Abstract:

The development of coherent speech is one of the important tasks of teaching primary school students their native language. The ability to express one's thoughts is closely related to important mental qualities such as thinking, memory, logic, and observation, and requires the use of language tools that allow students to express their impressions and experiences in a grammatically correct and meaningful manner.

According to O.B. Zyryanova, and A.G. Prokofieva, local history materials contain systematic knowledge about one's native land and help younger students understand their native land as part of their homeland. Based on the analysis of methodological literature (M.V. Lvov, V.G. Goretsky, O.V. Sosnovskaya), we have identified the pedagogical conditions, methods, techniques, and tools for teaching younger students various types of compositions based on the use of local history materials.

Based on the results of our study, we concluded that primary school students have insufficient skills in writing essays. Only 19% of the students had an essay that met the requirements; 34% had a poorly disclosed topic; 47% – the topic of the essay is not disclosed. Authors developed and tested a methodology for preparing primary school students to write an essay using local history materials as a teaching tool to foster a love for the local area and motivate primary school students to create coherent narratives.

The developed methodology for incorporating local history materials into the process of preparing primary school students to write an essay was implemented in three stages:
- I stage. Accumulation of material: organization of direct observation of a cultural local history object, conducting an excursion in the National Village Museum, which is a cultural complex of 10 courtyards (Russian, Ukrainian, Mordovian, Tatar, German, Armenian, Kazakh, Bashkir, Chuvash, and Belarusian), a thematic conversation that activates students' speech activity and motivates them to create coherent statements that serve as material for future essays.
- II stage. Selection of material in accordance with the theme and the idea of its disclosure, systematization of the material, and its arrangement: compilation of a coherent text-description of the home-museum based on the teacher's observations and narration. The tour of the museum is accompanied by the reading of highly artistic texts, which are examples of the art of the word.
- III stage. Text composition, recording, corrections, self-checking: students' work in the classroom, including a discussion about what they saw during the excursion, planning, and writing an essay.

At all stages of the work, each student was an active subject of the educational process, which was ensured by the creation of the following organizational and pedagogical conditions: a friendly atmosphere that allowed students to be motivated to create coherent statements; the organization of a creative approach to the learning process; increased interest in each student's opinion; the development of students' thinking processes based on ensuring high student activity; and the implementation of frontal work that allowed all students in the class to simultaneously complete a common task.

Keywords:

Coherent speech, pedagogical conditions, local history materials, written essay, primary school students.