ENHANCING STUDENTS’ COGNITIVE ACTIVITY IN UKRAINIAN LANGUAGE LESSONS IN SPECIALIZED UPPER SECONDARY SCHOOLS

Abstract

The article examines the issue of enhancing students’ cognitive activity in Ukrainian language lessons in specialized upper secondary schools. It emphasizes that fostering cognitive activity at the upper secondary level involves a shift from passive information consumption to subject-subject interaction, in which students assume the role of researchers of linguistic phenomena. In this regard, enhancing the cognitive activity of upper secondary students becomes a fundamental condition for the development of their autonomy and intellectual self-reliance. The relevance of the study is обусловлена the fact that upper secondary education in Ukraine is undergoing significant transformations and requires the search for new forms and methods of teaching. At the same time, the issue of enhancing cognitive activity in Ukrainian language lessons has been addressed only fragmentarily in Ukrainian linguistic didactics and therefore requires further comprehensive consideration. The aim of the study is to characterize the methods and techniques for enhancing students’ cognitive activity in Ukrainian language lessons in specialized upper secondary schools. The authors analyze methods and techniques aimed at stimulating research interest and fostering independence among upper secondary students, including active learning methods, game-based techniques, visualization strategies, and critical thinking development technologies. The paper presents practical materials and describes an algorithm for their implementation in Ukrainian language lessons in grades 10–12. It also substantiates the feasibility of combining traditional and innovative teaching approaches to develop stable intrinsic motivation among students to learn Ukrainian as an essential tool for professional success. The authors conclude that it is important to create conditions for practice-oriented learning in specialized upper secondary schools, in which students become aware of the practical value of the theoretical knowledge they acquire for their future professional activities. This will ensure active cognitive engagement of students.