TEXTBOOKS ON THE UKRAINIAN LANGUAGE IN THE CONTEXT OF STATE STANDARDS REQUIREMENTS

Abstract

Abstract. The study of the Ukrainian language is attracting increasing attention from researchers. The significance of this issue is particularly important for general education schools, where the foundations of an individual’s speech culture are nurtured. This topic remains relevant for higher education institutions as well, especially those with a medical focus (consider anamnesis and iatrogeny). Standardization plays a crucial role in this context, ensuring adherence to pedagogical principles and exerting a decisive influence on the goals, content, methods, and philosophy of education. On September 30, 2020, the Cabinet of Ministers of Ukraine approved the “State Standard of Basic Secondary Education” (Resolution № 898). This document helps define priority tasks for applicants, outline the model of their prior training, and identify prospects for further education. The standard is also important for higher education institutions. The lack of consideration for this factor is evident in most test assignments, which largely repeat the material studied in school. The State Standard establishes the primary goal of basic secondary education as “the development of students’ natural abilities, interests, and talents; the formation of competencies necessary for their socialization and civic engagement; the conscious choice of their future life path and self-realization; the continuation of education at the profile level or the acquisition of a profession; and fostering a responsible and respectful attitude toward family, society, the environment, and the national and cultural values of the Ukrainian people”. Naturally, when evaluating nine aspects of competency-based tasks, the authors prioritized the linguistic and literary field. This aligns with the PISA program, where, since 2000, reading and comprehension have been at the forefront. Among the eleven key competencies, at least four are directly related to language: fluency in the state language, the ability to communicate in one's native (if different from the state) and foreign languages, information and communication competence, and cultural competence. A key factor in achieving priority objectives is the list of cross-cutting skills: reading with comprehension, expressing one’s opinion orally and in writing, thinking critically and systematically, acting creatively, demonstrating initiative, logically justifying one’s position, constructively managing emotions, assessing risks, making decisions, and solving problems. The content of textbooks and teaching aids is also crucial for achieving these goals. A promising idea is the organization of a nationwide competition for the best school textbook. We have specifically highlighted books for the fifth grade, as their content, building on primary school foundations, contributes to the development of speech culture, literacy, understanding of “native language duties”, and appreciation of the native word.