PHILOLOGISTS STUDENTS’ PROFESSIONAL COMPETENCIES FORMATION IN THE LESSON SELF-ANALYSIS PROCESS

Abstract

The article deals with the applicants' professional competencies formation in higher education in the process of self-analysis of Ukrainian literature lessons during pedagogical practices.Pedagogical practice in a higher education institution is one of the most important problems in the philology teacher's training system for practical activities in secondary schools of various types. It is a link between theoretical learning and future independent work at school. In the process of practice, theoretical knowledge acquired during training is consolidated and deepened, professional skills and abilities are developed, pedagogical thinking and creative abilities are developed, the process of formation of professional and personal qualities is intensified.Attention is paid to the peculiarities of literature lessons, the task of practical training. Ukrainian literature as a subject is the main subject of anthropology at school. Great importance was attached to these lessons by the outstanding Ukrainian pedagogue-humanist, philologist V. O. Sukhomlinsky.Among other disciplines of literature, the teacher paid special attention. In the literary work, he saw the breadth and versatility that opens space for students to think, moral and aesthetic activities. Literature as a subject, said V. Sukhomlinsky, opens the way to an independent research approach in the analysis of both the individual artistic image and the work of art as a whole. A number of practical skills that students must master in the process of different types of practices are considered. During pedagogical practice, the student-trainee must master the basics of constructive-planning, communicative-teaching, organizational, and research skills and implement them in the conditions of independent work. Algorithms for analysis and self-analysis of lessons of Ukrainian literature are presented. When evaluating a literature lesson, it is necessary to take into account such general didactic criteria as normativeness, organization, the logic of flow, scientific content, optimal methods and techniques, educational content, developmental orientation.