Partner interaction as a didactic condition for the formation of speech culture in primary school students

Abstract

The article presents a comprehensive and versatile theoretical study of the pressing scientific problem of forming the speech culture of primary school students, examined through the prism of the modern subject-subject learning paradigm. The relevance of this scientific inquiry is directly determined by the strategic requirements of the State Standard of Primary Education and the fundamental provisions of the «New Ukrainian School» Concept, where the key priority is set on the development of linguistic, literary, and communicative competencies, as well as the holistic upbringing of a speech personality. Within the framework of the study, the content of the concept «speech culture of a primary school student» was clarified and scientifically interpreted, viewed as a complex integrative quality of a personality that harmoniously combines normativity (linguistic correctness), speech mastery (appropriateness, richness, expressiveness), and the ethical impeccability of communicative behavior. The essence of partner interaction is substantiated as a key and decisive didactic condition that acts as a powerful catalyst for the educational process and ensures a qualitative transition from outdated reproductive teaching methods to active, conscious, and productive communicative activity. The article reveals in detail the multifaceted functional possibilities of interaction in the hierarchical and horizontal systems of «teacher-student» and «student-student». It was found that within this model, the educator radically changes their professional position, acting as an active facilitator, moderator, and model speaker, while peers begin to be perceived as equal partners in cognitive search and the joint construction of new meanings. A complex of pedagogical conditions that ensure the real effectiveness of partnership is scientifically characterized: the design of an emotionally safe, speech-saturated, and aesthetic environment; the consistent stimulation of the child's active subjective position as an initiator of communication; flexible consideration of inclusive challenges and individualization of communication; and the rational and expedient use of innovative digital tools for organizing collaborative speech creativity and network interaction.