DIDACTIC POSSIBILITIES OF THE MODERN SCHOOL HISTORY TEXTBOOK IN THE ORGANIZATION OF THE LEARNING PROCESS

Abstract

Abstract. The article focuses on the importance of the textbook as a source of knowledge, and the formation of key and substantive competencies. Various approaches to the classification of history lessons and their structural components in pedagogical science are revealed. The possibility of using the textbook for organizing educational activities of pupils at different stages of the lesson has been explored. To this end, the contents of textbooks on the history of Ukraine and the world history of 2017 edition of the 9th form are studied. Specific examples show the diversity of didactic approaches to the content of the textbook used by the authors. In the article a comparative analysis of the contents of history textbooks is carried out on the subject of the specificity of the acquisition of knowledge by students of history. The emphasis is placed on the importance of organizing various forms of work with the textbook in the classroom in order to form the key and subject competences of the schoolchildren. Specific examples are the authorʼs approach to selecting a system of tasks for the implementation of a person-centered approach in teaching. It is concluded that the modern lesson is characterized by flexibility of its structure, productive educational and cognitive activity of students. It is also grounded that the content of modern history textbooks with the correct selection of didactic methods and techniques is a key to the formation of key and subject competences in schoolchildren. The necessity of further researches of the possibilities of use of textbook in organization of independent cognitive activity of schoolchildren is determined.