Forming economic competence of high school students

- Назаренко, Тетяна Геннадіївна (2018) Forming economic competence of high school students Проблеми сучасного підручника (20). pp. 261-271. ISSN 2411-7447

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Abstract

The article deals with the basic principles of a competence approach to teaching economics in a lyceum, as well as ways of its effective implementation in the content of a textbook. An analysis is carried out and the characteristics of various teaching methods are given that form the economic competence of lyceum students through the textbook content. Today, the economy at the global and personal levels plays a significant role in changing the human worldview. It teaches to focus on complex socioeconomic processes at the level of consumer and producer, state and world economy. Globalization and aggravation of socio-economic, natural resource and other problems increase the role and importance of economics education. In a market economy, it is very important to know exactly the economic essence and the content of its categories. In order to undergo fundamental changes in the economy of Ukraine, it is necessary to prepare new highly skilled professionals who are deeply and comprehensively educated, capable of adapting to new conditions and actively engaging in social and economic transformations of society. Currently, the problem of improving the quality of education in Ukraine is one of the most urgent. Its solution is related to the modernization of the content of education; the optimization of the methods and technologies of the organization of the educational process, therefore this article is an answer to how the textbook can form the economic competence of lyceum students while studying the economics. The author of the article describes the main requirements for the formation of economic competence of lyceum students by means of the textbook, the ways of introducing a competent approach in economics lessons in the lyceum are revealed, cognitive and educational potential of the economics subject is highlighted. The essence of subject economic competence as an integral indicator of cognitive and research emotional and evaluative activity of students is analyzed.

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