Mariya А. Kovrova

The relevance of the study is determined, on the one hand, by the provisions of the Federal Law "On Education in the Russian Federation" in terms of the focus of primary general education on the formation of positive motivation in learning activitiy, the Federal State Educational Standard of Primary General Education on the formation of personal results associated with the manifestation of cognitive interest as a component of learning motivation in general and in Russian language lessons in particular. On the other hand, by the need to either revise the existing methods and techniques for developing learning motivation in Russian language lessons, or work out new ones that take into account the peculiarities of the mental processes of modern primary school students, their interest in modern information and communication technologies. The purpose of the study is to identify pedagogical conditions for the development of learning motivation in Russian language lessons in the second grade in the process of using a web quest. General logical methods (analysis, deduction, generalization) and empirical research methods were used. The works of domestic and foreign researchers on the problems of developing learning motivation, applying information and communication technologies in the pedagogical process, developing theoretical and practical aspects of web-quest use in Russian language lessons in primary school served as the methodological basis of the study. The main result of the article is generalization of information devoted to development of learning motivation in Russian language lessons in primary school. Particular attention is paid to application of web-quest as an effective means of learning motivation development. Different approaches to the concept of "web-quest", its structure, pedagogical conditions of application in Russian language lessons in primary school are considered, the results of creation of web-quest and its implementation in the educational process in the second grade are presented. The theoretical significance of the study is presented by the results that expand the understanding of pedagogical conditions necessary for learning motivation development of primary school students in Russian language lessons, an attempt to systematize knowledge about web-quest as a means of teaching. The practical significance of the study consists in the development and testing of a web quest as one of the means of developing the learning motivation of second-graders in Russian language lessons. The obtained practical results can be used by researchers for further study of the problem of developing learning motivation in Russian language lessons and searching for new methods of its solution, as well as by primary school teachers for use in the educational process in order to increase learning motivation in Russian language lessons.

High-quality teaching in the modern education system requires an integrated approach to educating and bringing up a comprehensively developed personality, taking into account the psychophysiological characteristics of students. The purpose of the study is to identify the pedagogical conditions for the development of attention of first-graders at the lessons of literary reading in the process of using language didactic games. Educational work based on the development of the attention of first graders belongs to the field of subject and meta-subject results of educational program learning and it is relevant for primary school. In our study, we used the methods of theoretical analysis of psychological and pedagogical literature on the problems of attention development in first graders, empirical methods (conversation, observation) to identify the current level of attention development in first graders, pedagogical experiment, methods of qualitative and quantitative analysis of the study results. The study resulted in a complex of differentiated language didactic games worked out by the authors, qualitative and quantitative changes in the level of first graders’ attention development. The systematic use of language didactic games had a positive impact on the development of the attention of first graders and on the quality of learning various topics of literary lessons.

The article examines the problem of speech development in primary school age, in particular, it highlights the possibility of developing dialogical form of speech in second graders, taking into account psychological factors: stable motivation for speech activity, level of cognitive development of the child, imitation in language and speech skills acquisition, independent creative activity. These factors were taken into account when developing the program of the formative experiment and specific classes. The relevance of the study is associated with the requirements of the Federal State Educational Standard of General Primary Education for the speech development of primary school age children. The aim of the study was to identify the psychological and pedagogical conditions for the development of dialogical speech in second graders.

The relevance of the problem under study is determined by the provisions of the Federal State Educational Standard of Primary General Education for the development of algorithmic thinking in junior students. The purpose of this work is to identify pedagogical conditions for the formation of algorithmic thinking in second-graders through teaching them how to draw up logical tasks. Research methods: theoretical analysis of psychological and pedagogical research works on the problems of the development of algorithmic thinking in primary school students, studies on teaching children how to solve logical problems; pedagogical experiment. The main results of the article: the authors give the concepts of “algorithmic thinking”, “algorithm”, “logical tasks”; they work out an experimental program for the formation of algorithmic thinking in the process of training second-graders to draw up logical tasks, and assess its effectiveness.

The article deals with the problem of forming an emotionally-evaluative attitude to music among third-graders during extracurricular activities. The aim of the work is the formation of an emotionally-evaluative attitude to music among third-graders through the integration of modern educational technologies with the means of ethnic pedagogy as part of extracurricular activities program “School of Folklore”. Based on the analysis of psychological and pedagogical research and the pedagogical experiment, the authors reveal the content of the components of the emotional-evaluative attitude to music, define the subjects of the extracurricular activities program “School of Folklore” and the pedagogical conditions that contribute to the effective formation of an emotional-evaluative attitude to music among third-graders.