At the same time, the main role in teaching will remain with the teacher, the bearer of humanistic pedagogy.

According to scientists, methodologists and teachers-practitioners, the methodological apparatus can no longer be limited to focusing on the formation of such traditional elements of the content of education as knowledge, skills and abilities. It should provide "a consistent system of work aimed at forming the creative abilities of the student and his emotional and value sphere." For the development of the emotional and value sphere of the personal student, in particular, it is proposed: agreed with the content of the textbook use of phonographs of folk songs and samples of domestic and world classical music; reproductions of paintings and artistic illustrations; inclusion in textbooks of texts of high aesthetic and moral and ethical value, as well as tasks that involve active involvement of students in a comprehensive analysis and interested discussion of the information contained in them; organization of comprehension by students of a way of life, personal features of the most outstanding figures of domestic and world history and culture; use in textbooks of characters-carriers of expressive exemplary-personal attitude to the world around.

The main and obligatory for all new textbooks, according to the participants of the discussions, should be that they must provide students with deeply meaningful literary texts that belong to the true spiritual heritage of Ukrainian culture, high aesthetic and moral and ethical value, awaken and educate in ideas for personal narratives students deep patriotic feelings. In addition, the opinion on the variability of textbooks on literature was stated. During the discussions, the idea of ​​a "textbook-workshop" was put forward that would not provide comprehensive information about the text, theoretical knowledge, comprehensive analysis of works, etc., so that it contains "questions and tasks located according to the reader’s experience: from the first emotional perception of a literary text comprehension and analysis, to comparison with the texts of other works, to clarify its literary significance. "The authors of the idea of ​​this textbook consider it appropriate to call it a workshop, as students are offered an extensive system of questions, tasks, advice on their implementation. Leading are those who help to understand the views of critics and literary critics on a work, encourage students to find their own solutions, teach to work with primary sources, gaining knowledge, give students the opportunity to engage in dialogue with the writer, with the critic. The main achievement of such a textbook, the authors rightly believe that "each task requires work with the text, so talk about the work without reading it, it will be impossible." This approach to the textbook testifies to the continuity of the fruitful ideas of O. Doroshkevych, who at the beginning. In the 1920s, he defended the textbook not as a container of answers to all questions when the work of art and student studies around it become unnecessary, but as a guide to the cognitive activity of the student. Such a textbook teaches students to think independently and seek their own answers to the problems of literature. It is worth focusing on the practical achievements of some authors-compilers of modern textbooks on literature, in particular the Donetsk teacher-methodologist G. Boyko, who to his textbook for 10th grade students "Literature – a textbook of life" (Donetsk, 2002 ) chose such a significant clarification. genre: "Tasks for independent activities in the classroom and at home." This means the publication of a manual that is designed not to give ready-made answers to various literary problems, but teaches to obtain them in the process of creative cooperation of the student with the teacher and the independent work of the student. The task in the manual is divided into two types – basic level (ZOR) and creative (TK). They can be composed depending on the level of students’ perception of the work of art. ZOR and TK are aimed at the development of associative thinking, help to penetrate into the structure of the work, form figurative thinking. The tasks for the topics are concluded in such a way that each high school student can successfully prepare for a detailed consideration of the verbal form of the work, analyze the content, highlight key phrases, fill in the reference notes. Separately in the manual consultations and tasks on stylistics which are used during preparation for writing of transfers and products are offered. The structure of each topic has the following meaning:

interesting information about the writer and his works, original opinions of critics and literary critics; reference notes (biography, analysis of works of art, features of individual style); tasks for independent and final works; material for lessons of development of coherent speech and lessons of literature; consultations on stylistics and theory of literature; samples of student stories and works; original development of logical schemes for preparation for writing various creative works.

References, which are presented in the manual to enhance the learning activities of students, may raise some doubts among Methodists because such a tool is not widely used in the methodology of literature. However, we note that the search is worth the risk, otherwise the school will be stagnant. The manual introduces a number of interesting tasks and questions, including those related to active forms of learning. Here are a few examples: "It turns out that all peoples on the planet have songs, but they can compose thoughts only in Ukraine. The content of the thought is very similar to historical songs, and the performance – to lamentations, cries.; Ivan Franko in the poem "Moses" may have wanted to give his commandments to the people of Ukraine. Which, in your opinion, are the most important?:

self-search and belief in one’s own strength; love your land, and do not seek paradise in foreign lands; there is no promised land, and heaven on earth is progress, movement, a struggle for the establishment of spiritual values, etc. ";" Conciseness is the sister of talent ". Prove or disprove this idea, based on the work of V. Stefanyk"; "Write a formal indictment in the case of Nikanor Krutonozhenko (use expressions typical of court cases)."

Textbooks on Ukrainian literature by EM Kucherenko, AY Humenetskaya and OP Gonchar "Ukrainian Literature. Grade 5" (Lviv, 1992) and the well-known Lviv teacher M. Zvarychevska "Ukrainian literature. 5th grade". Both books offer interesting, often unusual tasks, impress with the richness of the didactic apparatus and non-traditional critical and journalistic articles. Regarding the publication of Lviv textbooks on literature and other textbooks, we add that the traditions of textbook creation are finally returning to the ancient Galician capital, which since the mid-nineteenth century. enriched the Ukrainian school with the latest books. A review of modern foreign and domestic educational press allows us to conclude about the relevance of computer technology in classes in all disciplines. Researcher of this problem BS Gershunsky summarizes: "In numerous publications both in our country and abroad, it is noted that the computer can be used in the study of both natural and human disciplines to solve a variety of educational tasks: performance computational operations, analysis of the results of educational experiments, construction and interpretation of mathematical models of physical, chemical and other phenomena and processes. It can perform the functions of an information system, data bank, automated reference book. "It is no secret that the majority of schools in European countries and the United States have switched to computer technology, including in the field of fiction, electronic textbooks and more. BS Gershunsky, like other researchers of computer technology in school lessons, came to important conclusions about the method of using computers in teaching. Since the introduction of electronic technologies is still experimental in nature, and science and school practice do not yet have sufficient data on the consequences of such technologies, there are a number of problems of methodological and methodological nature. First of all, researchers warn against overestimating the role of the computer in learning, defend the idea of ​​its auxiliary function and pedagogical expediency, compliance with modern requirements for the paradigm of personal and creative education. According to scientists, the computer can not be an equal intermediary between teacher and student. At the same time, the main role in teaching will remain with the teacher, the bearer of humanistic pedagogy. It should be noted that in some subjects – computer science and foreign languages ​​- the achievements of the latest electronic technologies are already actively used. At the same time, Ukrainian literature as a school subject, for various objective and subjective reasons, is extremely slow to take steps to use computer technology. If we open the annotated collection of educational computer programs of Kharkiv teachers VE Lunyachek, TV Drozhzhina, OG Zhabina "Computer educational programs" we will see only some programs on the Ukrainian literature and that only one manufacturer of this important educational production – Khmelnytskyi NVK№ 2. There are also isolated sites with educational material in Ukrainian Internet search engines. The authors of "Computer Training Programs" collected information on the availability of electronic products for published textbooks in almost all school subjects, provided comments on the presence or absence of electronic developments. Note that the description of the Russian language software, location and method of purchasing electronic programs in this subject took 18 pages. Producers of Russian electronic programs on various electronic media, the authors of the manual are exclusively Russian manufacturers. In Ukraine, however, a centralized state production of software has not yet been established, for example, in this collection we read: "Ukrainian literature. Grade 6 (68 hours) Textbook: Bandura OM, Kucherenko EM Ukrainian literature. Curricula at the time of publication books are not identified by the authors ". Kharkiv teachers found only some electronic versions of some textbook topics. Thus, in particular, they point out that B. Stepanyshyn’s textbook "Ukrainian Literature" has developed only one electronic curriculum for one topic: "Literary processes of the late XVIII-first decades of the XIX century." – Test from the works of I.