Methods of Distance Learning of the Ukrainian Language

Abstract

The article defines and characterizes effective methods of distance learning of the Ukrainian language in institutions of general secondary education. Guidelines for the selection of methods are defined: students as subjects of the educational process; skill as a productive component; form of education. Emphasis is placed on the following division of methods: the teacher's methods (teaching methods), the student's methods (learning methods) and the methods of their joint activity.
Learning methods are defined for each type of activity, in particular: 1) organizational: goal setting, planning (road map of a lesson or self-study), timing (avoiding anything that distracts; setting a timer, focusing on the task); reflection; 2) methods of information processing and assimilation: reading (visual scanning of the text; thoughtful reading; selective reading); research (forecasting, generalization, actual formulation of rules, concepts; conclusions); associative (correlation of information by similarity with known objects, phenomena, forms, signs); visualization of information (creating images that present concepts; imaginative illustration; making collages); construction (transformation of text information into a picture, diagram, table); modeling (creation of a model, a chain in which the studied phenomenon, concept occupies its assigned place); explanation (explaining what has been learned to family members, friends); mnemonic (making memory maps, word clouds; identifying key words; active recall); 3) methods of consolidation and creative application of knowledge and skills: exercise method, project method; 4) methods of self-control: emotional (sense of satisfaction/dissatisfaction), cognitive (tests, answers to questions for self-control), creative (searching for ways and situations of application of acquired knowledge, acquired abilities and skills), dialogic (composing questions for an imaginary dialogue based on the learned topic).
Teaching methods are characterized, in particular stories and their varieties; methods of joint activity of the teacher and students – dialogic, language observation, problem-based, situational, as well as the project method.