DIDACTIC SPECIFICITY OF ECONOMICS TEACHING METHODS IN HIGH SCHOOL

Abstract

The article reveals topical issues on the use of various modern methods of teaching the economy in high school. Today, economics, as a subject, considers a methodological problem that should eliminate the contradiction between the students’ views about the economy as a science that contains information about the diversity of economic and social life and the real subject of schooling in the classroom, which studies complex economic models, concepts and terms, laws. The author of the article analyzes the problems connected with the methodological peculiarities of the work of a teacher of economics in various forms and methods in conducting the lesson of economics in high school. Economic education in high school requires the selection of optimal methods for the formation of theoretical knowledge, which should result in the formation of economic competence that includes the entrepreneurial, which is on the list of key competencies of the new Ukrainian school. Economic education in modern school requires selection of optimal methods of formation of theoretical knowledge. Methods of teaching, like all of didactics, are undergoing a difficult period of development. The restructuring school creates a new concept of education standards, which describes not only the content but also the requirements for learning outcomes. In these circumstances, socio-professional destination of a teacher becomes more complicated. Its methodological expertise, ability to creatively approach to the educational process, to shift from school to school memory and thinking activities is an issue. In the methods of teaching economics has enough problems that require special studies. The problem of updating methods, means and forms of education are among them. Teaching methods contribute to the formation of knowledge and skills. For optimal use in teaching and further improvement, methods of teaching economics were united into classification groups. According to the didactics classification is used for design, selection and evaluation of teaching methods, emphasizing their considerable scientific and practical content. Classification of methods by the nature of cognitive activity of students differentiated into: explanatory, illustrative (information), reproduction (algorithmic), partially-search (heuristic), and research (scientific) methods of problem prese ntation.