ANALISIS OF RESULTS OF THE COMBINED TEENAGERS’ CONSEPTUAL THINKING TRAINING

The article highlights the results of the development and implementation of conceptual thinking training programs in adolescence. Theoretical justification of training as a form of study is realized. The features of the combined type of developmental impact that involves a combination of direct and network communication (blended learning technology). In that context, the basic mechanisms of distance education are analyzed. Basic organizational aspects of implementation of the training program are indicated - the number of participants, duration of lessons, content and direction of exercises, place of realization, type of communicative online resource, features of combination of real and virtual interaction. A check of effectiveness of the realized training in two areas: quantitative and qualitative is made. Using Student t-test calculations for dependent samples, significance of differences in the results of diagnostic basic operations of the conceptual thinking - "before" and "after" formative influence is found. The possibility of applying criterion problems as means to test the effectiveness of training is proved and the mechanism of their implementation is described. The criteria and levels of success of the solving criterion tasks are elaborated which are the basis for further qualitative analysis. The conclusions about the effectiveness of training program implementation are made. The basic prospects for further research issues are outlined.