INTEGRATED USE OF CHEMICAL DIDACTIC GAMES BY MEANS THE INFORMATION AND THE COMPUTER TECHNOLOGIES

Introduction. Life proves that in difficult and constantly changing conditions, only a creative, flexible, competitive teacher, capable of generating, the one who will learn to nurture the subject of learning as a person who can self-realize, is best oriented, makes decisions and works.Purpose. To consider the introduction of various forms of didactic games in chemistry lessons using information and computer technologies as a necessary element for the development of cognitive activity, creative potential, and logical thinking. To comprehensively cover the material, which encourages the continuous development of digital competence of the subjects of the educational process, to conduct pedagogical research on the informatization of chemical education in high school at different stages of the lesson, to increase the motivational function and independence of students to study chemistry. Methods. Theoretical – analysis of scientific literature on the research problem; systematization and generalization of theoretical and empirical data; analysis of ICT tools regarding the use of online platforms in the educational process; empirical – questioning (survey method) of students; statistical – quantitative and qualitative analysis of the results obtained.Results. The implementation of the research approach has been considered as a means of the development of key and subject competencies, abilities, and skills of pupils of the middle school in the whole process; a percentage range is indicated of results of diagnostics of components of research skills of middle-class pupils at chemistry lessons. Basic key components in the structure of the research skills and abilities are identified: cognitive, active, and self-regulating. To assess this potential, a comprehensive system of educational and learning tasks in a certain sequence has been proposed, according to the formation of research skills as both special and subject. Subject skills include applying different mental actions, the clearly defined stages of further work, the ability to predict the results of the experiment, prove own opinion, and the ability to organize own work for communication in the team.Originality. In this article, for the first time, the concept of information and computer computer technologies is described and implemented, as a set of methods, techniques, ways, and means of creating pedagogical conditions for working with students during lessons, modeling part of the functions of a teacher using a different amount of didactic material; increases the amount of work performed in the lesson by 1.5 – 2 times; provides a high degree of differentiation of training (individually approach the student, using multi-level tasks). Conclusion. According to the results of the research, it is possible to conclude the insufficient level of formation of research skills, the development of which more depends on the ability, skills, and capacity of the teacher, as a qualified professional, who possesses qualities to organize educational and research work, can manage the educational process. Three directions of development of research skills of pupils have been developed and implemented, the basic stages of the educational process organization directed to skills formation are determined, complex system of exercises has been implemented, which corresponds to requirements of research training and helps to form appropriate skills of pupils for the process of studying chemistry. As a result of joint work in the achievements of program, key and subject competencies, results of training within various kinds of research activity of pupils have been shown.