CONTENT SUBSTANTIATION OF TRAINING FUTURE CHEMISTRY TEACHERS TO USE WEB TECHNOLOGIES IN PROFESSIONAL ACTIVITY

Introduction. The process of informatization of education, supporting the integration trends of knowledge of the regularities of subject areas and the environment, actualizes the development of approaches to using the potential of modern digital teaching of chemistry for the development of the student's personality, increasing the level of his creativity, developing abilities for integrative thinking, forming the skills in developing a search strategy and practical tasks. The main goals of informatization are to ensure the availability, quality, and efficiency of educational services in the education system. Informatization is aimed at creating conditions for the systematic implementation and active use of web technologies through developing a training and retraining system for teachers. Purpose. The article aims to substantiate the content of the training of future chemistry teachers for using web technologies in professional activities. Methods. Theoretical methods of analysis and generalization of scientific literature, systematization and data analysis. Results. The content of the discipline «Computer technologies in chemistry» has been updated. A package of training modules has been created that collectively and with appropriate completeness reflect the genesis and essence of web-learning technology, the historical and innovative experience of using web-based learning technologies in educational practice. The program of the updated content of the discipline contains four modules «Theory and technique of mastering web technologies», «Technology of providing the educational process with web resources», «Methods of using existing web technologies and creating your web resources», «Psychological, pedagogical and methodical aspects of using the web technologies in teaching chemistry». Originality. The method of implementing web technologies was applied: electronic presentations were developed as initial educational measures for each module; appropriate forms of educational classes, which have the status of lectures, are intended to be held in special multimedia classrooms as multimedia demonstrations. Next, practical training sessions are held, aimed at the acquisition by students of sustainable skills in the use of modern technical means, software and the creation of their own (author's) automated training complexes. Recommendations for future teachers on using ready-made automated educational complexes in teaching chemistry have been developed. The article provides guidelines for using computer-aided learning complexes in teaching chemistry in grades 7-11 regarding ergonomics presenting educational information and planning the spatial arrangement and trajectory of viewing in virtual space. Conclusion. Reasonable recommendations for using web technologies in teaching chemistry to students can be for teachers only a generalized methodological guideline in professional activity and creative search. Each teacher, when planning lessons, laboratory workshops, demonstration experiments, and developing control questions and test trials, taking into account his experience and preferences, resource material and technical capabilities of the school, will make decisions independently within the time limits.