ASSESSMENT BY TEACHERS OF THE ROLE OF STRUCTURAL COMPONENTS OF TEXTBOOKS IN THE ORGANIZATION BY STUDENTS OF THEIR OWN EDUCATIONAL ACTIVITIES

Abstract

The article presents the results of the assessment by teachers of general secondary education institutions of the role of structural components of school textbooks in terms of their use by educational applicants to organize their own educational activities. The study involved 114 teachers of mathematics, chemistry, biology, natural sciences, geography, and primary schools (96.5% of women). The average teaching experience of teachers was 22.89 years (SD = 9.98). Based on a comparison of the results of the study with the results of a similar study conducted among high school students, it was shown that the opinions of teachers and students are quite similar with respect to the role of the majority of structural components of the textbook, and almost coincide for some of the studied attributes. Such a coincidence of opinions can be explained by the similarity of the ideas about the textbook that have developed among the participants in the educational process as a source of information in this area presented in the format they are used to. In addition, the experience of using the textbook by various categories of users occurs in the conventionally established framework of the school educational process, that is, it has a certain set of stable characteristics that are perceived by all participants in the process as significant. This study showed that as a result of pedagogical interaction in the dyads «student-textbook» and «teacher-textbook», different subjects of educational activity have their own conceptual ideas about the textbook, which are quite similar.