Abstract:

The present day professional education has been assigned to improve the training process applying advanced technologies, methods, procedures, teaching aids and forms to further students’ progress.

Educational differentiation and individualization of the training process are viewed as conditions needed to make learning a feasible and sensible activity for students. These can be possibly achieved as structure content and organization of the training process are changed via considering interests and inclinations of students more thoroughly. It is simulation that is one of the most up-to-date methods allowing of combining practice and theory, creating a frame of reality to further information perception and knowledge acquiring.

The author addresses to the specifics of simulation, comprising a mediating object – model, a substitution object and an initial object – original. When studying chemistry the matter of chemical processes under consideration can’t be directly seen by students who develop a model of the invisible object relying on certain indirect data. Therefore, simulation can be defined as a principal method of cognition in chemistry. Simulation is thought to be an explaining and illustrating reproductive method, problem statement, modeling, which makes it possible to organize search and research activities.

The forms of information delivery when teaching chemistry, as well as relations between elements are outlined to support the assignment of a certain form for presenting material under study.

Keywords:

Simulation, model, substitution object, object – original, reproductive method, problem statement, modeling.