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RELEVANCE OF IMPROVING COMMUNICATION COMPETENCES OF
PRIMARY SCHOOL STUDENTS
Suyarova Aziza Khurshid kizi
Doctoral student of Tashkent state pedagogical university
https://doi.org/10.5281/zenodo.15099407
Abstract:
This article highlights the methodological importance of training
future teachers to develop the communicative competencies of younger
schoolchildren. It presents scientific research by foreign scientists on this topic.
Keywords:
communicative
competence,
communication
skills,
literativeness, sociability.
In order to develop communication competencies in primary school
students, first of all, there is a need to improve these abilities in the future
primary school teachers themselves. The basis of this ability is the professional
reflex of the teacher. Reflection (lot. "reflexsio" – retrograde) is "a form of
theoretical activity aimed at the comprehension of one's own actions and their
laws, which are harmoniously developed in all respects; an activity aimed at self
– knowledge and understanding, which reveals the inherent hidden sensations
of the human spiritual world". The concept of refraction first arose in ancient
Greek philosophy, and the process of one's self-reflection on the contemplation
of one's mind meant one's attention to the analysis of the content of one's
thoughts (Descartes). Socrates, Plato, Locke, and other Greek philosophers argue
that refraction is the activity of a person aimed at self-knowledge, at recognizing
what he is capable of. European philosophers such as Kant, Hegel, Fixte,
Schelling, on the other hand, viewed reflection as the basis for the development
of human cognitive abilities. In the current modern pedagogical research work,
many scientists believe that the reflection I.N.They rely on the classification
proposed by Semyonov. He comments by proposing the following types of
reflex:
1. Intellectual reflection: determines a positive solution to problems based
on thinking.
2. Personal reflection: provides for the elimination of the teacher's conflict
(conflicts) from pedagogical conflicts without quarrels on the basis of Thought
research.
3. Communicative reflection: determines the mutual understanding of each
other of their partners in the process of communication.
4. Cooperative reflection: activities related to the Coordination of joint
mutual regular labor activities of Team Members.
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Communicative reflection, which is central to the development of
communication competencies, serves as an emotional factor in the forms of
communication of the student and teacher, student and student.
In the scientific literature, there are different views in describing the
problem of communication, for example, K.K. Platonov considers communication
as a special case of broader interactions that manifest themselves in the form of
information exchange and are called communication [5], V.N.Kunisina, on the
other hand, calls communication the widest category for defining all types of
communicative, informational and other communication of people, including
simple forms of interaction. (1968) [4]. A. A. Leontiev, understanding
communication in his works as one of the types of activity, argues that this does
not mean that in all cases communication acts as an independent activity, it can
act as a component, an integral part, and at the same time as a condition for
other non-communicative activities. [3].
In this matter, B.F.Lomov A.A.Leontieva specifically asks: "Is it justified to
consider communication as an activity or to consider it only a special case of
activity?". Furthermore, in" communication as a problem of general psychology",
he argues his position: the concept of" communication "encompasses the
category of Real-life" Subject-subject " relationships in addition to activity. While
there is no doubt that activity and communication have many common
characteristics, it is still not enough to define them, says Lomov defines
communication and as the interaction of the subjects who enter it as partners
[3] [2].
The term "communicative competence", which appeared in the 70s of the
20th century, was associated with developmental psychology, cognitive
psychology and sociolinguistics. A number of scientists, including Haymes
(1970), argue that communicative competence is a tool that any child perceives,
classifies communication situations that develop around him, and, accordingly,
determines what and how to tell him [6].
On the other hand, in foreign studies, communicative competence is
understood as the ability of the language being studied to communicate orally or
in writing with a native speaker in real-life situations [1].
In conclusion, we note that one of the competencies that plays an important role
in improving the methodological training of future primary school teachers is
communicative competence, which is primarily developed by them, according to
which sufficient knowledge, skills and qualifications must be formed. Because
thanks to this knowledge, skills and qualifications, in future work, in the
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International scientific-online conference
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educational process, students not only develop communicative competencies,
but also serve as a factor in their formation as a mature personality.
References:
1.The Encyclopedic Dictionary of Psychology. The Dushkin Publishing Group.
Ohio: Terry. F. Pettijohn, 1991. 198 p.
2.Исенина Е.И. О проблемах воспитывающих и развивающих методов
обучения иностранному языку // ИЯШ, 1990. №1.32-38.
3.Майорова М.А. Некоторые психолого-педагогические особенности
объема и распределения учебного материала в интенсивном курсе //
Активизация учебной деятельности. Вып. 3. М.:Изд-во МГУ, 1981. 128
4.Л. Камела. Структура коммуникативных способностей учителей: Дис.
канд. психол. наук. СПб.: СпбГУ, 1993. 146.
5.Платонов К.К. Проблемы способностей. М.: Наука, 1972. 92.
6.Трофимова
Г.С.
Основы
педагогической
коммуникативной
компетентности: Учеб, пособие. Ижевск: Изд-во Удм. ун-та, 1994. 76
