THE CONCEPTION OF THE UNIFIED TEXTBOOK "BELARUSIAN LANGUAGE" FOR THE THIRD GRADE OF ESTABLISHMENTS OF GENERAL SECONDARY EDUCATION WITH BELARUSIAN AND RUSSIAN LANGUAGES OF EDUCATION

Abstract

Тhe article covers the conception of the unified textbook "Belarusian language" for the third grade of establishments of general secondary education with belarusian and russian languages of education. Тhe unified textbook "Belarusian language" takes into account the features of teaching closely related languages in the situation of Russian-Belarusian bilingualism. The textbook was developed taking into account the initial positions of competence approach, linguocultural approach, personality-oriented approach and communicative-activity approach. The main content lines, structure of the unified textbook and the ways of introducing new material are described. The textbook contains tasks that are aimed at achieving by students of metasubject learning results. Examples of creative and exploratory tasks are given. Examples of tasks aimed at planning training activities are given. Examples of assignments for the development of logical operations of comparison, analysis, synthesis, generalization are also given. Working with models and schemes is described. It describes tasks aimed at developing skills to work with different sources of information. The ways of formation of linguistic communicativespeech and linguocultural competencies are illustrated. Тhe tasks aimed at the semantic reading of texts are suggested. The methods of organizing and conducting cognitive reflexion are demonstrated. A characteristic of the didactic material that contributes to the formation of linguocultural competence of primary school pupils is given. The need to use proverbs, phraseological units, tongue-twisters, riddles is justified The necessity of creation of thematic educational and speech situations, the use of a system of multilevel communicative tasks in the study of Belarusian language in primary school is grounded.