TRADITIONAL AND INTERACTIVE METHODOLOGY OF VECTORIZATION OF LEARNING SYNTAX AND PUNCTUATION STANDARDS IN COMPREHENSIVE SCHOOL

Abstract

The article highlights the ways to ensure the assimilation of syntactic knowledge and punctuation rules of linguistic didactic vectorization of the traditional and interactive methodology of acquiring punctuation skills and abilities using a system of exercises. An analysis of linguistic didactic research on the topic was carried out and a conclusion was drawn about the need to improve the system of syntactic and punctuational traditional and interactive exercises. As a result, attention is focused on the concepts of “exercises”, “system of exercises”, “tasks” which are relevant for the development of students' punctuation literacy; information about traditional and interactive exercises as vectors of the linguistic didactic methodology of developing punctuation skills is highlighted; a classification of syntactic and punctuational exercises and tasks aimed at developing automated abilities and skills of using separate and distinguishing punctuation marks in writing is proposed.
 Particular attention is paid to the characteristic features of punctuation marks – separating and distinguishing, the first of which are single, the second – couple. The same punctuation marks can be both separating and distinguishing, the difference is only in the function – allocation or separation. The classification of syntactic and punctuational exercises (recognition, by analogy, analytical, reproducing, productive, creative, communication), their characteristics and purpose according to each stage of the lesson of learning new material is proposed. Attention is focused on syntactic and punctuation exercises which have a double task: 1) to present the syntactic characteristics of a language unit, to find out the punctuation features of this syntactic unit (rules for the use of distinguishing and separate punctuation marks) and 2) to draw a structural diagram of a sentence – linear or vertical according to using blocks and pointers.
 Emphasis is placed on the use of appropriate patterns of teaching syntactic and punctuation norms in primary school conditions (understanding the meaning of language units; the ability to learn the norms of the Ukrainian language, in particular syntactic and punctuation; development of language and speech sense; distinguishing concepts: syntax, word combinations, sentences, text; awareness of concepts: punctuation, punctuation marks, etc.); general didactic principles of learning: methodical, specific and linguistic-didactic; psychological and age characteristics of schoolchildren; linguistic foundations – syntactic and punctuation.