The thesis presents findings of theoretical and experimental studies concerning didactic conditions to form the younger schoolchildren’s communicative skills while working with the text. Such skills have been analyzed as a didactic problem. The essence of concepts like “competence”, “skills”, “communicative competence”, “younger schoolchildren’s communicative skills”, “text” and the “educational text” has been more exactly defined herein too. Both psychological and pedagogical aspects forming the primary school students’ communicative skills have been studied in the thesis as well as the text has been described there as the object-matter of education, the didactic tool, the training product and result.
Some didactic support to form the younger schoolchildren’s communicative skills has been analyzed. There have been grounded didactic conditions required to form the elementary school children’s communicative skills while working with the text: 1) stable motivational and incentive component didactically supported to form the younger schoolchildren’s communicative skills while working with the text; 2) primary school teachers’ psycho-didactical readiness to implement a didactic system into the educational process involving the work with the text resulting in the formation of the younger schoolchildren’s communicative skills based on the integrated approach to learning; 3) communicative-adaptive environment created to realize the socio-cultural component for the formation of the younger schoolchildren’s communicative skills while working with the text.
According to the structure of the elementary school children’s communicative skills, some principal components, criteria, indicators and levels of their development have been identified. The component being characterized as task-oriented and motivational is grounded on the primary school students’ motivation level and determines the younger schoolchild’s need in some success attaining either in a specific case study or in the communicative situation. The incentive-setting criterion envisages the existence of the student’s motive system disposing to some communication, to their willingness to be persistent, initiative, and active in the communicative process as well as to their purposefulness while working with the text. A communicative and cognitive component is determined by the semantic criterion assuming some knowledge system identification necessary for the successful formation of the communicative skills, as well as it is dependable upon the formation of skills to correlate knowledge in various subjects. The indicators are closely connected with the mastery degree of the communicative awareness and skills to perform some speech activity in the process of working with the text. According to the communicative and active criterion, the component being active in practice assumes a set of communicative skills manifesting in the schoolchildren’s ability to use their own experience, knowledge, skills independently in any speech activity, creatively produce texts of various types, genres and speech styles depending on the purpose and communicative situation.
The trialability of the effectiveness of the didactic conditions as components of the didactic model forming the younger schoolchildren’s communicative skills while working with the text is described in the experimental-research training. Data of the control phase of the experimental work indicate the effectiveness of the developed didactic conditions. The conducted quantitative, qualitative and statistical analyses have revealed the tendency in changes under the whole effectiveness criteria of the system implementing into the formation of the younger schoolchildren’s communicative skills while working with the text, taking into consideration the competence, communicative activity, personality oriented and integrated approaches to learning. Some positive dynamics relative to the levels of the communicative skills developed in the primary school children has showed the effectiveness of the didactic model, which has been created to form the younger schoolchildren’s communicative skills while working with the text. In addition, the didactic conditions as the semantic center of the model have increased the effectiveness of working with the text as an essential prerequisite for the development of own utterances of different types, genres and styles of speech.
Keywords: competence, skills, younger schoolchildren’s communicative skills, text, educational text, didactic model, didactic conditions, integration, younger schoolchildren, primary school.
