Under the group form of organizing the activities of schoolchildren we understand such
a job, when the class to perform any tasks is divided into groups of 3-6 students. The
task of the teacher is not given to individual students, but to the group.
According to I. Lerner, such an approach regulates the cooperation of students,
promotes the achievement of the didactic goal and the goals of education. However, as
the study shows, group forms of work can reduce the level of activity: strong, initiative
students can inhibit passive. Such conclusions suggest the need for moderate use of
group forms in the process of cognition [25, p. 87].
Observing the work of schoolchildren, analysis of psycho-pedagogical literature
allows asserting that the group forms of work provide activation of educational and
cognitive activity of pupils in the condition of correct organization of the learning
process.
To justify the approach to the division of children into groups, it is necessary to
understand the notion of "differentiation". The term "differentiation" (French
differentiation and Latin differentia - difference, contrast) literally means division,
dismemberment. V. Buriak, Ye. Holant and other scientists give a scientific
substantiation of differentiation as the principle of an individual approach, its levels
and forms, organization of use and directions, the main methodological approaches to
its implementation. The technology of differentiation of teaching as a special method
of its organization involves determining the criteria for the division of schoolchildren
into groups depending on psychological characteristics, the formation of knowledge,
skills, abilities, level of cognitive interest; taking into account the nature of
interpersonal relationships. There are valuable thoughts about the different
potentialities of the students, which require that the learner should know and be able to
learn, and how he can absorb social experience. This will ensure the student's entry
into the "near-development zone", training at an individually feasible level of
difficulty, which optimizes the developmental learning function [6; 20].
The psycho-pedagogical basis for the division of schoolchildren into groups,
taking into account their age and individual characteristics, is the detailed development
of individual differences among schoolchildren, performed by I. Dychkivska, V.
Diachenko, Ye. Klimov. Especially valuable for this study is the theory of
independence of personality behavior from the type of higher nervous system. "The
peculiarities of the nervous system," wrote S. Rubinshtein, "do not define specific
defined forms of behavior, do not create the ground on which different forms of
behavior are formed in different ways" [36].
Among the peculiarities that make up the core of an individual style, there are
always two categories: the characteristics that contribute to success in these
circumstances, and those that counteract success. These features are dynamic, dynamic
and evidence that the individual style in any activity, including in the training, is
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