Bella Sergeeva

One of the most important tasks of modern education in a rapidly changing socio-cultural environment is the formation of a creative person who can actively interact in society, find optimal solutions in difficult situations, show flexibility and mobility in the system of social relations, taking into account the established sociocultural norms, be able to critically evaluate them, make constructive proposals for their development and improvement. In this regard, the problem of the formation of social competence of primary school students becomes especially urgent. Game modeling is an effective means of involving students in solving social problems, immersion in an artificially created, safe environment that simulates social reality. The relevance of the research presented in the article is due to the need for primary school teachers to clarify the pedagogical conditions for using game modeling in the primary school classroom as a way to develop the social competence of primary school students. The purpose of the article is to describe the results of a natural pedagogical experiment on the formation of social competence of primary school students by means of game modeling. The theoretical significance of the study lies in the fact that the authors identified, substantiated and structured in their work the pedagogical conditions for the use of game modeling as a way of developing social competence and correlated its stages and methods with being formed social competences of primary school students. The practical significance of the study is due to the development of teaching materials, description of the practical use of the game constructor in the primary school classroom, compiled in accordance with the level of student involvement in the modeling process. The research results are of practical interest: primary school teachers can use in their work such materials as a technological map of a lesson based on game modeling; a set of lessons using game modeling on the topic “Surrounding world” ( grade 2, A.A. Pleshakov FSES EMC “School of Russia”), card index of games, game constructor, compiled in accordance with the level of student involvement in the process of modeling the game. The results obtained in the course of the research can be used in the development of teaching aids and didactic materials for primary school.

The strategy of modern primary school as an institution of public education is the process of development and, in large part, self-development of students as subjects and objects of education. The main vectors that should be implemented in the education system in the current conditions include the fundamentalization of education, as well as the identification of the main components of school subjects and the subsequent finding of relationships between them. The purpose of this work is to develop, theoretically substantiate and implement a model for the formation of the independent work skills for primary school students in Russian language lessons. The sources that served as the basis for this work include works on the methodology and philosophy of research in the field of psychology and pedagogy, which describe various degrees of human personality formation in modern conditions. The theoretical basis included also the works on the development of skills and creative abilities, mainly their structure and the conditions necessary for their appearance and improvement. Theoretical significance of the study – the essence of "formation" and "skill" concepts has been clarified; analysis of the "skill" concept in the interpretation of various authors has been made and presented. The clarification of the definition of "skill" is proposed: 1) the ability to perform consciously a simple action, which becomes automatic through constant training; 2) relatively independent activity, brought to automatism by constant repetition, which has become such due to a combination of those qualities that are one of the conditions necessary for this activity. The practical significance of the study is in finding and structuring the methods, techniques and means of developing the skills of independent work for primary school students in accordance with the types of independent work. The authors developed a model for the formation of the independent work skills for primary school students in Russian language lessons; they worked out the practical material on the formation of the independent work skills for primary school students. The results of the study can be used in the educational process of secondary schools, in the process of preparing future teachers for professional activity. This article examines the formation of independent work skills in primary school students as part of the Russian language study on the basis of the model developed and tested in practice, which includes the following elements: methodological, targeted, content, organizational, activity-oriented and results evaluated ones. This model of developing independent work skills can be recommended for use in the process of teaching primary school students in order to improve the effectiveness of the educational work of teachers.

The relevance of the research lies in the need for primary school teachers in the interaction between school and family in order to educate primary school students to have a conscious and responsible attitude to learning. The purpose of the work is to create and subsequently empirically test the system of interaction between family and school developed by the authors for cultivating a conscious attitude to learning in primary school students, as well as to identify the components of this system. The sources that served as the basis for examining the problem of the relationship between school and family in the aspect of cultivating consciousness in primary school students include scientific works on the methodology of psychological and pedagogical research. The basis for the development of the above mentioned system also became the provisions developed by modern psychologists and educators, in which the conscious attitude to learning as a component of human relations is defined as the dominant aspect of the student's personality formation, which is of particular importance in primary school, since learning is the leading activity during this period. The theoretical significance of the study is determined by the fact that the substantive characteristics of the interaction between school and family in cultivating a conscious attitude towards learning are clarified in the study, they concretize scientific knowledge about the essence, content and mechanisms of a conscious attitude towards learning in primary school students. The practical significance of the research lies in the fact that the authors define the main directions of activity in the interaction between the family and the school, contributing to the development of a conscious attitude among schoolchildren; develop a system of interaction between school and family to create the necessary environment for primary school students in cultivating a conscious attitude to learning; present the ways that contribute to the cultivation of a conscious attitude to learning, manifestation of interest in the learning process; determine the levels of assessing this personality quality, and present their characteristics. This scientific article examines the processes of cultivating a conscious attitude to learning in primary school children as a result of the interaction between family and school on the basis of a developed system containing the following structural elements: methodological, target, content, organizational and activity-oriented, as well as evaluative. The specified system of interaction between family and school in cultivating a conscious and responsible attitude to the learning process in schoolchildren can be recommended for use by primary school teachers to optimize educational activities in order to foster a conscious attitude towards learning in primary school children, as well as to implement effective interaction between school and family with this same purpose.

The relevance of the article is determined by the need for primary school teachers to substantiate, develop a methodology for the formation of social values among junior schoolchildren during extracurricular activities of the general cultural direction. The aim of the work is to develop and test the methodology for the formation of social values of junior schoolchildren during extracurricular work of the general cultural direction and to determine its structural components. The sources for the research were academic works on philosophy and methodology of psychological and pedagogical research, theses of modern pedagogy and psychology about the social conditionality of the personal development in activity; works of Russian and foreign scientists on the structure and conditions of abilities and creativity development. This article discusses the formation of social values of junior schoolchildren during extracurricular activities of a general cultural direction on the basis of a methodology that consists of the following structural components: target, content, instrumental, productive ones. The theoretical significance lies in the fact that the authors outline an approach for determining priority values for the formation among junior schoolchildren, which can serve as the basis for defining the set of social values in constantly changing social conditions. They clarify the characteristic of the “social values” category with the actualization of their socializing importance. The results of the research may become the theoretical basis for designing the process of development of moral values among junior schoolchildren during extracurricular activities. The practical significance lies in the fact that the chosen set of methods for determining the level of social values formation among junior schoolchildren may be applied by teachers and psychologists in order to obtain versatile ideas about the emotional value sphere of students. The developed methodology for the formation of social values among junior schoolchildren during extracurricular activities of the general cultural direction can be introduced into secondary educational institutions in order to increase the efficiency of extracurricular activities of primary school teachers.

This article discusses the problem of pedagogical communication skills formation among future teachers of primary classes. Despite the fact that most teachers are familiar with the concept of “pedagogical communication”, ideas about it are often superficial, which makes it difficult to apply theoretical knowledge to practice. The article analyzes various views on the definition of “communication”, “pedagogical communication”, and “communicative skills” concepts. The authors consider conditions for the effectiveness of pedagogical communication, propose a classification of basic communicative skills, and show a relationship between the stages of organizing communication and the necessary skills of pedagogical communication for primary school teachers.