Місце теоретико-історичних мовознавчих дисциплін у підготовці вчителя нової української школи

Abstract

(ua) Статтю присвячено питанню місця в системі підготовки вчителя сучасної школи теоретичних мовознавчих курсів (вступ до мовознавства, загальне мовознавство) та історичних (старослов’янська мова, історичнв граматика української мови, історія української літературної мови). Зроблено спробу визначити їхню роль у формуванні фахових компетентностей майбутніх учителів-словесників та необхідність знань із цих навчальних курсів для формування соціальних і громадянських компетентностей школярів.(en) The article is devoted to the place of theoretical linguistic (Introduction to Linguistics, General Linguistics) and historic (Old Slavonic language, historical grammar and history of the Ukrainian language) courses in training the modern school teachers. There is an attempt to define their role in forming future language and literature teacher’s professional competences and the need for these courses knowledge for creating student’s social and civic competences. The reason for drawing attention to this approach in studying general subjects was the adoption of the new Concept of secondary education in Ukraine – «New School. Space for educational opportunities», which significantly changed the focus of educational activities in general and demanded to redefine the place of the mother tongue in forming a citizen. A school should provide the level of teaching Ukrainian language which will make communication with the official language one of the key competencies. In addition, it is expected that a school will form a a graduate’s deep understanding of national identity, which is a prerequisite for an open attitude and respect to diversity of cultural expression of other nations. Tolerant attitudes towards «others» begins with a deep respect to «their». The article gives specific examples which show the importance of studying some general linguistics topics in forming professional competence of future language and literature teachers in the new school, such as: «Branches of Linguistics», «Language and thinking». It is also shown how to apply the history of the Ukrainian language knowledge in schools while teaching topic «Ukrainian alphabet», «Vocabulary groups according to range of usage: active and passive consumption». The author emphasizes that the philologist teacher becomes one of main figures in a school which does not just teach a subject but forms a conscious citizen of an independent Ukraine who is ready to live in a multicultural world.