FEATURES OF DESIGNING THE CONTENT OF SCHOOL PHYSICS TEXTBOOKS DURING THE IMPLEMENTATION OF COMPETENCY-BASED AND COMMUNICATIVE-ACTIVITY APPROACHES (THE FIRST QUARTER OF THE 21ST CENTURY)

• Vasyl Levchuk

  Rivne State University for the Humanities

  https://orcid.org/0000-0002-1337-5747

During the first quarter of the 21st century, significant changes have occurred in approaches to the organization of school physical education. The traditional knowledge-oriented model of learning has gradually transformed into a competency-based, activity-based and personality-oriented system. In the updated conditions of designing the content of education, the construction of a modern physics textbook involves considering it as a holistic didactic system focused on the development of students' competencies, the activation of their educational activities and ensuring the practical orientation of learning. A detailed analysis of the scientific literature and a generalization of theoretical and methodological approaches led to the conclusion that the construction of the content of a school physics textbook in the first quarter of the 21st century has undergone significant changes under the influence of the introduction of competency-based and communicative-activity approaches. First, it was found that the modern physics textbook has transformed from an information source of knowledge into a multifunctional didactic tool that provides the organization of students' educational and cognitive activities, the development of their competencies and the formation of a scientific worldview. Secondly, it is summarized that the competency-based approach has become a key factor in updating the content of the textbook, which is manifested in strengthening the practical orientation of the educational material, increasing the share of tasks of an applied and research nature, as well as orientation towards the formation of students' ability to apply physical knowledge in real situations. Thirdly, it is emphasized that the implementation of the communicative-activity approach has led to the appearance in the structure of the textbook of elements aimed at organizing students' interaction and cooperation: problem situations, group tasks, cases, dialogic forms of presenting the material and reflective exercises. Fourthly, based on the reflection of the content of physics textbooks, it was revealed that the methodological apparatus of the modern physics textbook is characterized by multi-level, integration of digital technologies, strengthening the role of interdisciplinary connections and orientation towards the development of students' research skills. That is, the evolution of the content and methodological apparatus of the school physics textbook during the studied period reflects the general trends of education modernization aimed at improving its quality, practical significance, and personal orientation of learning.

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