities, psychic characteristics of the individual, which not only
affect the process of activity itself, but also determine the consequences of learning
[26, p.338].
The study of individual psychological characteristics of students envisages, first
of all, the study of their natural abilities, since they are the starting point of an
individual approach. The need for orientation on abilities was determined by V.
Hladkykh in his work "Ability and talent". According to the psychologist, "... there are
three signs that must be remembered, using the concept of "ability" in a practical
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