THE ROLE OF THE TEXTBOOK OF UKRAINIAN LITERATURE IN THE FORMATION OF KEY COMPETENCIES OF 7TH GRADE STUDENTS

Abstract

The article updates the problem of implementing the competence approach in literary education of the New Ukrainian School. Emphasis is placed on the importance of the competence potential of modern programmatic and teaching-methodological support of the school course of Ukrainian literature. The current model curriculum on Ukrainian literature for grades 7–9 of general secondary education institutions, developed by the author team of the Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine, is briefly characterized in relation to the correlation of its effective component with a set of eleven key competencies. A model of the current textbook of Ukrainian literature for students of the 7th grade of general secondary education institutions is presented, the content and structure of which optimally contribute to the formation of key competencies defined in the new State Standard of Basic Secondary Education. It is emphasized that the concept of the textbook provides for a competence-oriented model of the organization of educational activities, which is based on the implementation of readercentric and text-centric principles, taking into account the age characteristics of the artistic perception of seventh-graders, their reading and subjective experience. Features of the step-by-step organization of competence-oriented reading activities of seventh graders are outlined.
Samples of the educational material of the Ukrainian literature textbook for the 7th grade are presented, in particular, the content of various didactic rubrics is revealed in detail, for the effective formation of eleven key competencies of students. The methods and techniques of the methodological apparatus of the textbook are defined (competence-oriented questions and tasks of a reproductive, partially exploratory and problematic nature) that contribute to the formation of a competent reader, the actualization of reading and subject experience, subject knowledge, and the activation of independent analytical activity of students in the process of analysis and interpretation of the works of art, developing their skills in making evaluative judgments.