Comparative analysis of blended learning in the context of teaching basics of life safety

Statement of the problem. Blended learning models have limitations related to the age of students, technical support, the content of the subject, etc. The use of blended learning in teaching Basics of Life Safety has its own characteristics. In particular, it is necessary to focus on the practical component of the educational process. The purpose of the article is to conduct a comparative analysis of the blended learning models Flipped Classroom and Station Rotation in the context of teaching Basics of Life Safety. The research methodology includes the analysis of the features for implementation of blended learning in a general education organization. Traditional methods of theoretical research (analysis and synthesis, etc.), analysis of regulatory documents and electronic information resources in the field of education and life safety were used. Research results. A comparative analysis of rotational models of blended learning in the context of teaching Basics of Life Safety has been carried out. The Flipped Classroom model is more appropriate for working with high school students when practical skills are required. An important condition for successful implementation is the availability of high-quality digital educational content or information and electronic environment. For the implementation of e-learning within the subject of life safety, there are no ready-made high-quality educational resources. The Station Rotation model is more universal; work in the information-electronic environment can be replaced by work on other electronic training tools specific to the field of life safety: mannequin simulators, interactive modules and posters, digital laboratories, etc. Conclusions. The use of rotational models of blended learning in the educational process on the Basics of Life Safety makes it possible to strengthen the practical component of the subject, including using specific electronic learning tools.