Mokyklinis lietuvių kalbos vadovėlis: koks jis turėtų būti?
Lithuanian Language Textbook for Schools:what should it be like?

Summary/Abstract: Constant renewal of educational content and abundance of information always prove a challenge when preparing textbooks and other teaching materials. Changing aims of education, values, attitudes towards developing general and specific skills, formation of competencies and exam procedures determine the requirements of textbooks. The textbook still remains one of the key, yet not the only, teaching/learning resource: from being the key source of subject knowledge at general education schools, it has gradually become a guide and an aid for individual learning which helps to implement planned changes in education. Furthermore, it allows more attention to be paid to detail; it specifies the statements of General Education Programmes and Education Standards and assists students in seeking certain competencies, skills, and knowledge that attest to their maturity. In order to define the textbook, general provisions for writing textbooks are discussed and requirements for textbook writers and assessors are prepared. The functions of new textbooks are expanded-from the narrow subjectoriented teaching material it becomes a source for teaching/learning and forming versatile individuals. Textbooks based on general principles of didactics aim at implementing new didactic principles (contextuality, integrity). The principle of contextuality is particularly important in the contemporary education process. The aim of this article is to discuss general principles of textbook preparation and identify key principles for preparing native language textbooks. The object of research consists of documents on education and textbooks. The method of research is analytical-descriptive.

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