Integrative Methods of Teaching the Russian Language in the
Modern World
Kholida Valiyeva
1
1
University of Tashkent for Applied Sciences, Gavhar Str. 1, Tashkent 100149, Uzbekistan
https://doi.org/10.5281/zenodo.10443964
Keywords:
methodology, education, interactive method, passive method, thinking, individual qualities, Russian
language.
Abstract:
This article is devoted to various methods of teaching the Russian language in non-linguistic universities. It
is aimed at achieving certain educational goals. The higher education system faces new goals and objectives
to improve the methods of the Russian language. This makes it possible to comprehensively address issues of
personnel and teaching potential.
1 INTRODUCTION
Teaching methodology is a joint activity between
the teacher and the student. It is aimed at achieving
certain educational goals. The choice of methods and
means in teaching depends on many objects and
subjects:
firstly,
the
peculiarity
of
the
teaching
methodology of a particular discipline;
secondly, materials and their contents;
thirdly, time to study materials;
fourthly, the complexity of the educational
material;
fifthly, the number of students;
sixth, logistics; seventh, the interest of the
students [1].
Depending on the role of the trainees, methods are
divided into: active, passive and interactive. The
reason is that the groups in which students and cadets
are trained may be different. In weak groups, the
“forced activity” method is used. The teacher forcibly
activates the thinking and activity of students;
-increases the creative nature of activities;
-interacts between students and with the teacher;
-uses technical teaching aids;
- improves the process of attention, memory and
thinking [3].
Active groups absorb information quickly. This
knowledge is improved through the learning process.
Such training can be used when students already have
the basics of the necessary knowledge; this
knowledge was obtained using traditional methods.
Traditional and innovative methods have their own
strengths, and the task of the teacher is to find
reasonable use of each method depending on the
lesson.
Traditional methods. Students are to a greater
extent the subject of learning. The student asks
questions to the teacher, questions from the teacher to
the student to develop creative thinking. Individual
contact is established between the teacher and the
student, but not with other members of the group.
Such methods are used in seminar classes and in
independent work. Experience shows that such
methods activate the teacher, and the student becomes
passive [5].
Interactive methods. By teaching others, we learn
ourselves (Seneca) - this method involves joint
learning between the teacher and the student. The
teacher acts only as a more experienced organizer of
the learning process. Trainees are immersed in an
atmosphere of cooperation and solve problems in the
optimal way. Interactive methods create an
environment and atmosphere for the manifestation
and demonstration of their knowledge, skills and
qualities. During the learning process, all students
interact with each other, exchange information, and
solve problems together.
Interactive methods require the teacher to
carefully plan the work. He needs to give the
participants time for preliminary preparation; read,
think through, complete tasks independently. It
should be noted that the interactive method allows
students to demonstrate their individual qualities,
such as; leadership, organizational and public
speaking skills [4].
The traditional method allows mainly knowledge
and understanding, while the interactive method
covers all cognitive levels. It requires a change in the
approach to learning on the part of both the teacher
and the students.
RESULTS AND DISCUSSION
In Russian language lessons we work in small
groups. This provides an opportunity to practice
collaboration and interpersonal communication
skills. In small groups there is a high level of
information exchange; students have different levels
of training. Someone absorbs information well and
quickly and actively gets involved in work. Another
student may be passive and weak. In such cases,
active people help passive ones, solve problems
together, and exchange information. It is helpful to
maintain a stable group composition so that
participants can achieve mastery of group work.
In small groups, the teacher should be an
“observer” and analyze how group members cope
with problems that arise during the work. To observe,
you need to pay attention to the following aspects:
✓
respect for the opinions of other participants;
✓
compromise and cooperation;
✓
support;
✓
willingness to listen;
✓
avoid conflict;
✓
communication skills.
These aspects help to analyze the effectiveness of
work, discuss the meaning of the rules of work in a
group. The use of interactive methods in small groups
requires certain changes in the form of classes. The
introduction of these methods makes it possible for
both the teacher and the student to better understand
the program. Initially, you should use simple methods
- brainstorming, blitz surveys, mosaics, etc. There are
methodological rules for working in groups:
✓
Each participant has the opportunity to
speak.
✓
Respect the views of each participant if you
do not agree with them.
✓
Ideas and proposals are discussed.
✓
Conflicts and disagreements that arise are
resolved peacefully.
✓
The group should have an open, business-
like, friendly atmosphere [2].
For example, when analyzing the poem “Sail” by
M.Yu. Lermontov, cadets can work according to a set
schedule, that is, we divide the group into two
subgroups, one subgroup reveals the theme, the other
subgroup reveals the nature of this work. Each
subgroup will offer its own options, give examples,
comment and defend its point of view. In conclusion,
the “expert”, that is, the teacher, makes the final
decision. This will be a discussion lesson. A good
teacher understands the state and mood of his cadets.
Taking this into account, he attracts additional
sources, teaches his cadets to work independently,
actively participate, and support each other.
Methodological recommendations for the teacher:
✓
the teacher must plan the lesson discussion
in advance and develop it;
✓
choosing a topic for discussion;
✓
distribution of tasks into groups;
✓
regulations.
Subgroups should have strong and weak cadets.
This will be a joint work, the strong help the weak and
the number of participants should be equal.
CONCLUSION
Thus, the main goal of classes using interactive
methods is to feel like collegiums, jointly solving
problems, and to realize mutual responsibility. And
for a teacher, the main achievement is to create a
favorable atmosphere, respect, support and an
optimal amount of knowledge.
Visual aids should be used in lessons. Diagrams,
slides, tables, video recordings and audio recordings
can be used as such aids. There is a good principle:
“It is better to see once than to hear a hundred times.”
When using visual aids, it is necessary to comment on
them. It is necessary to prepare the class so that visual
aids are accessible to everyone, are thought out
expediently, and with the help of technical means it
will be possible to show slides and presentations.
There are visual aids that can be demonstrated during
the presentation.
In conclusion, we can say that the higher
education system faces new goals and objectives to
improve teaching methods. This makes it possible to
comprehensively address issues of personnel and
pedagogical potential.
REFERENCES
[1]
Artykova V.A. and others. Methods of teaching legal
disciplines. –T: 20089, - P.71
[2]
Gromova T. V. (2020). Increasing the effectiveness of
comprehensive training of applicants in Russian as a
foreign language in preparatory courses. Concept, (2),
44-54. doi: 10.24411/2304-120X-2020-11012
[3]
Diyorova N.O. (2022). Methods of teaching Russian
language and literature. XXI Century Scientist, (1
(82)), 42-45.
[4]
Methods of speech development in Russian language
lessons: a manual for teachers / N. E. Bogoslavskaya,
V. I. Kapinos, A. Yu. Kupalova and others; edited by
T. A. Ladyzhenskaya. Ed-2. - M.: MIR, 2022.
[5]
Smirnov S.D. Pedagogy and psychology of higher
education - M: AcademiA, 2022. P. 68.
