METHODS OF PROBLEM TEACHING THE UKRAINIAN LANGUAGE IN INSTITUTIONS OF GENERAL SECONDARY EDUCATION

Introduction. The article analyzes the methods,the use of which in the practice of teaching the Ukrainian language in the new Ukrainian school will contribute to the formation of students' comprehensive ability to «solve problems». Purpose. To analyze the methods, the use of which in the practice of teaching the Ukrainian language in the new Ukrainian school will contribute to the formation of students' comprehensive ability to «solve problems», to draw attention to the essence of the concept of «problem», to show the dynamics of individual problem-based methods from traditional teaching to personal and competence-based learning, emphasizing on the elements of modernization of problem-based learning methods. Methods. Methods that provide work on linguistic problems (analysis, synthesis, work with language material, problem-searching). Results. Emphasis is placed on the peculiarities of working with a problem in a modern school, attention is drawn to the essence of the concept of «problem». The dynamics of individual methods from traditional training to personal and competence-based training are shown, with an emphasis on the elements of modernization of problem-based training methods. As a result, the methods mentioned in the survey are recommended for the development of competent and personal methods of teaching the Ukrainian language in institutions of general secondary education. Originality. It is substantiated that the systematic application of problem-based methods involving work with a problem will contribute to the actualization, formation and improvement of many abilities and skills, including cross-cutting ones, namely: expressing assumptions; selection of information and construction of an algorithm to confirm or refute it; writing an essay devoted to a specific problem; independent search for situations of application of acquired knowledge, acquired abilities and skills; independent search for sources of information on a specific topic; explanation of the importance of the topic being studied; formulating one's own opinion about a specific problem; search for opposing views on one problem; a critical view of the material being studied; encouraging the questions «why?» and «why?»; search for links between language education and personal development; detection of «white spots» in language knowledge. Problem-based learning methods contribute to forming students' independence, as they have the right not only to an independent vision of the problem but also to the ability to independently search and choose ways to solve it. Conclusion. Criteria for the selection of problems were determined: 1) compliance with the age, needs and interests of children; 2) urgency of the problem; 3) a wide field for choosing ways to solve the problem; 4) connection of the problem with real life; 5) diversity (connection of selected problems with different spheres of social life, situations, etc.).