THE VALUE OF THE CONTEXT IN THE INDIVIDUAL TRAINING OF SCHOOLCHILDREN
The article is devoted to the possibility of organization of individual training of schoolchildren on the basis of theoretical and methodological, psychological and pedagogical provisions of contextual learning. Options of psychological follow-up of children and individual training study subjects of schoolchildren are considered. It was concluded that it necessary to identify the implicit external contexts that enable the success of the training and to guide schoolchildren to create their own contexts.