INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
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METHODOLOGY OF DEVELOPMENT OF MOTHER TONGUE EDUCATIONAL
CONTENT BASED ON HERMENEUTIC TEACHING
Djo’rayeva Shaxnoza Shakirjanovna
Senior teacher of the Pedagogical Department of UTAS
Annotation:
To be able to use the scientific and theoretical foundations of mother tongue
education, the most convenient and modern methods of teaching at different stages of education,
to teach the methodology of teaching the uzbek language based on the professional requirements
for future teachers of the uzbek language. It consists of teaching effective methods, forms and
methods of teaching the content of the language at the level of modern requirements,
highlighting the pedagogical and methodological possibilities of their implementation. The
methods and methods of teaching the uzbek language to students, their theoretical foundations,
the hermeneutic approach, the role of the uzbek language in the educational content, the set of
BKMs given to students at each level of the uzbek language, theoretical knowledge of the
theoretical foundations of innovative pedagogical and methodological activities to work on the
tasks, to achieve full mastery of the practice of the uzbek language educational content
methodology with the students. The hermeneutic teaching on the development of a scientific
worldview in the uzbek language education is reflected in the article.
Basic concepts:
Language, thinking, coherence, word, tool, product, material entity, learning
process, uzbek language unit, discourse, student, hermeneutic teaching, acquisition, language as
a social phenomenon, quality, introduction, important importance, uzbek language educational
content, scientific outlook, clear understanding, help.
Annotatsiya:
Ona tili ta’limining ilmiy-nazariy asoslarini, o‘qitishning eng qulay va zamonaviy
metodlarini ta’limning turli bosqichlarida qo‘llay olishni, bo‘lajak Ona tili o‘qituvchilariga
qo‘yiladigan kasbiy talablar asosida Ona tili o‘qitish metodikasi ta’lim mazmunini zamon
talablari darajasida o‘qitishning samarali metodlari, shakl va usullarini o‘rgatish, ularni
amaliyotga tatbiq qilishning pedagogik-metodik imkoniyatlarini yoritishdan iborat. Talabalarda
ona tilini o‘qitish metodlari, usullari, ularning nazariy asoslari, germenevtik yondashuv, ona
tilining ta’lim mazmunida tutgan o‘rni, Ona tilining har bir sathi doirasida talabalarga
beriladigan BKMlar majmuasi, innovatsion pedagogik-metodik faoliyatining nazariy asoslariga
oid nazariy bilimlarni oquv topshiriqlari ustida ishlash, talabalar bilan ona tili ta’lim mazmuni
metodikasiga oid amaliyotini to‘liq o‘zlashtitirishlariga erishish. Ona tili ta’lim mazmunida ilmiy
dunyoqarashni rivojlantirishga doir germenevtik ta’limot maqolada o‘z aksini topgan.
Tayanch tushunchalar:
Til, tafakkur, uzviylik, so‘z, vosita, mahsul, moddiy borliq, o‘quv
jarayoni, til birligi, nutq, talaba, germenevtik ta’limot, o‘zlashtirish, tilni ijtimoiy hodisa, sifat,
tanishtirish, muhim ahamiyat, ona tili ta’lim mazmuni, ilmiy dunyoqarash, aniq tushunish,
yordam berish.
Аннотatsiя:
Уметь использовать научно-теоретические основы обучения узбекскскому
языку, наиболее удобные и современные методы обучения на разных этапах обучения,
преподавать методику преподавания узбекского языка с учетом профессиональных
требований к будущим учителям узбекского языка. Оно заключается в обучении
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
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page 324
эффективным методам, формам и методам обучения содержанию языка на уровне
современных требований с выделением педагогических и методических возможностей их
реализatsiи. Методы и методы обучения студентов каракалпакскому языку, их
теоретические основы, герменевтический подход, роль узбекского языка в содержании
образования, набор БКМ, даваемых студентам на каждом уровне узбекского языка,
теоретические знания узбекского языка. теоретические основы инновatsiонной
педагогической и методической деятельности для работы над поставленными задачами,
достижения полного овладения на практике методикой содержания образования
узбекского языка со студентами. В статье отражено герменевтическое учение о развитии
научного мировоззрения в узбекском языковом образовании.
Основные понятия:
Язык, мышление, связность, слово, инструмент, продукт,
материальная сущность, процесс обучения, языковая единица, дискурс, ученик,
герменевтическое учение, усвоение, язык как социальное явление, качество, внедрение,
важное значение, образовательное содержание узбекского языка. , научный кругозор,
ясное понимание, помощь.
The scientific and methodological foundations of mother tongue education, as well as the most
convenient and modern teaching methods, can be applied at various stages of education. In the
process of establishing the new Renaissance framework, great emphasis is being placed on the
integration of the module-credit system and the development of students' independent work skills
in pedagogical and methodological contexts. This approach focuses on the competency-based
model in teaching mother tongue methodology, and it is aimed at enhancing linguistic
competencies and advancing speech competencies during the learning process.
The "Action Strategy for the Five Priority Areas of the Republic of Uzbekistan for 2017–2021"
specifically emphasizes "...the improvement of the education system and the expansion of
opportunities for quality educational services." In the context of the module-credit system,
independent educational tasks occupy a central role in addressing global issues. In Uzbekistan,
the teaching of the subject “Mother Tongue Teaching Methodology” to future mother tongue
teachers is based on the credit system, where learning materials are studied independently by
students, and practical tasks are completed individually.
The subject “Mother Tongue Teaching Methodology” is based on a competency-oriented
approach, which aims to develop linguistic competencies and enhance speech competencies
during lessons. The necessity of expanding the methodological possibilities for developing skills
such as listening comprehension, speaking, reading, and writing within this framework is also
emphasized. This requirement drives the development of the didactic system and technological
model for the advancement of methodological competencies and their practical application, as
well as improving the pedagogical and didactic conditions.
The improvement of the content of mother tongue education aligns with the national
development goals and the tasks set by the state for methodologists at the current stage of
societal development. These tasks are multi-faceted and focus on educating students in
ideological, political, moral, aesthetic, and labor disciplines. The content of mother tongue
education aims to develop students' ability to express their ideas grammatically correctly,
stylistically precise, meaningfully, with attention to intonation, and to write them in accordance
with spelling rules.
This task, as a subject, is directly related to the unique characteristics of the mother tongue and is
carried out in connection with the pedagogical tasks aimed at developing the student as an
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
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page 325
individual. The content provided in mother tongue education includes knowledge of phonetics,
orthography, syntax, and lexical semantics. The theoretical knowledge provided also covers the
correct use of spelling principles and punctuation marks.
Moreover, the content of mother tongue education involves the development of phonetic, graphic,
morphological, syntactic, and other essential skills. In the process of learning the language,
students also work on forming subject-specific interdisciplinary skills (skills that are common
across subjects), such as analysis, synthesis, abstraction, generalization, classification, and
comparison. Developing these skills on the basis of hermeneutic pedagogy contributes to
enhancing students' learning activities, enabling them to successfully master knowledge and
improving their ability to communicate effectively in oral and written forms.
The development of subject-specific skills in the content of mother tongue education is
inseparable from interdisciplinary skills and is carried out in an interconnected manner
throughout the educational and developmental process. The specialized skills outlined in the
hermeneutic approach are recorded in syllabi, academic programs, and state educational
standards. In the early stages (1-2 courses), knowledge is selected to lay the foundation for the
development of graphic and orthographic skills.
In the phonetics and graphics field, students will master knowledge based on hermeneutic
pedagogy, which enables them to understand the sound structure of words, the specific
characteristics of vowels and consonants, and the role of sound in distinguishing meaning.
Furthermore, students will gain the ability to recognize the relationship between the phonetic and
graphic forms of words, which will enable them to write words correctly.
In the field of morphology, key knowledge that helps students understand and use words
correctly will be emphasized. From the first stages, students will learn about word classes (noun,
adjective, pronoun, verb, etc.) at varying levels of depth. In the syntax section, knowledge
related to sentence structure, word relations within a sentence, and the classification of primary
and secondary clauses will be provided. Students will also study the morphological structure of
words, understanding the important features of morphemes, their significance, and their
interaction within words, thus enabling them to use them correctly when writing.
Although the “Lexicon” section is not explicitly defined in the program, students will gain
knowledge about lexical-semantic groups (synonyms, antonyms) and lexical meanings as they
learn about word classes and word structure.
The study of mother tongue education is conducted in such a way that all aspects of the subject
are interconnected. At each stage, students receive methodological knowledge on phonetics,
lexicon, grammar, and word formation. The integration of all these aspects within the context of
hermeneutic pedagogy means that students learn about mother tongue education as a whole, with
all its components affecting one another. This hermeneutic approach encourages students to
study the language in its entirety and ensures that the language development process aligns with
the educational goals.
The “Grammar, Spelling, and Speech Development” section, designed for each group, includes
topics such as “Sounds and Letters,” “Words,” “Sentences,” and “Connected Speech.” These
topics are studied progressively according to a coherent sequence of stages, with grammar being
taught in four stages. Key topics are highlighted in each lesson, and the development of mother
tongue education content follows specific pedagogical and didactic principles.
In conclusion, for the content of mother tongue education to be developed effectively, it must be
clearly defined from both a scientific and theoretical perspective. As outlined in the State
Education Standards, the content of mother tongue education is expressed through specific topics
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ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
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and language materials in programs and textbooks. These elements must complement each other
and follow a coherent framework. The development of mother tongue education content relies
heavily on the observations, experiences, and analytical results of methodologists, which have
been progressively refined over the years.
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