LINGUOMETHODICAL ELECTIVE COURSE AS A MEANS OF TRAINING BACHELORS OF PEDAGOGICAL EDUCATION
The article is devoted to the problem of professional linguistic and methodological training of bachelors of pedagogical education in the conditions of modernization of higher professional pedagogical and elementary general education. The list of basic professional competences necessary for a future primary school teacher is given in the article. The relevance of in-depth linguistic training of primary school teachers is substantiated. The conclusion about the necessity of unity of linguistic and methodological training of bachelors of pedagogical education is made. The basis and directions of linguistic and methodological training of students are defined. The article summarizes the data from bachelors' introductory papers, and the results of surveys of principals and methodologists of schools, pointing out the shortcomings of linguistic and methodological training of both students and young teachers. The data of the conducted questioning of the beginning teachers show their insufficient theoretical and practical readiness to form the initial ideas about the norms of the Russian language in the younger schoolchildren. The article gives examples of some topics in the subject area «Russian language» that cause certain difficulties in teaching the young teachers. The article contains a description of the elective course in case-study technology (by the example of the sections «Phonetics and Orthoepy»). The course is aimed at the advanced linguistic and methodological preparation of students to form their first ideas about the norms of the Russian language. The course is based on the principle of unity of linguistic education and methodological training of undergraduate students. Students will have the opportunity to expand knowledge of the linguistic foundations of phonetics and orthoepy and methods of their teaching to younger students. Practical assignments in case-study technology will help students prepare for public speaking engagements on specific topics. The performance of classroom and independent assignments will allow bachelors to deepen the fundamental knowledge of the subject they are studying. The conclusion notes the need to regularly improve not only the level of professional, but also linguo-methodological competence of teachers of primary general education.