Semantic reading of scientific literary texts by primary school pupils

- Мартиненко, Валентина Олександрівна (orcid.org/0000-0001-6317-3492) (2019) Semantic reading of scientific literary texts by primary school pupils Педагогічна освіта: теорія і практика, 2 (1 (26)). pp. 332-340. ISSN 2309-9763

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Abstract

The article describes the essential characteristics of semantic perception, immanent properties of scientific literary texts, including features of content and structure for primary school pupils, semantic connectivity, additional information, minimization of special terms and definitions, introduction of additional details, clarifications, explanations, repetitions, which ensure the availability of material presentation. The purpose and methods of working with scientific literary texts in primary school, their significance for the development of logical, conceptual thinking of pupils are analyzed. Particular emphasis is placed on the age peculiarities of perception of such texts by primary school pupils; the natural dominants are singled out which are connected with the level of development of the components of thinking activity in pupils: analysis, synthesis, generalization, comparison, ability to predict, self-regulation, and reflection; objective and subjective difficulties of working with scientific literary texts in school practice are highlighted; the levels of understanding by pupils at different stages of learning are described. The content of the article also reveals some aspects of the application of the technologies of phased studying of the content (at the stages of pretext, text, post-text activity), the dialogue interaction of the pupil with the text in the grades 2-4 (prediction of the content based on different kinds and types of titles, rhetorical questions, special constructions referring to the reader in the course of the content, keywords, non-verbal components, using comparative techniques, plotting, individual forming of questions by pupils, identifying of cause-effect relationships, determination and comparison of essential and non-essential information for understanding the main items, rereading) for the purpose of in-depth understanding of scientific literary texts. The main expected results, which are achieved by primary school pupils according to the requirements of the current Curriculum, are presented in relation to working with scientific literary texts at the completion of primary school education.

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