Volume 03 Issue 06-2023
161
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
06
Pages:
161-166
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
The article shows the uniqueness of the use of differential education in strengthening the morphemic
department, the methods of using new methods at this stage.
K
EYWORDS
Root morpheme, Affixal morpheme, Word structure, Base and affixes, online education.
I
NTRODUCTION
In a rapidly developing world, the traditional
method of teaching is insufficient to educate the
modern youth. The reason is that science and
technology have developed so much that people
can't even remember the most basic concepts in a
science. Moreover, it is difficult for young people
to find their place if they are not intellectually and
spiritually prepared for such changes. Therefore,
it is necessary to present even the most boring
and complex information to today's generation in
an interesting and easy way through new
teaching methods. For this, the teacher is
required to be familiar with modern methods
along with high skills.
Morphemics, as a branch of linguistics, studies the
morpheme. Lexical and affixal morphemes in the
morpheme system are an important element in all
branches of linguistics. In morphology,
grammatical categories in word groups have the
ability to load additional meaning or change the
syntactic function. These categories, in addition
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Research Article
USE OF DIFFERENTIAL LEARNING IN STRENGTHENING THE
DEPARTMENT OF MORPHOMICS
Submission Date:
June 10, 2023,
Accepted Date:
June 15, 2023,
Published Date:
June 20, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-06-27
Razzakova Muqaddas Nurumbetovna
Senior Teacher Of The Language Teaching Methodology Department Of The National Center For Training
Pedagogues In New Methodologies Of The Republic Of Karakalpakstan, Uzbekistan
Volume 03 Issue 06-2023
162
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
06
Pages:
161-166
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
to formative affixes and lexical morphemes, are
the leading tools in understanding word
structure, syntax, morphology, stylistics, etc.
There are 2 types of morphemes according to
their meaning and function: 1. Root morpheme. 2.
Affixal morpheme. Root morpheme. The root
morpheme is the main part of the word that
expresses its lexical meaning, and suffixes are
used together with this root. Accordingly, the root
morpheme is called the main morpheme, and the
affixal morpheme is also called the auxiliary
morpheme. The root morpheme is the basis for
both word formation and form formation. So, one
word has only one stem. The stem is present only
in words with adverbs. There are two conditions
for dividing a word into a root and a suffix: 1. The
part classified as a root must express an
independent meaning in today's language, and it
must be able to accept other suffixes. 2. The part
that is classified as a suffix must be able to be
added to another stem. For example, gathering,
ter-im, bos-iq, tos-iq, etc.
The above information is given to the students
during the allocated hour. They perform various
exercises and tasks related to the topic.A student
who learns to correctly connect words to the base
and suffix will have no difficulty mastering the
next sections.
The study of this section is given in the basic stage
of general secondary education, i.e. in the 6th
grade. "Vocabulary", "Basics and additions.
Classification of adverbs", "Word-forming
adverbs. There are topics such as "Primitive and
artificial words", "Formative phrases and their
classification", "Word composition order". Along
with teaching the theoretical part of these topics,
it is pointed out that conditional signs should also
be used in the analysis of the word, and in the
textbook, it is indicated in the rule what signs can
be used to show bases and additions.
After the allotted hours have passed, "Reflection"
can be arranged using the "Find your friend"
method. To use this method, handouts in three
different forms are given depending on the
number of students, and this method is
implemented in 3 stages.
The first stage. Students with a low level of
mastery are given words: on their own, in the
vineyards, incessantly, to our neighbors, like a
poplar.
The second stage. Students with an average level
of mastery will be given samples of analysis
corresponding to the questions. That is, base +
syntactic form-forming adverb + word-forming
adverb, base + word-forming adverb + lexical
form-forming adverb + syntactic form-forming
adverb, base + so 'z formative suffix, word-
forming suffix, word-forming suffix, base + word-
forming suffix + lexical form-forming suffix +
syntactic form-forming suffix, syntactic formative
suffix, base + syntactic formative suffix.
The third stage. For students with a high level of
mastery, the following conditional marks are
given.
Volume 03 Issue 06-2023
163
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
06
Pages:
161-166
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
In the process of handing out materials to
students, one should not feel that students are
being assigned assignments. One wrong action by
the teacher can make the child feel that you are
classifying him. For example, if a teacher gives
handouts and gives a low mastering student an
assignment of an average mastering student, you
should not try to correct it again.
Students are taught to think independently and to
approach each subject creatively by giving
exercise tasks from simple to complex, from
known to unknown, and giving various creative
and situational tasks.
After the handouts are given out to the students,
one student who gets the word reads the word it
belongs to and says whether the word is a root or
a fictitious word.
Students who receive the analysis samples must
identify the analysis that corresponds to the
word, and the student who receives the analysis
that corresponds to the word goes next to the
student who received the word.
Students who receive the conditional marking
corresponding to the word will also need to
combine with the student who receives the word
and analysis.
The correctness or incorrectness of the analyzes
must be checked by the teacher. In this way, this
trio can also be a subgroup for a new topic.
Volume 03 Issue 06-2023
164
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
06
Pages:
161-166
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
uzumzor
larda
Sodda
yasama
so‘z
Tahlil
menda
o‘zak+so‘z
yasovchi+lug‘aviy
shakl yasovchi+
sintaktik shakl
yasovchi
Shartli
belgilari
menda
uzumzorlarda
o‘zak+so‘z yasovchi+ lug‘aviy
shakl yasovchi+ sintaktik shakl
yasovchi
Volume 03 Issue 06-2023
165
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
06
Pages:
161-166
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
If a group of three students is not convenient for the teacher for the next assignments, he can form 3 groups
after the process is over. In this case, the first group of students who received the word, the second group
of students who received the analysis, and the third group of students who received the conditional sign
can be. In this grouping, students with the same mastery level form one group. That is, medium, slow and
high learning students. This is a very careful grouping.
The following tasks should be given at three
different levels. For example, if the condition of
the assignment in the textbook is suitable for
students with low learning ability, the conditions
for the other two groups will be changed. For
example, in the textbook, the task "Divide the
following words into bases and suffixes" is given.
The words given in the assignment; educator,
minority, hustle, jeweler, selflessness, abundance,
our joys, holidays. Naturally, this task will be easy
for a student with a high level of mastery. They try
to complete the task in a short time and get a
grade. Low-achieving students are left out.
Therefore, it is possible to increase the level of
difficulty of the condition by leaving the words of
the task in the textbook as they are. For example,
the task "Identify the words that add a lexical
form after the base" to intermediate students,
"The order of adding suffixes to the base is the
word added in the usual case It is better to give
the task to high mastering students.
Although the teaching of morphemics section in
teaching the mother tongue in general requires
deep attention from the teacher and the student,
it is possible to achieve more efficiency with the
help of the above-mentioned methods. Today,
GROUPS
MEDIUM
activ
e
SLOW
Volume 03 Issue 06-2023
166
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
06
Pages:
161-166
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
distance education (online education) is
developing more than ever, placing more
responsibility on the learner than on the teacher.
Due to the fact that the system of continuous and
effective work of distance education and
pedagogic staff has not been established, in this
process the pedagogue loses control to a certain
extent, so it is necessary to develop methods
suitable for the new educational process.
R
EFERENCES
1.
O‘zbekiston Respublikasining „Ta’li
m
to‘g‘risida“gi qonuni. / / Barkamol avlod
—
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—
Т.: „Sharq", 1997.
2.
Kadrlar tayyorlash Milliy dasturi. / /
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avlod
—
O‘zbekiston
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—
Т.: ,,Sharq“,
1997.
3.
Umumiy o'rta ta’limning davlat ta’lim
standartlari va o ‘quv dasturi / /
O'zbekiston Respublikasi Xalq ta’limi
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son. -
Т.: „Sharq", 1999.
4.
A. Zunnunov va boshq. Adabiyot o'qitish
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—
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Rafiyev. Lotin yozuviga asoslangan o'zbek
alifbosi va imlosi.
—
Т.: 2OO3.
6.
G‘ulomov. Ona tili o'qitish prinsiplari va
metodlari. -
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1.
Ziyouz.uz
2.
rtm.uz, ИТТ
3.
Ziyonet.uz
