Інтерактивні технології як засіб формування правописної грамотності учнів молодшого шкільного віку

Abstract

У статті розглянуто психологічний та лінгводидактичний аспекти засвоєння правописних тем; проаналізовано структуру інтерактивного уроку, спрямованого на формування правописної компетентності учнів молодшого шкільного віку засобами інтерактивних технологій.

The article outlines the relevance of the studying of the formation of primary school students’ orthographic competence. There is an overview of the articles dedicated to the issues of orthography and punctuation. There is a description of psychological peculiarities of the primary school students as an important component while achieving orthographic competence (thinking, attention, memory, skills). The article deals with the essence of such notions as “orthographic skill” and “punctuation skill” in two aspects: linguo-didactic and psychological. A special attention is paid to the structure of the interactive lesson. There is a description of such components of this lesson: motivation; topic introduction and the introduction of the perceived results; the presentation of the necessary information; interactive activity – central element of the lesson; summary and results evaluation. There is a deep analysis of the methodological background of these notions as well as their didactic essence. Furthermore, there are interactive activities which are the most appropriate on each stage of the lesson in accordance with the aim which is the formation of students’ orthographic competence. The attempt to analyze interactive technologies concerning their effectiveness and appropriateness on the Ukrainian language lessons while studying orthographic themes has been done. The advantages of interactive technologies application for the student’s personality development as the main part of the lesson have been provided. The article also mentions the advantages of interactive technologies application for the teacher’s personality. The disadvantages of such learning have also been enumerated. It is evident that the article has a subjective essence, however all the conclusions are based on the works of the eminent methodologists, teacher-practitioners and scientists. The further research of the given issue will enrich the methodology of teaching primary school students’ orthographic topics and will add to the theory of interactive methods.