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.
Autori u prilogu prikazuju rezultate istraživanja mišljenja učitelja i učenika o poučavanju nastavnih predmeta sa sadržajima građanskog odgoja u slovenskoj javnoj školi te utjecaj raznih čimbenika ...koji utječu na ostvarivanje nastave predmeta koji su od školske godine 2008/09 nazvani građanski i domovinski odgoj te etika. Prije toga ti su predmeti nazivani kratko građanski odgoj
i etika. Predmeti se u slovenskoj školi poučavaju u zadnjoj trećini trajanja obavezne škole, u sedmom i osmom razredu, ali ne i u devetom. U osnovnoj školi ciljevi predmeta nadovezuju se na vrijednosti koje proizlaze iz ljudskih prava i za njihovo ostvarivanje mora se, kao i kod svih ostalih predmeta, polaziti od učenikovih predznanja, sposobnosti i interesa. Pri organiziranju nastave učitelji polaze od didaktičkih načela i kriterija kao što su razvojna dob djeteta, djetetova iskustva, osobni doživljaji, učenikovo mišljenje, predznanje, interesi i temeljne potrebe učenika pri izboru sadržaja, motivacija, proučavanje slučajeva, aktivno uključivanje svakog učenika te ostvarivanje socijalnih, osjetilnih, motivacijskih, estetskih te moralnih i etičkih ciljeva. Rezultati istraživanja su pokazali da čimbenici kao što su nastavni program, oblici i metode rada, nastavna sredstva, organizacija života i rada u školi, broj nastavnih sati i stručnost učitelja značajno utječu na osobna stajališta
učenika i učitelja o uspješnosti izvedbe nastave. Ovaj rad tako prikazuje pogled u pedagošku praksu izvođenja nastave prikazanog nastavnog predmeta i objašnjava razlike u gledanjima učitelja i učenika na ostvarivanje nastave ovih predmeta.
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