TYPES OF NON-STANDARD LESSONS IN THE CONTEXT OF THE NEW UKRAINIAN SCHOOL

Abstract

The article examines the issue of using non-standard lessons in the context of modern Ukrainian education reform and the implementation of the competency-based approach provided by the New Ukrainian School Concept.
The essence of the term “non-standard lesson” and its role in developing students’ key competencies, such as communication, social, civic, learning-to-learn, and initiative, are revealed.
A classification of non-standard lessons (interactive, integrated, game-based, role-playing, research-oriented, and training lessons) is presented, along with their potential for developing students’ critical thinking and cognitive activity.
Theoretical approaches to organizing non-standard lessons are analyzed based on the works of Ukrainian educators: P. Horokhivskyi, I. Kucherenko, and V. Shuliar, who propose their own models for structuring such lessons.
It is emphasized that conducting non-standard lessons increases learning motivation, creates a positive psychological climate, and forms cooperation and partnership interaction skills in the educational environment.
The research proves that the success of implementing non-standard lessons depends on teachers’ professional skills, their ability to combine traditional and innovative methods, and students’ involvement in planning the learning process.
The findings can be used by school teachers to improve lesson methodology within the framework of the New Ukrainian School.