О формировании читательской компетентности младших школьников: изучение языка художественной литературы

Abstract

В статье рассматриваются вопросы полноценного восприятия художественных произведений в начальной школе. Раскрыты предложения по организации работы над языком художественной литературы в учебниках по методике чтения. Актуализированы методические требования к изучению этой языковой подсистемы младшими школьниками. У статті розглядаються питання повноцінного сприймання художніх творів у початковій школі. Розкрито пропозиції щодо організації роботи над мовою художньої літератури у підручниках з методики читання. Актуалізовано методичні вимоги стосовно вивчення цієї мовної підсистеми молодшими школярами. In the article the questions of full-fledged perception of works of art at primary school are considered. Offers on the organization of work on fiction language in textbooks by a reading technique are revealed. Methodical requirements to studying this language subsystem by younger school students are actualized. It was determined that a teacher in his reader‟s practice should be able to use his literary knowledge as the means of deepening children‟s primary reader‟s impressions, that is widening their personal knowledge about a literary work. Working on literary text a teacher motivates pupils to find author‟s stand through a word form; to put themselves into a character‟s shoes imagining his actions and to express their understanding of the read and the attitude towards it; to compare their own understanding of the read with the author‟s, to find its similarities and differences. The work of such type presupposes considering the text in communicative aspect, when the language means are qualified as special background for realizing the act of artistic communication between an author and a reader – a pupil. In this regard in is necessary to use pragmatic text analysis along with structure and semantic analysis in the methodology of studying works of fiction at primary school. In con- clusion, it should be noted that the analysis of peculiar features of belles-lettres language (word sense „increment‟, wide use of figures of speech and expressive means of a language, motivated use of phonetic, morphological, syntactical resources of a language in artistical context) allows to enhance pupils‟ linguoaesthetic knowledge, contributes to their full-fledged and integral perception of literary work, forming primary school pupils‟ reader‟s competence.