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DIDACTIC FEATURES OF IMPROVING THE METHODOLOGICAL
PREPARATION OF FUTURE PRIMARY TEACHERS TO DEVELOP
STUDENTS’ SPEECH
Koychiyeva Zarnigor Abdmannob qizi
TDPU independent research paper “Theory and Methodology of Education”
(primary education)
https://doi.org/10.5281/zenodo.15645326
Annotation:
The article is aimed at revealing the didactic features of
improving the methodological preparation of future primary teachers to develop
students' speech, the importance of innovative approaches aimed at familiarizing
future primary teachers with new modern technologies in the higher education
system.
Keywords:
didactic, didactic factors, principles, methodological preparation,
primary school, educational methods, formation of teaching forms
Introduction.
The issue of training highly qualified specialists in our
republic is being considered at the level of state policy. In particular, the
“Development Strategy of New Uzbekistan for 2022-2026” sets out the top
priorities for improving the quality of education [1]. Based on this historical
document, the most important tasks facing today's specialists and researchers are
to develop the methodological training of future primary school teachers, expand
the scope of scientific research aimed at this goal and increase their effectiveness,
and develop new pedagogical conditions aimed at developing the methodological
training of teachers. One of the main tasks of modern education is to create a
creative environment for each student to develop their abilities, inner
capabilities, and creative potential, thereby creating a child with the skills to
independently acquire and assimilate knowledge. The ability to independently
solve educational and training problems related to the tasks to be performed, to
plan tasks to achieve the set goal, and to achieve the mastery of such virtues are
tasks consistent with the above-mentioned main goals. Among the important
tasks to be carried out in this direction, one of the priority tasks was to form the
specialists being trained from a scientific point of view, to educate and bring up a
well-rounded person who is spiritually and morally mature, has an independent
worldview, thinks creatively, and is committed to national values.
How can the laws of knowledge be used in the educational process? For this,
it is necessary to adhere to didactic principles. This is the methodological basis of
the perceived didactic laws; this is knowledge about the purpose, essence,
content, structure of education in a form that does not prevent its use as a
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permanent standard of practice. They serve as a methodological basis that guides
the choice of content, forms, methods and means of education.
When improving methodological training, these principles direct the teacher
to operate on the basis of a conscious, systematic, reflective and innovative
approach. We would like to dwell on the main didactic principles used in our
research and their analysis.
The principle of scientificity - ensures that the educational process is
organized on the basis of theoretical foundations, scientific approaches,
linguistics and methodological concepts. The future teacher deeply masters the
scientific foundations of the subject. Learns to interpret the lesson material
scientifically correctly and consistently. Methodological decisions (choice of
method, evaluation criteria) are based on scientific criteria.
The principle of demonstrativeness - involves conveying the studied
language material and speech activity to the student and pupil through visual,
audio, kinesthetic means. Forms a strategy for using real objects, schemes,
animations, video lessons in lessons. Ya.A. Komensky in his "Great Didactics"
justified demonstrativeness as a natural and effective way of education.
The principle of systematization, continuity - all parts of education are
interconnected, purposeful, organized in logical sequence. Lesson plans,
summaries, technological maps are drawn up on the basis of a systematic
approach. The skill of students to gradually form their speech develops. The
teacher plans, monitors and improves his pedagogical activity.
The principle of axiological and independence - a modern axiological
approach requires working with the internal values of the individual.
Independence implies the formation of the future teacher's ability to develop
methodological materials, assignments, lesson plans, as a creative and thinking
subject.
Thus, the laws of the theory of teaching in a higher educational institution
correspond to the system of didactic principles, which participate as the basic
rules necessary for organizing and planning the educational process. In
substantiating the principles of teaching, higher education didactics provides for
the following: the purpose of teaching in accordance with the requirements of
society; objective laws of teaching; specific conditions for the educational process.
Philosophical concepts such as general and particular, essence and
phenomenon, contradiction, connection are also important for didactics. Among
the general-scientific concepts used in didactics, such concepts as "system",
"structure", "task", "element" occupy a special place.
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Didactic concepts specific to pedagogy include: education, lesson, skills,
qualifications, knowledge acquisition, educational process, subject, educational
methods, educational tools, educational goals, etc. [3]. There are various
approaches to justifying the principles of teaching in higher education
institutions. They are: bringing educational work closer to scientific work;
ensuring high activity of students in independent educational and cognitive
activities [2].
“Didactics is a theory of education that studies the content, methods, forms
and results of the educational process. From this definition, it can be concluded
that the role of didactics in improving the methodological preparation of teachers
is of high importance. Didactic knowledge helps future teachers in planning
lessons, applying educational methods and monitoring students' knowledge.
Based on the ideas of scientists who have conducted research on the theory and
history of pedagogy, the connection between didactics and methodological
preparation is explained as follows: “A high level of scientific and methodological
preparation is intended to achieve a high professional culture.” This shows that
the methodological preparation of future teachers is based on didactic knowledge
and, through this, their methodological preparation is improved. Because
didactics determines the content, methods, forms and results of the educational
process studies, which is a key factor in improving the methodological
preparation of future teachers. In the theory of education, the didactic concepts of
Ya.A. Komensky and I.F. Gerbart are of great importance.
The creation of the traditional didactic system is associated with the name
of the German philosopher, psychologist and educator I.F. Gerbart (1776-1841).
He critically refounded the traditional system of classes of Ya.A. Komensky and
created an educational system based on the theoretical achievements of ethics
and psychology [4]. As I.F. Gerbart noted, the main features of the educational
system are: ensuring the intellectual development of students is the main task of
the school; raising a child is the task of the family [5].
In the 50s of the 20th century, psychologist and educator B. Skinner put
forward the idea of achieving efficiency in mastering the material based on the
delivery of information in parts and regular monitoring of this process. This idea
was later called "programmed education". Later, he created branched programs
that offer the learner various materials for independent work, depending on the
results of the control[6]. A higher educational institution is characterized by
such circumstances as the personal development of future primary school
teachers, the orientation of their interests in their profession, the stabilization of
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their independent thinking, activity, and the formation of their worldview and
needs for self-education. For a future teacher, student, the process of receiving
education in a higher educational institution is the most important period for
the formation, development, and self-improvement of qualities, knowledge,
skills, and competencies that are considered professionally important for the
successful implementation of pedagogical activities.
List of published works:
1.
О‘zbekistоn
Respublikаsi
Prezidentining
“2022-2026-yillаrgа
mо‘ljаllаngаn Yаngi О‘zbekistоnning tаrаqqiyоt strаtegiyаsi tо‘g‘risidа” 2022 yil
28 yаnvаrdаgi PF-60-sоn fаrmоni. 28.01.2022.
2.
Лернер И.Я. Развитие мышления учащихся в процессе обучения
истории: пособие для учителей. M. : Просвещение, 1992. 191 с.
3.
Filin F.P. Some words about language norm and speech culture. Speech
culture questions.- No7, 2006; С.44-48.
4.
Kharaev Zh.A. Level of cognitive activity. Kazakhstan school, 2004. No3;
67-69.
5.
Luria A.R., Yudovich, F.A. Speech and development of mental processes of
the child. Moscow: Pedagogika, 2008.
6.
Salnikova T.P. Methods of teaching grammar, spelling and speech
development, M., 2001.
