A COMPARATIVE ANALYSIS OF LOGICAL PROBLEMS IN TRADITIONAL AND NEW-GENERATION SCHOOL TEXTBOOKS
Keywords:
logical tasks, traditional textbooks, new-generation textbooks, primary education, logical thinking, competency-based approach, universal learning activities, educational process.Abstract
The article presents a comparative analysis of logical tasks used in traditional textbooks and new-generation textbooks in the context of the modernization of contemporary education. The role of logical tasks as an effective didactic tool for developing logical, critical and creative thinking of students, particularly at the primary education level, is examined. Based on psychological and pedagogical theories (L.S. Vygotsky, J. Piaget) and modern concepts of the competency-based approach, the study reveals the content-related, structural, and methodological characteristics of logical tasks in textbooks of different generations. The research identifies key differences in the goals, forms of presentation, and didactic orientation of logical tasks, as well as their impact on the formation of universal learning activities and students` cognitive independence. The article substantiates the feasibility of integrating traditional and innovative approaches in textbook development, which contributes to improving the effectiveness of the educational process and fostering students` intellectual potential.
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