TEXTBOOK ON UKRAINIAN LITERATURE IN PROJECTION ON NEW UKRAINIAN SCHOOL

Abstract

In the paper, the author has outlined the theoretical concept of a contemporary Ukrainian textbook on literature in the aspect of ideas and conceptual foundations of the New Ukrainian School. The analysis of technological innovations, which help to transform the textbook into a contemporary navigator, is intended to help students in realization of educational opportunities. It is clarified in the paper which features of the textbook will help to practically implement the New Ukrainian School approaches in the aspect of formation of a free educational environment, all participants of which are in an integrated environment of mutual exchange and mutual enrichment with experience, ideas, etc. The competent potential of the contemporary textbook on literature has been spotlighted, the importance of leaving the knowledge paradigm in the organization of the program material is emphasized in order to strengthen the competence approach. The concrete examples of implementation in the textbook of crosssubject lines, which provide the connection of literature with other branches of knowledge (nature, foreign languages, mathematics, etc.) has been explained. Competent textbook cannot be considered as an immaculate receptacle of knowledge because according to contemporary psychological and sociological studies in the XXI century the technological pace has been extremely accelerated, which affects the fact that what we could see fifty years ago in two years now can be reached in two months. Consequently, this results in an extremely rapid informational change. Our task is to draw what students are interested in, talking about software things. Each lesson should be a conversation about what is vital and corresponds to the spirit of the time. The textbook should help both students and teachers (all participants of the educational process) acquire something new, since the role of the teacher changes in the New Ukrainian School. Besides, he or she is not the bearer of absolute knowledge, since such an approach contradicts the essence of change and the pace of technological development, the pace of change of cultural dimensions, and so on.