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Chapter II. Methods of formation of good reading skills in primary school reading classes
2.1. Methods of teaching students to conscious reading three types of Reading are used in primary education:
1. Voice `winter. 2.Read inside.
3. Whisper reading
Voice reading is a voice-based reading, from which it is in the process of learning
widely used.
There are ways of reading, being single, Jur and roles of voice reading.
Saying iodine is also a form of voice reading.
Reading inside is also based on sound, but it is read without sound. Reading in a whisper is reading in half a voice. Qualified bookstore reading
it is necessary to know all three types.
Both voice reading and in-voice reading and whisper Reading have their own place of application and advantages and disadvantages. For example, when reading in the 2nd grade students read little words, they do not understand the meaning of the word, they can not fully master the content of what they read. Psychological research studies have shown that students who are now learning to read also have a sense of hearing so that they can understand the text being read. Secondly, because reading skills are in good shape in second-graders, they did not understand its meaning as a result of incorrect reading of some words in the process of reading inside. In case of this, 1 - 2-th classes are used both voice and whisper reading.
In 3-4-th classes, along with voice reading, internal reading is also used. 3-4-th classes will be much more effective to study inside. But reading inside these classes should not turn into mechanical reading. Reading inside should be aimed at something, that is, it should be taught inside on the basis of various assignments. For example, quot; read the poem inside you, prepare for expressive reading.", "Read the story inside, write down the meaningless words in your dictionary book.", "Try to interpret their meaning using the dictionary."
-Read the story inside and divide it into parts.
-Prepare for proper reading by reading inside and out.
-Read inside. Find the place where the appearance of nature is depicted.
These tasks become more complex as they pass from class to class. In this, it is necessary to check how much the readers perceive the work. Reading inside has the following advantages:
1. At the same time, students of the whole class read.
2. Students will improve their skills of working independently on the text of the work.
3. The teacher determines the level of assimilation by each student in the process of independent performance.
4. When reading inside, the demand for conscious reading, attention.
When reading inside, the teacher can not determine the shortcomings in the reading of the students. This is a disadvantage in its use.
The advantages of voice reading are as follows:
1. The teacher is able to identify the mistakes and shortcomings of the students, their reading skills.
2. Students at a young age can quickly understand the content of the text if they read it out loud.
3. From voice reading, the reader gets aesthetic pleasure.
4. Great attention is paid to expressiveness in voice reading.
5. Voice reading is of great importance in enriching the vocabulary of students and growing their speech.
These three types of schooling are alternately alternated. If in 1-2-th classes from voice and whisper reading to intra-reading, then in 3-4-th classes from intra-reading to voice reading. In 3-4 - th classes, there is no limit to the use of types of reading.
In the primary classes, the same requirement is imposed on all types of reading, that is, it is necessary that the Reading be correct, fast, conscious and expressive.
When working on an artistic work and determining its main stages, the teacher refers to the specific characteristics of the artistic work as a work of art and the degree of preparation of the students.
In the artistic work, all parts (ideological basis, composition, plot, illustrative means) will be interrelated. On the basis of the plot, new aspects of the heroes of the work will be revealed. These features require a holistic reading and perception of it when working on a work.
Teaching students to work on an artistic work presupposes teaching and learning through the formation and cultivation of skills of literary and aesthetic analysis in them. Analysis of the text of the work helps the author to understand his thoughts, feelings and conclusions, evokes an attitude to the events expressed in the game. The analysis of the work requires the teacher to direct the activities of the students towards a specific goal. "The main objective of the analysis of the work of art in school is to bring the students into the world of artistic literature through the coverage of the life story expressed in the work, an expression of the opportunity to notice the author's attitude and intentions towards the described events. The idea that readers writer puts forward, is full of problems without achieving their understanding, the function of literature in the upbringing of young people can not be realized"7.
If the reader gets acquainted with the content of the work during its reading, he will turn to his poetic means in the analysis. Reading enriches the senses, pounding the mind, the analysis helps to deeply study the meaning of the pronoun. The teacher should solve the following issues when working on an artistic work:
1. To determine the purpose and content of work on the work.
2. To determine the stages of the lesson for the analysis of the work.
3. Develop a system of assignments for each trace analysis.
4. To determine the study of the work on the basis of what methods.
5. To determine the scope of knowledge, skills and competences that students possess.
Work on the work of art in the primary classes is divided into three main stages:
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