Results found: 2

Search results

Sort By:

Limit search:

ПРОГРАМИ І ПРАЦІ З УКРАЇНСЬКОЇ МОВИ ТА МЕТОДИКИ ЇЇ НАВЧАННЯ У 20–30-ТІ РР. ХХ СТ. В ОЦІНЦІ В. МАСАЛЬСЬКОГО

100%

Лариса К.

Педагогічні науки: теорія, історія, інноваційні технології

2017

issue 10(74)

13-24

The aim of the article is to examine V. Masalskyi’s study of the programmes and works on the Ukrainian language and methods of its teaching in the period of establishing a new school, in the 20–30 of the XX century. The author of the article has applied the following research methods: analysis of scientific works, textbooks and manuals, examination of the academic programmes. V. Masalskyi notes that the national schooling system was organized basing on the principle of native-language instruction. At that time, school language programmes did not provide students with necessary knowledge and skills and did not resolve appropriately the problem of combining training and education. The scientist states: analysis of many textbooks on methods of the 20ies shows that, alongside with the useful development of the principles of activation and autonomy of the students’ work in the course of studying the language there is a frequent underestimation of the importance of systematizing knowledge in school, learning grammar, grammatical definitions and rules, as well as the techer’s word as a method of teaching, limitation of the methods of learning spelling and diminished attention to learning it, insufficient scientific characterization of the principles, methods of teaching and the scope of their appropriate application. The attention was paid to the problems of teaching students dramatic reading, writing and speaking skills, exercising representation of ideas in written form, organizing language and literature classrooms. The scholar evaluates positively the works of V. Pomahaiba, A. Savitska, A. Mashkin. V. Masalskyi mentions the problems, which were addressed by the researchers-linguists, methodologists and language teachers in Ukraine in 1921–1931: training a language teacher; creation of textbooks in Ukrainian and Russian languages; general and specific issues of language methodology; the scope of the school grammar and its scientific basis; a comparative study of the Ukrainian and Russian languages; the scientific basis of language teaching methods; rhythm and melody of the language and punctuation; graphical method; the place of learning languages in schools; familiarizing students with the language styles and expressive means. V. Masalskyi emphasizes the significant contribution of L. Bulahovsky in the development of a new school. National scientists have created a basis for further research in the field of theory and practice of teaching Ukrainian language in Ukrainian schools. The examination of Masalskyi’s methodological heritage remains relevant.

ПОРАДИ В. МАСАЛЬСЬКОГО ЩОДО НАВЧАННЯ ФОНЕТИКИ, БУДОВИ СЛОВА, ПРАВОПИСУ, ПРИЩЕПЛЕННЯ УЧНЯМ ОРФОЕПІЧНИХ ТА ОРФОГРАФІЧНИХ НАВИЧОК

100%

Лариса К.

Педагогічні науки: теорія, історія, інноваційні технології

2016

issue 9(63)

61-72

The aim of the article is to review the methodological recommendations of the well-known national scientist-philologist and pedagogue V. Masalskyi regarding teaching phonetics, word structure, orthography, forming orthoepic and orthographic skills. Research methods: analysis of scientific works, methodological recommendations, textbooks and manuals, learning of educational documents, curricula. The famous Ukrainian linguodidact O. Belyaev, a follower of V. Masalskyi, notes that phonetics has a great potential for developing a speech culture. According to V. Masalskyi, students cannot apprehend the concept of a sentence and its functions in speech without being acquainted with the notion of a logical stress beyond the intonational structure of the utterance that has its own sound characteristics. The methodologist provides the examples from the orthoepy and orthography, the examples for the analysis of the word structure and the examples of the research material. The scholar notes that the concurrent teaching of the two East Slavic languages, namely Ukrainian and Russian languages, provides students with the ground for conscious acquisition of the norms of the standard language pronunciation. When starting learning the rules of pronouncing sounds in different positions in the word combinations, students, with the help of a teacher, find out the suprasegmental feature of these languages – the euphony. Such exercises should be also done later, at the lessons of literature, where students learn about the use of assonance and alliteration, observe the alternation of the consonants and the rhythm of speech, which is caused by the shift of stress. Professor V. Masalskyi emphasizes on the fact that the thoroughly learnt phonetics and orthographic rules are necessary for creating a solid base of the orthographic competence of pupils via studying phonetics. Studying phonetics contributes to the semantic analysis of words and has a practical purpose: to give students a basic knowledge about the sound system of the language and to form the orthoepic and orthographic skills. The successful achievement of such goals is possible only providing for the conscious attitude of pupils towards the peculiarities of pronunciation and writing and their relationships under the condition of providing students with the necessary theoretical knowledge. The ability to find the syllables is important for the successful learning of orthographic rules. The scientist’s recommendations do not lose their value.

Refine search results

2 Педагогічні науки: теорія, історія, інноваційні технології

1 2017

1 2016

2 Лариса К.

Search results

ПРОГРАМИ І ПРАЦІ З УКРАЇНСЬКОЇ МОВИ ТА МЕТОДИКИ ЇЇ НАВЧАННЯ У 20–30-ТІ РР. ХХ СТ. В ОЦІНЦІ В. МАСАЛЬСЬКОГО

ПОРАДИ В. МАСАЛЬСЬКОГО ЩОДО НАВЧАННЯ ФОНЕТИКИ, БУДОВИ СЛОВА, ПРАВОПИСУ, ПРИЩЕПЛЕННЯ УЧНЯМ ОРФОЕПІЧНИХ ТА ОРФОГРАФІЧНИХ НАВИЧОК