2021
TYPOLOGY OF LEARNING TASKS FROM LITERATURE AS A FACTOR OF IMPROVING STUDENTS’ READING COMPETENCE
DownloadKeywords: reading competence, typology of educational tasks, increasing the level of students’ academic achievements
Mkhytaryan O. D. Typology of educational tasks as a means of forming reading competence of students with a low level of literary development. Pedagogical Almanac: Coll. Science work / editor V. V. Kuzmenko (chairman) and others. Kherson: Kherson Academy of Continuing Education, 2021. Issue 48. P. 49–56.
Summary
The article highlights the theoretical basis for the use of the author’s typology of educational tasks in the process of increasing the level of reading competence of primary school students during the study of Ukrainian literature and identifies the methodological conditions of this work. The meaning of the concepts «competence», «competence», «reading difficulties» is specified. The leading provisions for improving the reading competence of individual students through the use of a system of educational tasks are: the need to take into account the structure of reading competence as a scientific basis for overcoming the cognitive difficulties of students; the main components of students’ reading competence are a set of specific personal, cognitive, aesthetic-communicative and value mechanisms or a set of defined subject competencies; technologization of the formative influences of the linguist, aimed at the personal and activity development of the reading qualities of schoolchildren, taking into account the specifics of the art of speech; design of educational tasks and corresponding algorithms for solving literary problems based on the dynamics of the stages of learning and enrichment of the components of self-regulation; determination of the optimal measure of the necessary pedagogical assistance on the basis of preliminary psychological and pedagogical study of students; use of the corresponding logic of correctional work of the problem of educational tasks; individualization and differentiation of educational tasks in literature; special attention to the purposeful formation of students’ skills of expressive and thoughtful reading. Theoretical ideas are concretized on the example of designing pedagogical assistance for the organization of independent reading of students of 5–6 grades, who have cognitive difficulties, the specificity of which is to develop an indicative system of questions containing general algorithms-recommendations in the form of a developed memo.