Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Methods of teaching Karakalpak language and literature in
Uzbek grades 8-9
Aysulıw
YUSUPOVA
1
Kary-Niyazi National Institute of Educational Pedagogy
ARTICLE INFO
ABSTRACT
Article history:
Received February 2025
Received in revised form
10
March 2025
Accepted 25 March 2025
Available online
25 April 2025
In this article, it is written that the professional competence
of a teacher is an important issue in our country, as well as the
classification of types. The definition of the concept of
competence is given by outstanding scientists. The competence
of a teacher in a higher educational institution is based on
pedagogical abilities and consists of a set of types of
competencies. Description of the relationship of pedagogical
competence with pedagogical activity.
2181-3701
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol3-iss4
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
the process of the lesson,
training,
conference,
pedagogical competence,
modern requirements.
8-9-
sinflarda qoraqalpoq tili va adabiyotini o‘zbek tilida
o‘qitish usullari
ANNOTATSIYA
Kalit so‘zlar
:
dars jarayoni,
mashg‘ulot,
anjuman,
pedagogik kompetensiya,
zamonaviy talablar.
Ushbu
maqolada
o‘qituvchining
kasbi
y
malakasini
shakllantirish masalasi ko‘rib chiqiladi va uning asosiy
turlarining tasnifi beriladi. Mashhur olimlar tomonidan taklif
etilgan "malaka" tushunchasining mohiyatini ochib beruvchi
ta’riflar keltirilgan. Pedagogik malakaning o‘qituvchilik faoliy
ati
mazmuni va samaradorligi bilan uzviy bog‘liqligi alohida
ta’kidlanadi. Bu esa uni zamonaviy o‘qituvchi kasbiy
mahoratining asosiy belgisi sifatida qarashga imkon beradi.
1
Independent Researcher, Karakalpakstan Branch of the Kary-Niyazi National Institute of Educational Pedagogy.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
4 (2025) / ISSN 2181-3701
278
Методы преподавания каракалпакского языка и
литературы в 8
-
9 классах узбекских школ
АННОТАЦИЯ
Ключевые слова:
процесс урока,
обучение,
конференция,
педагогическая
компетенция,
современные требования
.
В данной статье рассматривается проблема формирования
профессиональной компетентности педагога, а также
приводится классификация её основных видов. Представлены
определения, предложенные выдающимися учёными,
раскрывающие сущность понятия «компетентность». Особое
внимание
уделяется
взаимосвязи
педагогической
компетентности с содержанием и результативностью
педагогической деятельности, что позволяет рассматривать
её как ключевую характеристику профессионализма
современного преподавателя
.
INTRODUCTION
The scientific and methodological foundations for teaching Karakalpak language
and literature in Uzbek grades 8
–
9 are being enhanced, with particular attention to the
principles of textbook compilation and the development of effective teaching methods.
This includes the use of problem-based and review texts aligned with the lesson plans,
curriculum, and instructional methods of the Karakalpak language and literature course
for these grades.
The mechanism for using interactive methods in modern classrooms has been
refined and supported by increased teacher motivation. This is achieved by addressing
teachers' needs and incorporating effective problem-solving strategies into lessons,
thereby enhancing communication and student engagement.
In the context of global integration, educational challenges are becoming
increasingly significant. As stated in the new education concept adopted by international
organizations and developed countries for the period up to 2030: “Education is the main
driving force of progress and an essential activity for achieving the goals of sustainable
development.” To provide quality education and improve asses
sment methods, various
tools are effectively utilized, including virtual education technologies, open educational
resources, and educational management systems.
By these goals, the approach to teaching Karakalpak language and literature in
Uzbek grades 8
–
9 is being modernized. Literature classes are analyzed and redesigned
using innovative methods to enhance students’ learning experiences and outcomes.
In the 21st century, in the fastest updating of information all over the world, it is
extremely difficult and important to form moral and ethical qualities in the education and
upbringing of students of secondary specialized and professional educational institutions
of the Republic of Karkalpakstan.
Improving the scientific and methodological foundations of teaching Karakalpak
language and literature in Uzbek grades 8-9 and the principles of compiling textbooks,
improving methodological issues using problematic, monographic, review texts based on
the materials presented in the Karakalpak language and literature in Uzbek grades 8-9
program, lecture classes and teaching methods. The mechanism of using interactive
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
4 (2025) / ISSN 2181-3701
279
methods in modern lessons has been improved; it has been strengthened by teacher
motivation based on the needs of teachers, using effective problem-solving situations in
teaching Karakalpak language and literature in Uzbek grades 8-9, and activating the
communicative process. Improved teaching methods of Karakalpak language and
literature in Uzbek grades 8-9, the use of new forms of training that are consistent with
world achievements, the use of innovative learning technologies that are effective as
“Cluster”, “Vienna Chart”, “Insert”, “Brainstorming”, “Zigzag”, “I know. I want to know. I
learned”, also as the effectiveness of such events as literary even
ings, conferences. The
content of works on Karakalpak language and literature in Uzbek grades 8-9 was
improved, it was expanded as literary, expressive readings, folklore, lyrical, dramatic,
independent works; the purpose and tasks of organizing the exhibition angle according to
the Karakalpak language and literature in Uzbek grades 8-9, its activities based on the
literary program, the interests of students are defined;
Methodological problems as forms of teaching and curricula for teaching the
Karakalpak language and literature in Uzbek grades 8-9. All teachers are required to
follow the legal organization of the educational process and to have a creative attitude to
each lesson. To draw up a curriculum, literary programs, and educational standards
following the requirements of the law, the main direction of the study was to achieve the
improvement of the results and quality of education.
Karakalpak language and literature in Uzbek grades 8-9, basic concepts are studied
according to the methodology of teaching Karakalpak language and literature, the
relationship of programs with subjects, the principles of teaching, the organization and
planning of classes, interactive methods, the analysis of works of art, the study of the
writers' work, the conduct of extracurricular activities. It is important to study
comparatively the point of view of scientists on current problems of teaching literature, to
outline the development of the direction of methodological and theoretical opinions. The
methodological studies indicate the opinions of K.Yuldoshev, B.Tukhliev, K.Yusupov, and
others on the problems of teaching literature at schools.
Considering age and psychological features of students on the materials included in
the program on Karakalpak language and literature in Uzbek grades 8-9, it is necessary to
familiarize students with the best examples of Karakalpak language and literature in Uzbek
grades 8-9, literature of related people and world literature, to instill a sense of love for
the motherland in the hearts of young people, a national feeling, and also an awakening of
a sense of respect for national values and the ability to express one’s opini
on by studying
the poetic characteristics of fiction. It is also necessary to consider that the materials
included in the Karakalpak language and literature in Uzbek grades 8-9 program are
selected literary works, and therefore it is necessary to take into account the peculiarity of
the language, psychological and pedagogical requirements of students.
The analysis of works of art and their requirements, along with a discussion of the
text, types of analysis, and methods, will be covered in the course under the program
designed for the Karakalpak language and literature in Uzbek grades 8-9. Through
analyzing works of art, students will be taught the educational, moral, aesthetic, and
spiritual aspects of upbringing, emphasizing that each culture is enriched by its high
culture and spirituality. These program materials will be explored through innovative class
formats such as games, competitions, tests, and discussions. Teachers will need
pedagogical and methodological skills while instructing on the Karakalpak language and
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
4 (2025) / ISSN 2181-3701
280
literature for Uzbek grades 8-9. Each literature lesson should connect to philosophy,
linguistics, literary criticism, history, aesthetics, pedagogy, and psychology.
Attention is paid to the features of using the methods of pedagogical technology in
various types of classes on Karakalpak language and literature in Uzbek grades 8-9: a
conference, a lesson to test the knowledge and desires of students, mixed, combined and
new educational lessons, attention is paid to the relationship between teacher and student,
the need to change their tasks, on pedagogical technologies, having expressed opinions
about the technological features of the interactive method, attention is paid to the use of
such interactive methods in the lessons of the Karakalpak language and literature in Uzbek
grades 8-
9as “Brainstorming”, “Cluster “, “Corners strategy”, “Three
-
stage interview”,
“Round table”, “Zig
-
Zag method”, “Insert”, etc. methods and games. In addition to them, the
purpose and principles of teaching in the analysis of works of art, scientific analysis,
didactic analysis and the problems of using these types of analysis in practice are studied.
A lesson is the main form of teaching. Well-known methodologists K.Husanboeva,
R.Niyazmetova, S. Matzhanov, K.A.Yusupov and others expressed their views on this issue.
Professor K.A.Yusupov expressed the following opinion in his work: “In general schools,
there are still unchanged teaching of Karakalpak literature, even the necessary types of
lessons: introduction, mixed, combined, introducing students to new knowledge, a lesson
to test students' knowledge, trust and desires, final lesson, repetition lesson and
workshop". Having further developed this opinion, K. Palymbetov divided the type of
classes into the following t
ypes: “In modern schools, the technology proposed is as follows:
a lesson-mastery of new knowledge, a lesson-mastery of abilities and desires, a lesson on
the integrated use of knowledge, a lesson on the generalization and systematization of
knowledge, les
son on testing abilities and desires, assessment and correctional lessons”.
The opinions expressed need to be further improved from a methodological point of view.
Therefore, these opinions apply to schools and the teaching of literature. In our academic
lyceum based on teaching literature, we considered it necessary to pay attention to 2
problems. Firstly, we need to study the requirements for a lesson in teaching Karakalpak
language and literature in Uzbek grades 8-9 and the form of their organization. Secondly,
the main goal was to study and put into practice the methods studied in teaching
Karakalpak language and literature in Uzbek grades 8-9.
In the process of organizing training sessions as the main type, it is necessary to
identify the tasks and problems of teaching. Similarly, when teaching Karakalpak language
and literature in Uzbek grades 8-9, for the lesson to be of high quality and effective, the
following methodological requirements must be preserved:
- the textbook of Karakalpak language and literature in Uzbek grades 8-9, intended
for students, must comply with the state educational standard and program and provide
students with a knowledge system;
-exact definition of goals and objectives, their methodological problems by the state
educational standard and the teaching program;
-the need to preserve the educational, pedagogic and developing goals and their
unity in the teaching of Karakalpak language and literature in Uzbek grades 8-9;
- the need to consider the education of students in the spirit of respect for human
and national values, the implementation of the national idea and the idea of national
independence in the teaching of Karakalpak language and literature in Uzbek grades 8-9;
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
4 (2025) / ISSN 2181-3701
281
-connecting the past of the people with the present day by teaching Karakalpak
language and literature in Uzbek grades 8-9, it is necessary to form in the students' minds
a sense of pride in their homeland and people.
Also, during classes it is necessary to observe an individual approach with each
student, it is necessary to conduct individual work with capable, talented, and poorly
performing students, it is necessary to instill the habit of independent work, to
independently acquire knowledge, to develop the consciousness and ability of students.
Teaching Karakalpak language and literature in Uzbek grades 8-9 with the help of
new educational lessons, conferences, and disputes is considered the most important
methodological task. We considered it necessary to dwell on the methodology of the
conference. The methodologists reasonably determined the purpose and objectives of the
conference: “A lesson conference is one of the types of classes in and out of the lesson. We
study the materials of the lesson conference for the following purposes. It’s necessary to
have a concept of the material being covered, a deep knowledge of scientific and theoretical
materials, and the development of an understanding of the topic being studied. There are
few methodological opinions on this type of lesson. Therefore, attention is paid to the
content of the lesson conference and the way they are taught, to the problem and the
peculiarity of teaching the materials of the lesson conference presented in the program.
Conducting lessons increases interest in the lesson through the various types of
activities given in the program. Also, methodological suggestions and opinions on the
conduct of the lesson are given, including an exchange of views, the purpose and objectives
of the lesson, the organization of the lesson, and ways to assess the knowledge of students
in the lesson. The exchange of views lesson develops the ability to think, the opinions of
students, and increases interest in literature.
At secondary schools and in Uzbek grades 8-9, there are features of the use of lesson
forms. Firstly, at schools, during the lesson, it will be advisable to use such types of lessons
as a blended lesson, a joint lesson, introducing students to a new educational lesson, an
introduction lesson, a repetition lesson, and a game lesson. Secondly, you need to take
under the guidance the age-specific features of students, the time of each lesson, and the
principles of compiling materials from an easy level to a difficult one. Thirdly, in Uzbek
grades 8- 9, such types of lessons as a conference, an exchange of views lesson, a lecture,
and a seminar increase the students' thinking ability and interest in the lesson. As a result,
a spiritual, philosophical, aesthetic feeling and a sense of beauty are formed in the students'
minds.
The use of new pedagogical technologies in teaching helps create favorable
conditions for interlocutors and facilitates the assimilation of extracurricular material. In
this connection, the purpose and objectives of the lesson, the content of the material were
studied. The basis for the formation of educational tasks is the question of the aesthetic
and spiritual education of students on the basis of a reassessment of the values, traditions
of the people, their culture, and spiritual wealth, which requires a systematic approach to
highlight the ways and techniques of intellectual work.
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Зарубежная лингвистика
и лингводидактика
–
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Special Issue
–
4 (2025) / ISSN 2181-3701
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