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Solving the problem of the implementation of the environmental approach and its capabilities in the development of personality is one of the central places in the system of modern education. This article analyzes the scientific and pedagogical research on the issues of theoretical substantiation, creation and development of educational environment, its structure and functional purpose. The article discusses the role and importance of the environment in the education of students. It emphasizes the need to study this issue in the education of students in a modern school. The purpose of this article is to solve the problem of developing the upbringing potential of the educational environment of a school based on an analysis of scientific and pedagogical research in this direction. As a result of the analysis of studies of the pedagogical potential of the educational environment, the influence of the educational environment on the qualitative changes in the educational process of the educational organization has been highlighted. On the basis of refined definitions of the concepts of «educating environment», it has been revealed that the environment can serve as a kind of means for implementing the intended educational or educational goals, changing the development of the environment in the necessary direction, actualizing or «muffling» the characteristics of its various components, it is possible not only to influence and educate the student, but also to provide indirect control. The practical significance of the presented analysis of research is determined by the possibility of using the results contained in it in the mass pedagogical practice.

The article discusses the possibilities of using electronic educational resources in mathematics lessons in elementary school for the implementation of an activity-based approach to education. On the example of one of the video lessons, methods of organizing an active search activity of younger schoolchildren in teaching mathematics are demonstrated. One of the regularities is the following: "The development of a student occurs only in activity, and the more active the activity, the more successful it is to move forward in development." Coordination of the organization of the educational process with the above regularity presupposes the role of the student in it not so much as an object, but as a subject of activity. Thus, the concept of an activity-based approach to education consists in organizing subject-subject relations, in rethinking the role of a student as a subject of education and the role of a teacher as an organizer of student activities. Currently, a lot of electronic educational resources (EER) have been developed that have the ability to organize active educational activities of younger schoolchildren in the classroom: video lessons, electronic games, tests for self-examination. However, teachers do not always realize such opportunities. Observations show that often, both in face-to-face and distance learning, the use of EER is limited only to their demonstration, without further analysis. At best, students perform the proposed tasks according to the model given, for example, in the video lesson. This significantly reduces the effectiveness of the implementation of the activity approach to learning.

The article reveals the essential characteristics of the concepts of "self-organization of the system", "self-organization of personality" from the standpoint of synergetic, activity, personal, competence approaches. Self-organization is possible only in systems with a complex structure, a large number of elements and interconnections. In such systems, self-organization becomes purposeful. Self-organization can be carried out with the aim of forming a complex system arising from a set of separate subsystems; in order to maintain the life of the system, its adaptation to constantly changing internal and external conditions; for the purpose of self-development of the system, taking into account past experience. One characteristic feature of self-organization is that this process is carried out only on the basis of internal resources. The most important condition for the formation of students' ability to carry out self-organization and self-education is mastering the essence of these concepts. Therefore, it is advisable to consider different approaches to their definitions of the relationship between them. The expediency of the interpretation of personality self-organization as a competence, which includes personal, cognitive, activity, value-motivational components, is substantiated. The analysis of the essence of self-organization of the individual made it possible to identify all the named components. It is advisable to consider the ability to self-organize as the competence and the most important educational result of higher education