DEVELOPMENT OF LINGUISTIC PERSONALITY OF STUDENT OF SECONDARY SCHOOL IN THE CONTEXT OF VASYL SUKHOMLYNSKYI’S PEDAGOGICAL HERITAGE

Abstract

The article deals with the problem of development of the linguistic personality of a student
of secondary school in the context of Vasyl Sukhomlynskyi’s pedagogical heritage. Different approaches
to the interpretation of the linguistic personality are analysed. The main aspects of multifunctionality
of linguistic personality are highlighted. The difference of the competence approach from other approaches
is found out. Examples of multilevel exercises and tasks in the Ukrainian language of competence are
given. Competency approach is simply a renewal of education, and its effective tool. The first stage in this
direction is the updating of training programmes for 5–9 grades. The scientific basis for the changes
made to the programmes is the conclusions drawn from the analysis of the content of general secondary
education and the provisions of the concept “New Ukrainian School”.
40 Педагогічна освіта: теорія і практика. Психологія. Педагогіка
Implementation of the competent approach is aimed at moving from subject-to-child centrist; from studying
the subject to personally oriented learning of students; from learning facts, to understanding principles
and awareness of values.
Development of the linguistic identity of a student of the secondary school is impossible without the complex
use of teaching aids. We use the method of complex exercise based on the texts by V. Sukhomlynskyi. Important
techniques of the method are commenting on the text, asking questions, selecting the main idea, selecting
arguments, explaining, rebuilding the text, comparing, reading, retelling the text.
We consider it appropriate to highlight the principles on which competency-oriented tasks are based:
problem-solving, situational, practice-oriented, and stimulation of independent decision-making.
By working on a competency-oriented task, the student himself identifies the problem, controls the process
of its solution, and the teacher carries out the role of a consultant accompanying the independent work
of the students. This model greatly enhances the motivation of students, which contributes to improving
the learning outcomes in general.
Key words: linguistic personality of