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The urgency of the article lies in the substantiation of the importance of using visualization technology in the process of education in the current period, defining the difference between this technology and the principle of visualization at the lesson in the today's educational institution. The article covers the concept of information competence and its components, describes techniques of visualization technology of teaching material, aimed at forming this competence. Special attention is paid to the methods of visualization at a lesson for the purpose of better knowledge assimilation. The article also describes different ways of visualization of educational information as a prerequisite for successful teaching of school subjects. The data contained in the article are the results of the analysis of digital services of visualization of educational content and the study of methodological foundations for the use of all kinds of information visualization tools at different stages of learning during the present lesson. The article covers in detail the most modern ways and means of information visualization, including mental maps, timelines, etc., because enormous information flows require the ability to assess this information, to determine its reliability and trustworthiness, to determine the main thing in it. The content of the article is of practical importance for teachers of today's schools.

Автор досліджує проблему вивчення явищ літературного процесу в шкільному курсі української літератури. Вона доходить висновку, що для ефективного шкільного аналізу літературних творів у контексті відповідного мистецького напряму потрібно підготувати вчителів до роботи з літературознавчими поняттями. Автор пропонує методичну модель підготовки майбутніх учителів літератури до роботи з явищами літературного процесу на уроках літератури Ключові слова: літературний процес, літературний напрям, художній твір, імпресіонізм, учитель української літературиThe author analyzes the problem of studying factors and phenomena of literary process in the school course of Ukrainian literature. On the base of researches Lilik О. О. makes a conclusion that it is necessary to train the future teachers to the work with the facts and phenomena of literary process for the effective analysis of literary works. For attaining the aims of research the author elaborated the special course of methodology of teaching Ukrainian literature and introduced it into educational process. Methodological model of training of future teachers of the literature to the work with the facts and phenomena of literary process was created and probated in the context of this course. The author offered the own scheme of the work with facts and phenomena of literary process that is visualized in the article by mastering the notion "impressionism". The students-philologists of MA course after pedagogical practice at school took part in the experiment. The author of the article explains the students' attitude to the study of literary notions at the lessons of the literature, defines the methods and techniques used by the teachers at the work with these notions, studies the role of visual means in mastering theoretical and literary notions and considers the ways of the raise of professional development of future teachers in this field

The article considers general psychological and methodical patterns of mathematics teachers’ professional reflection in the system of methodical work. It proves the hypothesis that one can model and implement specific psychological and pedagogical conditions, thus promoting the development of professional reflection. Besides, the article shows that the specified pedagogical conditions for the successful development of professional reflection of teachers of mathematical disciplines in the system of methodical work are: ensuring awareness of the teacher of mathematical disciplines of the content, structure and means of development of professional reflection; formation of an objective self-assessment of the personality and own professional activity of teachers of mathematical disciplines; introduction of individual and group means of development of professional reflection in the system of methodical work of pedagogical college; creation of a reflective environment in the system of methodical work of a pedagogical institution. Psychological and pedagogical means for the development of professional reflection of teachers of mathematical disciplines in the system of methodological work of a pedagogical college are: means of individual reflection (repetition technique, counselling, individual reflection games, solving reflective problems, keeping a reflection diary); collective means of developing professional reflection of the teacher (reflective debates, reflex interviews, reflective classes, consultation, tutorial, group reflection games, development of programs for monitoring their (or colleagues) actions in professionally significant situations with subsequent analysis of the received materials, training on the development of professional pedagogical reflection); introduction of a special training course "Development of professional reflection of teachers of mathematical disciplines in the system of methodical work of the pedagogical college".

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