THE COMPETENCE ASPECT OF PRACTICAL LESSONS ON TEACHING METHODS OF THE UKRAINIAN LANGUAGE

Abstract

The article analyzes the introduction of active forms of learning and the updated methodological toolkit of practical classes on the methodology of teaching the Ukrainian language in the educational process of higher education institutions.

Methodology. A set of research methods is used in scientific research including theoretical methods for analyzing linguistic, psychological, and pedagogical literature on the research problem; synthesis and generalization, comparison; elaboration of the positive work experience of teachers of higher education institutions, definition of the conceptual apparatus of research; empirical methods, namely observation and analysis of pedagogical phenomena and processes, collective and individual conversations to identify the main contradictions and shortcomings in the content, structure of practical classes on the methodology of teaching the Ukrainian language in the aspect of the competence approach.

The article aims to reveal the essence, content, functional capabilities, and competence vector of practical lessons on the methodology of teaching the Ukrainian language while training a future philologist.

Scientific novelty. It is emphasized that the practical aspect of studying the methodology of teaching the Ukrainian language should be based on the created conditions for the effectiveness of scientific-theoretical and operational knowledge acquired in the process of independent preparation for classes and giving this knowledge a flexible, active character because the educational process is not just the transfer of knowledge, and communication, modern methods of learning/teaching and education. To effectively train future philologist teachers, exercises and tasks should be competence-oriented.

This all contributes to the formation of pedagogical skills, ensures the success of the main components of professional activity, and directs them to the development of the abilities of the future teacher (constructive, prognostic, organizational, communicative, perceptive, suggestive, analytical, etc.) based on the competence approach.

The competency-based approach, which is discussed in the scientific article, reorients education from the learning process to its result, directs the attention of teachers to the organization of the educational process taking into account the needs of educational achievements of educationalists, ensures their ability to meet the real demands of the professional market, and also hardens them for quick and painless adaptation in the future profession and social structure.

The theoretical and methodological basis of the research is made up of classical and modern assets of world and domestic language didactics, psychology, activity theory of learning, and personality development.

Conclusions. We believe that the effective development of the cognitive activity of students of education, the formation of a student of higher education as a subject of future professional activity will take place under the condition of creating a suitable micro-environment during the learning process, which would contribute to the realization of the cognitive and creative potential of a specialist in the context of the competence paradigm.