Criteria for the Selection of Teaching Tools in Development of Scientific and Communicative Skills and Abilities of the Lyceum Students

Abstract

The article is devoted to the actual problem related to the selection and substantiation of criteria for the selection of pedagogical (non-textual) means (tasks, exercises, problems, questions) for the development of scientific communication skills and abilities of the students of secondary special education in the scientific direction (hereinafter – SSESD). The selection criteria are considered as a set of signs, grounds and decision-making rules regarding the assessment of educational tasks for their compliance with the requirements that apply to them.
 It is noted in the article that until now there are no identified and substantiated criteria for selecting the tasks and exercises to ensure the development of scientific and communicative competences in students of this profile of experimental and research education, and lyceum teachers note the difficulties that arise in the work when they select such tasks and exercises. In view of this, arises a scientific and applied problem related to the justification of the criteria for selecting tasks and exercises aimed at the development of scientific and communication skills and 
abilities of SSESD students. Considering this, the article proposes the ways to solve the problem, reveals the real possibilities (social, educational, personal) of using the native language as a means of educational and scientific communication, reasons of an objective and subjective nature (scientific-psychological, scientific-pedagogical, scientific-methodical, applied and personal), which prevent achieving fruitful results in the experimental and research training of SSESD students. It is 
noted that when choosing the criteria for the selection of pedagogical tools for the formation of scientific communication competence in students, both the indicated shortcomings and the conceptual, structural and content parameters of the tasks, exercises, problems and questions were taken into account; the essential features of the specified pedagogical tools are represented as those that are in a genus-species relationship; a description of each pedagogical tool is provided; 
a scientific position is proposed, according to which the concept of “problem” is given a general meaning, compared to the concepts of “exercise”, “task”, “question”, and the criteria for selecting the tasks to ensure the development of scientific and communicative skills of students studying in scientific lyceums are highlighted.