Volume 03 Issue 10-2023
44
American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
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03
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SJIF
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Тhe article considers the importance of rhetoric as the art of using a livin
g word for effective and efficient
communication. The laws of rhetoric under consideration make it possible to determine the path of students to
rhetorical success. The peculiarities of teaching undergraduates rhetoric at a higher educational institution is their
comprehension of the art of the word, regardless of the direction of training and the construction of the educational
process, taking into account these circumstances, in accordance with the methodological and didactic principles of
teaching in preschool education.
KEYWORDS
Rhetoric, future educators, excursion, observation, preschooler, senior preschool age, speech development, tasks,
planning, vocabulary.
INTRODUCTION
Research Article
FEATURES OF TEACHING FUTURE EDUCATORS PEDAGOGICAL
RHETORIC THROUGH THE DEVELOPMENT OF SPEECH
Submission Date:
October 06, 2023,
Accepted Date:
October 11, 2023,
Published Date:
October 16, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue10-08
Khilola Sh. Ochilova
chair of "Methodology of preschool education" TSPU named after Nizami, Uzbekistan
Khurliman K. Shamuratova
Lecturer, Nukus State Institute named after Ajiniyoz, Uzbekistan
Aygul K. Saparniyazova
Assistant of the department "Preschool education" Nukus State Institute named after Ajiniyoz, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
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Publisher:
Oscar Publishing Services
Servi
In the conditions of transformations taking place in all
spheres of life in modern Russia, the need for
humanitarian education and the formation of a speech
culture of the individual on its basis has sharply
increased. The need for the humanitarization of
education is dictated by the need to return to the
historical
traditions
of
Russian
humanitarian
education, to expand opportunities for the versatile
development of the individual, his self-consciousness.
The most important element of the humanitarian
culture of a modern professional is his successful
mastery of rhetoric, since knowledge of the laws and
rules of speech construction allow him not only to
establish friendly contacts with the audience, but also
form skills such as tolerance, the ability to find
compromises with opponents, be able to listen to the
interlocutor, possess communicative competencies in
the field of dispute rhetoric, etc.
THE MAIN RESULTS AND FINDINGS
Presentation of the main material of the article. The
culture of speech is the key to professional activity, a
business card for any specialist with a higher
education. The ability to express your thoughts, to
master professional terminology, competent and
expressive speech - all this is undoubtedly one of the
conditions for success in professional activity. These
circumstances are the reason for the introduction of
the academic discipline "Rhetoric" into the educational
process of the university, which contributes to the
formation of the speech culture of the future specialist,
gives knowledge and skills of a humanitarian nature
about speech, so necessary in the life of every person.
Rhetorical abilities are not only a natural talent of a
person, his impact on a communication partner and the
audience as a whole with the help of speech, but also
the skills acquired in training to carry out rhetorical
actions, follow rhetorical patterns, achieve the desired
result (intellectual, emotional, communicative).
Individual independent work of the student according
to the program agreed with the teacher accelerates
the path to rhetorical success.
The path to rhetorical success also depends on the
knowledge of modern rhetoric, mediated by the laws
of rhetoric or the laws of speech behavior. The laws of
rhetoric determine the consistency of thought-speech
activity and, thus, determine the communicative
success. Turning to university didactics, we see that the
main task of modern higher education is to form the
personality of a future professional who meets the
current needs of society and the state. The change of
the university educational paradigm - from the
formative to the developing one, allows you to fully
realize the student's inner potential, prepare him for
professional activity, form a readiness for negotiations,
discussions, public speaking. In these conditions, the
defining directions of students' education at the
university are:
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Publisher:
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-
systematicity (consistency) - logical construction of
both the content and the learning process;
-
creative activity of the student, involving the
development of cognitive needs;
-
formation of scientific thinking - willingness to look
for answers to creative and research tasks, with an
unknown solution in advance;
-
self-knowledge - students' understanding of
themselves;
-
self-identification - the study of yourself, your
capabilities and abilities;
-
creation of a personality-oriented educational
space;
-
subject-the subjective nature of cooperation
between teachers and students.
The implementation in the pedagogical process of
higher education of such didactic principles as
fundamentalization, humanitarization, axiologization,
principles of integrity and integration - allow us to
consider rhetoric not as an applied discipline, but as the
basis of the modern educational process.
The practice of developing a student's speech culture
is determined by the goals and objectives of the
academic discipline "Rhetoric", as well as the
competencies formed in accordance with the state
educational standard of higher education, which
determines that as a result of mastering this discipline,
the student must have the ability to carry out business
communication orally and in writing in the state
language and a foreign language. Based on this, the
purpose of studying the discipline "Rhetoric" is to form
the communicative and rhetorical competence of the
student. Solving the problems of the discipline will
allow students:
-
to acquire rhetorical knowledge about the rules
and norms of communication, about the
requirements for speech behavior in various
communicative and speech situations;
-
to understand the peculiarities of business
communication, the specifics of communicative
and speech situations in professional activity;
-
to master the ability to solve communicative and
speech tasks in a specific communication situation;
-
to study the experience of analyzing and creating
professionally significant types of statements;
-
to develop a creatively active speech personality
who is able to apply the acquired knowledge and
formed skills in the new constantly changing
conditions of the manifestation of a particular
communicative situation, able to search and find
their own solution to a variety of professional
tasks.
Theoretical and practical competencies in the field of
rhetoric are formed through the implementation of the
principle of the connection of theoretical learning with
practice, the essence of which follows from the fact
that "knowledge detached from practice, not used to
solve practical problems, is poorly absorbed by
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students, does not arouse their interest, does not
stimulate their cognitive activity." For example, by
studying the concept of dispute, students acquire skills
that allow them to properly conduct a constructive
dialogue not only in the classroom, but also in everyday
life, which is important for the successful development
of interpersonal relationships and, in general, for the
formation of a student's personality. Awareness of the
need for the studied material in practice significantly
increases the motivation to learn.
In practical classes, students are given the opportunity
to learn the practice of public speaking. Public speech
is a type of discourse involving communication with
groups of people united by a variety of principles: by
profession, by community of interests, by joint
activities, etc. At the same time, the association can be
stable, permanent, organized, or it can be temporary,
accidental, spontaneous. The ability to carry out public
communication with any of these groups is what
develops rhetoric.
The process of mastering the discipline "Rhetoric"
should be holistic (solve not only educational, but also
developmental and educational tasks), adequate to
the goals and objectives of the discipline, be
implemented in a certain sequence, taking into
account the competence being formed. Methods of
teaching rhetoric, as a rule, are well known and
described in detail in special methodological literature.
However, using only these methods would be
insufficient without interactive technologies, such as
business and role-playing games, trainings, case
studies, brainstorming sessions, etc. everything that
contributes
to
the
formation
of
students'
communication skills. At the same time, we must not
forget that not all students are ready for rhetorical
actions, are able to defend their opinions, participate
in discussions, and competently speak out on the
merits of the dispute. Given these circumstances, the
first practical lesson is usually devoted to overcoming
the fear of performing. The ability to speak publicly is
the most valuable skill of a modern business person.
Representatives of many professions, by virtue of their
duties, face the need to speak to an audience quite
often. Communication is the basis of social
connections, without speaking skills it is very difficult
to achieve a positive result in working with other
people. Given the importance, the responsibility for
the outcome of the negotiations also increases. The
fear of public speaking can be overcome, for this, for
example, students are invited to prepare a self-
presentation, the purpose of which is to present
themselves, tell about their character, hobbies,
advantages and disadvantages, i.e. to present their
inner world most sincerely and fully. It is important to
make it clear to students that the constant practice of
public speaking helps to reduce fear.
In practical classes, students also learn the clear
pronunciation
of
words,
compose
various
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congratulatory speeches, speeches designed for
different audiences and taking into account the profile
of the student's training. Important for oratory is the
elocution of speech, the use of tropes and rhetorical
figures that adorn speech, make it more expressive.
The education of speech culture enriches the ideas of
students in the field of eloquence, allows them to feel
the natural sequence of the speech process (first a
thought, then a word) and to practice the flexibility of
their intonations in verbal interaction with the help of
dialogues composed of proverbs and sayings.
A rational combination of collective and individual
forms and methods of educational work involves the
inclusion in the educational process of various forms of
training organization (for example, the construction of
an educational lesson in the form of a discussion), ways
of organizing cognitive activity (frontal, individual,
group (pair), with the predominance of the latter). The
formation of students' communicative rhetorical
competencies also occurs through the solution of
individual and differentiated tasks.
The training session should be emotionally intense,
contributing to the creation of a situation of success
for students. Therefore, the principle of emotionality
presupposes the construction of the educational
process in such a way that the student feels
comfortable in the lesson, so that positive emotions
and self-confidence prevail. It is known that learning is
a two-way process, the result of which depends on the
activity of the teacher (the teaching process) and the
student (the learning process), therefore, the nature of
interaction between participants in the educational
process should be subject - subject, contribute to the
development of cognitive activity of students, the
formation of their activity and independence in
mastering knowledge.
Thus, the effectiveness of the organization of
educational activities of the teacher and students in
the field of the formation of a culture of speech and
rhetorical competencies depends on the pedagogically
competent organization of the educational process, in
accordance with the methodological and didactic
principles of higher education, in creating a situation of
success, motivation to study the discipline,
coordinated work of teachers and students. The
process of teaching rhetoric should be holistic, closely
related to the upbringing and development of the
student's personality.Creating conditions for the
comprehensive development of preschool children,
the widespread introduction of the state program
"First step" and inclusive education, the development
of educational materials, ensuring continuity of
preschool and primary education will increase
coverage, ensure equal access of children to quality
preschool education, which will affect all aspects of
preschool educational activities, including the
development of speech of preschool children.
Volume 03 Issue 10-2023
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Publisher:
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President Shavkat Mirziyoyev signed resolution PP
–
4312, which approved the Concept of development of
the preschool education system until 2030 and the
roadmap for its implementation in 2019. The Concept
defined the goals, objectives, priorities and stages of
development of preschool education in the medium
and long term. According to the Ministry of preschool
education, the Concept provides for solving the
problems of lack of qualified teaching staff,
overloading of state kindergartens, inadequate
material and technical condition and low percentage of
provision of educational materials.
The connection between speech and mental
development of children clearly appears in the
formation of coherent speech, the development of
their thinking, perception, and observation. What
would be good, coherent to tell about something, you
need to clearly imagine the object of the story (subject,
event), be able to analyze the subject, select the main
(for this situation of communication) properties and
qualities, establish cause-and-effect, time and other
relationships between objects and phenomena.
Speech development according to the requirements
includes as a component the development of
coherent,
grammatically
correct
dialogic
and
monologue speech. Our coherent speech consists of
two parts-a dialogue and a monologue. The building
material for it is a dictionary and the development of
the grammatical structure of speech, i.e. the ability to
change words, combine them into sentences. Speech
development is still the most relevant in preschool age.
However, at present, the problem of developing
coherent speech in older preschool children has not
been sufficiently studied in pedagogy, despite the
traditional Declaration.
In the process of studying the problem of developing
coherent speech in older preschoolers, there is a
contradiction between the need to develop coherent
speech in older preschool children and the lack of
special pedagogical work on its development in PRE-
school settings.
According to M. M. Alekseeva and B. I. Yashina, the
development of coherent speech occurs gradually
along with the development of thinking and is
associated with the complication of children's activities
and forms of communication with people around
them. In the first year of life, in the preparatory period
of speech development, in the process of emotional
communication with an adult, the foundations of
future coherent speech are laid. Of particular
importance is the development of coherent speech.
The development of vocabulary, mastery of
grammatical forms, etc.are included in it as special
moments.
Teachers and psychologists who study the problem of
coherent speech development refer to the
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Publisher:
Oscar Publishing Services
Servi
characteristic given to it by S. L. Rubinstein. This is the
definition of situational and contextual speech.
Being sociable, overcoming taciturnity and shyness,
helps the child to tell stories. However, the
development of the formal side of speech should not
be underestimated. Expanding and enriching the
child's knowledge and ideas should be associated with
the development of the ability to correctly Express
them in speech.
This article discusses the role of organizing and
conducting excursions and observations for the
development of speech of preschool children in the
conditions of modernization. About the ability of the
teacher to plan and organize excursions and
observations correctly for the development of
coherent speech of children of senior preschool age
and enrichment of their vocabulary. The use of various
types and forms of excursions in training, allowing you
to diversify its process. The more they are used by the
teacher, the higher the interest of children. Only the
right approach to the process of organizing and
conducting excursions in the pre-school district will
provide a high-quality result.
The primary form of language existence is known to be
oral speech. The Russian literary language has two
main forms of existence: oral and written. The
development of oral speech in preschool age is
considered as one of the most important tasks for the
further development of written speech. There are
many similarities between spoken and written speech:
both forms are a means of communication, both
require a well-known vocabulary, and in addition, you
need to use a variety of ways to connect words within
a sentence and ways to connect between sentences.
Psychologists explain the connection between oral and
written speech by the fact that both forms are based
on internal speech, in which thought is formed.
In the development of children's speech and in the
development of a child of preschool age, the factor of
mental development of the child is assigned. The field
of direct observation is pushed apart by drawings. The
images and representations called by them are, of
course, less vivid than those given by real life, but in any
case they are incomparably more vivid and definite
than the images called by the naked word. Drawing
classes are held in all age groups. But while younger
and middle-aged children learn to describe drawings
based on questions from the teacher, in the senior and
preparatory school groups, the main focus is on
independent storytelling.
A preschool child likes to look at drawings and talks
about them vividly and with interest. Great is his desire
to share his impressions with others about what he
sees. The task of the teacher is to teach the
preschooler to start the story correctly on the chosen
topic and convey it vividly, interestingly, logically
sequentially.
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Classes allow you to accumulate knowledge about
subjects that are not always present in the daily life of
the child. Any new drawing that tells about the next
event in the life of familiar characters helps children
master the skills of competent storytelling, and later
competent construction of a monologue.
Of particular interest to kids are classes on the
possibility of using ordinary objects in a new form. A
simple example is plain paper. Children are always
interested in how it turns into three-dimensional toys.
Even the kid himself can make them. Let him crumple
the paper and wrap it with thread to make a ball. They
can also be played, for example, to throw in a bucket
or a target.
Older children can fold their own airplane or boat. But
to do this, you need to show them consistently how
they can be made. The kids ' memory is quite good, so
they will quickly make a new toy, and in the future they
will make it independently, without the participation of
their parents.
Drawing storytelling is based on indirect perception of
the surrounding life. Drawing not only expands and
deepens children's ideas about social and natural
phenomena, but also affects the emotions of children,
arouses interest in storytelling, encourages even the
silent and shy to speak. In the process of learning, it is
necessary to ensure that the child's story is
understandable to the audience, i.e. that all its parts
are interconnected and mutually conditioned. There
are a number of requirements for storytelling
drawings:
-
the content of drawings should be interesting,
understandable, and foster a positive attitude to
the environment;
-
-the drawing should be highly artistic;
-
images of characters, animals, and other objects
must be realistic;
-
-conditional formalistic images are not always
perceived by children;
-
you should pay attention to the availability of not
only the content, but also the image.
Drawings with excessive accumulation of details
should not be, otherwise children are distracted from
the main thing. Strong obscuration and reduction of
objects causes them to be unrecognizable. Avoid
excessive hatching and incompleteness of the
drawing. Viewing and talking about its content is one
of the techniques that prepare children for telling
stories based on drawings.
Thus, in the current socio-economic conditions, it is
necessary to take into account the socio-educational
potential of higher pedagogical education, which
combines the leading factors in the formation of the
personality of future teachers of preschool educational
organizations
–
activity
and
connected
communication, has a significant range of social
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openness, accelerates the process of interiorization of
socially significant experience by a person, contributes
to the formation of professional-value prosocial
attitudes among future teachers, focuses on the
implementation of the "prosocial vector" of higher
education, which can bring the culture of human and
pedagogical relations to a qualitatively new level,
ensure the restoration of regional solidarity, people's
awareness of their common interests with the
interests of the region, country, fellow citizens,
colleagues, and close people, their readiness for
socially approved behavior, socially significant activity,
collective actions, systematic mutual assistance and
mutual support
In the process of reviewing, Dialogic speech develops:
the ability to answer questions, justify your answers,
ask questions yourself, and the vocabulary is activated
and refined. Therefore, the purpose of the
conversation on drawings is to bring children to the
correct perception and understanding of the main
content of drawings and at the same time, the
development of Dialogic coherent speech. Typical
methodological mistakes of the teacher are often
predetermined by difficulties in children's perception
and understanding of drawings: the lack of
introductory conversation and stencil, template-based
questions.
CONCLUSION
Stories based on a series of story drawings prepare
children for creative storytelling on the subject of
paintings, for inventing the beginning and end of the
depicted episode. Writing different types of stories is
the most difficult type of speech activity for children.
Therefore, the teacher should gradually move from
setting simple tasks to more complex, but at the same
time feasible for children of this age. It is necessary to
constantly consolidate the speech skills acquired by
children, improve them and thus develop a coherent
monologue speech of preschool children.
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