Keyword: «primary school students»

The article discusses the didactic conditions of using interactive teaching methods in the process of teaching the subject «The world around us» in primary school. In accordance with the requirements of the Federal State Educational Standard, the necessity of organizing the learning process based on the use of a system-activity approach providing for the implementation of subject-subject pedagogical interaction during lessons is determined. The article substantiates the importance of using interactive learning methods when teaching the subject «The world around us».

The relevance of this study is due to the intensive development of social, cultural and educational ties between Russia and the People's Republic of China. That is why we need to teach children Chinese in secondary schools of the Russian Federation, starting from the level of primary general education, including distance learning. The demand for teaching Chinese speaking to primary school students in the context of distance education requires clarification of its content. Currently, due to the difficulty of learning Chinese by primary school students, foreign language teachers face the problem of using the potential of the additional education system in a distance format to optimize the process of teaching Chinese to primary school students, therefore it is so important to study its content and the corresponding organizational foundations. The purpose of this study is to analyze the content of teaching Chinese speaking to primary school students in the context of distance education and its organizational foundations. In achieving the goal, a special place takes a complex of thematic games and authentic, multimedia educational and methodological support with corresponding resources, which help to increase the motivation of primary school students to study the Chinese language, and also have significant teaching potential. The methodological basis of the study was made up of conceptual tenets presented in the works of domestic and foreign scientists in the field of theory and methodology of teaching foreign languages at the level of primary general education and didactics of using multimedia educational tools in the distance education system. The content and organizational framework proposed by the authors for teaching primary school students to speak Chinese in the context of distance education, developed within the framework of the additional education system, have practical significance and can be used by foreign language teachers when conducting Chinese language lessons for students in grades 2–4.

Primary school students with severe and multiple developmental disabilities have limited vocabulary, inaccuracy in the use of words, as well as a large gap between active and passive vocabulary. The relevance of the brought up subject emphasizes the need to develop innovative means of correctional and developmental work with children of this category. The purpose of the article is to determine the means of alternative communication for the development of the vocabulary of primary school students with severe and multiple developmental disorders. We discussed and identified more effective means of alternative communication. We also analyzed how to use PECS cards and the Makaton system for the development of the vocabulary of primary school children with severe and multiple developmental disabilities.

The relevance of developing digital literacy among students starting from primary school age is proven by numerous foreign and domestic studies of educators. Since the beginning of the pandemic, scientists have shown interest in studying the attitudes of various participants in educational relations to the difficulties arising during distance learning. They note that the low level of digital literacy of students and teachers negatively affects the process of distance learning. Basically, research is aimed at identifying the attitudes of teachers, students and their parents towards distance learning. In order to maintain and improve the quality of education, it is necessary to identify and take into account the reasons that negatively and positively affect the quality of distance lessons, identify successful practices and use this knowledge for designing the educational process. The purpose of this work is to study the influence of the level of digital literacy of primary school teachers and students on the quality of distance lessons (quality of the process), to study differences in the behavior of teachers and students when switching to distance learning. The research methods used were a survey of primary school teachers, subject teachers (English, music and physical education teachers), and analysis of the responses received. The study showed that the density of lessons in a distance format is significantly influenced by both the level of digital literacy of the teacher and the level of digital literacy of the student. Teachers with an “above average” level of digital literacy quickly find ways to solve emerging technical problems, quickly solve the problem of replacing “problematic” digital resources by searching for alternative options, creating original assignments, and more often use interactive methods, involving students in the educational process. Students with a higher level of digital literacy adapt more quickly to the conditions of distance learning, more often make attempts to independently solve emerging technical problems, and at the same time have higher demands on the content of a distance lesson. Such students have higher chances of building their individual development trajectory. The theoretical and practical significance of the work lies in the possibility of using the obtained information when organizing methodological work with primary school teachers in order to improve the quality of distance lessons.

Every year there is a tendency towards an increase in writing disorders in primary school age, which include dysgraphia. In this regard, our research is relevant. The purpose of the article is to identify and characterize the features of dysgraphia in modern primary school children. We examined the operations of the writing process, the original author's approaches to the classification and manifestations of dysgraphia, conducted an experimental study, as a result of which we identified acoustic dysgraphia and dysgraphia based on violations of language analysis and synthesis. The identified characteristics should form the basis for further speech therapy.