WAYS OF FORMATION OF COMMUNICATIVE COMPETENCE OF JUNIOR SCHOOLCHILDREN IN LESSONS OF LANGUAGE AND LITERARY EDUCATION

Abstract

The article reveals the content and structure of communicative competence of junior schoolchildren. It was found that the essence of the concept of “communication” is a fundamental feature of human culture, which is the intensive interaction of people through the exchange of various types of information. The concept of “communicativeness” is seen as the motivation of any action of the individual, its implementation on its own initiative, and not under the influence of external stimuli. Communication skills are the ability to establish and maintain contacts with other people, using their own abilities necessary for effective communicative action during interpersonal communication. It is determined that communicative competence involves not only mastering the required amount of language and speech knowledge, but also the formation of skills of practical use of language in the process of speech activity. An attempt has been made to substantiate the advisability of forming the communicative competence of primary school students, given that the younger school age is extremely favorable for the acquisition of communicative skills and abilities. The main aspects of the new standard educational program of the language and literature field are analyzed, in which the new goals of education and its competence results are outlined. Didactic-methodical support of formation of communicative competence of primary school students in the process of learning the Ukrainian language is characterized. It is generalized that communicatively oriented teaching of the Ukrainian language requires a variety of forms of organization of educational activities. In particular, the use of interactive and game technologies is substantiated, with the purpose of formation of communicative skills in children of primary school age, taking into account modern methodological and psychological-pedagogical requirements. It is established that interactive forms of learning involve the organization of comfortable learning conditions, which use models of life situations, role-playing games and methods that allow to create search situations and assume that in the learning process primary school children and teachers are in conversation, dialogue between them.