Основні етапи навчання діалогічного мовлення молодших школярів

Abstract

У статті виділено наукові основи формування діалогічних умінь і навичок та систематизації ефективних методів і прийомів навчання діалогічного мовлення на уроках української мови в початкових класах, описано систему роботи з розвитку діалогічного мовлення молодших школярів, що становить позитивний показник розвитку якісного мовлення, окреслено шляхи і способи покращення комунікативної діяльності учнів та удосконалення практичної підготовленості вчителя до роботи з дітьми.

The article deals with the scientific basis of forming dialogical skills and habits, and systematization of effective methods and techniques of teaching dialogical speech at the lessons of Ukrainian in language primary school. The author describes the system of work for the development of junior pupils' dialogical speech which is a positive indicator of qualitative speech and outlines the ways and means of improving pupils' communicative activity and teachers' practical readiness for work with pupils. The increased demands for human speech activity promote the significance of developing pupils' commu¬nicative speech abilities, situational orientation of the speaker, the choice of linguistic means. The attention to these problems is explained by intensive orientation on practical (speech) direction of modern school linguistic education. In this connection, the leading principle of studying Ukrainian language school course is the comprehensive pupils' speech development, improving the culture of their speech and communication. The problem of speaking (that is carried out in two forms of speech – dialogical and monological) in the process of communication is extremely important because the ability to listen and express their opinion largely ensures effective communication activity. Through dialogical speech transfer of knowledge and exchange of information occur. This speech is the basis of any educational process in school. Communication of primary school children takes place in the process of solving communicative problems and needs. Every pupil acts as a speaker and an interlocutor, perceives heard and read, creates oral and written statements according to the needs of communication. Performing communicative tasks ensures the formation of pupils' speech.