Kotyk T.
doctor of pedagogical sciences, Professor, State Pedagogical University
"Precarpathian National University the name of Vasyl Stefanyk", Ivano-Frankivsk,
Ukraine
Vуsochan L.
candidate of pedagogical sciences, Associate Professor, State University
"Precarpathian National University the name of Vasyl Stefanyk", Ivano-Frankivsk,
Ukraine
Kondur O.
candidate of physical and mathematical sciences, associate professor, State
University "Precarpathian National Universitythe name of Vasyl Stefanyk", Ivano-
Frankivsk, Ukraine
Vysochan Z.
postgraduate student, State Pedagogical University "Precarpathian National
University the name of Vasyl Stefanyk", IvanoFrankivsk, Ukrainа
METHODOLOGICAL PRINCIPLE OF FORMING THE
COMMUNICATIVE COMPETENCE OF THE MORE SCHOOL
SCHOOLS IN THE NEW UKRAINIAN SCHOOL
Introduction. The initial education of Ukraine at the present stage of its
development is characterized by a reorientation from the knowledge paradigm to
competency. In 2017, a new school education project was launched, which initiated the
reform of the process of education and upbringing in elementary school. The State
Standard of the New Ukrainian School states that the purpose of education is the
formation of key competencies of life-long education in education, while the purpose
of studying the language-literary educational field is the formation of communicative,
reading and other key competencies. Among the priorities of the New Ukrainian
School is the joy of cognition as a leading factor in the development of the child's
personality. Therefore, training should be based on the principles of personality-
oriented, competence, communicative, activity-based approaches on an integrated-
subject basis. The problem of integrated learning for the development of student
communication is not new for pedagogy in general and domestic ones. The necessity
of implementing the relationship in the study of language with other subjects for the
formation of communicative competence was already noted in the writings of J.-A.
Comenius Thus, the "Great Didactics" proposed a concept for the integration of
education, envisaging the formation of a holistic knowledge system for students
through a coherent, purposeful work on establishing links between all educational
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