Формування комунікативних умінь учнів основної школи в процесі роботи над переказами з уведенням додаткових мікротем

Abstract

Дисертацію присвячено актуальній проблемі формування комунікативних умінь учнів у процесі роботи над переказом з уведенням додаткових мікротем. У дослідженні науково розроблено, теоретично обґрунтовано й апробовано експериментальну методику формування комунікативних умінь учнів у процесі роботи над таким видом творчого переказу. На основі чинної програми з української мови створено експериментальну лінгводидактичну модель, яка включає мету і завдання, етапи, підходи, принципи, традиційні та специфічні методи і прийоми, форми і засоби реалізації умінь роботи над досліджуваним переказом. Виокремлено критерії та рівні сформованості комунікативних умінь учнів основної школи в процесі роботи над цим видом переказу. Ефективність експериментальної методики формування комунікативних умінь учнів основної школи в процесі роботи над переказами з уведенням додаткових мікротем доведено за результатами контрольного зрізу педагогічного експерименту.

Dissertation for obtaining the scientific degree “Candidate of Pedagogical Sciences”, speciality 13.00.02 – theory and methods of teaching (the Ukrainian language). – Ternopil Volodymyr Hnatiuk National Pedagogical University, Ternopil, Ministry of Education and Science of Ukraine, 2016. Dissertation is dedicated to the topical problem of the formation of middle school students’ communicative skills in the process of work on retelling with introduction of additional microthemes. Communicative approach, which is the basis of teaching the native language, provides the priority for development of students’ speaking skills. Work on linguistic theory, the formation of language knowledge and skills are subordinated to the interests of speech development. Communicative text is the highest form of the real essence of language. In school practice teachers mostly use detailed, concise and selective retelling of texts of different types and styles of speech, but very little attention is paid to preparatory work on writing creative retelling in the variety of its names, such as “complicated retelling”, “retelling with an additional task”, “retelling with the introduction of additional microthemes”, and others. It has been clarified in the thesis, that the implementation of an integrated approach into the students’ training is a kind of creative retelling - with the introduction of additional microthemes. But its main goal is, on the basis of the main types of retelling, oriented to work on the content of statements, to teach students to complement text by different information, to find a suitable place for it and subordinate it to a particular style and type of speech. The advantages of this type of transfer lie in the fact that those who work with it, create their own texts fragments, subordinate them to the content and form of perceived expression. The thesis presents a linguo-didactic model describing methods of step-by-step formation of communicative skills of middle school pupils in the process of work on retelling with the introduction of additional microthemes. The use of special tasks in the aspect classes (defining the themes and main ideas,oral retelling of the given texts,clause alteration-their extending and improving, etc.) promotes awareness of the opportunities to make adjustments in language material, forms students’ skills and sub-skills to work with a text, its structure, means of communication, which forms the basis for complicating the structure of retelling with the introduction of additional microthemes. Certain aspects of work on the introduction of additional microthemes are considered at the main stages of work on retelling: introductory conversation to prepare students for the perception of a text; during direct acquaintance with a text; in the process of a conversation to find out the level of understanding of the content, which promotes the development of thinking ability; analyzing the structure of the text; in the process of scheduling and choosing work materials; due to linguistic and stylistic text analysis. However, the type of retelling studied has its own special stages: additional information search, its semantic and stylistic design, search of a place and implementation into the original text. Implementation of the model was done in the course of pedagogical experiment. It was conducted during the study of the main course of the Ukrainian language from the 5th to the 9th grade of middle school(under the current program) in natural learning process conditions, using the elements of our methods of forming communicative skills in the work on retelling with the introduction of additional microthemes. Final assessment session clearly showed that the percentage rate of stylistic coordination, of relevance of the choice of place for adding new information, etc is higher in the 9th form students of experimental classes than in those of control classes. It gives us the reason to state, that we have made a model, which provides not only theoretical knowledge about the text and its characteristics, but also generates innovative thinking, develops imagination of middle school students, gives them the ability to use various forms and means for the transmission of a thought. The efficiency of experimental technique of formation of the communicative skills of middle school students in the process of work on retelling with the introduction of additional microthemes has been proved by the results of the control assessment in the pedagogical experiment.

Диссертация посвящена актуальной проблеме формирования коммуникативных умений учащихся в процессе работы над пересказом с введением дополнительных микротем. В исследовании научно разработана, теоретически обоснована и апробирована экспериментальная методика формирования коммуникативных умений учащихся в процессе работы над таким видом творческого пересказа. На основе действующей программы по украинскому языку создана экспериментальная лингводидактическую модель, которая включает цели и задачи, этапы, подходы, принципы, традиционные и специфические методы и приемы, формы и средства реализации умений работы над исследуемым пересказом. Выделено, раскрыто критерии и уровни сформированности коммуникативных умений учащихся основной школы в процессе работы над этим видом пересказа. Эффективность экспериментальной методики формирования коммуникативных умений учащихся основной школы в процессе работы над пересказами с введением дополнительных микротем доказано по результатам контрольного среза педагогического эксперимента.