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 use of situational tasks in chemistry as a means of positively influencing the development of universal educational actions has been studied in detail in the experimental and research works of N.V. Zhulkova. Effective development of universal learning activities through the inclusion of situational tasks in the educational process requires the creation of a structure for their design. The essence of design is to create an image of an object and an algorithm for its organization. In the theory and practice of design, various approaches to organizing the educational design process are described: K.S. Bazhin, V.S. Bezrukova, M.P. Gorchakova-Sibirskaya, E.S. Zaire-Bek, I.A. Kolesnikova, V.E. Radionov, V.I. Slobodchikov, T.S. Shakhmatova, V.3, which is reflected in their works. However, researchers do not separately consider the issues of constructing didactic materials, especially situational tasks, and therefore do not fully use the potential of situational tasks as didactic materials for teaching at school. Experimental hypothesis: secondary school students experience difficulties in solving non-traditional chemical problems of an increased and high level of complexity (situational), requiring the use of a complex of knowledge and skills that implement and develop meta-subject skills. Infographics are graphical representations of information that help visualize complex concepts and data. It can be a useful tool for visualizing situational problems in chemistry, as it allows you to present information in a more understandable and accessible form.