COMPETENCE-ORIENTED TASKS IN THE CONTENTS OF HISTORY COURSES IN LYCEUM: ESSENSE, STRUCTURE, CLASSIFICATION, VALUE

Abstract

The article explains the concept of competence-oriented task, outlines its general features, functions and structure. The author named a number of compulsory elements of competence-oriented tasks in the content of courses of history in the lyceum, their classification was made, content, general features, structure and place in the educational process were determined. The choice of these objects of research is due to the need to transform the subject historical competence from the abstract definition into a specific mechanism of teaching History in the lyceum. To streamline our own classification, we identified a number of compulsory elements of competence-oriented tasks, which include: cognitive, activity, motivational and reflexive factors; research algorithms; possibilities of independent modeling of ways of activity. We identified the following types of competence-oriented tasks and systematized them according to the following indicators: the level of integration of objective historical with key competences; on the historical content and the main ways of forming the components of objective historical competence; in directions of search, processing and preservation of new historical information; in the presence of methodical support; the used forms of presentation of the acquired knowledge and experience; creative tasks. The link between the formally defined tasks of historical education in the lyceum and the educational trajectory of an individual child is motivation and reflection. The task of analyzing own achievements, involving personal experience of students is an important prerequisite for the formation of objective historical competence. Creating the conditions for a successful solving of high school pupils' competence-oriented tasks by the teacher will contribute to the development of all components of objective historical competence.