CONTENT PROCEDURAL FEATURES OF METHODS OF TRAINING OF FUTURE CHEMISTRY TEACHERS TO THE EVALUATION OF EDUCATIONAL ACHIEVEMENTS OF STUDENTS

The issue of training of future Chemistry teachers to the evaluation of educational achievements of students is considered in the article. For the first time the fundamental nature and structure (motivational requirement, cognitive, activity, and reflective structural components) of the readiness of the future chemistry teacher to the evaluation of educational achievements of students are discovered. The content and features of procedural methods of training of future chemistry teachers to the evaluation of educational achievements of students under certain рedagogical conditions and methodological approaches are defined. The proposed method takes into consideration the basic chemical training level, variable in building content that meets modern trends evaluation of educational achievements of students; of practice-oriented training of students in lectures, seminars, practical laboratory exercises, consultations, independent and individual work, research activities, teaching practice, workshops, meetings, work groups of teachers and students in the course of working with mentors; the integrated use of teaching methods, methods of organization and implementation of teaching and learning, methods of stimulating interest in learning and motivation training and learning activities; methods of control, and self-reflection. The indicators and levels of the components of readiness development are defined and proved. Proved and tested is the method of training future teachers of chemistry to the assessment of student achievements in unity motivational target, content, organizational, procedural and result-correction blocks. Pedagogical conditions of the future chemistry teachers training to the evaluation of educational achievements of students are identified. The methodical support of the future chemistry teachers training to the evaluation of educational achievements of students in higher education establishments is developed. Didactic approaches, means and stages are developed and scientifically grounded. A technique of future chemistry teachers training to the evaluation of educational achievements of students as the unity of the general professional, special, and reflective stages is grounded and experimentally tested. The research results confirm the effectiveness of the proposed technique. The proposed technique allows holistically and systematically to ensure formation of readiness for assessment of student achievements on chemistry at general professional, reflexive and special stages.