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кандидатская диссертация). Нижегородский государственный лингвистический университет,
Нижний Новгород, Российская Федерация. 1999
3. Зимная, И.А.
Ключевые компетенции. Результат новой парадигмы образования.
Высшее образование сегодня
. 2003 5, 35-41.
4. Вербицкий A.A.
Компетентностный подход и теория контекстного обучения :
материалы к четвертому заседанию методологического семинара
16 нояб. 2004 г. — М. :
Исследовательский центр проблем качества подготовки специалистов
, 2004. — 84 с.
5. Федотова, Н. Н.
Профессиональный потенциал выпускников. Человеческие ресурсы
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1(2), 1999 14-16.
6. Пешня И. С.
Интерактивные технологии обучения как средства развития
профессиональной компетентности курсанта военизированного вуза
: дис; . канд. наук :
13.00.01. / И. С. Пешня. Иркутск, 2005. - 176 с.
CURRENT PROBLEMS OF FORMATION OF TOLERANCE IN PRESCHOOL
CHILDREN USING THE EXAMPLE OF DIALOGUE OF CULTURES
Kalibaeva Alima Erkinbaevna
,
1st year Doctoral student,
Nuku State Pedagogical Institute named after Azhiniyaz
Tolerance is manifested in Uzbekistan at the state (Government Decrees and Decrees) [1],
social-democratic (understanding and respect for lifestyle, worldview), original worldview (etiquette,
traditions and customs, views, beliefs, expression of emotions) levels [3;6].
The scientific and pedagogical literature discusses various approaches and methods of
developing tolerance in relation to different age groups of students, but the development of tolerant
attitudes and relationships in preschool age is of particular importance, since in modern psychology
and pedagogy this age is considered as the initial stage in the formation of personality and worldview
, morality.
Experts recognize the preschool stage of education as equivalent to all subsequent stages of
education, emphasize its special sensitivity and affirm the enormous role of preschool childhood as
the first stage of personality development, at which the value foundations of a worldview are laid and
many moral qualities are developed.
Of course, the principle of dialogue between cultures seems relevant as the most organic and
accessible way for a given age to introduce children into the process of developing their tolerance.
The principle of dialogicity in the educational process allows one to expand ideas about one’s
own and other cultures through knowledge of the unknown, comparison, juxtaposition, penetration
of those brought up into the particular communicative, ritual, psychological, ethical characteristics of
other peoples, the originality of their emotional artistic (art, creativity manifestations).
The concept of cultural dialogue is very broad and can be considered as a dialogue of cultures
between a teacher (educator) - a preschooler, preschool teachers - a family, a dialogue of cultures
between preschoolers themselves - representatives of different national cultures.
Basic principles of forming a dialogue between cultures of preschool children: - creation of a
favorable communicative and emotional atmosphere;
- the use of creative forms of applying the dialogue of cultures in the process of developing
tolerance;
- taking into account the age and individual characteristics and abilities of children when
selecting material (visual, cognitive, gaming, creative and performing) and corresponding types of
activities; an individual approach is determined by the basis of the artistic and aesthetic activity of
preschoolers in the process of integrated classes;
- cooperation between kindergarten and family in implementing a dialogue of cultures, through
which the process of aesthetic, spiritual, moral and general development of children is enriched.
The actual concept of dialogue of cultures in relation to educational activities is used to form
interethnic tolerance, but during preschool childhood it acquires special significance. Preschoolers
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themselves are not yet able to understand the essence of the concept of “tolerance,” therefore, very
delicate and tactful work of the teaching staff of preschool educational institutions is required to form
the required qualities through games, musical performance, drawing, quizzes, matinees, holidays, and
special forms of joint activities with teachers and parents.
The foundations of tolerance laid down in childhood will manifest themselves in the future in
a respectful attitude towards representatives of another culture, their customs and individual
characteristics, will allow you to successfully cooperate with people of different views and beliefs,
master the skills of dialogical communication, achieve success in meaningful activities, collaborate,
and exchange best practices .
REFERNCES
1. Decree of the President of the Republic of Uzbekistan “On measures to further improve
interethnic relations and friendly ties with foreign countries” UP 5046 dated 05/19/2017.
2. Rizaeva L.M. Cognitive interest in the dialogue of cultures as the goal of cultural and
linguistic education of preschool children // Theory and practice of social development. 2013. No. 1.
pp. 258-261.
3. Murtazaeva R.Kh. The manifestation of tolerance of the Uzbek people in multi-ethnic
Uzbekistan under conditions of independence. / Murtazaeva R.Kh. // “Science, technology and
education.” – 2018. – P. 1-6.
THE USE OF WORLD SCIENCE AND TECHNOLOGY IN THE FIELD OF
TRANSLATION STUDIES
Kazakbaeva Aziza Jumabaevna
3
rd
year student at KarakalpakState University
Nukus, Karakalpakstan
Scientific adviser: Sadullaeva Alfiya
The use of world science and technology in the field of translation studies has brought about a
revolution in how languages are understood, interpreted, and communicated across cultures. This
integration has not only transformed the way translations are conducted but has also led to
advancements in translation methodologies, tools, and practices that have greatly enhanced global
communication and understanding.
One of the most significant contributions of science and technology to translation studies is the
development of machine translation (MT) systems. MT systems use algorithms and artificial
intelligence to automatically translate text from one language to another. These systems have
significantly increased the speed and efficiency of translation processes, enabling large volumes of
text to be translated quickly and accurately. While early MT systems were often criticized for
producing inaccurate and unnatural translations, recent advancements in neural
machine translation (NMT) have greatly improved the quality of translations generated by
machines.
NMT systems, which are based on deep learning models, have the ability to understand context,
idiomatic expressions, and nuances in language, resulting in more accurate and natural-sounding
translations. This has made MT systems increasingly popular for translating a wide range of content,
from news articles and technical documents to social media posts and e-commerce product
descriptions. The widespread adoption of MT systems has not only accelerated the pace of translation
projects but has also made translation services more accessible and affordable for individuals and
businesses around the world.
In addition to MT systems, advances in natural language processing (NLP) technologies have
also had a profound impact on translation studies. NLP technologies enable computers to understand,
interpret, and generate human language, allowing for more sophisticated language analysis and
translation capabilities. These technologies have been integrated into translation tools and platforms,
enhancing the accuracy and efficiency of human translators by providing real-time suggestions,
glossaries, and terminology databases.
