Methodological starting-points for the foreign languages school-schedules and text-books

The goal of the article is to present and justify the most important starting-points for the foreign languages school schedules and text-booics. The significance of the system approach, system analysis, and the methods of models for the complex researching into the educational process are emphacized.
In the whole system of a teaching subject the category of its goal has the determining role. The necessity to formulate the goal exactly, to concretecize the demands for individual years as well as for individual language skills, and to determine both the quantitative and the qualitative criteria are pointed out here. The obligation of the school-schedule for the teacher is a very significant question here.
In the system of the school teaching a most important role belongs to the text-book as to the most significant means of the teaching. It can be characterisized as a micro-model of the whole model of the teaching. In harmony with I. Bimova and others we consider such a text-book a modern one which integrates the content and the process of the teaching of languages. We draw the reader’s attention to the importance of the relation of the managing function of the text-book and the creative tasks of the teacher in the relation of the learning activity of the pupils. In a foreign language text-book the centre of work should be in the practising. The question of elaborating a dynamic system of exercises is in the foreground of the schoolwork and is closely connected with the active character of the foreign languages teaching.