Keyword: «general secondary education»

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.

The article discusses the method of game learning and the possibility of its application in the lessons of studying syntax in the middle level. Grammatical didactic games and their approbation in the course of a pedagogical experiment are described, diagnostic tasks, criteria for their evaluation, a strategy for using didactic games in syntax lessons are presented, and the results obtained are analyzed.