Nalyvaiko O. The problem of differentiated teaching of secondary school students in the domestic theory and practice of the second half of ХХ century.

Object - the process of teaching of secondary school pupils during the second part of XX century; the aim - to systematize the theoretical ideas and generalize the practical experience of carrying out differentiated teaching of secondary school pupils during the second part of XX century on the basis of the retrospective analysis of scientific pedagogical sources in order to improve the given aspect of teaching in the present day secondary schools; methods - general scientific, comparative-historical, historical-structural, retrospective, prognostic; novelty - the dissertation is the first to provide a comprehensive historical-pedagogical analysis of the problem of the origin and development of ideas of differentiated teaching of secondary school pupils during the second part of XX century; the scholars' contribution to the research of differentiated teaching ideas is determined; pedagogically valuable ideas and practical findings of differentiated teaching of secondary school pupils during the second part of XX century are generalized and the ideas for creative implementation of the positive historical pedagogical data are suggested; the data concerning the origin of the ideas of differentiated teaching of secondary school pupils in the domestic pedagogical thought are specified; the holistic theory of differentiated teaching has undergone further study, which provides for the creative implementation of efficient theoretical and practical findings of the researched period in present day secondary schools; results - the theoretical ideas and conclusions of the research on differentiated teaching at secondary schools will be helpful in teaching "Pedagogy", "History of Pedagogy", "Basics of Pedagogical Mastery", "Comparative Pedagogy" as well as in working out new teaching courses. The factual historical-pedagogical data of the research and discovered theoretical and practical findings provide the basis for further pedagogical research, for writing teaching manuals and textbooks and other teaching resources. Some new sources (38 sources) are introduced and offered for scientific study; field - pedagogy.