ЛАТЫНЬ КАК УЧЕБНЫЙ ПРЕДМЕТ В ЕВРОПЕЙСКОЙ СИСТЕМЕ ШКОЛЬНОГО ОБРАЗОВАНИЯ

Abstract

The relevance of this article consists in a scientific understanding of the functioning of the Latin language as an academic subject in the modern European school system. Latin is a key subject within the European tradition. Latin was in ancient times the main language in Western Europe and then in Central Europe, the language of the church, school, science and education. Currently the problems of teaching Latin are in the focus of attention of the school community, teachers, scientists. The purpose of the article is to identify a new vector in the methodology of teaching Latin as an academic subject in the European school system, identifying current trends. Methodology and methods of research. The methodological basis is the analysis and synthesis of foreign and domestic scientific literature, the study of the experience of teaching Latin in Europe. The documents of the Council of Europe have also been studied. The article presents an analysis of the educational situation and identifies a number of current trends in teaching Latin in the school system of individual countries (Germany, Great Britain, Switzerland). Currently, gymnasiums and most general education schools in Germany offer Latin as a compulsory, compulsory optional or optional subject. Teaching Latin claims its pedagogical legitimacy as a universal basic subject for future university students. The methodology of teaching this subject has changed a lot over time. Current didactic tasks include the transition to educational standards and competencies, the preservation of basic linguistic knowledge in a shorter time, the consolidation of Latin-German translation methods. The era of digital transformation of society has made changes in Latin language teaching technologies. In addition the increasing migration has focused attention on strengthening the cultural component of the content of the educational program in Latin in addition linguistic and integration of students for whom German is not their native language. In conclusion, it is concluded that there is ambiguity in assessing the importance of the Latin language in the modern European school system.