Keyword: «semantic reading»

This article presents the experience of the formation of cognitive universal educational actions in geography lessons in the context of the requirements of a new generation of GEF giving examples of specific tasks that contribute to the achievement of positive results.

the Article is devoted to the development of third-graders ' semantic reading skills in the process of studying the works of Alexander Pushkin. The article talks about the importance of comprehension in reading, levels, work on the piece before you read: work with the primary analysis (e.g., analysis of the title of the work) and working with discussions.

Numerous studies and discoveries of the second half of the XX century in the field of brain functioning, psychology and physiology contributed to the emergence of neuropedagogics. The focus of attention of neuropathologic the learning process taking into account neuropsychological characteristics of students and teachers. The use by teachers of a system of techniques, methods, and technologies of training with a focus on the features of perception of information from the outside world and the type of functional asymmetry of the brain of students, allow them to create a situation of success and fully realize their potential. The article analyzes the process of solving situational problems with historical content as a productive means of learning from the perspective of neuropedagogics.

The article deals with the problem of the development of the semantic content of the text in primary school children in the lessons of literary reading. The concepts under study are: explanatory reading, conscious reading, distinct reading, creative reading and semantic reading, their interrelation with each other, ways of developing semantic reading. The study showed that in literary reading classes, the use of judgment system development techniques is productive and has a positive effect on reading comprehension.

The relevance of this work lies in the fact that the methods of teaching semantic reading can help modern teenagers to learn quickly and efficiently perceive and process large amounts of information in a foreign language. This will allow them to feel more confident in a constantly changing world. The article is devoted to modern methods aimed at the formation of semantic reading skills at the post-text stage of working with foreign text information. The Federal State Educational Standard of Basic General Education mentions that reading in the modern information society has "meta-subject" or "over-subject" character which determines the importance of this process in learning. However, not all educational and methodical complexes are designed to teach semantic reading in a foreign language as part of the educational process. In addition, it should be noted that teaching semantic reading cannot go separately from teaching other skills, such as speaking, listening and writing. All these four aspects are closely interrelated in the learning process. Therefore, the combination of semantic reading tasks with speaking, listening and writing tasks contributes to higher results in the process of forming reading skills in a foreign language. The purpose of our research is to identify and analyze effective methods of teaching semantic reading in English lessons at secondary school. The object of our research is the process of formation of speech competence in English lessons. The subject of the research is methods and techniques for teaching semantic reading at the post–text stage. The research methods used in the study of empirical material can be reduced to the following: analysis, synthesis, component analysis, observation and generalization of pedagogical experience, experimental learning and others. The article contains a detailed description of modern methods of teaching semantic reading in English lessons at secondary school, and also reveals their essence through the analysis of individual techniques, which allows us to identify the advantages and disadvantages of the described methods. The theoretical significance of the study lies in the systematization of the methodology for teaching semantic reading in English lessons in a modern school. The practical significance of the work is the possibility of applying the presented methods and techniques of working with the text at the final stage within the framework of pedagogy and methods of teaching foreign languages.