ДИФЕРЕНЦІАЦІЯ НАВЧАННЯ – ШЛЯХ РОЗВИТКУ ТВОРЧИХ ЗДІБНОСТЕЙ СТАРШОКЛАСНИКА

The article deals with the impact of differentiation in teaching on the development of senior pupils’ creative abilities. In particular, the use of the dialogue form in teaching algebra and basic analysis applying specific examples is proposed. The application of level differentiation for the development of senior pupils’ creative abilities is also considered. It is shown that the cause for the development of creative abilities of pupils is in their interaction with other subjects of teaching, that is teaching should be conducted in a form of the dialogue that strengthens the role of the pupil as a subject of teaching activities. The dialogue is a means of providing creative self-actualization of the pupil in his subject-ialogic interaction with teachers. It is proved that the development of a differentiated system of exercises is expedient to perform based on the two-dimensional model of activity the basis of which is the functional purpose of the exercises and their level of difficulty. The analysis of research on the implementation of the level and profile differentiation allows to select conditions for the effectiveness of their implementation: the content of teaching must create the preconditions for further development of creative abilities of students, maintain a constant interest in the subject, improve the effectiveness of teaching; providing an in-depth study of certain subjects in the curriculum of general secondary school; promote equal access to quality education for various categories of students in accordance with their individual preferences. The proposed approach allows the development of a variety of exercises of prospected levels. It is shown that the group form of teaching promotes learning motivation of participants in the teaching process, creating the ability to carry on a dialogue, communication skills, providing feedback, arranging conditions for the development of communication in the process of education, contributing to the successful formation of a set of participants’ positive qualities (the ability to adapt quickly to unusual conditions, the ability to overcome resistance, to avoid repeating the mistakes, the ability to analyze and evaluate someone’s actions, etc.). The use of the proposed teaching forms will contribute to finding individual teaching style.