THE METHODICAL POTENTIAL OF A NEW 3RD GRADE TEXTBOOK FOR LITERATURE READING

Abstract

In the article the author analyses the potential of a new textbook for literature reading for the 3rd grade within the framework of the requirements of a typical educational program. It is stated that the construction of the first textbook according to the requirements of the new typical educational program, its methodological analysis are relevant. The following functions of the textbook are defined, which are implemented in the relationship: information; motivational; educational and developmental; illustrative; control and evaluation; technological. Theoretical and methodical bases of realization of semantic lines of the program in the textbook are highlighted. The content line «Exploring and interacting with the media» is a new for the primary education. It focuses on preparing younger students for developmental and secure interaction with the information space that tightly surrounds them from an early age. To implement the tasks of this content line, the author of the textbook uses innovative tools: direct — «Media Window» and indirect — media tasks to texts and situations. Such tools expand and enrich the reading space of junior schoolchildren, develop their critical and emotional thinking. It is emphasized that a collage is the dominant of the illustrative function of the textbook. This format allows visualizing the main ideas of the textbook (a large collage as a business card of the book, and smaller as a screen saver for each section). The bookends illustrate the central idea — to create the preconditions for the book to be in the child’s life. The article identifies guidelines for the introduction of a new textbook into the educational process and highlights the peculiarities of lesson planning (it is recommended to pay attention to clear wording in the system of lessons of each section (topic); to predict specifically the purpose and expected results in relation to students’ academic achievements; to draw readers’ attention not only to what is said in the fiction, but how it is reflected in the plot, images of actors, means of expression, the author’s position, attitude to what is read). It is concluded that the development of a textbook on literature reading for the 3rd grade within the typical educational programs is a new task for the New Ukrainian School. The methodological apparatus and illustrative support of the textbook, created on the basis of activity-based education, has the potential to implement the requirements of all content lines of the program. Procedural performance of tasks creates preconditions for development of positive personal qualities of the child-reader, formation of the relevant key and subject competences.