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РЕКОМЕНДАЦІЇ В.І. МАСАЛЬСЬКОГО ЩОДО ДОБОРУ ВПРАВ ІЗ ПРАВОПИСУ (ДО ПРОБЛЕМИ ВИТОКІВ СУЧАСНИХ ПІДХОДІВДО НАВЧАННЯ ОРФОГРАФІЇ)

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Кушнірова Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 9(53)
304-312
EN
The aim of the article is to review the methodological recommendations of the well-known national scientist-philologist and pedagogue V. I. Masalskyi (1896 – 1979) regarding the selection of spelling exercises at the lessons of Ukrainian language in secondary school. Research methods: analysis of scientific works, methodological recommendations, textbooks and manuals, learning of educational documents, curricula. O. Belyaev notes that the attitude of methodologists to spelling was changed through the decades. A transition to a new content of language teaching in school, when it was required to give due consideration to the grammar and spelling alongside with the development of speech, led to the resumption of classes on writing, in particular spelling, were changed totally. Tasks on spelling are an integral part of the entire course and all its sections: the word structure, word-formation, morphology, and even syntax. V. I. Masalskyi believes that the choice of reception of learning spelling and spelling exercises are influenced by the nature of orthogram and the stage of the lesson. The scientist notes that phonetic, morphological and historical principles of spelling reveal the correlation between sound and letters in speech, morphemes in pronunciation and writing, but we should not forget that there are orthograms established on logical basis. It is for learning orthograms that differ from the pronunciation and you need to know the grammar, spelling rules, and be able to apply them. It is important, when planning, to elaborate carefully the system of training exercises, and to consider the conditions of learning two languages. In the Ukrainian linguo-didactics the problem of applying different approaches at the initial stage of training of Ukrainian and Russian languages are reflected in the works of M. Vashkulenko,. I. Gudzyk, O. Khoroshkovska and others. The researches of N. Bondarenko, L. Warzats’ka, N. Holub, A. Goroshkina, V. Zagorodnovs, S. Karaman, A. Nikitina, S. Omelchuk, N. Ostapenko, N. Pentiljuk, I. Hom’yaka, G. Shelekhova, A. Yarmolyuk and others are devoted to the implementation of the approaches to teaching Ukrainian language in primary and secondary school. In the works of V. I. Masalskyi the origins of modern approaches to the process of studying Ukrainian language, and in particular teaching spelling, can be observed. V. I. Masalskyi’s recommendations are valuable
2

ФОРМУВАННЯ ОРФОГРАФІЧНОЇ ГРАМОТНОСТІ МОЛОДШИХ ШКОЛЯРІВ

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Рубан Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 9(43)
183-191
XX
The article is devoted to the study of the problem of junior schoolchildren’ spelling literacy forming, which is covered in the works of the researchers-psychologists (D. Bogojavlensky, P. Halperin, S. Zhuikov) and methodologists (M. Lvov, L. Bozhovych, M. Vashulenko, I. Datsyuk, M. Razumovska), etc. The main tasks that need solution in order to teach junior schoolchildren the rules of spelling and to form the stable spelling skills are distinguished. The author clarifies the essence of the concept of spelling activity which includes the spelling task and the methodology of its solution. It is shown that the spelling task difficulty specifies for the pupil setting, the spelling rule in the word finding and understanding it as a task. The process of this spelling task performing demands from the schoolchildren has several stages. It is stressed on the spelling rules that guide for spelling activities. The author emphasizes the need for the algorithms in the process of the spelling learning use. The main ways and methods of junior schoolchildren spelling literacy forming are observed.The sequence of stages in the junior schoolchildren spelling skills forming beginning with the exercises selecting, forms and methods choosing by the teacher and the skills of spelling rule recognizing, the rule of its finding and practical knowledge holding by the pupil is defined. The creative tasks examples directed to the skills of the spelling rule recognition forming are given. It is stated that in Ukrainian language course in the primary school the spelling material is studied in the context of other programme topics that promotes the pupils’ awareness of the deep and strong language knowledge necessity for the spelling literacy and, at the same time, the written speech culture forming. The author draws the readers’ attention to the fact that the spelling rule correct selection will contribute to the phonetic, lexicological, word formation, grammar material as well as the advanced vocabulary qualitative working up. The author stresses that further research will be carried out in relation to the development and implementation in the undergraduate practice of the future primary schoolteachers innovative methods of forming spelling literacy of junior schoolchildren.
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