Опанування молодшими школярами вмінням аналізу тексту на уроках літературного читання в евристичному навчанні
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Дата
2015
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Анотація
У статті розглядаються питання організації навчання сприймання й осмислення молодшими школярами змісту твору, а також формування в них умінь здійснювати смисловий і структурний аналіз прочитаного тексту.Розкриваються можливості евристичного навчання як одного з провідних чинників оптимізації навчання учнів молодших класівробити аналіз прочитаного тексту на уроках літературного читання. Наводяться вправи за допомогою яких здійснюється осмислення літературного твору. Описуються прийоми активного евристичного навчання та творчі вправи з опорою на самостійну пізнавальну діяльність, які сприяють глибокому й осмисленому аналізу тексту, оптимізують процес навчання.
In this article such points as how to teach junior schoolchildren to perceive and comprehend the content of the text and how to form their abilities to do the sense and structural analysis of the text are observed. The article shows the opportunities of heuristic studying as one of the leading methods in improving the junior pupils’ text analyzing skills at the reading lessons. There are some exercises which help pupils to comprehend the literary work. The article describes the methods of active heuristic studying and some creative tasks which are based on the individual cognitive activities which stimulate to do the deep and sensible analysis of the text and improve the process of studying. The content of such subject as Literary Reading has exceptionally good possibilities to form the abilities to analyze, choose the main point, sum up, state the connections, plan, express opinions which are formed in the process of structural and sensible analysis of the text. Existing methods of forming these important skills need to be improved by means of heuristic learning which provides creative self-realization of the person and his creating of the new educational products. In our research we start from the point that analysis of the text should be a general thinking aloud of a teacher and pupils that later would become the basis for development of the necessity to investigate and analyze the text, to ask and retell. The sense and structural analysis of the text is universal as it awakens reading and cognitive interests of junior pupils that is important in searching and discovering of the new knowledge. In order to provide the formation of junior pupils’ skills to analyze the text in conditions of heuristic learning, a teacher has to refuse the passive learning practice and instead of it use the methods of heuristic active learning based on the self-dependent cognitive activities, individual pupils’ experience and take into account their psycho-physiological peculiarities and asking activity. Correctly chosen creative assignments at the reading lessons improve the quality of heuristic skills, develop mental abilities that encourage junior pupils to comprehend and re-comprehend the text.
In this article such points as how to teach junior schoolchildren to perceive and comprehend the content of the text and how to form their abilities to do the sense and structural analysis of the text are observed. The article shows the opportunities of heuristic studying as one of the leading methods in improving the junior pupils’ text analyzing skills at the reading lessons. There are some exercises which help pupils to comprehend the literary work. The article describes the methods of active heuristic studying and some creative tasks which are based on the individual cognitive activities which stimulate to do the deep and sensible analysis of the text and improve the process of studying. The content of such subject as Literary Reading has exceptionally good possibilities to form the abilities to analyze, choose the main point, sum up, state the connections, plan, express opinions which are formed in the process of structural and sensible analysis of the text. Existing methods of forming these important skills need to be improved by means of heuristic learning which provides creative self-realization of the person and his creating of the new educational products. In our research we start from the point that analysis of the text should be a general thinking aloud of a teacher and pupils that later would become the basis for development of the necessity to investigate and analyze the text, to ask and retell. The sense and structural analysis of the text is universal as it awakens reading and cognitive interests of junior pupils that is important in searching and discovering of the new knowledge. In order to provide the formation of junior pupils’ skills to analyze the text in conditions of heuristic learning, a teacher has to refuse the passive learning practice and instead of it use the methods of heuristic active learning based on the self-dependent cognitive activities, individual pupils’ experience and take into account their psycho-physiological peculiarities and asking activity. Correctly chosen creative assignments at the reading lessons improve the quality of heuristic skills, develop mental abilities that encourage junior pupils to comprehend and re-comprehend the text.
Опис
Ключові слова
смисловий і структурний аналіз, евристичне навчання, активні форми навчання, творчі вправи, евристичний діалог, діалогова взаємодія, запитальна діяльність, самореалізація, освітній продукт, sense and structural analysis, heuristic learning, active forms of studying, creative tasks, heuristic dialogue, dialogue co-working, asking activity, self-realization, educational product
Бібліографічний опис
Крівшенко, Л. М. Опанування молодшими школярами вмінням аналізу тексту на уроках літературного читання в евристичному навчанні [Текст] / Л. М. Крівшенко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 9 (53). – С. 281–291.