COMPETENCE-ORIENTED METHODS OF ECONOMIC TRAINING AT LYCEUM

Abstract

The author of the article, exploring the importance of the school subject “Economics”, concludes that it is necessary to strengthen teaching methods to form key competences in entrepreneurship and financial literacy among high school students.
The content of the article raises topical issues of using various modern teaching methods in the educational process in economics at Lyceum. The researcher analyzed the problems associated with the methodological features of the work of the teacher of economics in various forms and means of training during a lesson in economics at Lyceum. A classification characteristic of various teaching methods is presented, which should be actively and differentially applied in the educational process in economy. The classification of methods by the nature of the cognitive activity of students is differentiated into: explanatory, illustrative (informational), reproductive (algorithmic), partially search (heuristic) and research (scientific) methods for presenting educational economic information.
The new Ukrainian school is intended to form in students quality of future entrepreneurs, merchants, bankers, farmers, managers. Economic education at lyceum should solve the problem of the students' choice of professions and future sphere of activity, but at the same time the student should be aware that he/she is a participant of the big economy of the country in which he/she lives.
The analysis of the various teaching methods used in school education and the experimental work have shown that the most effective in the formation of economic concepts in students of lyceum are those that affect the emotional and sensual sphere and take into account the communicative-activity principle, namely: creative presentation of educational material through a system of problematic tasks, independent and practical work, heuristic conversation, cognitive game, research method. However, further study requires the selection of economic educational material, requires in-depth study of ways to improve the organization of the educational process in economics lessons at lyceum in order to solve general pedagogical and methodological problems.