EDUCATIONAL AND RESEARCH TASKS IN THE STRUCTURE OF THE TEXTBOOK ON THE INTEGRATED COURSE ”I EXPLORE THE WORLD”

Abstract

The article substantiates the application of a competency-­based approach in teaching and methodological support of primary education. The basic concepts are clarified, such as “competence”, “educational research tasks”, the reflection of the subject specifics in the content of the textbook tasks is revealed. The types and kinds of research tasks related to real-life situations are identified. The efficiency of the application of the proposed tasks in practice is checked. As a result of the complex analysis the theoretical and methodical approaches to the use of educational research tasks in the textbook “I Explore the World” are generalized.
A key feature of the presentation of the content, process and learning outcomes in the textbook is a competency-­based approach which involves ensuring students’ research activity in identifying cause-and-effect relationships in nature and society, giving preference to knowledge that can be acquired by students themselves, applying the gained experience in new situations.
It is approved the introduction to the textbook for the integrated course “I Explore the World” of cognitive tasks, which involve a combination of intellectual efforts with extensive use of the methods of sensory cognition of the world, ensuring the connection of the learned material with students’ life experiences, and practical tasks.
It has been proven that by mastering cognitive operations, students gradually prepare to solve problems to establish cause-and-effect relationships. It helps to master the ability to generalize and specify the causal relationships, to see the common and different in phenomena, to find out the connections and dependencies between them.
The complexity of the content of the tasks increased within each topic in the textbook, ranging from concrete specific facts to the establishment of available connections, dependencies, relationships.
The operational complication of the tasks involved moving students from the ability to analyze objects, formulate individual judgments about the connections and dependencies that exist in the social world that can be directly observed, to the judgments that reflect the internal dependencies that require logical solutions.
It is approved in the system of the tasks the multi-­sensory approach of the organization of learning the content of the curriculum, which determines the research behavior of students, their perception of the properties and qualities of objects, phenomena of natural and social environment, directs their activities in the field of search.