educational process has got some unique characteristics, and it is generally viewed as
a variety of the information process and they activate the need of the information
impact importance at different teaching levels on its running and results depending on
the violation of the informational tasks [6, p. 185].
The Law of Ukraine “On the Main Bases of the Information Society Development
in Ukraine for 2007 – 2015” was adopted in 2007 [3]. It informs about providing of the
unified informational space functioning in all educational and scientific institutions of
Ukraine. According to the traditional teaching methods informational space for the
pupils of the middle general educational institutions is created as a rule by a teacher’s
information and printed media (textbooks, dictionaries, reference books, encyclopedic
literature etc.). But according to the modern school requirements informational space
for pupils is performed using electronic sources by means of Internet technologies and
computer teaching programmes. Their usage helps to solve a number of methodical
tasks:
1)
Access to the authentical information helps to effectively form pupils’ skills
concerning different kinds of reading (namely educating, informative, searching and
skimming) and text listening;
2)
Creating the true language medium under the conditions of audio and video
conferences, chats and sending e-mail develops the necessity to correctly communicate
with other speakers and communicative skills of communication culture;
3)
Ability to search different information in the electronic sources improves skills
to interpret oral (written) utterance on one and the same topic [4, p. 130–135].
Besides, usage of information technologies in the educational process is aimed at
the formation of the pupils’ skills to constantly study and find themselves in an active
cognitive process starting with the primary school lessons.
In the concept “A New Ukrainian School” [5, p. 6] a special attention is paid to
forming the schoolchildren’s basic competences, among them the central place is taken
by the skill to study individually, to use various ways of the necessary information
search in different sources, including the means of communicative-informational
technologies, to individually work with the information given in various forms.
As О. Savchenko truly asserts just in the primary school the younger
schoolchildren should develop their desire to study in the course of their whole lives.
The scientist thinks that “pupils’ motivational component of the studying skills is the
basic one for their becoming the studying objects” [6, p. 85 – 97].
If a primary school pupil shows his interest to studying and his desire to know
more and to well understand the learnt material, then the process of the world cognition
will be easy, pleasant and useful for getting further knowledge. To develop a pupil’s
interest and to motivate him О. Savchenko offers the teacher to use the motivational
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