Підготовка студентів до вивчення прикметника як засобу оволодіння учнями початкових класів навичками образного мовлення
Дата
2015
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Анотація
Компетентнісний підхід до викладання мовно-мовленнєвого курсу стимулює розвиток питань оптимізації мовленнєвого спілкування не тільки школярів у загальноосвітній школі, зокрема в її початковій ланці, й у системі підготовки вчителів у вищому навчальному закладі; вироблення системи методичних рекомендацій для майбутніх учителів початкової школи, визначення особливостей підготовки майбутніх учителів до формування комунікативної компетентності молодшого школяра. Робота над вивченням прикметника, містить великі можливості для збагачення лексичного запасу молодших школярів, формування вмінь визначати функцію прикметників у мовленні, замінювати їх синонімами, використовувати цю частину мови під час побудови зв’язних висловлювань.
The competence approach to the language and speech course teaching stimulates the development not only of the secondary school pupils’ speech communication optimization, particularly in primary school pupils, but also in the system of teachers’ training in higher educational establishments. The system of methodical guidelines for future primary school teachers is worked out. The features of future teachers’ training in the process of the primary school pupils’ communicative competence forming, particularly in the studying of adjectives are determined. According to the linguists O. K. Bezpoyasko, K. H. Horodens’ka, V. M. Rusanivs’ky feature is an object quality, which is not subject to a time changes, it is inseparable from it, it is a natural entity, constantly accompanies it; the idea about adjective’s features static character and immutability is formed according to it. One aspect of the language practical teaching intensification at school is pupils’ speech skills improving in the process of studying parts of speech. In our opinion adjectives take special place in it. The linguists and lingua- didacticians believe that the imagery of language in a fiction is created by the extensive using of figurative-expressive means such as epithets. Epithets are often the adjectives that improve verbal characterization, caused the additional features and emotionally expressive nuances. Teaching the adjective certainly has great potential for enriching the primary pupils’ vocabulary, developing abilitie to determine the function of adjectives in speech, replacing them with synonyms, and using this part of speech in the sentences. Stylistically the adjectives often serve as epithets. Future teachers must describe epithets’ role as the primary function of adjectives to the pupils. It must be noted that any communication has certain degree of emotion because adjective’s importance is quite reasonable. The epithet is the most used stylistic device, it provides the author the widest range of expressing their personal perception of people and events, it helps to define the author’s communicative utterances to a certain social group. Communicative and expressive adjective’s functions are implemented in different types of texts and utterances primarily to express their attitude to the event or phenomenon. Emotional epithet is perhaps the most significant means of speaking. Attitude to reality is displayed with a predicative function of adjectives taken in the short form (texts of the scientific style, newspapers).
The competence approach to the language and speech course teaching stimulates the development not only of the secondary school pupils’ speech communication optimization, particularly in primary school pupils, but also in the system of teachers’ training in higher educational establishments. The system of methodical guidelines for future primary school teachers is worked out. The features of future teachers’ training in the process of the primary school pupils’ communicative competence forming, particularly in the studying of adjectives are determined. According to the linguists O. K. Bezpoyasko, K. H. Horodens’ka, V. M. Rusanivs’ky feature is an object quality, which is not subject to a time changes, it is inseparable from it, it is a natural entity, constantly accompanies it; the idea about adjective’s features static character and immutability is formed according to it. One aspect of the language practical teaching intensification at school is pupils’ speech skills improving in the process of studying parts of speech. In our opinion adjectives take special place in it. The linguists and lingua- didacticians believe that the imagery of language in a fiction is created by the extensive using of figurative-expressive means such as epithets. Epithets are often the adjectives that improve verbal characterization, caused the additional features and emotionally expressive nuances. Teaching the adjective certainly has great potential for enriching the primary pupils’ vocabulary, developing abilitie to determine the function of adjectives in speech, replacing them with synonyms, and using this part of speech in the sentences. Stylistically the adjectives often serve as epithets. Future teachers must describe epithets’ role as the primary function of adjectives to the pupils. It must be noted that any communication has certain degree of emotion because adjective’s importance is quite reasonable. The epithet is the most used stylistic device, it provides the author the widest range of expressing their personal perception of people and events, it helps to define the author’s communicative utterances to a certain social group. Communicative and expressive adjective’s functions are implemented in different types of texts and utterances primarily to express their attitude to the event or phenomenon. Emotional epithet is perhaps the most significant means of speaking. Attitude to reality is displayed with a predicative function of adjectives taken in the short form (texts of the scientific style, newspapers).
Опис
Ключові слова
компетентнісний підхід, мовленнєва діяльність, розвиток мовлення учнів, прикметник, збагачення активного словника, прикметники-синоніми, прикметники-антоніми, зв‘язне мовлення, навички мовлення, практична робота, вправи, мовний матеріал, competence approach, speech activity, students’ speech skills improving, adjective, active vocabulary enriching, adjective synonyms, adjective antonyms, monologue utterances, speech skills, teaching, exercises, language material
Бібліографічний опис
Зенченко, Т. Ф. Підготовка студентів до вивчення прикметника як засобу оволодіння учнями початкових класів навичками образного мовлення [Текст] / Т. Ф. Зенченко // 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. – № 3 (47). – С. 334–343.