ACTIVATION OF COGNITIVE ACTIVITY IN CHEMISTRY LESSONS BY MEANS OF CROSSENSE

Nelyubina Elena Georgievna, Panfilova Lyudmila Vladimirovna, Safina Liliya Galimzanovna

In the context of the development of modern society, the requirements for the quality of education of schoolchildren, the level of knowledge and skills of students are increasing. At the same time, the load on the entire educational process as a whole increases sharply. It is impossible for a modern schoolchild to cope with the colossal the flow of information that bombards him daily. That's why new tasks appear in training associated with a clear selection of educational material, structuring a school chemistry course, as well as introducing innovative pedagogical technologies that allow for little amount of time to obtain maximum information. It should be noted that the introduction of cross-sense technology at various stages of chemistry lessons in the modern world is relevant. Using this method is good when learning new material, deducing the topic of a lesson, setting up a problem situation, or when consolidating and generalizing the material studied. You can also use crosses as homework. Purpose - study the methodological aspects of the implementation of crossens technology in chemistry lessons in grades 8-9. Methodology of work: Various scientists have been and continue to study the problems of crossen implementation; the theory and practice of this technology is based on the pedagogical systems of J.A. Komensky, I.G. Pestalozzi, D. Locke, A.S. Makarenko, V.A. Sukhomlinsky, as well as on the developments of Bespalko V.P., Klarina M.V., Matyunina B.G., Kukushina V.S., Selevko G.K., Fomenko V.T., Klarina M.V., Mavrina S.A., Likhacheva B.T., Shchukina G.I., Skatkina M.N., Markova A.K. and etc. Results: The paper examines the issues of organizing the education of schoolchildren in chemistry based on the use of such a teaching tool as crossens. Working with crossenses contributes to the development of communication and regulatory skills, and skills in working with information. Examples of completed tasks based on crossenses are given and the results of pedagogical research are described.

Keywords:chemistry, crossings, technique, teaching aid, methodology, task.