SEARCH-ORIENTED ENVIRONMENT AS THE BASIS FOR THE FORMATION OF RESEARCH COMPETENCE OF STUDENTS

The article defines and scientifically substantiates the features of constructing a search-oriented environment as a basis for forming the research competence of primary education students. It is established that new challenges of the time and the implementation of the Concept of the New Ukrainian School require a radical change in the priority goals in organizing the educational process in primary school, its competence-based approach, which will contribute to the development of a child’s intellect, divergent thinking, problem vision, curiosity, fantasy, and imagination. It is found that the process of forming the creative personality of a primary education student, who would be both a subject of research activity and its organizer in a modern school, looks quite promising in a corresponding searchoriented educational environment. This environment creates conditions for the development of creative potential, intellectual activity, and the formation and improvement of research skills. A significant potential in solving these tasks lies in the creation and construction of such a search-oriented educational environment, in which interpersonal interaction between teacher and student unfolds based on strategic goals and plans, and lessons are built on research principles, forming in students such important qualities as intellectual activity, research skills, independence of thought, innovative competence, selfcriticism, fantasy, and others. It has been proven that the creation of an innovative educational environment within the New Ukrainian School, which is as close to the realities of life as possible, is the main condition for successfully solving educational tasks through scientific research work. For this process to occur successfully, pedagogical support from the teacher is necessary, which is related to helping students develop research approaches to adequately and most effectively solve tasks and situations. This involves a gradual transition from teacher management to self-management by the student, their readiness for observation, comparison, analysis, synthesis, classification, application of analogy, generalization, summarizing, establishing cause-and-effect relationships, forecasting, and evaluating results.