TEXTBOOK AS A BASIS OF COMPETENCE-ORIENTED TEACHING OF ECONOMICS IN HIGH SCHOOL

Abstract

The article deals with the main principles of the methodological system of competenceoriented teaching of economics in high school and the ways of its effective implementation in the content of a textbook. The analysis of the educational process in high school made it possible to disclose various methodological methods that form the economic competence of students with the help of educational economic information, which is contained in the textbook. The author of the article describes the elements of the methodological system that will form the economic competence of high school students through the textual and illustrative content of the textbook on economics. The article also demonstrates the guidelines for conducting economic lessons in high school and highlights the educational, cognitive and educational potential of economics through the method of competence-oriented education. Economics as a subject of study examines a methodological problem that eliminates contradictions between students’ perceptions of economics as a science with its subject of research and information on the diversity of economic and social life, and a particular subject studying complex economic skills, such as how to manage an economy, how to build their own economic activity, how to establish economic relations, etc. Economic education in modern educational institutions requires a teacher to choose a methodological system for economics education. New concepts and standards are created, in which not only content but also requirements for learning outcomes are reflected. The methodology of economics education has accumulated enough problems that require special research. Among them is the problem of updating methods, means and forms of organization of educational process. The main objective of economic education is the formation of economic thinking in students, and its result — economically grounded practical activity, determined by the level of economic competence. Competence-oriented education is also promising because, with this approach, educational activities acquire research and practical-oriented character and become the subject of assimilation itself. Pedagogical experience convinces that the key competencies are formed only in the process of gaining experience in their own activities, therefore the educational environment must be structured in such a way that high school students find themselves in situations that contribute to its formation.