Development of spelling vigilance of younger schoolchildren based on the use of phraseological units
The article is devoted to the actual problem of finding ways to develop spelling vigilance of younger schoolchildren. The solution to this problem is due to the annual decrease in the index of spelling literacy of children according to the statistical data of the All-Russian verification works for the period from 2017 to 2019. One of the main reasons for this decline is the lack of spelling vigilance in children and low motivation for spelling work in primary school. The need of teachers for practical manuals on the development of spelling vigilance of younger schoolchildren is also relevant. The purpose of the article is to present a new variant of the development of spelling vigilance associated with the use of spelling exercises with phraseological units. To solve the problem, the methods of theoretical analysis of pedagogical and methodological research, analysis of modern educational and methodological kits, dictation, testing, modified diagnostics of the level of awareness of spelling actions by T. G. Ramzayeva were used. Quantitative and qualitative analysis of the obtained data was carried out. The article describes the structure and content of the exercises developed by the authors, which, based on a special selection of phraseological units and the changing methods of mental activity provided for each time when working with them, are aimed at developing spelling vigilance of younger schoolchildren. The proposed exercises help to activate the cognitive interest of younger schoolchildren, increase the emotional level of students' work, relieve tension and prevent fatigue. The article provides examples of spelling exercises with phraseological units. The novelty and theoretical significance of the study is to substantiate the process of developing spelling vigilance of younger schoolchildren in the process of using spelling exercises with phraseological units developed by the authors. The results of the study can be used in the process of teaching younger schoolchildren and in the further development of the problem of the development of spelling vigilance in the junior and middle levels of secondary schools.