Keyword: «technology of cooperation»

The article discusses the technology of cooperation in the school mathematics course. The author's lesson on the topic "Signs of divisibility" using this technology is offered.

The article presents the experience of a chemistry teacher in the practice-oriented direction of training. The author reveals the essence of the technology of cooperation and the role of situational tasks at various stages of the lesson. Information and communication technologies have become widely used in ped-agogical practice, which allow students to engage in project and research activities within the subject of chemistry during extracurricular time. The proposed technologies and teaching methods create favorable conditions for studying one of the most difficult subjects at school.

This article is devoted to the consideration of collaborative learning technology as an effective tool for use in elementary school lessons, its advantages and risks. In the context of the reform of the educational system and the introduction of new technologies, it is especially important to focus on active learning, in which students become not only recipients of knowledge, but also active participants in the educational process. Collaborative learning technology not only promotes the development of students' communication skills and independence, but also forms a conscious understanding of their role in collective activities, revealing deeper cognitive interests of younger students, which naturally enhances their learning motivation and degree of involvement in the educational process. Based on the analysis of scientific and methodological literature, the advantages and disadvantages of using collaborative learning technology in primary schools have been identified and the pedagogical conditions for the use of this technology have been formulated.