Abstract
Abstract The aim of the study is to substantiate the features of active implementation of competence-based chemistry teaching in secondary education institutions of the Republic of Kazakhstan. The methodological approach of the study is based on the following research methods: analysis, synthesis, induction, modelling, comparison, and generalisation. The content of the concept of “competence approach” is defined; its signs and features are revealed, the necessity of introducing the competence approach in the process of teaching chemistry is theoretically proved and the prospects of using the specified approach to improve the study of chemistry among secondary school students of the Republic of Kazakhstan are determined. In the course of theoretical research, the key competences in the process of chemistry teaching, which should be formed in secondary school students of the Republic of Kazakhstan, have been identified. The study identified the contradictions concerning the development of the competence approach in the study of chemistry and outlined ways to solve them. Perspective directions of improvement of competence-based chemistry teaching are defined, and specific recommendations on measures of effective implementation of such an approach in secondary education institutions of the Republic of Kazakhstan are given.