context. Firstly, under the capabilities we must understand those individual
psychological features that differentiate people; secondly, not all individual features
are known as abilities, but only those that are related to the successful execution of a
particular activity. Third, the concept of "ability" is not identified with those knowledge
and skills that have already been formed in this person. "Therefore, abilities are realized
as a factor in human development. Such activity is possible under the condition of an
individual approach to children in the process of learning, because it is an individual
approach as a principle of didactics that creates conditions for the self-participation of
the main subject of learning in the process of labor. Of particular interest within the
studied problem is the experience of individualization of studying American student
experimenters. The complex of individualization activities developed by a group of
researchers provided for the availability of multi-level curricula where courses were
subcurricular, each successive step represented a more complex phase of skills
development than the previous one. Under such a system, student progress was
evaluated in comparison with his personal preliminary results, and not with the success
of classmates. Students' learning should be facilitated by the most profound
characterization of their actual educational abilities, which mean internal and external
preconditions for the performance of educational requirements by individual students
[8, p. 67].
They are not something absolute or unchanged. On the contrary, they change
under the influence of external conditions and especially under the influence of the
purposeful activity of the school [11; 56]. Understanding "real learning opportunities",
as Y. Babanskyi argues, is broader than the concept of "learning", "educational
abilities". It orientates teachers to the search of not only external but also internal
causes of failure in the study. The dedactic direction of individualization is provided
by the appropriate organization of learning, using methods, forms, tools, taking into
account age and individual characteristics of students; performance of independent
works of different levels of complexity; the choice of tasks in accordance with the level
of educational opportunities, etc. Understanding the expediency of the individual form
of work at the current stage of school development, we define it as such that promotes
the formation of the needs for self-education and self-control skills, self-correction of
knowledge. When choosing independently the task for individual work, the student
learns the techniques of mental and practical activity, forms the ability to evaluate their
successes, and regulate the pace of tasks.
Programmable means of training, which at the present stage are not provided at
a sufficient level of secondary schools and schools of a new type, contribute to the
increase of the effectiveness of the training process focused on individual forms of
work. The low level of material equipment of the educational process, the lack of
modern computers, curricula inhibit the implementation of individualized training.
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