Розвиток образного мовлення молодших школярів на уроках літературного читання

Abstract

У статті описано методику розвитку образного мовлення молодших школярів на уроках читання. Вибір образних засобів мови, рекомендованих для роботи з молодшими школярами, продиктований орієнтацією на програму з літературного читання й української мови та психологічних особливостей розвитку мислення і мовлення учнів початкової школи.

The article describes the methods of development of junior pupils’ figurative speech at reading lessons. The choice of figurative means of the language recommended for learning by junior pupils is based on the curriculum in reading and Ukrainian language and psychological peculiarities of junior pupils’ thinking and speech development. Psychological and pedagogical studies of the problems of children’s perception, thinking and speech development emphasize that correct and expressive speech takes place when the speaker possesses a variety of linguistic means and different ways of transferring the perceived material. That’s why, it is necessary to develop pupils’ speech with the help of figurative linguistic means. It is important to teach children to understand the artistic expression, that is, to perceive not only the word’s direct meaning, known or unknown from everyday life, but also the meaning given to it by the author. An approach to artistic expression as a means of art is of particular importance for the development of pupils’ figurative speech, so the teacher should know the peculiarities of the educational process organization to provide the realisation of this approach. As junior pupils cannot be involved in the creative process independently, use and create tropes and stylistic figures, the formation of these skills requires special training. Modern methodology outlines the preconditions for development of junior pupils’ figurative speech at the lessons of Ukrainian language but this problem requires a special study in the context of reading lessons. The process of perceiving a piece of literature at reading lessons should encourage pupils to follow the text, thus developing their figurative vision. The awareness of the content of the text is formed due to various methods of analysis: vocabulary work, conversation on the impressions after reading the text, formulation of the problem before the text analysis, work on artistic images, analysis of the text’s language.