ORGANIZATION OF THE COGNITIVE AND INDEPENDENT WORK OF HIGH SCHOOL STUDENTS THROUGH TEXTBOOK “APPLIED ECONOMICS”

Abstract

The article deals with the issues of organization of cognitive and independent work of students of the high school students through the content of the textbook “Applied Economics”, where pedagogical value, functional significance, implementation of cross-cutting content lines and conformity to the social needs of modern society in connection with economic knowledge are formulated. By the decisive forms of organization of independent work in the course of mastering the content of the course by choice include collective, group, pair, individual work. The article raises questions about the use of the multidimensional pedagogical system in the educational process in economics, which is based on a competence-based approach to learning. The teacher, using the textbook for the optional course “Applied Economics” differentiates the forms and methods of teaching through cognitive-pedagogical activity. Independent activity forms high school students’ economic competence, which contains both business and financial competencies that are included in the list of key competencies of the New Ukrainian School. The proposed textbook will help high school students to master the basic knowledge of economics and expand their economic consciousness, which will lead to economic competence. The content of the textbook is structured in such way as to develop not only theoretical, but also practical knowledge through certain economic exercises and cognitive and independent activity in high school students. Priority methods that stimulate independent cognitive activity of high school students are selected for problem research and exploratory research. The types and forms of independent work of high school students are described, examples of such work are given in the course textbook content of the course “Applied Economics”. It is important to choose and teach teaching methods, to justify the methods and forms of organization of the educational process, as a result of which a system of knowledge, skills, and also a modern worldview is formed. The most effective are those forms of educational activity, those educational technologies that maintain and develop cognitive interest and independence, provide the effectiveness of the educational process, the individual trajectory of the student. One of the tasks of the teacher is the formation of methods of practical activity of students, but this does not mean weakening the position of traditional teaching methods, aimed primarily at the formation of a system of knowledge.