The article highlights the features of the use of visualization technologies during distance learning of the Ukrainian language in general secondary education. Scientific works on the coverage of the outlined problem in them are analyzed. It is proved that an effective learning tool, a productive methodological tool for intellectual development of students is the visualization of educational material. The peculiarities of the preparation of educational information are determined, which in a visually accessible for perception and understanding form can provide students with basic or necessary information. It is emphasized that the principle of cognitive visualization is based on psychological laws, according to which the effectiveness of learning increases through the connection to the process of perception of the «figurative» right hemisphere. The peculiarities of using the technology of visualization of educational material, in particular in distance learning, are substantiated. Techniques of structuring and visualization of educational material are described. Emphasis is placed on compliance with certain recommendations to achieve the goals set in the implementation of visualization technologies. It is emphasized that when working on the visualization of educational material, it is necessary to take into account certain patterns of perception of visual aids by students. The typical mistakes that are most often made in the process of visualization of educational material are analyzed, recommendations are given to eliminate them. It was found that the use of distance and blended learning and the significant potential of multimedia learning tools encourage teachers to use visualization in the educational process, which contributes to the intensification of the process of learning. Examples of realization of various pedagogical technologies of visualization in the process of teaching the Ukrainian language in general secondary education institutions in a distance format are given.

The article describes the content characteristics of the basic concepts of research. The principal differences between competence and knowledge approaches in the educational process are revealed and a comparative characteristic is designed. The competence approach differs significantly from the knowledge of all the characteristics of the organization of the educational process: the main and fundamental difference is the focus on the result of schooling, and the result is not the amount of information learned, but the ability of a person to successfully act in different situations. Modelling the lessons that systematic and purposeful formation of subject and key competencies in students requires a different, substantially changed typology of Ukrainian language lessons. The technology of modelling of knowledge oriented Ukrainian language lessons is requested. The structure and models of modelling of competence-oriented tasks are presented. Situational tasks are an intermediate stage between the students' acquisition of theoretical knowledge and the formation of skills and abilities of the practical use of such knowledge in everyday life situations. The main task of such tasks – the formation of skills to navigate in the imaginary or conditional communication, to match the objectives and conditions of communication language means. In addition, the execution of such cases promotes the formation of not only communicative skills of students, but also the skills of the culture of communication, the adoption of rules of etiquette. Competently oriented tasks are distinguished primarily by the fact that they provide for the search activity of students, the implementation of methods of independent, pair, group research activities, the creation of conditions for the formation of objective and key competencies. Teachers are provided with counselling, teacher training, scientific and methodological clusters, trainings, seminars, webinars, etc. on the typology of competency-oriented lessons, simulation of lessons and structuring of competency-oriented tasks at teacher training courses.

У статті висвітлено проблему організації проєктної діяльності учнів закладів загальної середньої освіти у процесі навчання неологізмів. Виокремлено перспективний шлях розвитку компетентнісно спрямованої освіти. Наголошено, що проєктування забезпечує інтеграцію різнопредметних знань та вмінь із різними видами діяльності, створюючи унікальні передумови для формування ключових компетентностей, визначених концепцією Нової української школи. З'ясовано, що саме проєктна діяльність є найбільш оптимальною для вивчення в школі лексики, зокрема неологізмів, ролі й адаптації їх в українській мові. Зазначено, що проєктування є творчою, інноваційною діяльністю, результатом якої має бути інтелектуальний продукт, який визначається суб'єктивною чи об'єктивною новизною, наділений практичною або теоретичною цінністю, виконаний в умовах керування й консультування вчителя. Охарактеризовано процес організації роботи учнів над навчальним проєктом, подано структуру діяльності учня під час виконання проекту, зокрема описано такі складові, як мотиваційний компонент, визначення актуальності проблеми для учасників проекту, етап планування діяльності, колективне вироблення критеріїв оцінки тощо. Акцентовано увагу на необхідності використання інформації з різних джерел. Підкреслено, що знайомлення учнів із причинами та значенням безперервного поповнення мови новими словами, особливостями вживання таких слів у мовленні, відбувається на уроці з опорою на підручник, посібники, графічні засоби навчання. Виокремлено дослідницько-пошуковий проект як більш доцільний для засвоєння знань про неологізми, за своєю структурою максимально наближений до наукового дослідження. Зауважено, що проєктна діяльність застосовується в освітньому процесі як одна з форм активного та продуктивного навчання, а тому питання реалізації проектної діяльності учнів та підготовки освітян до її активного впровадження в закладах загальної середньої освіти потребують подальшого вивчення. Ключові слова: загальна середня освіта; методика навчання української мови; мотиваційний компонент; неологізми; проєктна технологія; організація проєктної діяльності; стилістична норма.

The article highlights the problem of distance learning of the Ukrainian language in general secondary education. Emphasis is placed on its features and advantages, prospects are described. It is noted that distance learning is a form of learning based on the use of a wide range of traditional and new information and telecommunications technologies, which at different stages of the educational process provide interactive interaction between teachers and students, students and independent work of each other with information network materials. It is emphasized that the obligatory part of the educational process in the conditions of learning with the use of distance technologies is the communication of the teacher with each student. It is clarified that with students who for some reason can not communicate simultaneously, the teacher must agree on a different format of communication. It is emphasized that in addition to providing communication, the use of remote technologies solves the problem of individual approach to students, and also helps to avoid information overload. A system of multilevel exercises and tasks aimed at implementing the competency approach in terms of distance learning is presented. It is noted that the current direction of further research is the analysis of the state of distance education in Ukraine, theoretical substantiation of psychological and pedagogical principles of development and use of elements of distance technologies, in particular in the study of the Ukrainian language.

The article highlights the peculiarities of the formation of the axiological space of the individual in the process of learning the Ukrainian language. Scientific works on the coverage of the outlined problem in them are analyzed. It has been proven that recently a lot of attention has been focused on the study of values in the historical context. The preconditions for the formation of value orientations, which are laid down in preschool age, are determined, but the formation itself takes place in adolescence, when interest in morals, ethics, worldview grows, and the students’ interests switch from specific to general. It is emphasized that the structure of value orientations contains three components: cognitive (awareness of the essence of the phenomenon, its qualities and properties), emotional (experience of the value of the phenomenon), motivational and behavioral (willingness to act in accordance with perceived value in the situation of choice). It was found that the decisive role in the formation of students’ values in Ukrainian language lessons belongs to the didactic and methodological resource, ie the selection of texts and sentences of appropriate content and methodologically appropriate system of tasks for them, as well as topics for creative work and discussion. Emphasis is placed on the structural and functional technology of formation of moral and value orientations in the lessons of the Ukrainian language, which contains stages: information-cognitive, activity-practical, generalizing-discussion. Examples of multilevel exercises and tasks that will contribute to the formation of the axiological space of the student's personality are given.