Educational Communication Strategies In Primary School

What difficulties do students experience in the first year of schooling?

How are communicative strategies implemented in a lesson in primary school?

To identify difficulties in the communicative actions of first year students, a modified K.F.

Sedov’s methodology was used to study the formation of oral discourse (Sedov, 1999). For each communicative strategy, its own group of tasks was determined with the subsequent characteristics of each level and the number of points of speech material obtained during this experiment. Each student from the experimental and control groups during this study was offered eight tasks. Tasks aimed at identifying the levels of the following abilities of a primary school student: ability to speak, work with text and ability to conduct a dialogue. Thus, each student (in some assignments it was proposed to carry out two versions of the text material) was able to create 13 speech works. All student responses were recorded, followed by a written transcript of the recordings. In each class, 299 speech works were received. The recording was carried out in conditions of direct spontaneous communication. The presence of the experimenter (teacher) introduced into the speech situation an element of official communication.

Each task was performed by students of the 1st “B” grade (Experimental) (23 people) and 1 “C” grade (Control) (23 people). Some tasks, such as generating the meaning of a text using these keywords, building a discourse on a given topic , offer two groups of words and two topics for creating speech works. And tasks such as compiling a story for a given beginning and anticipating the meaning of a text for a given beginning were performed by different groups of children in each class.

The overt observation for studying the management of educational communication of a younger student in the lesson was used during the organization of educational communication in the process of teaching younger students in the first grades of Gymnasium No. 63 of the Kalinin District of St. Petersburg (Russia).

Difficulties in implementing educational strategies in the first year of study

In the pedagogical experiment, communicative strategies were tested in the first grades of primary school (1 “B” experimental, 1 “C” control).

The results of the tasks of each communicative strategy are presented below.

When fulfilling the tasks of the strategy for generating a speech utterance , the younger students of the control and experimental grades showed that they can make up a sentence or a group of sentences for some of these keywords, without striving to determine the future meaning of the statement.

So, when highlighting keywords from Leo Tolstoy’s fable “Ant and Dove” and Vitaly Bianki’s story “Murka and Hedgehog”, many younger schoolchildren composed a statement in the form of text retelling. But in the experimental class, where the average execution result for the first and second texts was 2.9, the students were able to convey the content of the text as a group of keywords indicating central characters and some objects, actions described in the story (“ the ant got drunk, flew away, a dove, a hunter, bit”; “Murka, a hedgehog, disappeared, mother, saved ”). In the control class, this indicator was 1.8.

When highlighting the meaning of these texts, younger students showed the result above. The average value in 1 “B” class was 3.0, in 1 “C” - 2.8, respectively.

The task, which caused great difficulty, consisted in listening to a group of suggested keywords and in formulating in one sentence the main content of the text that these words represent. The average value of the results in the experimental class was 1.8, in the control it was 1.3.

The content of the discourse generation strategy as signments tests the ability of younger students to work with a text. The average value of students completing the control class task to build a discourse on the proposed topic was higher than that of the experimental class (2.7 versus 2.4). The task of building a discourse on the given keywords involves a fairly complex analytical and synthetic work. So, to compose a holistic text for keywords, you must first determine the topic of the future message and only then compose a coherent story. It is interesting that students of the 1st “B” grade when working with the first group of words ( summer, summer house, river, fishing, fish, fish soup ) showed the same average value (2.6) as when working with the second group ( starling, cell, door, freedom, songs ). But the average value of completing this task by younger students of the experimental class was 2.3 and 2.5, respectively.

By the level of complexity, the content of the tasks of the strategy for generating a dialogue / polylogue can be classified as increased. Younger schoolchildren were offered tasks for generating (composing a story for a given beginning, anticipating the meaning of a text for a given beginning), reconstruction (retro-reconstructing a text's intention for a given ending, retelling a text without both a beginning and an ending) and recoding the initial information (revealing the hidden meaning (ethical context)).

One of the difficulties in fulfilling the task of retro-reconstructing the design of the text for this ending was understanding of the phrase “sea of nettle” as the name of a water body. The argument for this understanding is the result of the students completing the assignment - “ the main idea of this text is that the artist came up with the unusual. The fact that there is no such thing as a nettle river \\ The main idea of this text is that everyone thought he was afraid of everything, but he showed, proved to everyone, he jumped where there are a lot of nettles. And everyone understood, and at the end of the text this is said. No one, probably, could have jumped into the nettle sea”; "But how is it - a sea of nettles? ... so he jumped. "

The average value of junior schoolchildren completing the tasks of this strategy in the control group turned out to be higher than in the experimental class (2.1 versus 2.3).

Based on the results of a stating study, we can conclude that the students experience the following difficulties: the ability to highlight the main meaning of the text (Leo Tolstoy's “Ant and Dove”), to highlight the key words of the text (V. Bianki “Murka and Hedgehog”), as well as the ability to retell a text without both the beginning and the ending (G. Snegirev “Wild Beast”). Moreover, by the number and quality of difficulties, we can conclude that the difficulties are identical in the experimental and control classes. This is due to the fact that the generation and understanding of discourse is associated with the transformation of internal subjective meanings into a system of external expanded speech works. The younger students build their discourse as if they and the listener are watching the described events together.

Implementation of strategies by educational communication of a primary school student in a lesson

The proposed communication strategies are aimed at involving students in communication activities. They are characterized by a different level of complexity from individual speech experience to dialogic joint experience. A pedagogical experiment showed that their various sequences are possible during the lesson. First of all, it is advisable to use them sequentially at the stages of the lesson, thus providing a solution to the problems of each stage.

The first stage of the lesson is aimed at introducing into the problem, the actualization of knowledge. This stage encourages students to actualize their thinking for work with a new educational content (situation-incentive). Creating problem situations at the beginning of the lesson, attracting entertaining material, using unexpected conflicting information helps to develop the ability to create a speech utterance. It should be borne in mind that planning the strategy for generating a speech utterance is not just constructing speech in the form of utterances, but part of an interactive process in which the listener does not passively perceive the utterance-message of the speaker, but actively interprets his speech actions, realizing his own strategic line.

The second stage is a joint cognitive activity on planning the strategy of generating discourse . The activity in which students in the lesson perform experiments on route sheets. This stage of the lesson includes explaining to younger students the goals and results of the upcoming activities, the lesson plan takes students to the stage of self-determination, the possibility of generating speech in the form of text. Students are given time to independently study the properties of water through direct observation according to the proposed algorithm in the instructions. During this work, the teacher helps the younger students to summarize what they see, oversees the friendly work in groups, and monitors the pace of work.

The third stage is to check the understanding of the performed experiments. The stage of constructing statements, judgments, additions, explanations, conclusions; the interpretation of actions in accordance with the situations of a dialogue and a communicative event is built in the logic of the strategy for generating a dialogue/polylogue . It is important at this stage of the lesson to consider situations of clash of different opinions, to show the novelty of the facts, to understand the value of the effect of cognitive dispute, intellectual conflict.

The analysis of the implementation of communicative strategies in the lesson shows that using replica actions (words, sentences, questions, interrogations, comments, judgments), the primary school teacher determines not only the direction of the communicative process, but also the activity of each student in the conversation; builds the subject and logic of speech utilization, arouses students' interest in the lesson, topic, their need for communication, creates that specific objective atmosphere in which all participants in communication interact on equal terms.