Chemistry is a science where, along with theoretical material, research skills and the ability to make calculations based on the data obtained are also formed. Laboratory work, organized in the form of mini-research, helps students develop practical skills in working with chemicals, teaches them how to safely handle certain substances at school and at home. By performing laboratory work, students gradually master such skills as how to properly handle laboratory equipment, chemical glassware, and measuring instruments to obtain accurate readings.

Performing experiments in chemistry lessons contributes to the formation of knowledge through observation, develops the skills and abilities of analyzing and formulating conclusions on the work done. The combination of these skills and abilities represents the stages of the experimental research method. According to L.Ya. Zorina, when performing an experiment, students learn to determine the purpose of the experiment, research problem, research hypothesis, experimental methodology, results analysis of the experiment, taking into account possible errors and draw conclusions [3].

Based on the works of A.I. Savenkov, general research skills and abilities can be understood as the following skills and abilities: to see problems; to ask questions; put forward hypotheses; define concepts; classify; compare; observe; conduct experiments and draw conclusions; establish causal relationships; structure the material work with text prove and defend their ideas[1].

Analysis and generalization of psychological and pedagogical literature allows A.I. Savenkov to highlight the principles of the formation of research skills and abilities of schoolchildren. The work on developing the skills and abilities needed for research should be carried out systematically and purposefully.

Dweck's research generally confirms that if students are told that learning ability and intelligence are improving, their grades increase. Although this does not work in all settings, Smith and Firth believe that it is worth shaping the students' concept of flexible, growing thinking and developing their positive "self-concepts"[2]. It's not a fact that this will affect the results directly, but it will certainly help the students feel more confident.

Low self-esteem leads to self-doubt, prevents students from taking on more complex and interesting tasks, makes them too nervous before tests and make mistakes due to excitement.

How to apply:

Explain that the brain is constantly changing physically when learning new things - skills and abilities can be developed;

motivate students to compare themselves not with others, but with their previous self;

it is reasonable to encourage - to praise for efforts, and not for personal qualities, and not just to cheer up, but in connection with progress.

According to the theory of psychologist Reinhard Pekrun, both positive and negative emotions are important: both can stimulate a person to learn.

After the first summative assessment for a section in the first quarter, groups of students were identified who find it difficult to complete tasks precisely on summative assessment, although questions on these learning objectives are discussed in the classroom when studying the topic. Interviews were held with the psychological and pedagogical service of the school, with teachers of other subjects, with curators and parents of students. This work helped to find out the psychological and pedagogical characteristics of each student in the studied groups. Having identified the problem, a survey was conducted among the students. 36 students took part. The students noted the problems they face during training, how the teacher’s teaching method affects them, how ready they are to perceive the material, how much they can show independence when studying new material, how much they expect the teacher to explain the material, how much they themselves can learn the material on their own . The results of the questionnaire were analyzed, and the results of the analysis of personal data were used at the next stage, when planning a series of lessons according to the methodology of practice-oriented learning. When planning a lesson, according to the ability of the class, assignments, descriptors, and assessment criteria were compiled. The achievements of each student were recorded in an observation log. When studying the topic: “Oxidation-reduction reactions”, examples of compiling redox reactions were analyzed on the board, then the students performed in pairs, and then the student could independently complete such tasks. Performing several exercises to compose redox reactions, the student developed skills. When studying the topic "Electrolysis", the students easily mastered the topic, as they first performed practical work. The organization of the practical work on the “stations” made it possible to use time effectively. The students saw in practice the processes occurring at the cathode and anode, observed changes in the determination of substances released on the electrodes. Instruction sheets were provided detailing the steps to perform the experiments, leading questions, and questions that require the student to explain their observations. For active learning, the Mix / Freeze / Pair method (Kagan, 1994) was used - a method that allows students to be active and be able to cooperate in solving a problem.

According to the results of the first survey, it was revealed that some students find it difficult to learn the material on their own (30%). In each group, there are children who can work independently and do an excellent job with tasks (20%), there are students who need the support of a teacher or a classmate (50%). After conducting a series of lessons developed through practice-oriented learning, I did not notice an improvement immediately. Pupils gradually got used to the proposed form of education, developing the skills of independent work. According to the results of the survey, it was found that when studying a new topic, most students begin to work according to the algorithm, and then they can already complete tasks on their own. When studying new material, schoolchildren aged 15-16 are still not confident in their abilities, doubt the correctness of their answers when solving certain problems, and therefore always need the support of a teacher, because, due to their age characteristics, adolescents are not yet mature enough to follow this form of education, which requires the independence and responsibility of students.[5] Comparing the results of the 1st and 2nd quarters, in class 10A you can see the 1st quarter -83% (5-1,4-9, 3-2), in the 2nd quarter - 100% (5-4, 4-8) the quality of knowledge improved by 17%. In grade 10, the quality of knowledge in the 1st quarter was -83%, in the second quarter -100%, which led to the maximum increase in the quality of knowledge. Using practice-oriented learning, I noticed that students began to actively participate in the lessons, increased motivation, increased self-confidence, and also improved the ability to find and explain the cause of certain phenomena, the ability to manage attention, skills to work with information, communication skills, and time management.

1. A. I. Savenkov. Path into the unknown: how to develop your research skills. - M., Genesis, 2005. , 94s. 2. Suldina T.I. Pedagogical aspects of practice-oriented teaching of chemistry // Scientific review. Pedagogical Sciences. - 2017. - No. 2. - P. 107-109; 3. https://scienceforum.ru/2016/article/2016029047 4.https://spravochnick.ru/pedagogika/teoriya_obucheniya/praktiko-orientirovannye_metody_obucheniya/ 5.https://www.psypharma.ru/ru/novosti/mezhdunarodnye-novosti-psihiatrii-ot-eleny-mozhaevoy/golovnoy-mozga-podrostkov-issledovaniya