ORAL AND WRITTEN COMMUNICATIVE COMPETENCE AT THE LESSONS OF FOREIGN AND NATIVE LANGUAGES IN PRIMARY SCHOOL IN THE PROCESS OF BLENDED LEARNING

Abstract

Nowadays the paradigm of the Ukrainian educational system determines that the main task of the educational process is the formation of key competencies during teaching primary schoolchildren. Modern educational technologies should be aimed at creating vital abilities and skills.
 The article is devoted to one of the essential issues of the organization of the educational process in primary school in Ukraine, namely the peculiarities of the formation of schoolchildren’s oral and written communicative competence at the lessons of literacy (1st grade), Ukrainian language and Reading (2-4 grades) and Foreign Language (1-4 grades) in terms of blended learning due to the coronavirus pandemic.
 In the article we have analyzed and summarized the practical experience of the primary school teachers in terms of the formation of key and subject competencies in the conditions of blended learning in the educational process on the one hand, and the creation of the mobile educational environment during quarantine restrictions on the other hand. Also, we suggest the newly designed methodological tools for providing effective techniques while teaching primary schoolchildren at the lessons of linguistic and literature educational branch in general, and communicative (native and foreign) oral and written competencies in particular.
 The article offers a list of digital resources, modern pedagogical technologies, methods, assessment tools, the peculiarities of planning and conducting online lessons, which allow organizing the educational process effectively in the conditions of the pandemic. We have paid attention to the radical changes in the teachers and pupils’ activities, caused by the active usage of digital resources and innovative educational technologies in the blended learning conditions.
 In the off-line mode, the way of learning, transferring knowledge and vital skills acquisition is planned and managed by a teacher directly and the results of schoolchildren’ success depend on him/her. In the mode of online education, the role of the pupil becomes of paramount importance, because the independence, and hence: autonomy, self-regulation of educational activities prevail here.
 The teacher, conducting the subjects of linguistic and literature educational branch, performs the functions of a mentor-consultant, tutor, coordinator of cognitive activity, and pupils become active participants in the dynamic learning process, which provides a productive implementation of oral and written communicative approach to mastering subject and life skills.