TEACHING THE UKRAINIAN LANGUAGE IN BASIC SCHOOL: COMPETENCE POTENTIAL AND METHODOLOGICAL POSSIBILITIES

Abstract

The article is devoted to the current problem of highlighting the competence potential of the Ukrainian language course at the subject-based stage of basic secondary education. The feasibility of the investigation is justified and motivated by the need to clarify the issues of the theory and practice of teaching the Ukrainian language in general secondary education institutions on the basis of a competency-based approach, in particular, work on the formation and development of key competencies and cross-cutting skills in students defined by the State Standard of Basic Secondary Education. The relevance of the problem is substantiated; its unresolved aspects are highlighted. Attention is focused on the importance of directing efforts for further systemic renewal of school education with attention to the unprecedented circumstances of teaching Ukrainian students under martial law.

Methodological recommendations are provided for work on the development of key competencies in secondary education at the stage of basic subject learning. Complex competency tasks for effective work in Ukrainian language lessons in grades 7–9 and their didactic possibilities are updated, examples of diversifying such work are given. The role of the teacher-linguist as an organizer of pedagogical interaction, modeling life situations to form an active position, independence, and initiative of students is emphasized. The need to create conditions for the development of search activity, research skills, and interdisciplinary integration of knowledge to prepare students for the challenges of adult life is emphasized. It is noted that Ukrainian language lessons have significant potential for the comprehensive development of students, the formation of all key competencies and cross-cutting skills defined by the State Standard of Basic Secondary Education.