Forms and means of designing situational tasks for the development of regulatory universal educational actions of secondary school students in distance learning chemistry

Abstract

The article is devoted to the actual problem of designing situational tasks for the development of regulatory universal educational actions of secondary school students in the conditions of distance learning in chemistry. The authors consider various forms and means of creating such tasks, focusing on their effectiveness in the context of online education. The main attention is paid to methods of stimulating independent work of students, the development of their critical thinking and problem-solving skills. The article contains practical recommendations for teachers on creating and implementing situational tasks in the distance learning process, and also offers tools for evaluating the effectiveness of these techniques. The research contributes to improving the quality of distance learning in chemistry and the formation of students' skills of self-regulation and adaptation to difficult learning situations. The authors also analyze the pedagogical and psychological aspects of the application of situational tasks, emphasizing their role in the formation of motivation to study chemistry and activation of cognitive activity of students. The results of an empirical study demonstrating the positive impact of situational tasks on the level of material assimilation and the development of regulatory universal learning activities in a distance format are presented. In conclusion, the article formulates the prospects for further research in this area, as well as possible directions for improving the methods of designing and implementing situational tasks in the educational process. The article will be useful for teachers, methodologists, as well as anyone interested in modern pedagogy and distance learning.