Use of competency-oriented tasks in lessons of language and literary education in primary school

Abstract

The article examines the peculiarities of using competence-oriented tasks in lessons of the language and literature educational field in primary school under the implementation of the competence-based approach and the concept of the New Ukrainian School. The relevance of reorienting the educational process from students’ acquisition of a set of knowledge, skills and abilities towards developing their capacity to apply acquired knowledge in practical activities and various real-life situations is substantiated. The role of competence-oriented tasks in developing primary school students’ speech, reading and communicative competencies, critical and creative thinking, media literacy, abilities to analyze information, substantiate their opinions and cooperate with others is determined. The main types of such tasks are characterized, including creative, research, communicative, problem-solving and critical-thinking tasks. The methodological peculiarities of designing competence-oriented tasks are revealed, taking into account students’ age and individual characteristics, life experience, interests and needs. A step-by-step methodology for creating competence-oriented tasks is proposed, including defining the educational objective and competencies to be developed, selecting the learning content, creating a problem-based or communicative situation, ensuring practical orientation, organizing students’ active learning activities, implementing a creative component, developing critical thinking, reflection and assessment of learning outcomes. Examples of tasks related to writing announcements, letters and invitations, creating comics and stories, modeling reallife situations, analyzing texts and evaluating information are presented. The content of New Ukrainian School textbooks on the Ukrainian language and reading is analyzed, demonstrating a significant representation of competence-oriented tasks of practical, creative, research and problem-solving nature. It is concluded that the systematic use of such tasks is appropriate as a means of developing key and subject-specific competencies and ensuring active, practically oriented learning activities of primary school students.