Abstract
The article explores the possibilities of a competency-based approach to textbook design. Based on the analysis of school history textbooks, hidden reserves for their improvement have been identified, contributing to the formation of student competencies. The development of student competence is considered through the development of tasks for texts. In relation to a history textbook, this means that the authors must not only reveal the events of history, but also indicate approaches to mastering the material and outline ways for students to work
Keywords
References
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