ЦІЛЕПОКЛАДАННЯ ЯК ОСНОВА ПЛАНУВАННЯ НАВЧАЛЬНОЇ ДІЯЛЬНОСТІ

The article describes the method of determining the educational goals while teaching Algebra and Basic analysis. The activities of the student, the teacher and their joint efforts in organizing goal-setting are considered. It is stressed that in the process of planning the purposes of training activity the characteristic features of this activity should be taken into consideration. They are the level of pupils’ training, their personal plans for the learning outcomes, the level of cognitive independence and the level of learning motivation. To achieve the objectives of the study the following methods were used: theoretical – analysis of the government documents, analysis of educational literature, the modeling of learning situations; empirical – pedagogical observation of the learning process of students, questionnaires, tests, interviews with teachers and students. The logical ties between the educational content elements are illustrated what allows the teacher to establish a clear sequence in mastering knowledge and skills. The way of mapping topic educational purposes with the use of the result in learning objective planning is shown. For the description of learning objectives in the specific topic of the course of algebra and analysis the authors used the classification of N. M. Skatkin, because other classifications less correspond the objectives of teaching mathematics. The topic «The Derivative and its Application» is defined concretely. The total amount of training skills on the subject presupposes the availability of the skills providing forming the general educational abilities: analysis, synthesis, comparison, determining the sequence of rational actions in implementing the teaching task, monitoring the results of one’s own training activity, the assessment of one’s own training activity. The problem of goal-setting in the training activity is not limited by the results of the study. The further searching for the new effective training technologies in the personality-oriented competence approach aimed at the implementation of educational goals is required.