formed by the interaction of man and the environment. Accordingly, the teacher in each
individual case must quickly recognize where it already exists, and where else it is
possible to form an individual style that is perceived as a system of individual-peculiar
techniques and means of solving certain tasks. It all depends on whether the task of the
corresponding cognitive action requires, whether it will contribute to the interrelation
of objects or people, whether it relates to one-off actions that are repeated, or whether
it requires separate reactions or a complex hierarchical plan of behavior [27; 62].
The success of individualization depends on the teacher; his attitude to the
individualized learning process, the motivation for the activity and its realization [14;
51 -56].
In order for the teacher to work, it is necessary to create the appropriate
conditions. However, as the questionnaire showed, one of the factors inhibiting
individualization is the lack of a didactic material, new learning tools. This is one of
the pressing issues, and it needs to be addressed at the state level.
Thus, in our study, "individualization" is considered as:
• the process of implementing the didactic principle of an individual approach to
schoolchildren, taking into account their real educational capacity and understanding
the ways of development in accordance with the requirements of the content of
education;
• as a partial change in the structure of the educational process in accordance with
the purpose and objectives of the lesson;
• constant variation of forms and methods of training that provides the
development of abilities;
Handout as a method of individualizing learning. Modern society needs a
flexible learning system. Schoolchildren must not only acquire a certain amount of
systemic knowledge, but also learn to acquire knowledge on their own. This is
especially true in the process of learning first-graded students who are not just
beginning to learn, and thus change the lifestyle. To solve the problem of increasing
the effectiveness of learning, it is necessary to update pedagogical technologies that
would stimulate the disclosure of the internal reserves of each student. Great
opportunities in this direction are handouts, the first development of which appeared,
probably, with the learning process itself, because the literature cannot fix the moment
and authorship of its creation. Thus, in Ukraine handouts on individual subjects were
issued since 1924, but they did not receive the necessary scientific support from
psychologists and educators [27, 62 p.]
In recent years, these tools have been intensively included in pedagogical practice.
Although the unified requirements for their creation have not yet been developed, there
are no recommendations for the further use of such teaching aids, but they have proved
well in the work of the teacher, which is confirmed by the data obtained during the
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