Keyword: «communicative universal learning actions»

The Russian language is the national language of the Russian people and a means of interethnic communication. Inspiring respect for the native language, formation of the norms of the Russian language, learning the native language as the main means of communication – these are the priority directions of primary language education. Therefore, one of the tasks of teaching the Russian language in primary school is the development of oral and written speech, formalized according to stylistic, grammatical, punctuation, spelling and orthoepic norms. The processes of mastering orthoepic norms and the formation of different types of communicative universal learning actions actively take place in primary school age. The authors study the specifics of the formation of communicative universal learning actions of primary school students in a small town in the process of going through orthoepic exercises. The aim of the study is to work out and theoretically substantiate a set of orthoepic exercises that ensure the effective formation of communicative universal learning actions of primary school students living in a small town. The methodology is based on systemic activity-oriented and personality-oriented approaches. Modern language education in the Russian Federation presupposes the systemic development of the student as a subject of cognitive activity, an active participant in the educational process, ready to build active and competent verbal communication with peers and adults. This is facilitated by the implementation of a set of the above-mentioned methodological approaches. The effectiveness of the approaches is confirmed by a pedagogical experiment. The study made it possible to check the effectiveness of the orthoepic exercises use, which ensure the formation of communicative universal learning actions among primary school students at the Russian language lessons. The theoretical provisions of the study can become the subject of discussion, exchange of experience at round tables, seminars, conferences of teachers, methodologists, teachers of the Russian language and literature; become a methodological topic of an educational organization. Practical provisions can be the basis for the development of didactic means of teaching the Russian language: collections of orthoepic dictations, episodes of calligraphy, materials for dictionary and spelling work, desktop printed and electronic games.

During the COVID-19 pandemic, the vast majority of schools in Russia have organized online-teaching. Even though, by this time, the process of education digitalization had been implemented throughout the country, the practice of using distance learning technologies turned out to be relevant and insufficient. During the period of distance learning, students experienced difficulties in communication along with problems in regulatory activity: they did not manage digital educational tools for organizing communication; they found it hard to work in a group on problems; they did not possess the skills to take part in remote collaboration using video and audio conferences, etc. A teacher needs to know the level of students’ proficiency in the communicative skills for the effective educational process organization in the remote access mode in general and the communication organization in particular. Besides, there is a lack of modern methods for diagnosing deficiencies in communicative students’ activity in the remote access mode. The purpose of the study is to develop diagnostic instrumentation to find out the levels of communicative universal learning actions formation (hereinafter referred to as communicative ULA) among secondary school students in distance learning. Based on a comparative analysis of international and Russian studies, communication models in the digital educational environment were specified, structural components of communicative skills for the distance learning conditions were identified, a questionnaire which aims to indicate the level of communicative ULA formation in distance learning was arranged, the formation levels were defined. The practical significance of the study lies in the using diagnostic instrumentation to find out deficiencies in the formation of students’ communicative skills in the conditions of using distance technologies. The research materials can be in demand by managers, methodologists, teachers of the secondary education system when developing methodological recommendations in the field of formation of communicative skills of students in distance learning.