On the Issue of Teaching Creative Writing to the Primary School Students
The purpose of the article is to determine the importance of teaching creative writing to younger schoolchildren. The urgency of the problem of teaching creative writing in the native Chuvash language is due to the need for the formation of text competencies in younger schoolchildren, the lack of formation of their native writing skills, especially creative writing. Material and methods of research. The main research methods were the study of literature, the analysis of teachers 'difficulties and errors in the students' works. A brief history of the issue is considered: the ideas of developing creative writing skills among foreign researchers: the most successful start of learning creative writing is 4-5 years old (M. Montessori), the need to believe in the creative abilities of a child (S. Frenet); leading domestic teachers: every child is born a potential writer (L. N. Tolstoy), the experiments of V. A. Sukhomlinsky and Sh. Amonashvili on composing fairy tales and stories by students, I. Ya. Yakovleva on teaching creative writing to students of the Chuvash Simbirsk school; the main provisions of the Chuvash linguodidacts: the support of written creativity on the development of oral speech (M. Ya. Sirotkin), on the observation of objects, phenomena (F. T. Timofeev), the need to study the structure and content of the text from the first grade (V. E. Efimov, I. V. Drozdov, L. P. Sergeev), the need to work on composing miniature texts in the native language lessons (D. S. Filippova). The main problems in teaching creative writing in the Chuvash primary school are highlighted. The assumption is made about the effectiveness of planning within the hours allocated to the native language, creative writing lessons. The results of the study. The purpose and tasks, features of the organization of creative writing lessons in grades 2-4 of Chuvash schools are described: it is recommended to conduct one lesson every two weeks, the main goal is the formation of a comprehensively developed language personality. The main directions, methods and forms of work: work on the content, structure of the text; on language tools, editing. It is concluded that the idea and provisions of the methods are accepted by teachers, and the lessons of creative writing are introduced into the practice of the Chuvash primary school.