ROLE AND IMPORTANCE OF CONCEPT MAPS IN A TEXTBOOK

Abstract

The article considers the questions about place, role and purpose of concept maps in a textbook. Ideas are proposed for the building and use of synthetic tables that contain a system of concepts in the context of the formation of competences. The structure of a concept map is proposed, which includes a summary table containing a graphical representation of all the concepts studied in the corresponding section, as well as a system of links through which concepts and information are linked together. The algorithm for building a concept map is reflected, which includes the selection of the asic concept of the topic that is being studied, the consecutive recording of all concepts in the process of studying that follow from the main as derivatives, the establishment of logical interrelations between concepts, the obtaining of the interconnected system of all the concepts studied. An example of filling a concept map in mathematics for a textbook of the 8th grade is given. It is proved that cooperative making of concept maps makes it possible to develop various abilities of pupils, contributes to the formation and development of the competences of analysis, comparison, systematization, classification, integration, the establishment of appropriate relationships, and the conscious application of the studied material. Emphasis is placed on the fact that the concept maps that are included in a textbook enable students to consciously use its conceptual apparatus, and the teacher to diversify the activities of pupils in the classroom, to involve pupils in the process of active gaining new knowledge and formation of competences, and to effectively organize the revision of the studied material and preparation for exams, which improves the quality of school education.