Tytova M. The didactic bases of learning of the Ukrainian language in schools of Halychyna (the second half of the XIXth - the first third of the ХХth century)

The didactic bases of learning of the Ukrainian language in theoretical works of pedagogues and practical activity of primary and secondary schools of Halychyna (the 2nd half of the XIXth - the 1st third of the ХХth century) are exposed; social and political, economic, cultural and educational factors which were influencing on that process are studied in the thesis. In this connection the normative-legal bases concerning the language of teaching is determined; and educational programmes, curricula, textbooks and school appliances by means of which the learning of native language was realised in the region are also analysed. It is established that during the 2nd half of the XIXth - the 1st third of the ХХth century the didactic searches of such Ukrainian pedagogues of the region as O. Barvinsky, K. Kysilevsky, I. Klymko, A. Krushelnytsky, Ya. Kuzmiv and others were based on the national basis and progressive West European opinion was also taken into consideration. The pedagogues in their scientific published works, methodical instructions treated the didactic demands to a lesson of the Ukrainian language, characterised the principles, methods, forms of the organisation of education-pedagogical activity, the producing of verbal skills and habits, the repetition of learned material in native language, the organisation of interaction of pupils during the lessons of the Ukrainian language. It is revealed that in the educational process except traditional principles (scientism, consecution, systematic character, consciousness and activity of pupils etc.) were widely used such principles as interconnection of the contents of lessons with national culture, customs, traditions, taking into consideration the regional peculiarities, humanisation, cooperation etc. The tendency of transfer from reproductive to creative methods is defined; the inculcation in school practice, under the influence of reformatory tendencies, research and laboratory methods, the method of projects and other methods are also indicated. The existing connection between principles, methods and means of teaching of the native language is motivated.