• a source of new knowledge about phenomena, objects, objects, because in it
there is a concise form of significant scientific information;
• Illustration to theoretical knowledge;
• source of independent knowledge acquisition;
• a way of developing thinking, which in turn provides depth and completeness of
knowledge; develops attention, observation; forms the ability to compare, analyze,
synthesize;
• a form of instruction (students, having received tasks for the comparison of two
subjects, consider them in the sequence in which the drawings, tables are required);
• the way of repetition and systematization of knowledge;
• the way of control and self-control.
Depending on the forms of implementation, the teaching material of the handout
can be divided into groups:
1. Objectives of the perception of knowledge (independent work with text
material handouts, a plan to the model scheme reference vocabulary, reading text,
monitoring the events).
2. Objectives of the awareness and understanding of knowledge (understanding
information through illustrative, visual aids, modeling knowledge compilation
algorithms action, experiment, experiment, construction job knowledge, job
application knowledge in unusual situations, writing different types of creative works);
3. Tasks for correction of knowledge (additional individual tasks, simulators).
4. Tasks for systematization of knowledge (separation of the main group of
concepts, of parallels, job search training experiment, problematic tasks, study events
in their logical order, job combining knowledge system or system expansion to the
elements).
5. Tasks for the development of creative thinking (problem issues, partial search
work, the problem of creative content, multivariate experimental tasks, various logical
tasks).
6. The task to overcome gaps in knowledge (individualized independent work,
understanding information about objects and phenomena based on algorithms, charts,
maps, reading charts, tables, combining elements of the structure).
7. Tasks for improvement and deepening of knowledge (conducting an
experiment, research, creating modules, algorithms).
8. The task of forming self-esteem skills (check yourself, find the key to unlocking
the code, give answers to test questions, fill out individual monitoring).
The presence of tasks at different levels ensures the organization of an individual
approach in the learning process; selection of pupils tasks in accordance with the level
of educational opportunities and the formation of skills; growing interest in the material
being studied; activation of cognitive activity, which in turn forms the appropriate level
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