Методичні прийоми опрацювання казки на уроках літературного читанння у початковій школі

Abstract

(ua) У статті розглянуто методичні прийоми опрацювання казки на уроках літературного читання у початковій школі. Робота з книжковою виставкою допоможе школярам розмежувати народну й літературну казку, зрозуміти, чим вони відрізняються, на які групи поділяються /прийом малюнок № 1. У роботі над казкою ефективним прийомом буде урок творчості «Складаємо казку самостійно». Такий урок допоможе учням як найкраще побачити особливості побудови казки.

(ru) Сказка – это произведение устного народного творчества с элементами фантастики, которая имеет свои особенности чтения. Работа с книжной выставкой поможет ученикам разграничить народную и литературную сказки, понять, чем они отличаются, на какие группы разделяются /приём /рисунок № 1. В работе над сказкой эффективным приёмом будет урок творчества «Сочиняем сказку сами». Такой урок поможет ученикам понять особенности строения сказки.

(en) A fairy tale is a piece of folk work (or literary/ author’s fairy tale) with the elements of fantasy, which has its own peculiarities of reading. The formation of the primary school pupils’ expressive reading skills at the lessons of literary reading is a complex process. Contemporary methodologists have introduced a system of methodological techniques of learning a fairy tale, taking into account its genre peculiarities. In the process of work at a fairy tale the «Grandmother-narrator» /picture № 2/ technique is being realized: at the lesson the text of a fairy tale is being expressively read by a teacher, some fragments are being read by the pupils, preserving the peculiarities of folk performing manner. The peculiarities of a fairy tale structure: the presence of the beginning, main part, ending, triple repetitions is caused by the usage of the technique («I, II, III bricks») in picture № 3). Permanent epithets, emotional and evaluative words create the unique atmosphere of magic in fairy tales. While listening to or reading the fairy tales pupils figure out and use these lexical units in order to characterize fairy heroes, this way realizing the technique in picture № 6. Working at characteristics of positive and negative heroes an important role is given to: «pupils’ questions to the text» (What? Who? Where?); «tricky questions» – a technique in picture № 4). In order to express their attitude to the fairy characters the pupils select «tooltips» (picture № 8). A fairy tale has a didactic nature. The characters are punished for being evil and rewarded for the kindness in it. In some fairy tales the moral is formulated, in others the moral of the tale is not formulated. In such case the technique «Make a note of that» /picture № 7/: it is suggested to the pupils either to formulate the tale’s idea by themselves, or to choose the second corresponding name of the fairy tale from the list of some proverbs. There are some elements of fantasy in the structure of a fairy tale. One of the techniques in the process of work at a fairy tale is the pupils’ looking for the elements of fantasy, a teacher’s talk about the fact that the main spell is a human being’s kind heart will also be appropriate here. Working with a book exhibition will help the pupils to differentiate a folk and a literary tale, to understand in what respect they differ, what groups they are divided into /the technique in picture № 1/. In the process of work at the fairy tale an efficient technique will be a lesson of creativity «Making up a fairy tale independently». Such lesson will help the pupils to notice the peculiarities of a fairy tale plotting best.