Реалізація культурологічного підходу в навчанні дошкільників української мови в полікультурному просторі

Abstract

Статтю присвячено висвітленню технології використання народних казок етнічних спільнот південно- східного полікультурного регіону як засобу навчання російськомовних дітей дошкільного віку української мови.

У методиці навчання мови та ознайомлення з культурою українського й інших етносів знайшли втілення по- ложення культурологічного підходу.The article is concerned with the technology of using Ukrainian folk tales and folk tales of ethnical communities of Southern-Eastern region as a means of teaching the Ukrainian language to Russian-speaking preschool children. The technology is based on such basic principles of culturological approach as engaging children into mastering cultural values of the people whose language is learned; teaching the language basing on the “dialogue of cultures”; simulta-neous studying native and non-native cultures when forming speaking skills; taking into account cultures integration processes oriented at mastering universal values; culture-oriented goal of involving children into active speaking and creative activity. Integrated lessons involve teaching the language, development of speech and communicative skills

of speaking the Ukrainian language, forming the perception of the Ukrainian culture and the elements of other eth- nical cultures of the region. The lessons content determines the ethnographic component; in the process of its master- ing the problems of active speech development are solved: Ukrainian language units are introduced (lexical units,

phrasems, morphological units, syntactic forms), communicative dialogical and monological skills are formed . Communicative and verbal component of the lesson provides deep involvement of children into Ukrainian-speaking activity, and implementation of educational ethnographic component by means of the Ukrainian language facilitates creating Ukrainian-speaking developmental environment and using positive emotional stimuli when teaching non-native

language. Children study household of ethnic groups living in social and cultural environment of Southern-Eastern re- gion (Russians, Bulgarians, Greeks, Germans, Armenians, Jews) with culture of nations-neighbours; children’s idea of

the variety and difference of people’s world, which illustrates the unique character and value of the cultures, is formed. At the same time, the children find out what the representatives of different nations have in common; what makes their cultures understandable for everybody living nearby, i.e. ethical and aesthetical standards, basic notions of good and evil, of spirituality and morality. Understanding basic human moral values, the children realize (by means of fairy tales)

the similar character of various cultures. In the paper the examples of planning integrated lessons are given, the objec- tives, educational and speech tasks are determined, communicative situations based on Ukrainian folk-tales are outlined.