Volume 03 Issue 11-2023
14
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
11
P
AGES
:
14-16
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The given article deals with the technology of speech development of students in the lessons of their native language
in primary school on the base of an integrative approach. In the article in alphabet sequence texts are used different
punctuation marks. Also, in every subject, attention is paid to the unity of teaching and education in the lessons. There
are given requirements for effective reading.
KEYWORDS
Technology, speech development, integrative approach, primary school, effective reading.
INTRODUCTION
Teaching primary school learners to read develops
reading skills by completing words and sentences,
orienting the learner towards constructing sentences
and quick thinking. The learner finds the missing letter
and word by looking at the picture, pays attention to
whether it matches the content of the sentence or not,
finds it faster than his friends and tries to impress the
teacher.
In alphabet sequence texts are used different
punctuation marks. Learners need to choose their
sound, pause and mark the spots accordingly. In this
case, the teacher’s explanations (explanation of th
e
first punctuation mark) and the demonstration of an
effective teaching model are especially important. Only
the text that is read effectively becomes
understandable.
As in every subject, attention is paid to the unity of
teaching and education in the lessons. Learning in the
classroom depends on the conscious adaptation of the
text read. First of all, when the learner understands
Research Article
TECHNOLOGY OF SPEECH DEVELOPMENT OF STUDENTS IN THE
LESSONS OF NATIVE LANGUAGE IN PRIMARY SCHOOL ON THE BASE
OF AN INTEGRATIVE APPROACH
Submission Date:
October 26, 2023,
Accepted Date:
October 30, 2023,
Published Date:
November 06, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue11-04
R.J.Muratkamalova
Nukus State Pedagogical Institute, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 11-2023
15
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
11
P
AGES
:
14-16
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
what the text is saying, he tries to develop such
qualities in himself. Secondly, he understands the need
to study to become a good person. That is why, when
reading consciously, you should pay attention to
clarifying the connections between the text and the
semantic images attached to it, and ask questions
about the text. In this case, you can use the following
questions and tasks:
1.
Look at the picture, what does the text say?
2.
What is expressed in the picture? Is there a
connection between them?
3.
Tell the content of the text looking at the
picture?
4.
Where did the children go? What's the girl's
name? What is the boy's name?
5.
What did Ali and Lola do? What lilies did they
collect?
Therefore, reading should be aimed at assimilation of
what was read, and only then the corresponding
opinion in the text, the idea that was expressed earlier,
will be assimilated by the learners, and even if the
words and texts are memorized, they will remain with
the learner.
The main types of work in lessons for learning new
material: identifying a new sound of the word being
studied (the same sound occurs at the beginning, in the
middle, at the end of the word) by analyzing the
syllable-sound. Listening and pronunciation of sounds
are practiced.
Enter lowercase and uppercase letters. Syllables are
studied.
First read the words on the board, then read according
to the “Alphabet”.
It is recommended to teach students to write new
words in large print on the board. This means that the
important objectives of the lesson are teaching
learners to read, developing effective and conscious
elements of teaching and education.
The purpose and objectives of working on vocabulary
with learners. When children first start school, they
have little understanding of their surroundings and
environment. In addition, they have limited experience
and vocabulary. Therefore, one of the most important
responsibilities of a primary school teacher is, first of
all, to increase their vocabulary, introduce them to life
experiences, expand their understanding of the
surrounding nature, and thereby guide them towards
acquiring knowledge in the future.
From pages 3 to 9 of the 1s
t grade lesson “Alphabet” is
focused on the same goal. The teacher chooses some
topics that are not in the book. This is not only in first
grade, but also in elementary school. The work
connected with the goal of working on the dictionary
is carried out in any direction, but it is necessary to
focus on one goal. In this regard, the following works
can be completed.
1.
Deepen the student’s knowledge of the
environment in accordance with his level and enrich
the learner’s vocabulary in this direction.
2.
Nowadays, before coming to school, children
listen to radio, television, movies, etc., hear and see all
kinds of information, as a result, their comprehension
speed deepens and they become familiar with many
words.
This way, children come to school with some
vocabulary. But the learner who uses these words in his
life does not pay much attention to their meaning. That
Volume 03 Issue 11-2023
16
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
11
P
AGES
:
14-16
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
is why the teacher of this direction engages in such a
conversation, teaching the secrets of the world of
words.
3. Although the child's vocabulary is sufficient for his
ability to communicate, a group of words in his
vocabulary is out of order.
4. A child’s vocabulary develops only in a certain
direction. These are clear words about their lives.
Abstract words and scientific terms rarely appear in
their vocabulary. Therefore, the teacher must conduct
his current work with students using abstract words
and scientific terms (physical education, mathematics,
botany, geography, etc.).
5. Children's vocabulary is sufficient for communication
at their level. They accept what they hear and read
every day. But it cannot be used as required by the full
program. This is why some words are rarely used. Every
day a teacher must ensure that the words he speaks in
class and the words in his dictionary are used in his
native language.
Children, especially primary school students, have
many deficiencies in the rhythmic pronunciation of
words. This defect is corrected as a result of many
years of training by the child. Therefore, the teacher
should require the student to pronounce words
correctly, rhythmically and effectively every day, and
when reading works of art, poetry and images,
attention should be paid to the fact that the learner
should pronounce words effectively, and we should
consider this as an important task.
The “explanatory dictionary” used for schoolchildren is
of great importance in explaining the meaning of a
word. But it hasn't been done yet. Therefore, the
teacher can use another “Explanatory dictionary of
native language” or other lexical dict
ionaries of the
native language and use them according to the
program materials of his class. This can be done
together with learners. This will improve learner’ ability
to work on vocabulary.
In this case, the meaning of words can be explained
using mock-
ups and pictures to improve learners’
knowledge. And words denoting actions related to
labor, words related to type, volume, can be explained
in the course of work. In addition, the meanings of
words can be explained.
In the primary grade program, learners must learn to
read and think about their native language, learn to
work with books, stimulate the student’s thinking and
speech, arouse interest in reading, teach students to
speak and write in accordance with our literary
language, analyze read materials, and this is
determined as the ability to compare, classify, find the
most relevant ones from what you read and, based on
this, come to a certain point of view.
In primary grades, we need to teach children to study,
work independently, be able to awaken curiosity and
love in them, be attentive, mature, and be able to
consciously approach each task. In order to develop
learners’ abilities, there are samples of materials
presented in texts in their native language.
And the content and method of teaching should be
based on the conscious and strong assimilation of
program materials, which should be associated with
the acquisition of language knowledge and adaptation
to them, love for the Motherland and people, and
education in the spirit of politeness. There are many
materials that meet the requirements in textbooks.
This will be resolved in the education sector and will
Volume 03 Issue 11-2023
17
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
11
P
AGES
:
14-16
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
apply to all grades in the school, including the mother
tongue. Expressive reading is part of teaching children
grammar and the nature of our native language. The
reason is that the grammatical patterns and ideal
imagery of our language are completely reflected in
our conversation.
Effective reading of a book leads to the development
of idealism, politeness, aesthetic education, cultural
conversation, growth of poetic feelings, and
acceptance of literary works as art in students.
Therefore, convincing learners to read a book
effectively is one of the noble duties of a teacher. We
will be able to effectively read the materials presented.
The following requirements are required for effective
reading.
1.
The learner must be able to deeply understand
the author's thoughts while reading.
2.
The learner is able to imagine what is depicted
in the work;
3.
The learner is able to distinguish what goal is in
front of us when we read a work.
4.
The learner is able to determine your attitude
to these events in the text.
5.
The learner is able to reveal to the audience its
ideal content when reading a work, be able to
arouse in them feelings for this and be able to
give it its own value.
6.
The ability to follow the spelling norm when
reading helps to ensure that the text being
read has a clear impact on the listeners, etc.
Training can achieve its goal only if these requirements
are met. The reason is that “Effective reading is a clear
and tangible interpretation of teaching from literature,
which is more important to us than any visual
representation. We do not abolish clarity, but nature
itself has determined an effective method of fixing it in
the mind only when the word is pronounced clearly.
This is why schools are placing more emphasis on
effective teaching. The teacher must be able to
understand this not only during the lesson, but also
during the teaching of all lessons.
REFERENCE
1.
Abakumova L. V. Formation of self-control
abilities and skills in the educational activities
of primary school students. Sank-Petersburg.
2005. -154 p.
2.
Abd
inazimov Sh, Qutlımuratova B, Ismaylova Z,
Salieva P, Qutlımuratova G Native language
and reading literacy 2-nd grade, Part 1,
Tashkent-2021-120 p.
3.
Abdinazimov Sh, Qutlımuratova B, Ismaylova Z,
Salieva P, Qutlımuratova G Native language
and reading literacy 2-nd grade, Part 2,
Tashkent-2021-120 p
4.
Aydarova L.I. Psychological problems of
teaching Russian to junior schoolchildren
–
Moscow: Pedagogika, 1978.
–
144 p.
