KEY COMPETENCIES IN THE CONTENT OF THE TEXTBOOKS FOR PRIMARY SCHOOLS

Abstract

The article deals with the ways of competence approach implementation in textbooks for primary school (as in the case of ability to learn as the key competence of primary education). For this purpose, the essence of the basic concepts (competence and competency) of our investigation are defined and their structure is provided, including: knowledge (about the world, types of cognitive and practical activities, and values); substantive (special) and interdisciplinary (general educational) skills; value treatment; reflection. The author’s interpretation of the ability to learn as the key competence of primary education is provided, and its structural components (semantic (knowledge about culture of mental work, semantic basis of general educational skills, ability to learn as information value); procedural (ability to organize a workplace, plan learning activities, work with the textbook, to analyze, compare, generalize, and to exercise self mutual control); motivational (awareness of the importance of knowledge and sustainable interest in the study)) are defined. The article deals with the process of representation of the key competence to learn in textbooks for primary school, which includes presentation of knowledge about the culture of mental work, semantic basis of general educational skills, ability to learn as information value in the form of object-oriented, value-oriented and instrumentally oriented texts; availability of appropriate tools (training tasks and exercises) for formation of skills to organize the workplace, plan learning activities, work with textbook, analyze, compare, generalize, self and mutual control; use of value-oriented texts (including proverbs etc.) aimed at the pupils’ understanding of the importance of knowledge, and the formation of stable interest in learning. These approaches are analyzed as an example of literary reading books for 2–4 forms (author O. Savchenko).