The use of digital educational resources is based on ensuring that control measures are fixed and that the educational process as a whole is more transparent. The purpose of this article is to research the use of digital educational resources in primary school. The methodological basis of the study is determined by the possibility of using the design method. The novelty of the study is determined by the fact that the digital educational environment is understood primarily as the function of knowledge transfer and the desire to combine conventional teaching methods with innovative principles. It was concluded that the digital environment should be designed and taught to future teachers not only as an applied subject but also as an infrastructural component. By comparing the experimental and control groups, the authors empirically confirmed that pedagogical influence using web-based technologies is more effective than previously used ones.   Keywords: blended learning; education; conventional teaching; technologies; web resources.

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The article is aimed at some issues of the implementation of the ethnocultural component in the content of program in Music for 1-4 classes in primary education level of the Republic of Kazakhstan. A retrospective of author Music programs demonstrating the various approaches of Kazakhstan teachers and musicians to organizing children musical activities based on traditional musical genres, the best examples of the national folklore, works created by the multinational culture of Kazakhstan is presented. The author defines and substantiates the importance of the ethnocultural component in the content of primary education, the role of musical folklore in the cultivation of tolerant relationships in a multicultural environment and the formation of an integrated artistic worldview among younger pupils. The updated content of the Program on the subject “Music” for grades 1-4 are revealed, the study of it takes place through the learning of cross-cutting themes that permeate all subjects and include an ethnocultural component as an important element aimed at the formation and development of national consciousness, the integration of the individual into the national and world culture.

В статье рассматривается изучение геометрического содержания в курсе математики начальной школы, позволяющего реализовать систему целей, обозначенных в типовой учебной программе по предмету «Математика» для 1-4 классов, основанной на Государственном общеобязательном стандарте начального образования. Описывается содержание раздела «Элементы геометрии» и его подразделы «Геометрические фигуры и их классификация», «Изображение и построение геометрических фигур», «Координаты точек и направление движения». Авторы предлагают к рассмотрению работу по усвоению элементов геометрии, которая осуществляется на основе непосредственного восприятия обучающимися конкретных предметов, чертежей геометрических фигур и проводится на уроках математики в третьем классе начальной школы Республики Казахстан. Младшим школьникам предлагаются практические задания различного характера (заполни пропуски, дополни таблицу, реши кроссворд, начерти, отметь, найди, составь и др.), способствующие развитию пространственного воображения, умению анализировать, синтезировать и логически мыслить. Смена видов работы, разнообразие методов обучения и приемов деятельности помогает концентрировать внимание младших школьников на предмете изучения элементов геометрии, не утомляя их однообразием. Подчеркивается значимость понимания роли изучения элементов геометрии в повседневной жизни обучающихся.Ключевые слова: учебный предмет математика, элементы геометрии, урок, задание, обучающиеся, начальная школа learNING tHe GeometrY elemeNtS at prImarY ScHool matHematIcS leSSoNS 1 odintsova S.a., 2 pestsova a.I., 2 Shovkovich o.l.

The article deals with the problems of reflection in the organization of primary schoolchildren’s educational process, characterizes the functions of reflection, describes the classification of reflection types. The authors argue that a teacher should be able to apply various methods and techniques of reflection when planning a lesson and include it in the pedagogical process at different stages: when updating knowledge and strengthening learning, repeating and summing up educational material. The ability of pupils to reflect and to assess their educational activities adequately will depend on a competent pedagogical approach, the correct choice of pedagogical methods, techniques and means.