Дидактична гра як один із засобів пізнавальної діяльності учнів на уроках української мови в початковій школі

Abstract

У статті розглянуто проблему застосування дидактичних ігор на уроках української мови в початковій школі. Змінюються підходи до змісту навчання рідної мови, що спонукає до застосування нетрадиційних методів навчання. Проаналізовано наукові погляди щодо використання дидактичних ігор у початковій школі, подано їх класифікацію. Визначено окремі види ігор у процесі вивчення мовних тем. Акцентується увага на інтелектуальних іграх, етапах їх проведення. Розглянуто вимоги до проведення дидактичних ігор, з’ясовано їх структуру. Доведено у процесі дослідження ефективність застосування мовленнєвих, мовних ігор. Наведено приклади і рекомендації до проведення їх на уроках рідної мови. The article considers The problem of use of didactic games at the Ukrainian language lessons in primary school has been considered in the article. The approaches to the content of mother tongue teaching has been changing, that incites the use of non-traditional methods of learning. The aim of this article is to elucidate the use of didactic games at the lessons of the Ukrainian language in primary school, the defining of their separate types. The scientific views concerning the use of didactic games in elementary school have been analysed, their classification has been given. Their essence has been disclosed which lies in the fact that the schoolchildren solve learning tasks in the form of a game, and thus master the principles of mental activity acquiring skills to apply knowledge in different situations. The games can be used at different stages of the lesson: while learning new material, consolidation of knowledge at the stage of checking knowledge and skills. At the lesson the preference is given to those games that involve the participation of most of the children in the class, so they were able to answer quickly, to concentrate the voluntary attention. Introducing games in the course of the lesson it must be taken into concideration that the main didactic task, which is the content of the game should match the teaching objective of the lesson, be the manageable for the students, facilitate the intensification of mental activity. The separate kinds of games in the process of learning the language topics have been defined. The focuse has been made at the intellectual games, their stages. Reviewed The requirements for didactic games have been concidered, their structure has been elucidated. The effectiveness of use of speech and language games have been proved. In order to enhance the vocabulary of primary school pupils some lexical game exercises have been proposed. The examples and recommendations for the didactic games in the classroom native language have been given. The article makes the emphases on the specificity of the game in the first form. The successful teaching reading and writing requires the teacher’s systematic work to develop phonemic hearing. In the preABC period of teaching literacy the first-form pupils learn vowels and consonants, in preABC period - marking their with letters. The learning of these concepts is the very complex phenomenon for them. Taking this into account, the language games aimed at improving sound pronunciation and distinguish between sounds and letters have been compiled by the author.