This article analyzes the theoretical and methodological foundations of teaching organic chemistry in secondary schools. The research highlights the effectiveness of modern pedagogical technologies, particularly the "flipped classroom," multimedia tools, systemic tasks (SATL), and experiment-supported mechanistic approaches. It also psychologically grounds methods to reduce cognitive load, visualization challenges, and methodological difficulties in mastering organic compound nomenclature. The article discusses teachers' pedagogical content knowledge (PCK) and the potential of digital technologies.

organic chemistry education, mechanistic reasoning, pedagogical content knowledge, flipped classroom, molecular models.

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