International Journal of Pedagogics
134
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue03 2025
PAGE NO.
134-137
10.37547/ijp/Volume05Issue03-38
Technologies for improving methodological preparation
of future primary class teachers to develop student
speech
Koychiyeva Zarnigorxon
Independent researcher at TSPU, Uzbekistan
Received:
27 January 2025;
Accepted:
25 February 2025;
Published:
23 March 2025
Abstract:
The development of students' speech is a fundamental aspect of primary education, requiring well-
prepared teachers with strong methodological competence. This study explores innovative technologies and
pedagogical approaches aimed at enhancing the methodological training of future primary school teachers in
fostering students' speech development. The research highlights modern digital tools, interactive learning
strategies, and integrated lesson models that improve teachers' ability to create engaging and effective speech
development activities.
Key methodologies examined include problem-based learning, gamification, and communicative task-based
approaches, which facilitate student-centered and interactive learning environments. Special attention is given to
the role of digital resources, adaptive learning technologies, and artificial intelligence in speech development
programs. The study also emphasizes the importance of reflective teaching, peer collaboration, and formative
assessment in improving future teachers’ instructional techniques.
Findings suggest that integrating technology-driven methodologies significantly enhances the readiness of
prospective teachers to support primary school students' speech development. By implementing these
approaches in teacher training programs, educators can foster a more dynamic, inclusive, and effective learning
experience, ultimately improving students' communication skills and linguistic competence.
Keywords:
Speech, speech activity, primary class, educational methods, assessment skills, communicative
cooperative activity.
Introduction:
Speech, as the highest mental function, is
the most important component of intellectual activity,
and language, as the leading means of speech activity
and thought processes, has long been the focus of
psychology
and
linguistics.
Theoretical
and
experimental research allows to collect and generalize
sufficient material describing the general laws of
language acquisition and formation of speech ability in
the process of human ontogenesis, features of speech
activity processes in society. Proper learning of the
language, speaking paying attention to its grammatical
structure, free discussion, asking questions, drawing
conclusions based on the opinions heard from others,
leads to the correct understanding of the connection
between things and events.
OBJECTIVE
: this study is aimed at studying how the
pedagogical process can help to improve the
methodological preparation of future elementary
school teachers for the development of students'
speech.
It
explores
theoretical
frameworks,
educational strategies, and practical approaches to
developing strong communication skills essential for
effective leadership roles.
DISCUSSION AND RESULTS
through a comprehensive review of the literature and
case studies, the research determines the main
components of the methodological preparation of
future
elementary
school
teachers
for
the
development
of
students'
speech,
including
interpersonal
communication,
public
speech,
negotiation tactics. Pedagogical methods such as role-
playing exercises, creative tasks, work on artistic text,
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
educational methods are analyzed in it.
METHODS
The research uses qualitative methods, including
synthesis of literature, analysis of educational
programs, and improvement of methodological
preparation of future elementary school teachers for
the development of students' speech. It shows the
development and implementation of methodical
opportunities aimed at the methodological preparation
of future elementary school teachers for the
development of students' speech. Teaching techniques
aimed at developing speech and communication skills
of elementary school students were considered.
CONCLUSION
During the diagnosis of the level of formation of basic
competencies according to the proposed methodology
after the first and second academic years of elementary
school students, the introduction of the integrative
model of formation and improvement of basic
competencies in innovative activities and the
pedagogical conditions for its implementation, it was
realized
that
elementary
school
students
independently determine the purpose of their
activities. it was confirmed that it helped them to
analyze their behavior, clearly determine the
consequences of a certain behavior, to correctly assess
themselves and others, to plan and coordinate
cooperative activities, and to express their opinions
correctly.
The development of students' speech skills in their
native language, along with the inheritance of the
nation's spiritual and cultural wealth passed down
through generations, is directly linked to the role of
future primary school teachers. Their ability to prepare
students for assimilating the scientific achievements of
the
ir era and remaining committed to humanity’s
advanced poetic and aesthetic ideals determines their
potential to become full-fledged members of a
democratic society in independent Uzbekistan. To
effectively teach speech to primary school students,
future primary school teachers must deeply
understand the principles of language acquisition and
speech development in their native language.
The renowned psychologist K. Delau emphasized that a
secondary school teacher with well-developed speech
skills achieves the greatest professional success.
Undoubtedly, such individuals stand out among others.
The key aspects of high-level speech development in
future primary school teachers include:
- Awareness of literary norms and language rules;
- The ability to freely express thoughts and opinions;
- The ability to engage in communication and interact
with both peers and adults;
- The ability to listen to conversation partners, ask
questions correctly, respond appropriately, express
objections, and, when necessary, provide explanations
and clarifications.
Speech development occurs in both monologic and
dialogic forms, with dialogic speech considered a higher
indicator of speech proficiency. Additionally, several
factors contribute to the development of speech in
primary school students, which are illustrated in Figure
1 (Figure 1).
Figure 1. Factors that develop speech in primary school students
As M.R. Lvov emphasized, encouraging students to
engage in activities is only effective if it originates from
the teacher but is also supported by the student's
"internal
environment."
Otherwise,
situational
Factors contributing to speech development
Student's age
characteristics
The growing potential
of speech development
Vocabulary
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
development may occur, but without external stimuli,
it can completely fade away.
Therefore, the implementation of this pedagogical
condition requires primary school students to
participate in organizing and conducting games. The
teacher assumes the role of an assistant and
consultant. The main requirement of the program for
conducting non-traditional lessons includes integrated
lessons,
training
lessons,
lesson-excursions,
presentations, and lesson-discussions. Let us consider
teaching techniques aimed at developing primary
school students' speech and communication skills.
Tasks Aimed at Developing Evaluation Skills
This set of tasks is designed to help each primary school
student learn spelling rules, evaluate their own writing
accurately, understand themselves, and analyze their
speech. Below are a few example tasks:
Task 1. "Curiosity of Knowledge..."
Think about which words you often find difficult to
spell. How can you practice and learn the correct
spelling from books? What should you do to succeed in
writing? What is important for you in writing neatly?
Task 2. Explain the meaning of the phrase.
A person must take responsibility. They need to realize
that success or failure, luck or misfortune, often
depend only on themselves! "Then judge yourself," said
the king. "That is the hardest part. Judging oneself is
more difficult than judging others. If you can judge
yourself correctly, then you are truly wise," said the
little prince.
Task 3. Talk about a personal experience (an act of
bravery).
Use gestures and facial expressions to show what you
think about your peers, and express yourself using div
language.
Task 4. Draw your past, present, and future.
These tasks, as illustrated above, help activate and
strengthen students' interests, enabling them to
predict, analyze, and verify the accuracy of their
decisions.
The listed exercises contribute to the development of
communication culture and the ability to work both in
a team and collaboratively with others. The sequence
of tasks is structured in a way that ensures each
primary school student experiences a "situation of
success." Thus, the first task is designed to be simple
and accessible for students who need encouragement,
allowing them to feel knowledgeable and experienced.
Subsequently, students are given increasingly complex
tasks and exercises. At the same time, differentiated
support can be provided to students when completing
tasks. For example, weaker students can receive
guidance cards, sample answers, response plans, and
other materials to help them complete the assigned
tasks.
Afterward, students are encouraged to complete a
similar exercise independently. Once the tasks are
completed, verification is conducted to facilitate
interaction. The process of peer review often generates
high interest among students. During mutual checking,
students exchange notebooks, reviewing each other's
work. Small, independently written assignments,
separately written exercises, and entire homework
assignments can be checked in this way.
Primary school students also created tasks for each
other. This peer-tasking method facilitated the rapid
development of learning cooperation. Its essence was
that primary school students completed tasks invented
by their classmates or desk partners during the lesson.
These tasks, received from others, could be completed
either in class or at home as part of their homework.
This method helped the teacher achieve several goals
simultaneously: first, it enabled students to master
techniques for collaborative learning; second, it
engaged them in creative activities; and third, it
increased their interest in learning.
The next stage in the development of the peer-tasking
method was the peer-task discussion method. This
approach prepared primary school students to work in
alternating pairs. The process began with one student
coming up with an interesting question based on a
problem, text, or literary work, while another student
solved the problem or answered the question. A new
element was introduced into the usual activities
—
collaborative discussion of the created task and its
written solution. The goal of the discussion was to find
the best or simply an alternative way to complete the
task.
By exchanging tasks, primary school students solved
them and then took turns discussing the tasks they had
created and the solutions they had found. Accordingly,
exercises and tasks aimed at developing reflection
encouraged primary school students to analyze their
own activities and outcomes. Such tasks were mostly
offered at the final stage of lessons, allowing both
students and teachers to assess the state of their
development.
Examples of reflective activities:
•
"Reflective Circle" ("I enjoyed working on this
task because...", "I found this task difficult because...").
•
"Mini-Essay" ("Learning together is interesting
and easy")
•
"Chain of Wishes" ("Give your classmate advice
International Journal of Pedagogics
137
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International Journal of Pedagogics (ISSN: 2771-2281)
on how to make studying more exciting")
•
"Complete the Phrase" ("Creating tasks for
others is interesting because...").
After the first and second years of primary school,
during the assessment of the formation of key
competencies based on the proposed methodology, it
was confirmed that the introduction of an integrative
model for developing and improving key competencies
in innovative activities, as well as the implementation
of appropriate pedagogical conditions, enabled
primary school students to:
•
Independently determine the purpose of their
activities,
•
Analyze their actions and clearly define the
consequences of specific behaviors,
•
Accurately assess themselves and others,
•
Plan and execute collaborative activities in an
agreed manner,
•
Express their thoughts correctly.
The observations of primary school students in the
experimental and control groups during both academic
and extracurricular activities after their first and second
years confirmed the diagnostic criteria (personal,
regulatory, cognitive, and communicative) identified at
the initial stage of the experimental study.
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A.Bolotov-
Богданова И.М. Профессионально
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автореф. дисс. док. пед. наук. –
Киев, 2003.
–
с. 39.
M. R. Lvov. Methodology of the speech development.
M.: Education, 2000. - 318.
V.Yu. Lipatova, Improving the text-forming activity of
students in the study of rhetoric: dis. doctor of
pedagogical Sciences (Moscow, Enlightenment, 2006)
http:// dissercat.com-Yes
G. Mamatova "Methodology of formation of literary
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in
elementary
school
students"
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