Lessons In Primary School Research Articles

Introduction to junior schoolchildren with game strategies at informatics lessons in primary school

Introduction to junior schoolchildren with game strategies at informatics lessons in primary school

THE EDUCATIONAL USE OF INTERACTIVE ELECTRONIC TEXTBOOKS IN PRIMARY FOREIGN LANGUAGE TEACHING

This article is devoted to the problem of developing foreign language communicative competence of primary school students on the basis of an interactive electronic textbook and provides an example of a training course developed based on an electronic textbook. The specificity of teaching a foreign language lies in the fact that students master the language in an artificial language environment due to the lack of a natural one. New information technologies are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. This situation involves the widespread use of computer technology and various technical teaching aids. The use of computer technology in foreign language lessons in primary school can be presented in different variations: working with specialized sites, watching authentic videos, etc. А very effective and relatively affordable method for teaching foreign languages is using of the electronic textbook. An electronic textbook allows you to implement the principles of a differentiated and individual approach to learning. Therefore, it is quite natural that in the teaching of a foreign language, new opportunities for using information and communication technologies have found a wide variety of applications. Despite the presence of various approaches to the problem of implementation new learning technologies in primary foreign language education, the educational use of electronic textbooks in primary ELT requires a more complete consideration.

«FRIPPED CLASSROOM» TECHNOLOGY IN COMPUTER LESSONS IN PRIMARY GRADES

The article is devoted to the "flipped classroom" technology. Purpose: to carry out a systematic analysis of the application of the "flipped classroom" technology in computer science lessons in primary school. The article uses theoretical methods of scientific and pedagogical research, in particular: system-structural analysis, synthesis, classification, comparison, abstraction, generalization. The essence of the "flipped classroom" technology has been clarified. A comparative analysis of the researched technology with the traditional learning technology was carried out according to certain characteristics. The reasons for using the "flipped classroom" technology in computer science lessons in primary school are outlined. The peculiarities of the application of the researched technology are analyzed. The optimal methods and means of the "inverted classroom" technology are singled out. Models of implementation of this technology were analyzed as well. A number of recommendations on the effective use of technology in computer science lessons in primary school are highlighted. On the basis of the conducted research, it was concluded that the "flipped classroom" technology, in case it is organized properly, can be effective, increase the level of motivation and success of primary school children. The "flipped classroom" allows to change an approach from passive to active learning, thanks to which primary school children in computer science classes will have more time for practical work, which can help them develop digital skills. The features of the researched technology are that it focuses attention on the effective use of learning time in the classroom, promotes individualization of learning, allows younger students to take responsibility for learning, strengthens the interaction between the teacher and the student and changes the role of the teacher in the educational process from a translator to a facilitator. In the course of the research, the implementation model of the "flipped class" technology was adapted for computer science lessons in primary school, and tasks were developed for selected topics. It was found that the choice of the model depends on many factors, in particular: the topic of the lesson, the level of training of students, access to resources, planning of each stage. Therefore, the flipped classroom technology has significant potential to improve the quality of computer science education in primary school.

Pedagogical principles ensuring increasing cognitive activity in technology lessons in primary school

Pedagogical principles ensuring increasing cognitive activity in technology lessons in primary school

Особенности использования интерактивных видеоматериалов при формировании иноязычной социокультурной компетенции младших школьников

The aim of the study is to theoretically substantiate the possibility of forming foreign language sociocultural competence among younger schoolchildren during English language lessons in primary school with the use of interactive video materials. The paper examines the features of the use of interactive video materials in teaching foreign languages, including with the purpose of forming foreign language sociocultural competence among primary school pupils. The scientific novelty of the study lies in creating a methodology for using interactive video materials in order to form foreign language sociocultural competence among primary school pupils. As a result of the study, a series of lessons / extracurricular activities on sociocultural topics were developed, including methodological recommendations, lesson notes and thematic interactive video materials themselves, which can be used by teachers during lessons or extracurricular activities in order to form foreign language sociocultural competence among primary school pupils.

The Use of Interactive Teaching Tools in the Kazakh Language Lessons of Primary Classes

Today, the goal of the school is not only to give new knowledge, values and personal meanings, but also to reveal the abilities of growing younger students. The interest in interactive methods and tools stems from the need to improve modern practice. Interactive teaching methods provide solutions to educational problems. The issue of the introduction and further use of electronic resources in the educational process is one of the most important in modern conditions. The article discusses the main aspects of the use of electronic educational resources in Kazakh language lessons in primary school. The analysis of the readiness of future primary school teachers to use active means in the educational process is carried out. The general theoretical and methodological basis of the research problem: the scientific works on the use of interactive tools in the educational process are considered, the specifics of interactive methods and the theoretical significance of the research are revealed-pedagogical conditions for the use of interactive learning tools in the development of speech skills of younger schoolchildren. At the same time, in order to teach the subject «Kazakh language» in primary school, based on the results of the pedagogical practice of future primary school teachers in secondary school, the identification of the main contradictions between the new requirements for the development of students' speech skills and the insufficiently studied possibilities of using interactive learning tools in Kazakh language lessons in the practical implementation of these requirements is stated. In a comparative analysis of the results of the study, it was found that with the help of interactive learning tools, the positive dynamics of the presented tasks was noted, the data on the results of the research stages are represented by diagrams, figures.

TECHNOLOGY OF FORMING COMMUNICATIVE COMPETENCIES IN STUDENTS WITH HEARING DEFECT IN PRIMARY CLASS READING LESSONS

The article examines the content of the formation of communicative competencies in students with hearing loss during reading lessons in elementary school. An analysis of the level of speech development of class students was carried out in accordance with the formation of the communicative competencies of students with hearing impairments in reading lessons in primary school.

Gender Differences in Students’ Moderate to Vigorous Physical Activity Levels During Primary School Physical Education Lessons: A Systematic Review and Meta-Analysis

Purpose: We aimed to determine gender differences in students’ moderate to vigorous physical activity (MVPA) levels measured in primary school by accelerometry. Methods: Our systematic search (PROSPERO: CRD42023422799) was developed using four electronic databases (from January 2013 to December 22, 2023). Our meta-analysis was conducted based on a random-effects model. Results: The search yielded 6255 manuscripts. Only 24 manuscripts were included in the systematic review, reporting 7550 participants. Finally, 19 manuscripts were meta-analyzed. Our analyses indicated that the mean percentages (SMD = 0.32, 95% CI = 0.24 to 0.40, p < .001) of MVPA in primary school physical education (PE) lessons were 28.75 ± 13.75 for boys and 25.99 ± 12.35 for girls. In addition, the mean minutes (SMD = 0.22, 95% CI = 0.15 to 0.27, p < .001) were 13.75 ± 9.91 for boys and 12.15 ± 8.88 for girls. Students failed to meet the 50% recommendation of MVPA lesson time. Conclusion: Boys spend significantly more time in MVPA than girls during PE lessons in primary school. The findings show the need for methodological changes in PE to reduce this gender gap.

METHODOLOGY OF ORGANIZATION OF INDEPENDENT WORK OF PRIMARY CLASSES IN MATHEMATICS LESSONS

This article examines the process of developing student independence in mathematics lessons in primary school from reproductive to creative activity, the result of the correct organization of educational and cognitive activities, independent work of students leads to self-awareness, responsible behavior and self-confidence. is considered as a high type of educational activity aimed at requiring a fairly high level of discipline. They also talked about the method of organizing independent work and the results expected from it.

Studying syntax in Russian lessons in primary school

In elementary school, the study of syntax in Russian language lessons is of great importance for the formation of grammatical skills in oral and written speech. The article discusses the problems associated with the study of syntax in Russian language lessons in elementary school, and suggests methods and techniques that enhance this process. The results of the study can be useful not only for elementary grades, but also for parents who want their children to succeed in school. The aim of the study is the most successful methods and approaches to teaching syntax, which were used in Russian language lessons in elementary school.

Slovenian Language Teachers’ Attitudes Towards Introducing Comics in Literature Lessons in Primary School

The present article highlights the views of Slovenian language teachers on the introduction of comics in literature lessons in primary school. We were interested in Slovenian language teachers’ views on the introduction of comics as an art-literary type of text as part of the literature curriculum as well as the use of comics as a literary-didactic method in literature classes. This was investigated via a questionnaire, which was fully completed by 121 Slovenian language teachers of the first to the ninth grade. The results show that factors such as gender, educational period taught, professional experience, field of study, highest level of completed education, source of skills related to the introduction of comics in the classroom, teachers’ reading habits and attitudes towards reading comics, and agreement with stereotypical claims about comics per se have no influence on teachers’ attitudes towards the use of comics in the forms studied. However, their attitudes towards the use of comics in the classroom are influenced by certain stereotypical attitudes of teachers towards comics. The most important limitation of our research was also the most important finding: teachers are neither empowered to introduce and use comics as an art-literary type of text in the literary curriculum, nor are they able to use comics as a literary didactic method in literature classes. There is a great need for teacher training and teachers should be empowered to use and introduce comics in all forms.

Развитие умений чтения на иностранном языке у младших школьников с использованием учебных онлайн-книг

The aim of this study is a theoretical substantiation of the expediency of using online books for the development of foreign language reading skills in primary schoolchildren. The paper considers the features of teaching semantic reading at foreign language lessons in primary school, describes the types of communicative reading, the stages of working with a text when teaching a foreign language in primary school. The scientific novelty of the study lies in identifying the criteria for selecting texts for teaching foreign language reading at an early stage of learning; defining the notion of “online book”; highlighting the requirements for the content of electronic books as educational materials; developing the structure of an online book and the content of the stages of work on developing reading skills using online books at foreign language lessons in primary school. As a result of the study, didactic material was created in the format of an online book for the development of foreign language reading skills in primary schoolchildren by the material of the English language.

ДИСКУСІЯ ЯК МЕТОД НАВЧАННЯ ТА ВИХОВАННЯ НА УРОКАХ УКРАЇНСЬКОЇ МОВИ В НОВІЙ УКРАЇНСЬКІЙ ШКОЛІ

У статті визначено умови використання дискусії як методу навчання та виховання на уроках української мови у Новій українській школі; з’ясовано, що дискусія є важливим методом розвитку розумової діяльності молодших школярів, розвитку у них бажання вчитися та самореалізовуватися; доведено, що дискусія як метод навчання та виховання на початковій школі допомагає виявити різні погляди на певну проблему, або суперечне питання, вона залучає молодших школярів до активної співпраці на уроці, впливає на розвиток пізнавальних інтересів школярів, забезпечує збагачення лексичного запасу учнів, який необхідний для висловлювання думок як в усному, так і в писемному мовленні; уроки, на яких використовується метод дискусії, вчать учнів спілкуватися між собою.

ETHNOMATHEMATICS VALUES IN SUMEDANG TOFU AND BONGSANG (TOFU BASKET) FOR TEACHING GEOMETRY IN PRIMARY SCHOOL

Ethnomathematics can be an option for teaching a more contextual mathematics which contributes to a successful mathematics learning. The present study highlighted ethnomathematics concepts that could be found in Sumedang’s local food, namely Sumedang Tofu, and the bamboo basket used as its container (bongsang). Mathematical concepts in Sumedang Tofu and its bongsang are related to geometry. Geometry allows students to develop their abilities in presenting or describing the order in the world or their immediate environment. Geometry learning affects students’ ability to connect mathematical ideas, both in the discipline and to other disciplines as well as the real world. The results of this study show that Primary School students still had difficulties in learning and understanding geometry. Therefore, it was necessary to develop a method that would improve students’ understanding of geometrical concepts, which were important because they were highly relevant to students’ daily life. The present study aimed to explore geometrical concepts found in Sumedang tofu and bongsang. Descriptive qualitative approach was implemented, in which the data was gathered through observation, literature study, and interviews. The findings indicated that geometrical concepts could be found in Sumedang tofu and bongsang. Those concepts could be used in mathematics lessons in primary school to provide meaningful learning for students. The results of this study could be used as a foundation to develop an ethnomathematics learning in primary school level.

Ducation of future teachers to work with phraseology at Ukrainian language lessons in primary school

The article highlights the issue of training future teachers to work with phraseological units at Ukrainian language lessons in primary school. Our purpose is the formation and verification of the methodological tools for the study of phraseology in primary school through the newly discovered texts by Borys Grinchenko, which became the source for the «Dictionary of the Ukrainian Language» (1907 — 1909). The task of the article is to analyze typical educational programs of Oleksandra Savchenko and Roman Shiyan, textbooks on Ukrainian language and reading for NUS on the outlined topic; actualization of techniques «Let’s work with B. Grinchenko’s dictionary» (according to Antonina Movchun), semanticization of phraseological units using a lexical synonym and context; creation of the symbolic-vision method for the purpose of semanticizing persistent folk sayings in primary school; presentation the results of using outlined methods for studying phraseology by future primary school teachers. The algorithm, for using the technique of semanticizing persistent folk sayings with the help of context through the tall «One translation from the Ukrainian language» by B. Grinchenko, is presented: reading a virtual dialogue between the characters; detection of the phraseology in the text: a girl as beautiful as a full ‘roja’; a study of the meaning of the words ‘roja’ and ‘pyka’ according to B. Grinchenko’s «Dictionary of the Ukrainian Language»; adding conclusion about the context that reveal the meaning of a persistent folk saying: ‘a girl of extraordinary beauty’. The article presents the results of using the innovative approach of symbolic vision through Grinchenko’s manuscript «Words from the Kharkiv and Zmiyiv Districts» (lexical materials collected from the people, recorded in 1880-1882), which are included as examples in the articles of the «Dictionary...». Thus, the immeasurable importance of the manuscript and its introduction into scientific circulation have been clarified. The addition of the title of Grinchenko’s novel «Under the Quiet Willows» (1901) to «Winged Sayings in the Ukrainian Literary Language» (1975) has been updated. It was proved the introducing the antonomaz Еducator into the phraseological system of the Ukrainian language, because this year’s jubilee lived and worked for Ukraine.

Головні ідеї Нової української школи у контексті викладання англійської мови у початкових класах

Modern approaches to teaching English in the context of the New Ukrainian School are examined. It is noted that this process requires the integration of cultural elements into educational activities. The authors emphasize that knowledge of a foreign language is the key to success in modern society, where intercultural communication and the processing of huge amounts of information are gaining more and more importance. The European way of development of Ukrainian society set a new goal for teachers of foreign languages. The school is designed not only to provide knowledge, but also to develop such important students’ life skills as the ability to learn, think critically, solve problems, work in a team and communicate. That’s why it is important to make changes in the content of educational programs, use a competency-based approach, new technologies, educational and game communication. It is emphasised that the development of communicative competence is important for the acquisition of intercultural communication skills. To do this, teachers should choose the right exercises and tasks and organise their implementation. This paper focuses on the use of an integrated approach in English language lessons in primary school. The use of this approach makes it possible to overcome difficulties; it is one of the ways to increase mobility and variability of educational content, it promotes the emotional development of the child’s personality and the formation of his/her creative thinking. It is emphasised that a powerful tool in the process of learning English is the use of various visual materials such as drawings, cards, tables, toys, objects in the classroom. Role-playing games, songs, poems, dramatisations should be used in the classroom to activate language material in oral communication. To draw the conclusion, one can say that it is important to use a communicative approach and effective teaching materials to ensure quality education of primary school students in the New Ukrainian School. Keywords: New Ukrainian School, modernization of education, competences, integration, foreign language learning opportunities, teaching methods.

The Efficiency of Using New Information and Communication Technologies in Primary School Lessons: the E-Learning Experience

The importance of the topic of the article lies in the fact that in the era of postmodernism, informatization of the elementary school allows you to improve the quality of the educational process, through the use of information and communication technologies (ICT) to simplify management of the educational process, to organize the exchange of teaching experience, to expand didactic capabilities of the lesson. The purpose of the article is the need to study and justify the importance of using new ICT in primary school lessons, to expand the experience of e-learning in primary school. The article expands the concept of information and communication technologies and their benefits in primary school; given the rationale for conducting a lesson using ICT; the experience of e-learning in the primary school of the postmodern era is characterized. Thus, one of the priorities of the development of education in postmodern society is the professional application in all areas of information technology and e-learning, which can increase the interest of present students and improve the ability to adapt to current electronic information society. The formation of knowledge and skills in the field of computer literacy of teachers and students will be an indicator of compliance of its level with current requirements.

PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF COGNITIVE INTERESTS IN PRIMARY SCHOOL STUDENTS

The article examines pedagogical conditions for the development of cognitive interests in children of primary school age. It is noted that a modern school, which activities take place in difficult conditions: the war with Russia, the Covid pandemic, is focused not only on the transfer of knowledge, but on the formation of competencies. Effective educational activity is impossible without the development of stable cognitive interests in students. The concept of "interest" is concretized, the concept of "cognitive interest" is considered, and the pedagogical conditions for its development in elementary school students are determined. Among the main conditions we highlight the following: the student's understanding and awareness of the content and meaning of the studied material, and not only the perceived educational information, the development of critical thinking. Use of the new in the content of the subject. Adhere to the principle of anticipatory learning, which contributes not only to the gradual assimilation of educational material by all students, but also develops inquisitiveness, immersion in knowledge. The formation of cognitive interests of primary school students depends on the emotional appeal of learning and is closely related to the development of emotional intelligence, as the ability of an individual to recognize his own and other people's emotions, desires, attitude to learning, intentions and manage them. In addition to traditional methods of organizing the educational process in primary school, the formation of cognitive interests is influenced by the use of problem-based, interactive, integrated learning. An important condition for the formation of the cognitive interest of primary school students in the learning process is the use of game technologies. In modern conditions the implementation of information and communication technologies in primary school lessons is of particular importance. The use of an optimal system of creative training exercises and cognitive tasks in the educational process in accordance with the content of the educational material, features and capabilities of students plays a special role in the process of developing cognitive interests in primary school students.

THEORETICAL AND METHODICAL BASIS OF DEVELOPING PRIMARY SCHOOL PUPILS’ CRITICAL THINKING

The importance of developing primary school pupils’ critical thinking are substantiated in the article. Nowadays, a lesson in primary school involves the introduction of innovative methods and techniques that make it possible to develop pupils’ positive motivation for the need to acquire new knowledge, the ability to analyze, interpret and systematize information and use it in life situations or future professional activities.The purpose of the paper is to reveal the theoretical and methodical basis of developing primary school pupils’ critical thinking; to substantiate the main methods of developing critical thinking in primary school lessons.Methods: psychological and educational literature analysis, analogy, induction and deduction.Results. The use of technology for the developing critical thinking in primary school lessons is becoming more and more important. A modern school should prepare pupils for the future life through the forming schoolchildren’s ability to think critically, to select and analyze the necessary information, to use knowledge to solve educational and life situations independently. The implementation of technology for developing critical thinking is a complex, but interesting process of mastering knowledge and forming skills, because it requires thorough preparation, long-term planning, skillful implementation from the teacher, since the educational process has an obvious dialogic orientation between the teacher and the pupil, where the teacher plays an important role. As a result of the application of technology for the developing critical thinking, pupils’ analytical thinking, creative abilities are developed, and their intellect is enriched. The technology for developing critical thinking allows to upbring an active, communicatively competent personality, prepared for future life communication, capable of solving problems and making specific decisions in the changed circumstances of communication in the conditions of a modern lesson. A pupil who has developed critical thinking, has the ability to perceive, understand, interpret, evaluate an informational text, express his / her position in a reasoned way, competently justify his / her opinion, taking into account the opinions of the interlocutor. It is this personality that the school is designed to develop in modern lessons in the aspect of technology for developing critical thinking.
 Keywords: critical thinking; primary school pupils; technology for developing critical thinking; creative thinking; three-stage lesson structure; phase of evocation; awareness and comprehension of knowledge; reflection phase.

PEDAGOGICAL POTENTIAL OF EDUCATIONAL GAME TECHNOLOGY IN THE CONTEXT OF FOSTERING THE KEY COMPETENCIES OF 6‒7-YEAR-OLD SCHOOLCHILDREN

In degree research the problem of forming of key competences of primary school students is considered by facilities of game technologies. Modernization of modern primary education today is above all things related to introduction in the educational process of technologies which create the terms of the active including of students in independent cognitive activity. Game technologies play a considerable role among such technologies. Theoretical aspects of the organization of the process of formation of key competencies of primary school students by means of game technologies are introduced and substantiated in the article. The existing eleven key competencies of primary school students are considered. Effective methods of learning using game technologies in primary school lessons are characterized.The types of game technologies are considered, the concepts of “game technologies”, “game activity”, “game” are described. Research results were obtained, which can be implemented in further practice in general educational institutions of Ukraine.We consider the prospects for further scientific research to be research aimed at the study and formation of key competencies of junior high school students in various types of game activities.
 Keywords: pedagogical potential; pedagogical environment; key competencies; competence approach; 6‒7 years old primary schoolchildren; game technologies; game activity; classification of games technologies.