MODERN ASPECT OF THE IMPLEMENTATION OF THE TECHNOLOGY OF ORGANISATION OF THE DIFFERENTIATED LEARNING: DISTANCE LEARNING IN THE MATHS LESSONS AT PRIMARY SCHOOL

The educational tasks for the Primary School have considered in the article.. These tasks can be distributed according to their content, form and source of their execution. The differentiation of tasks according to their form and source of execution belongs to the external organisation; the tasks’ differentiation according to their content belongs to the internal organisation. The differentiation of the educational tasks according to their content is the dominant. It is realised considering the scope and complexity of their performing by the Primary School applicants. The differentiation according to the scope of the performing provides the increase of decrease of a mount of the tasks. The differentiation of tasks according to level of their complexity is much more effective. Depending on the level of complexity (for the performing by Primary School pupils) it is possible to propose reproductive, productive and creative tasks. The organisation of work during the performing tasks of the productive and creative character is realised considering the educational achievements of Primary School pupils. This means that certain pupils must get some help whereas other pupils must get some complicated tasks for the revealing and satisfying their educational possibilities. The characterised ways of tasks’ division are different according to the content. We have to underline that the form of the tasks’ performing could be various: frontal work, individual work, group work. Thus, in addition to the implementation of the technology of the differentiated education in the Maths lesson at Primary School, the article reveals the peculiarities of the differentiated homework. The effective implementation of the differentiated tasks at various stages of the lesson and during the organization of the homework allows teaching Primary School applicants with different levels of preparedness (readiness) for the educational activity. The article makes the stress on the prior psychological-pedagogical positions of the implementation technology of organisation of the differentiated learning. These positions are: determination of a pupil as the central figure of the educational process; consideration of the individual-typological peculiarities of the Primary School pupils. There are also such positions: optimal combination of the individual character of the process of tasks’ mastering with the collective organisation of the pupils’ educational activity; implementation of the differentiated tasks at various stages of the lesson and during the lessons’ system at Primary School. The author also reveals such positions: prevention difficulties which can arise among Primary School pupils due to their different preparation during the mastering new educational material; realisation of the prospect analysis of the educational theme. This analysis should include the determination of the aim of the tasks; the goal of the tasks’ realisation at certain stage of the lesson; certain ways of the further work. Key words: technology of the organisation of the differentiated learning, frontal form of work, individual form of work, group from of work, construction of the home tasks.