Формування пунктуаційних умінь і навичок в учнів початкової школи

Abstract

Дослідження присвячено актуальній проблемі формування пунктуаційних умінь і навичок в учнів початкових класів загальноосвітньої школи. У роботі висвітлено лінгвістичні, психологічні й дидактичні основи засвоєння пунктуаційних норм; результати аналізу програм, підручників з української мови і методичних посібників із методики її навчання; виявлено рівень засвоєних пунктуаційних знань і вмінь учнів. Проаналізовано результати стану вивчення пунктуації в початкових класах, які сприяли: розробці експериментальної програми з відображеними пунктуаційними темами; укладанню лінгводидактичної моделі формування пунктуаційної грамотності з компонентами експериментальної роботи; створенню набору кольорових синтаксично-пунктуаційних таблиць і презентацій; укладанню системи пунктуаційних вправ для кожного класу. Ефективність експериментальної методики формування пунктуаційних умінь учнів початкової школи доведено за результатами контрольного зрізу педагогічного експерименту.

The research is dedicated to the relevant problem developing of punctuation skills and habits of primary school students. The paper elucidates: linguistics basis of punctuation norms learning; the notions of punctuation, punctuation norms, punctuation marks, simple and composite sentences, addresses, parenthetical words, homogeneous parts of the sentence, etc.; psychological peculiarities which a primary school teacher takes into account in the process of language teaching: age peculiarities of primary school students, work of memory, attention, thinking, perception peculiar to primary school-aged children; didactic factors of learning punctuation which elucidate traditional and innovation methods of teaching, appropriate methodological techniques. The methodological preconditions of punctuation study in the primary school have been cleared up by means of the analysis of the current Ukrainian language and Literature Reading programs, ABC book, textbooks on the Ukrainian language for the elementary school, study guides for teachers and pupils, assessment norms of punctuation literacy of the students of 1-4 grades. The results of studying the level of punctuation teaching and learning in primary school have revealed that there is an inadequate level of the developed punctuation skills and low teachers’ skill level of methodology of teaching punctuation to primary school students. This promoted the creation of experimental methodology of the development of punctuation literacy of primary school students. Its content reflects theoretical syntactic-punctuation material, which is to be acquired by the students, and practical material for the development of the skills to punctuate in writing. The aim, objectives and components of the forming experiment have been determined in the linguodidactic model, i.e. content-related (textual, syntactic, and spelling, which occur on the stage of the propaedeutic punctuation study), operational-functional (regularities, principles, methods, techniques, equipment and forms of punctuation study), control-adjusting (the levels of acquisition of knowledge and skills development) and evaluating-resultative (knowledge of punctuation rules, sentence intonement with punctuation norms study, the ability to punctuate after studying the punctuation rules). For acquisition of punctuation rules colourful punctuation tables and presentations have been designed. The system of punctuation exercises for developing skills and habits of primary school students: lesson, textual, schematic, imitation-intonational, cognitive, and creative has been prepared. Innovative teaching methods, i.e. using a series of associative syntactical-punctuation tables and presentations oriented to punctuation knowledge acquisition; game-like tasks, schemes of the aurally perceived sentences with the display of punctuation marks, etc. have proved to be the most effective in experimental methodology of developing punctuation literacy. The effectiveness of the suggested methodology of developing punctuation skills and habits in the process of teaching the Ukrainian language in primary classes has been proved by means of the carried pedagogical experiment. The level of the effectiveness of the experimental methodology of punctuation knowledge acquisition and development of the appropriate skills of the primary school students has been calculated by the statistic calculation formula. The coefficient of the formedness of punctuation knowledge, skills and habits of the students of EG (62,13 %) has proved to be higher than of CG (51,36 %) on average 11 % more. In the course of the experimental teaching the pupils’ levels of knowing the punctuation rules, skills of punctuation marks identification in writing and determining them by being guided by contents and intonation perception in oral speech, reading the texts with expression according to their contents and intonation, skills of contents and intonation correlation in utterances have increased. The results of the forming experiment made it possible to assemble the study guides for the implementation of the suggested methodology of punctuation skills and habits development and, as a result, to bridge a gap in methodology of the development of punctuation literacy of the primary school students. The thesis materials allow for the essential improvement and correction of the Ukrainian language study programs for the primary school, research and procedure manuals, textbooks. The results of the control experiment prove the effectiveness of the system of exercises and effectuality of the developed linguodidactic model of teaching punctuality on the whole.

Исследование посвящено актуальной проблеме формирования пунктуационных умений и навыков в учащихся начальных классов общеобразовательной школы. В работе освещены лингвистические, психологические и дидактические основы усвоения пунктуационных норм; результаты анализа программ, учебников по украинскому языку и методических пособий по методике его обучения; уровень усвоенных пунктуационных знаний и умений учащихся. Произведен анализ результатов состояния обучения пунктуации в начальных классах, которые способствовали: разработке экспериментальной программы с отражёнными пунктуационными темами и лингвистической модели формирования пунктуационной грамотности с компонентами экспериментальной работы; созданию цветных синтаксически-пунктуационных таблиц и презентаций; составлению системы пунктуационных упражнений для каждого класса. Эффективность экспериментальной методики формирования пунктуационных умений учащихся начальной школы доказана по результатам контрольного среза педагогического эксперимента.