COMPARATIVE ANALYSIS OF BIOLOGY TEXTBOOKS FOR 9-10 GRADES

Introduction. One of the directions of reforming school education is updating its content, which requires the creation of modern school textbooks. Previously, the textbook was the main source of knowledge, and today it is only a guide in the information space. Currently, there are more than 800 titles of textbooks for schools with Ukrainian language of instruction in Ukraine. Approbation of these textbooks is carried out within the educational field and is not always effective. According to the results of an external national survey, only 46% of teachers of various subjects are generally satisfied with the quality of textbooks. The educational reform allowed the modern teacher to choose independently a textbook for teaching. Therefore, the analysis and selection of textbooks are one of the most important challenges of the modern educational process. Purpose. The article aims to summarize the results of the survey of Biology teachers of the Kremenets State University of Science and Technology, regarding current textbooks on Biology and Ecology in the 9th-10th grades. Methods. Comparative analysis of sources of scientific-pedagogical literature, formulation of conclusions, questionnaires, and surveys, mathematical and statistical methods of research were used. Results. In total, we interviewed 26 teachers from 25 schools. Among them, 13 are Biology teachers in the 10th grade, among which there are two classes with a specialized level of teaching. The 9th-grade Biology teachers chose a Biology textbook by the authors L. I. Ostapchenko, and others. In Kremenets OTG, 60%, and in Pochaiv and Lopushne, all but one educational institution (Rydomyl school the 1st-3rd grades), where a Biology textbook was chosen by R. Shalamov. This confirms that our research coincides with the opinion of Biology teachers in the practice of the studied OTG. The vast majority of the 10th-grade Biology and Ecology teachers use the textbooks by Shalamov R. V. and Ostapchenko L. I. (30.8% of respondents). The absolute majority (77%) of teachers believe that the textbooks they use need to be changed. These changes mainly concern the method of presentation of educational information, the quality of textbook printing, and its size. A little less than half (30.7%) are dissatisfied with textbooks. Conclusion. Based on the methodical analysis, in our subjective opinion, out of the four specified textbooks, the textbook written by Ostapchenko is the most appropriate to use during the educational process. This textbook attempted to approach the combination of informational and activity content of education. But still, even modern textbooks are only on the way to the expedient formation of 9th-grade students' subject competencies in Biology. The analysis of the answers in the questionnaires showed that there are several textbooks that teachers do not use in their lessons. These are textbooks by the following authors: Mezhzherin S. V., Anderson O. A. and Balan P. G. Some teachers use two textbooks, most often these are such combinations - Shalamov R. V. and Sobol V. I., Shalamov R. V. and Ostapchenko L. I., Ostapchenko L. I. and Zadorozhny K. M. (profile). Summarizing the research results, it is worth noting that the modernization of modern textbooks occurs along with updating and complicating the content of the subject. A significant number of available textbooks allows a Biology teacher to choose the most optimal one for his work.