CONTENT AREAS OF THE SUBJECT “LITERARY READING” IN THE 12-YEAR EDUCATION SYSTEM

Abstract

The content of the article was devoted to the content areas of the literary reading lesson in the 12-year education system. When interpreting the content of the article, a general description of the research on content areas is provided, and their achievements and shortcomings are discussed. For the 12-year education system, the subject standard was discussed, and the conditions for their practice were analyzed. The article describes the evolution of content orientation. The content areas, their use, and implementation were discussed in the classroom. The forms and methods of content orientation practice were also discussed. At the same time, the choice of methods of content-based practice, their selection depending on the content of the topic, classification, competence in the content of content-based practice, and their composition were also interpreted in the article. As a practical part of the content-based direction, assessments and types of assessments were interpreted. The place and role of diagnostic, formative, and summative forms in the practice of content-based orientation