PRINCIPLES OF SELECTION OF EXERCISE SYSTEMS TO THE LYCEUM GEOMETRY TEXTBOOK

Abstract

The task of updating the school geometry course based on the achieved school level of geometric education is to make it modern, interesting, taking into account the needs and abilities of each student. Because of this, the textbook on geometry is very important. The system of tasks in the textbook is the main means of mastering the subject as well as the formation of key competences in students. The problem of choosing a task system in a geometry textbook is multifaceted. For its construction it is necessary to take into account psychological, didactic, methodical and substantive aspects. Requirements for the system of tasks in the geometry textbook for lyceum are based on didactic principles, goals and requirements for learning outcomes, peculiarities of educational cognitive activity of students of the relevant age category. The principles of choosing a system of tasks in the geometry textbook for lyceum are formulated in the article, taking into account the requirements of a competence-based approach and individualization of learning. Competence-based approach involves shifting the emphasis from the accumulation of normative knowledge and skills to develop the ability to act, to apply experience in problem situations. The principle of competence-based teaching in the construction of a system of geometric exercises is realized through the requirements of the involvement of problems of applied content (practical tasks) and providing steps for applying mathematical knowledge to solving practical problems. The realization of the principle of individualization of learning requires reformulation of the goals of learning, provided that the task of personal development through the individualization of learning comes to the fore and changes the teaching methods that should contribute to the identification and formation of students’ competences, depending on their personal preferences and interests. It is advisable to offer students complete geometric tasks and evaluate their activities as they move forward and approach a complete solution, observing the progress of each of them. Leading didactic in teaching geometry in lyceum is the project method.