DYNAMICS OF CHANGES IN THE METHODOLOGICAL APPARATUS OF A SCHOOL TEXTBOOK IN THE PERIOD OF INDEPENDENCE OF UKRAINE (ON THE EXAMPLE OF JURISPRUDENCE)

Abstract

The article deals with the changes in the approaches to the design of the methodological apparatus of school textbooks on jurisprudence during the first decades of independent Ukraine. It is determined and substantiated that gradually in the context of transition of Ukrainian education to a new paradigm in the context of combining activity and competence-oriented approaches, the basic approaches to the design and development of school textbooks, in particular in jurisprudence, have radically changed. Since the whole process of learning in this paradigm occurs only through active cognitive activity of a child, mostly individual and independent, at the level that this particular student needs, the content of learning should not be a system of knowledge (ideas, theories, other scientific information), but a system of actions and knowledge that ensure the mastery of this system, resulting in the formation and development of key (basic, fundamental) and subject competences of a student. Thus a textbook has absolutely new features, and therefore, meets new requirements for its content and teaching apparatus. Such approaches fundamentally change not only a textbook itself, but also the ability to work with it in lessons and at home. The article traces the way in which constant updating of the content of learning jurisprudence was reflected not only in the content of textbooks, but also in determining the methodological bases for the selection of teaching material, its structure and presentation in a textbook. The analysis of the historical context of the national textbook on jurisprudence testifies to the gradual process of transformation of the Soviet-era school textbook from just a source of information into a guide for students’ independent learning and practice. At the same time, the tendency to strengthen the role of a textbook as a means of organizing the educational process by teacher was identified. For this purpose, each paragraph of a textbook is transformed into a certain complete cycle of learning: from planning the results of the assimilation of the content by students to their obtainment and evaluation. And from this point of view, a textbook appears as a complex model of the educational process, reflecting its goals, principles, content, technology. In this case, a textbook not only reflects a particular model of the educational process, but also projects its implementation. These features of a textbook are implemented through various types of text, illustrative material and tasks for students. A diverse set of educational techniques and tools allow teachers and students to achieve current educational goals.