Methods of formation of natural science knowledge in literary reading lessons in elementary grades

the integration of educational fields is one of the tasks of a modern school, because it provides a holistic perception of the world around the child. The authors of the article see the purpose of their research in the development and refinement of methodological techniques that ensure the assimilation of natural science information by primary school students in literary reading lessons. The objectives of the research include the substantiation of the meta-objective approach to learning, the compilation of methodological materials for lessons demonstrating the application of the selected techniques in practice. The article highlights and substantiates such techniques as drawing up flowcharts based on meaningful text analysis, comparative analysis of information from different sources, and working with texts of different stylistic backgrounds (artistic, journalistic, scientific). The considered effective methods of organizing the child's activities, according to the authors, can be used both in lessons and in organizing extracurricular activities in literary reading, they contribute to a deeper assimilation of information about the animal world obtained from the literary text. The authors address the results of their research (methodological materials and recommendations) to undergraduate, graduate, and primary school teachers for professional practice at school.

integrated lesson, natural science information, modeling, schematization, comparative analysis, cognitive development, research