DESIGNING AN EXERCISE–TASK SYSTEM AND DIDACTIC–METHODOLOGICAL REQUIREMENTS BASED ON THE VARK MODEL IN PRIMARY SCHOOL MOTHER TONGUE LESSONS

This article scientifically and methodologically substantiates the necessity of organizing an exercise–task system multimodally in primary school mother tongue lessons on the basis of the VARK (Visual–Aural–Read/Write–Kinesthetic) model. The study analyzes the problem of relying on excessive grammarianism in mother tongue education, as well as shortcomings in developing students’ reading comprehension, listening comprehension, and speech expression skills. The VARK model is considered as an effective tool for organizing lessons through different perceptual channels, differentiating tasks, and improving learning outcomes. In addition, based on primary school age characteristics, cognitive load management, UDL principles, and formative assessment mechanisms, the didactic–methodological requirements for lesson design are systematized. The research results show that creating a bank of multimodal tasks increases the effectiveness of mother tongue lessons and contributes to the development of students’ speech competencies.