Project-based learning in Ukrainian language lessons in 6th form as part of the process of shaping national identity

Abstract

This article examines methods for fostering an awareness of national identity among 6th form students. The aim is to analyse the experience of organising project-based activities in Ukrainian language lessons to foster an awareness of national identity among students, as demonstrated by N. I. Kuzmenko, a teacher of the Ukrainian language and literature at the secondary school (grades 1–3) in the village of Nehaiky, Cherkasy oblast. The research found that one of the teaching methods which fosters the development of pupils' national identity, stimulates their interest in new knowledge, promotes child development through problem-solving and the application of knowledge in practical activities, and creates a sense of achievement, is the project-based approach. The use of this method in Ukrainian language lessons contributes to the development of pupils' cognitive skills and abilities; it develops the ability to navigate the information space, construct knowledge independently, integrate knowledge from various fields of science, and think critically. At the heart of individual, pair and collective (group) projects, which contribute to the formation of national identity in 6th form students whilst studying topics from the 'Lexicology' section in Ukrainian language lessons, should lie the investigation of a linguistic problem, which requires a high level of creative activity on the part of pupils, their conscious choice of project topic, subject of research, and methods and means of presenting the results of project work. It has been found that when studying topics from the 'Lexicology' section, the teacher asks 6th form students to undertake individual short-term mini-projects and pair projects, which creates conditions for the self-realisation of pupils with varying levels of preparation, fostering a positive dynamic of motivation, as well as group projects, the completion of which contributes, not only the pupils' purely linguistic achievements but also the development of general competences, responsibility and leadership skills. A positive aspect is that the projects proposed by the teacher can also be undertaken by pupils with special educational needs. Conclusions. To ensure the successful implementation of projects, it is advisable to draw up a step-by-step plan or roadmap together with the students, following which they will enthusiastically carry out the projects and present them to their classmates. Project-based learning offers an opportunity to move away from traditional lessons; pupils become active participants in the educational process and gain invaluable experience.