Організаційно-педагогічна діяльність ЮНЕСКО в галузі шкільного підручникотворення

Abstract

У дисертації комплексно досліджено організаційно-педагогічну діяльність ЮНЕСКО в галузі шкільного підручникотворення. Розкрито освітній, розвивальний та виховний потенціал шкільних підручників. Охарактеризовано підходи вчених ЮНЕСКО до розробки електронних підручників. Визначено стратегії діяльності ЮНЕСКО з аналізу й оцінювання шкільних підручників: стандарти, методи аналізу підручників, основні етапи оцінювання навчальної книги, вимоги до вчителів, які здійснюватимуть експертизу підручника. Розкрито напрацювання ЮНЕСКО щодо створення, видання й розповсюдження шкільних підручників та систематизовано використання цього досвіду в зарубіжних країнах. Виявлено позитивні ідеї організаційно-педагогічної діяльності ЮНЕСКО в галузі шкільного підручникотворення задля імплементації в систему національного шкільництва.

В диссертации комплексно исследовано организационно-педагогическую деятельность ЮНЕСКО в области создания школьных учебников. Раскрыто образовательный, развивающийся и воспитательный потенциал школьных учебников. Охарактеризованы подходы ученых ЮНЕСКО к разработке электронных учебников. Определены стратегии деятельности ЮНЕСКО по анализу и оценке школьных учебников: стандарты, методы анализа учебников, основные этапы оценки учебной книги, требования к учителям, которые будут осуществлять экспертизу учебника. Раскрыто наработки ЮНЕСКО по созданию, изданию и распространению школьных учебников и систематизировано использование этого опыта в зарубежных странах. Выявлены положительные идеи организационно-педагогической деятельности ЮНЕСКО в области создания школьных учебников для имплементации в систему национального школьного образования.

The dissertation comprehensively examines the organizational and pedagogical activiy of UNESCO in the field of school textbooks creation. UNESCO is the United Nations Educational, Scientific and Cultural Organization, whose main task is to maintain and promote peace through international cooperation in the fields of education, science and culture. Education and textbooks are considered by scientists to be main means to achieve this goal. The works of UNESCO scientists related to the development and creation of school textbooks are of great interest, including methodology of textbook compilation and evaluation; modern paradigm of education as basis for sustainable development and its impact on the content of textbooks; ideas of peace in school textbooks; overcoming various types of discrimination, stereotypes and ways of their representation in textbooks, etc. The educational, developmental and learning potential of school textbooks is revealed. Scientists explain that learning potential of textbook means that people perceive it as reliable, verified source of information (often the only one, especially for low-income countries), which is accurate, balanced and based on the latest research and pedagogical practice. Developmental potential includes a motivational component and motivates students to further search. UNESCO scholars also attribute the important role of the textbook as mean to achieve sustainable development, which provides the presence of the following aspects in the textbook: increasing attention to the environment; identification of major global problems and solutions; self-awareness of being a part of humanity (not only a nation); reflection of attitudes towards minorities; conflict and violence prevention. The educational potential of the textbook is realized through the proper reflection of cultural values, forming the concept of culture of one's own nation and intercultural consciousness (allows to be tolerant and impartial to the cultural differences between people and nations). The approaches of UNESCO scientists to the electronic textbooks elaboration are described. Two classifications of electronic textbooks are substantiated: the first concerns functions (classical model, didactic model, model of digital platform); the second relates to the degree of interactivity (d-textbooks, b-textbooks, i-textbooks). There are five factors that determine the quality of an electronic publication: purpose, user, effect, standard and organizational system. Strategies of UNESCO activity on the analysis and evaluation of school textbooks (standards, methods of the analysis of textbooks, the basic stages of textbook evaluation) are defined. Proper evaluation of textbooks involves the analysis of the following aspects: content, pedagogical approach, compilation (structure, language, illustrations), textbook style, conclusions, first and last pages, the interconnectedness of the publication. The most common methods of textbook analysis are quantitative and qualitative. Considerable attention in the works of UNESCO scientists is paid to the features of experimental research of the textbook. Intercultural (cross-cultural) analysis is used to study the cultural features of textbooks. The peculiarities of the UNESCO's activity implementation in the field of school textbook creation in foreign countries are revealed. Emphasis is made on the feasibility of conducting research on the need to create a new textbook; meeting the needs of both students and society as a whole. The organization engages other international communities to address this issue as far as textbooks are often considered to be the cause of conflicts and misunderstandings. Requirements to teachers who perform textbook evaluation are defined. The experience of foreign countries in the implementation of useful recommendations proposed by UNESCO researchers in the process of elaborating, publishing and distributing this type of educational literature is systematized. Positive ideas of UNESCO organizational and pedagogical activity in the field of school textbook elaboration for implementation into the system of national schooling are revealed.