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Formation of communicative skills of elementary school
students
Mashkhura KASIMOVA
Tashkent University of Social Innovation
ARTICLE INFO
ABSTRACT
Article history:
Received May 2024
Received in revised form
15 June 2024
Accepted 25 June 2024
Available online
15 July 2024
This article talks about the methods used to diagnose and
develop communicative communication relations in the young
school age, based on innovative approaches to education.
2181-
1415/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-1415-vol5-iss6/S-pp248-252
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
primary class,
communicative culture,
education,
knowledge,
integration,
diagnostic methods,
school,
family,
cooperation.
Boshlang‘ich
sinf
o‘quvchilarini
kommunikativ
qobiliyatlarini shakllantirish
ANNOTATSIYA
Kalit so‘zlar
:
boshlang‘ich sinf,
kommunikativ madaniyat,
ta’lim,
bilim,
integratsiya,
diagnostik metodlar,
maktab,
oila,
hamkorlik.
Ushbu maqola kichik maktab yosh davri va ushbu davrda
ta’limning innovatsion yondoshuvlariga asoslangan holda
kommunikativ
muloqot
munosabatlarini
qay
holatda
shakllanganligini diagnostika qilish va rivojlantirish uchun
qo‘llaniladigan metodlar haqida so‘z boradi.
1
Teacher, Department of Pedagogy and Psychology, Tashkent University of Social Innovation.
E-mail: mashxura.kasimova@mail.ru
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249
Формирование коммуникативных навыков учащихся
начальных классов
АННОТАЦИЯ
Ключевые слова:
начальный класс,
коммуникативная
культура,
образование,
знания,
интеграция,
методы диагностики,
школа,
семья,
сотрудничество.
В данной статье речь идет о методах диагностики и
развития коммуникативных отношений, основанных на
формировании коммуникативных и инновационных
подходов обучения в младшем школьном возрасте.
INTRODUCTION
Communication is being studied by psychological researchers as a complex
process. Modern pedagogical practice is based on psychological-pedagogical research
that theoretically substantiates the essence and importance of the formation of
communicative skills in the development of a child. E.G. Ghaziyev, a major representative
of psychology in Uzbekistan, while studying the ethnopsychology and child education of
the Uzbek people, found that their communication etiquette and other characteristics
differ to a certain extent from those of other nations, V.M. Karimova, the characteristics of
parents that allow their children to develop the same qualities, B.R. Kadirov was able to
determine the problems and solutions of the family and gifted children, based on the
studies of the parents' creation of conditions for the formation of children's internal
capabilities under the influence of the family environment. Communication skills are an
important factor in the development of a child's personality. Personal relationships are
formed in communication, and the nature of relationships with the outside world largely
depends on the development of the child's qualities. Communication is carried out in its
way in each period. Communicative relations are an important factor in the development
of a child's personality. Personal relationships are formed in communication, and the
nature of relationships with the outside world largely depends on the development of the
child's qualities. Communication is carried out in its own way in each period. In
particular, the formation of communicative skills in junior high school is carried out
directly in conjunction with educational activities.
MATERIALS AND METHODS
M.S. Kagan, S.A. Arutyunov, V.M. Mejuev, E.N. Yurkevich and others worked on the
study of the main principles of communication and its main features, as a rule, on the
study of the relationship between concepts such as society's culture and human culture.
Problems of the culture of interpersonal communication were considered by
G.N. Andreeva, L.P. Gadzaova, I.I. Zaretskaya, E.P. Ilyin, S.L. Rubinstein and others.
S.N. Batrakova, S.V. Znamenskaya, N.V. Stepanova and others about training
programs that increase communicative communication; formation of the cultural
component of the development of communicative abilities V.S. Bibler, A.V. Vartanov,
E.M. Vereshchagin, L.G. Viktorova, N.I. Gez, V.S. Ilyin, R.P. Milrud, N.A. Salanovich,
P.V. Susoyev, S.G. Ter-Minasova, G.D. Tomakhin and others conducted research.
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The most important stage in the process of general education is primary school
education. In four years, a primary school student should not only master the
programmatic material of his subjects, but also learn how to become a "professional
student". The responsibility of a primary school teacher has always been highly
appreciated. What is the current status of primary school? The child's life experience is
formed based on the formation of the ability to integrate, generalize, understand and
learn new knowledge. Self-education, that is, independent learning, is a task that cannot
be replaced by school today. Instead of simply transferring knowledge, skills, and
abilities from teacher to student, the primary goal of schooling is to set student's
independent learning goals, design ways to achieve them, monitor and evaluate their
progress. It consists in forming the ability to acquire knowledge through the
development of abilities. Achieving this goal will be achieved thanks to the formation of a
universal system of educational activities that will enable students to successfully master
knowledge, skills and abilities independently.
DISCUSSION
Junior school age is convenient for forming the communicative component of
education. At the initial stage of education, the child's personal successes have a social
meaning for the first time, therefore, one of the main tasks of primary education is the
formation of communicative competences, success motivation, initiative and optimal
conditions for the formation of independence of students. is to create conditions.
When a child enters school, he gathers some communication experience on his
own
–
he learns to intuitively recognize people's feelings and intentions, exchange
messages with children and adults, act together or separately in different situations. This
experience is unique for every child because their family is unique and their childhood is
unique.
The task of the teacher is to structure this experience, fill it with new content and
new skills, which allows the child to master a universal tool for self-development.
It should be remembered that the influence of the communicative culture of the
family on the child does not end at the door of the first grade. Family and school are two
social institutions that determine the trajectory of a child's development. The methods of
communication between them
–
effective and not so effective
–
shape the social situation
of the child's development. The introduction of new educational standards creates
conditions for the development of more effective methods of interaction between the
school and the family.
At school, the child joins the communication model of the teacher, who is a new,
very important person for him. Every day, in different situations, in communication with
the teacher, he perceives and copies the patterns that the teacher transmits. Individual
lessons and exercises dedicated to the formation of communication skills of respecting or
ignoring the interlocutor, the desire to understand someone else's point of view or to
impose one's own, the ability to negotiate or imperative instruction, determination or
reasoning- all this is absorbed by the child every minute not only during the family school
life.
The child's circle of communication is built in connection with logical thinking,
attention and memory, attitude towards himself. Positive or negative self-esteem, the
level of knowledge of logical operations affects the process of acquiring communication
skills of the child, while the experience of experimental learning shows that the pair and
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group forms of work are beneficial to both the school o It helps students to more
consciously master the subject content of the school curriculum and to form a sufficient
level of self-esteem.
When starting the task of forming communicative educational skills in
schoolchildren, the teacher should analyze his communication model, which of its
elements contribute to the development of children's communicative competence, and
which hinder the development of children's communicative competence, and vice versa,
help to develop communicative skills. it is recommended to understand that
Before the teacher chooses and designs the content of the educational process
taking into account the formation of educational skills, it is necessary to determine the
initial level of development of educational skills in schoolchildren.
The purpose of diagnostic methods is to determine the initial level of development
of learning skills:
•
opening the primary abilities of first-grade students in forming the necessary
conditions for effective educational activities;
•
identifying individual differences between children.
The methods allow the teacher to correctly organize the educational program of
the class, as well as the individual education of each child.
It is recommended to perform at least part of such tasks by children united in pairs
or microgroups of 3-4 people, for example, when it is necessary to form a common
opinion or create a general description. Giving these tasks a psychologically fulfilling
character of children's activity eliminates the painful artificiality of the need for them to
"speak their opinion".
METHODS
To make a final diagnosis, you can use the following methods:
1. "Match the carpet"
Purpose: To study the level of development of group interaction of students in the
conditions of the presented educational task.
2. "The Way Home"
Purpose: to determine the degree of formation of actions transfer data and display
subject content and working conditions.
3. "Resolving situations" (an adapted version of Rene Gilles' projective technique).
Purpose: to determine the stability of the child's aggressive behavior and the type
of reaction to frustration.
4. "Who is right" G.A. Zuckerman
Purpose: the ability to take into account the interlocutor's position, understand,
respect another point of view, and justify and prove one's opinion.
These methods and a set of diagnostics are suitable methods for monitoring the
development and formation of communicative educational skills.
CONCLUSION
The main goal of primary education is to awaken all the tendencies inherent in the
child through educational activities, to realize himself, to find himself, to develop his
positive aspects, and ultimately to become a human being. is at least willing to overcome
negative challenges. The decisive role in this belongs to the teacher. Every teacher should
understand what he is trying to achieve in raising and teaching children.
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In short, among junior high school students, it can be said that the formation of
communicative skills is relevant because their formation level not only the effectiveness
of the educational cycle but also socialization and personal qualities also affect the
development process.
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