IMPLEMENTATION OF THE «CIVIL LIABILITY» THROUGHLINE IN THE ALGEBRA TEXTBOOKS

Abstract

The article covers the issue of the implementation of the key competencies of «Civil Liability» throughline in the Algebra textbooks for the secondary school. The essence of the phenomenon of «civil virtue» and its components is analyzed. It is demonstrated that a responsible citizen is the one who identifies himself as a citizen of the state where he lives, studies or works, accepts civil values, performs civil duties, is engaged in personal self-development, realizes his/her civil rights, cares for the development of the country. The potential of the school Algebra textbooks for the formation of pupils‘ civil liability in the secondary school has been revealed. It is found out that modern textbooks contain educational material aimed at the formation of a conscious citizen, patriot and professional. It is substantiated that it is possible to ensure the most effective promotion of the formation of civil responsibility among the schoolchildren in the process of fulfillment of the specially selected tasks, which coincide with the rights and duties of a citizen, the awareness of one's own responsibility for everything surrounding, the system of universal and national values, the essence of market relations and economic factors of the development of a democratic society etc. The features of the implementation of the key competencies of «Civil Liability» throughline are shown on the basis of the relevant tasks included in the textbooks Algebra, 8 and Algebra, 9. Several corresponding tasks from Algebra textbooks have been represented. It is underscored that the inclusion of the elements of the key competencies of «Civic Liability» throughline does not negate the basic tasks of studying mathematics, but helps pupils to bring it closer to life and enrich it with some new aspects. At the lessons of mathematics, teaching civil liability is ensured by expanding the education content, the appropriate methods and forms of instruction, the use of favorable educational situations, as well as the personality of a teacher.