Мовленнєва діяльність учнів початкової школи в контексті сучасних освітніх реформ

Abstract

Устаттірозкрито зміст понять “мовленнєва діяльність учнів початкової школи”, “зв'язне мовлення” в теоретико-практичному аспекті. Названо ефективні інтерактивні методи роботи з формування комунікативної компетентності молодших школярів

The article is devoted to the consideration ofthe actual issue ofthe modernprimary schoolfunctioning - theformation ofpupils communicative competence. Today, the conceptofthe new Ukrainian school is beingactively implemented. It isstated in this concept that communicative competence is significant. Therefore, it is important to examine how to develop this competenceforprimary schoolpupils. Firstly, the content ofthe notion “speech activity” ofprimary school pupils has been revealed and its connection with the notion ofcoherent language has been established. Secondly, the main definitions ofharmonized language in linguistics and methodical aspects have been described. Thirdly, the relationship between communicative competence and speech activity has been investigated. It has been emphasized in the article that the development ofprimarypupils’ coherent language takesplace within theframework oftheirspeech activity andpromotes their communicative competenceformation. Fourthly, the components ofspeech activity and ways ofconsistent language developmentforprimary pupils have been named. The necessity to differentiate the methods ofworkfor dimensional lessons and lessons of coherent speech development has been explained. The advantages of the usage of interactive methods ofwork as effective, solid, and interestingfor children have been pointed out. The algorithm of the teacher's work during the interactive lesson ofcoherent speech development has been presented. Thefollowing interactive methods ofwork have been described: the work in pairs, the work in triplets, “twoplus two tofour”, the carousel, the work in minigroups, the aquarium, the large circle, the microphone, incomplete phrases, brainstorming, dilemma analysis, discussion, mosaic, case-method. All ofthe above mentioned methods have been tried and tested through the educational practice in primary schools, as well as through the practicing teachers professional activity. The article has been written in the context of the current reform ofprimary school and aimed at the development ofcommunicative competence as the basic life skill