DIFFERENTIATED APPROACH AS A MEANS OF CORRECTIONAL AND DEVELOPMENTAL WORK IN RUSSIAN LANGUAGE LESSONS IN PRIMARY SCHOOL

Abstract

The article studies a problem of introducing the differentiated approach into Russian language lessons in primary schools. The author emphasizes the need to use this approach to create the most favorable conditions for the development of each child. The article substantiates the need to use a system of exercises and tasks in the Russian language, developed taking into account the individual characteristics of students, as well as the level of training, i.e. the educational process is built “from the student”, where the child is given an opportunity to pass the program material in the Russian language through reflection, reasoning, reference schemes and signal cards. The purpose of the article is to reveal the implementation of a differentiated approach to teaching Russian as a means of correctional and developmental work based on differentiation by levels in dynamic groups, where the child chooses tasks and can move from one level to another, thereby creating a situation of choice and success for each child. In conclusion, the results of testing are presented, which allow us to conclude that the used set of differentiated tasks played a role in the correctional and developmental work and increased the level of learning in the Russian language in students of the second class.