The need to implement a competency-based approach to the training of subject teachers is determined by the requirements of The Federal State Educational Standard of Higher Education and The Professional Standard of the Teacher. In this regard, a number of problems arise and among them, there are ones which are of particular relevance for this study: a) the formation of a number of general professional and special professional competencies with reference to each other and b) the development of the future teachers’ experience of the value attitude to the process and results of training. The analysis of scientific sources allowed us to formulate the initial provisions of the study. The first is the need for a combination of cognitive and axiological approaches in training of Bachelors of Philology and the second is the importance of creating a lesson or its fragment by students, which helps them to obtain the value attitude to the selection of content, methods and techniques of teaching the Russian language. These provisions are implemented in the case of using such teaching methods as the methodological analysis of the textbook paragraph and the methodological interpretation of the text. The article defines the methods of teaching which are considered in the study and introduces the concept of methodological vigilance. It describes in detail the content, stages, methods and results of methodological analysis of the paragraph and methodological interpretation of the text and reveals the influence of these methods on the students’ ability to create a lesson based on the materials of the textbook or a lesson fragment based on the text on their own. The ascertaining experiment shows that the third-year students’ ability for the methodological analysis of the textbook paragraph is low, while the 4th-year students experience serious difficulties in the methodological interpretation of the text. The control experiment reveals that the systematic use of these methods in training the future teachers of the Russian language led to the increasing productivity of their methodological activity, increasing of the level of their independence, the formation of responsibility for the content, methods and techniques of teaching. Both methods had a positive impact on the development of students’ methodological vigilance as well as their linguistic and methodological competency.

competency-based approach, competency-based methods of training bachelors, linguistic and methodological competency of the Russian language teacher, analysis of the paragraph of the school textbook, methodological interpretation of the text, methodological vigilance, experience of value attitude to the selection of content, methods and techniques of teaching.