PECULIARITIES OF METHODICAL WORK WITH A FOREIGN LITERATURE TEXTBOOK IN THE HIGH SCHOOL

Abstract

The article reveals the actual issues on the content, structure and use of the foreign literature textbook in the educational process of high school.
It is noted that the analysis of scientific and educational literature allows us to conclude that the assertion which was actual a decade ago as to the textbook should be not only a source of knowledge, but also a working book that teaches students to independently understand and firmly memorize the educational material and get new information on their own, mobilizes and turns their mental efforts in the right direction, should give way to a new understanding of the textbook, which will provide the formation of personality functions of the student, his individuality as a reader, development of reader qualities and skills and which will take into account the logic of the study of a work of fiction within the organization of educational activities of students in order to form a competent reader.
It is argued that the key to the effectiveness of the foreign literature textbook is a special didactic system in its base that not only provides for the disclosure of the content of learning, but also will offer a specific model of educational process.
When working with a textbook it is necessary to observe the fulfilment of some organizational requirements. The methodical peculiarities of work with a textbook at different stages of the study of a fiction work are revealed. It is proved that taking into account new approaches to work with a textbook will contribute to the purposeful formation of a competent student-reader. Methodical recommendations for using a foreign literature textbook under the teacher`s guidance and during the students' individual work are presented.
It is concluded that the textbook is intended to thoroughly disclose the content of educational material and present fiction literature as one of the types of art. Nowadays the textbook is increasingly used as a learning tool, which loses the function of the main source of information and turns into a powerful motivator of reading activity.