CORRESPONDENCEOFTHETEXTBOOKPROJECTTOTHEOBJE CTIVESANDTHETASKSOFEDUCATION

Abstract

The article covers the requirements for textbooks in the context of modernization changes in education. The dynamics of changes in the requirements for a textbook was analyzed by taking into consideration the materials of the all-Ukrainian competition for textbooks (2000–2015). It was found out that dynamic changes in education, the challenges of the society in the need to reform secondary education, renewal in goals of the state standards, objectives and educational content are slowly reflected in the requirements for the examination and the evaluation of the textbooks quality. By the example of a textbook on physics, the opportunity to update the textbook components (content, structure and methodological apparatus) according to the current paradigm of education, implementation of a competence-based, personality-oriented and activity-based approaches that meet the requirements of the child-centered principles, in other words, prove the value of child’s personality, physical, mental and social development were considered. Correlation between the requirements of a textbook with the changes in the goals and the objectives of education predetermines its adaptability, namely, the change in the content, the structure as well as the analytical tools and the algorithm of its operation under the conditions of the rapidly changing processes. The implementation of the leading ideas of modern education leads to the new text functions and non-textual elements of a textbook, its analytical tools (the system of tasks and questions in the instructional materials (guidance, instructions, algorithms, etc.), tools and motivation to stimulate cognitive interest). The main feature of the implementation of a criterion of a physics textbook correspondence to the aims and the objectives of education is that it is not only the leading means of a learning content for a pupil, but also a means of forming the subject and the key competencies (knowledge, skills to act and to make unconventional decisions in problem situations as well as to identify evaluative judgments). The structure, the content and the methodological apparatus of a competence oriented textbook ensure the development of not only the pupils’ basic physical knowledge, but also the holistic understanding of the physical world, the ability to apply to the research methods in solving problems (for example, to simulate the situation of a real object, or vice versa to apply to the method of physical modeling for a real object, etc.). For this purpose, the text of a manual should be not only descriptive, but also constantly motivational for pupils to conduct quasi-researches, for instance, observation or setting up a study or a mental experiment. In the assessment tasks (especially the final ones) there must be tasks that are beyond the purely substantive results and are focused on the evaluation of the formation of pupils’ key competencies. A competence focused physics textbook is aimed at implementing the main goal of teaching physics, namely, personal development, the development of pupils’ scientific outlook and way of thinking, forming the subject, the scientific and the natural (as a branch one) and key competencies of the pupils by means of physics as a school subject.