BASIC APPROACHES TO DESIGN CONTENTS OF BASIC SECONDARY EDUCATION

Abstract

The article highlights the main approaches to design the content of basic secondary education, which are due to the current reform of the Ukrainian school, the development and implementation of new standards of general secondary education. The differences of the new educational standard from the previous generations are revealed. The current modernization of the content of education is based on the key competencies that general secondary school students must master during their schooling. The substantiation of changes in the content of basic secondary education is subordinated to the essence of the modern paradigm of education, which integrates personality-oriented, activity and competence approaches to learning. The content of basic secondary education should be aimed at the individual development of the child as a person and its successful socialization in modern society. The new standard of education outlines the requirements for compulsory learning outcomes in basic secondary education as a component of cross-cutting competency potential for each field of education, which together ensure the formation of relevant key competencies of students throughout general secondary education. Compulsory learning outcomes can be achieved both through traditional subject learning and through an integrated approach to constructing educational content. Options for implementing the content of education are determined by the educational program developed by the educational institution. Under this approach, the learning outcomes are characterized not by the amount of acquired subject knowledge or skills, but by the dynamics of cognitive processes for their application in different situations of life practice (professional activities, education, everyday life, etc.). The methodology of improving the content of basic secondary education takes into account different models of educational activities and is based on the recognition of the uniqueness of each student as a person and the need to personify his educational trajectory in accordance with educational needs.