TRAINING FIRST-YEAR FOREIGN STUDENTS TO SOLVE COMPUTATIONAL PROBLEMS IN CHEMISTRY

. The purpose of the article is to identify the main methods of adaptive technology for the formation of first-year students’ chemistry skills and determine the conditions for their use in teaching foreign students. The authors analyzed the main reasons for poor mastering of chemical knowledge and the application of knowledge in solving calculating problems by foreign students. Based on the analysis of checking the initial level of knowledge of students, the authors identi-fied the main reasons for the first-year students’ difficulties in mastering computational skills, including: language difficulties, poor development of computational skills, ability to carry out in-terdisciplinary connections in chemistry, physics and mathematics, the ability to highlight the key points of the conditions and propose a plan tasks. The article substantiates the use by the authors of listening comprehension techniques when analyzing calculating problems, as well as verbal-izing the main issue of the problem and offer a possible plan of solving the problem. The authors recommend attracting visualization tools (diagrams and tables). The practice of teaching foreign students and the theoretical analysis of the problem of adaptation have shown the relevance of the use of adaptive teaching methods for foreign students to solve computational problems in chemistry to ensure accessibility and consistency in the development of computational skills in chemistry. The article reflects the practical experience of solving the problem of foreign students’ adaptation to the study of chemistry and the formation of computational skills. In the conclusion of the article a task is formulated – to develop a theoretical model of foreign students’ adaptation, including the following components: motivational, cognitive-active and managerial-diagnostic. The article is addressed to teachers of chemistry and disciplines of the natural science cycle, working with foreign students at educational institutions of various levels. of didactic collective of learning, interactive communication).