Formation of communication skills of primary school children on text material

2021 ◽  
Vol 47 (2) ◽  
pp. 153-161
Author(s):  
A.N. Sarzhanova ◽  
◽  
G.S. Kvasnyh ◽  
Keyword(s):  
Primary School ◽  
Communication Skills ◽  
School Children ◽  
School Teacher ◽  
Primary School Children ◽  
Primary School Teacher ◽  
Communicative Skills ◽  
Speech Activity ◽  
The Senses ◽  
Speech Situation

The article deals with the problems of formation of communication skills of younger students. The authors are of the opinion that the communicative goal of teaching Russian in primary school is aimed at forming a system of knowledge about the language and on its basis - the communicative skills of students. At the same time, a variety of work on the text becomes an effective tool in the formation of communication skills of younger students. The system of exercises based on the sample text becomes the basis for the formation of communication skills. Performing exercises on the text, accompanied by a speech situation, creates a certain speech environment that forms the child's speech activity, develops the senses of language. When forming communication skills, a primary school teacher must take into account certain conditions when working with the text. these conditions are presented in the article.

scholarly journals Facilitation of social interaction in the prevention of deviant behavior of primary school children

2020 ◽  
pp. 457-464
Author(s):  
Veronika Vasina ◽  
Èl'vira Andreeva ◽  
Violetta Garašćenko
Keyword(s):  
Social Interaction ◽  
Primary School ◽  
School Children ◽  
Deviant Behavior ◽  
School Teacher ◽  
Personal Identification ◽  
Primary School Children ◽  
Theoretical Research ◽  
Primary School Teacher ◽  
School Students

The article deals with the issues of prevention of deviant behavior of primary school children by means of facilitating social interaction from the point of view of psychosocial dissonance. Defined concepts: "facilitation of social interaction" (assistance in establishing effective social contacts)," psychosocial dissonance" (mismatch of representations of the subjects of interaction, mental stress with an exit to either destruction or development). The results of theoretical research of psychological causes, factors of occurrence, forms of deviant behavior are presented. The article describes the obtained empirical data on the use of behavior strategies in conflict situations by dissonant and conformal primary school students. The positive role of the primary school teacher as a facilitator of social interaction for a risk group is described. Recommendations are given for translating children's destructive energy into creative energy and their personal identification.

Cognitive Universal Learning Activities in the Structure of Metasubject Results

2021 ◽  
pp. 35-39
Author(s):  
N. Astrecova ◽  
V. Zhuravleva ◽  
L. Strel'nikova
Keyword(s):  
General Education ◽  
Primary School ◽  
School Children ◽  
School Teacher ◽  
Primary School Children ◽  
Primary School Teacher ◽  
Age Related ◽  
General Logic ◽  
Related Development ◽  
Individual Type

The article deals with the peculiarities of the formation of cognitive universal learning actions in younger schoolchildren. The article describes four types of universal educational actions of primary school children: personal, regulatory, cognitive, communicative, which are an integral system in which the manifestation and development of each individual type of educational action is determined by its relationship with other types and the general logic of age-related development. Detailed characteristics of each of the cognitive universal educational activities of primary school children defined by the standard and the approximate program of primary general education will allow the primary school teacher to more consciously.

scholarly journals INTERCONNECTION BETWEEN THEORY AND PRACTICE BASED ON THE INTRODUCTION OF NEW EDUCATIONAL TECHNOLOGIES AS A PEDAGOGICAL CONDITION OF PROFESSIONAL TRAINING FUTURE PRIMARY SCHOOL TEACHER

2021 ◽  
pp. 141-146
Author(s):  
V. MELASH ◽  
Y. SHEVCHENKO ◽  
A. VARENYCHENKO
Keyword(s):  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Children ◽  
Educational Technologies ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Ecological Culture

The analysis of training a future primary school teacher for the formation of environmental culture of primary school children revealed certain drawbacks: in the professional training of students of higher educational establishments, namely to theory and methods of ecological education studying is paid little attention; among the forms of organization of the educational process are dominated traditional ones (lectures and practical classes) of a reproductive nature; the potential of ecology as an integrated science has not been used; the resource of psychological and pedagogical subjects for environmental training of primary school teachers is not fully involved. All this creates a significant gap between the achievements of science and practice of environmental education in the direction of preparing future primary school teachers for the formation of environmental culture of primary school children. The article is devoted to the search for effective pedagogical conditions for training future primary school teachers for the formation of ecological culture of pupils. The literature on this problem is analyzed, which allows us to conclude that the opinions of scientists are marked by a contradiction about what conditions should be created to ensure the greatest efficiency of the educational process. In general, they determine the pedagogical conditions depending on the direction of their research, in particular: environmental training of future teachers; environmental training of future primary school teachers; formation of the teacher's readiness to intensify the educational process in primary school; development of ecological culture (pupils, future teachers); formation of pupils' caring attitude to nature, a sense of responsibility of pupils. We attach the following meaning to the essence of the concept «pedagogical conditions of preparation of the future primary school teacher for formation of ecological culture of pupils»: it is purposeful and objective possibilities of educational process and the factors and circumstances providing the corresponding process in unity of traditional and innovative approaches. The following pedagogical condition is defined: the organization of the educational process by means of interrelation of theoretical and practical training on the basis of introduction of new educational technologies.

scholarly journals FORMATION OF SKILLS OF ORAL FOREIGN LANGUAGE SPEECH IN YOUNGER SCHOOL CHILDREN

2021 ◽  
Author(s):  
Aigul Niyazova ◽  
Asel Kurmakh
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Communication Skills ◽  
School Children ◽  
Educational Material ◽  
Primary School Children

The article examines the main difficulties in the formation of the skills of oral foreign language speech in primary school children, also exercises, the use of which contributes not only to a more effective assimilation of educational material but also to the formation of students' communication skills.

scholarly journals Formation of Communicative Competencein Primary School Children

2015 ◽  
Vol 7 (1) ◽  
pp. 48-55
Author(s):  
A.A. Zarechnaya
Keyword(s):  
Learning Environment ◽  
General Education ◽  
Primary School ◽  
School Children ◽  
Learning Task ◽  
Primary School Children ◽  
Organized Activities ◽  
Education Standards ◽  
Communicative Skills ◽  
Educational Partnership

We discuss the formation of communicative skills in primary school children in the implementation of collaborative learning task. The urgency of the problems is presented in the context of implementing federal education standards into the general education system. We describe the experimental data of formative study using group sessions aimed at creating a collective distributed learning environment in the classroom on the subject "The world around us" in the students of grades I and II. It is shown that in the experimental group after the specially organized activities with an assignment in pairs and small groups of schoolchildren, indicators of mutual control and the ability to negotiate are growing, the clarity of speech expression is increased. The data obtained confirmed the assumption that in a specially organized learning environment, the educational partnership is formed much more successful.

PROBLEMS OF INTERRELATION OF LANGUAGE AND THINKING IN THE SPEECH ACTIVITY OF PRIMARY SCHOOL CHILDREN WITH DYSGRAPHIA

2018 ◽  
Author(s):  
Larisa Zhuravleva
Keyword(s):  
Primary School ◽  
School Children ◽  
Intellectual Development ◽  
Social Activity ◽  
Primary School Children ◽  
Human Society ◽  
Speech And Language ◽  
Dual Nature ◽  
Speech Activity ◽  
The Subject

In the article the author has carried out the scientific and theoretical analysis of the language and thinking unity in the speech activity of primary school children with dysgraphia. The relation between language and thinking in the historical and pedagogical retrospective has been researched. The author pays attention to the fact that due to its importance, the correlation of language and thinking has been and remains the subject of the study of philosophers of different epochs and countries. As a result, a number of leading trends in this sphere has been identified by the author. The content of the main concepts of the language and thinking correlation has been analyzed of primary school children and the dominant approaches have been singled out. It is noted that language and thinking form a dialectically contradictory unity, in which the language determines not only the nature and structure of thinking, but also the very nature of objective action reflection. Thinking and language are inseparably linked types of social activity, which differ in their essence and specific features. The unity of speech and language is confirmed by the fact that language is a means of communication and speech, and at the same time it is a means, an instrument of thinking in the process of performing speech activity. The author proves the viewpoint that speech and language, as different phenomena, are interconnected and interdependent. In the unity of speech and language, the dual nature of language as a human phenomenon is realized. This phenomenon performs certain functions in a human society, having the appropriate means at its disposal. The emphasis is put on the interrelation of language and thinking, as important features of intellectual development of primary school children with dysgraphia.

Sign in / Sign up

Export Citation Format

Share Document