yomon xotiraga emas, balki yomon e'tiborga, berilgan fanga qiziqishning yo‘qligiga
bog‘liq.
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Jumayev, X.S. (2023) Kichik maktab o‘quvchi yoshlarning o‘quv
faoliyatida mnemik qobiliyatlarning o‘rni xususida. Mug‘allim ham uzluksiz
bilimlendirio‘ ilmiy-metodikal, 228-234.
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mnemik qobiliyatlarining operatsion mexanizmlarini ishlab chiqish, Namangan
davlat universiteti axboratnomasi, 506-510.
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SHABBAZOVA, D. (2023). A PERSONAL VALUE APPROACH
MODEL FOR ELEMENTARY LITERACY INSTRUCTION. World Bulletin of
Social Sciences, 22, 1-4.
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Ruzikulovna, S. D. (2021). The Importance of Personal Value Approach
Methodology in Primary School Literacy Classes. JournalNX, 7(11), 78-82.
5.
Ruzikulovna, S. D. (2023). Analysis of the Level of Valuable Approach to
Primary Class Students. Web of Semantic: Universal Journal on Innovative
Education, 2(4), 227-230.
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Dilfuza Shabbazova. (2023). PSYCHOLOGICAL-PEDAGOGICAL
FACTORS OF IMPROVING THE LITERACY OF ELEMENTARY SCHOOL
STUDENTS BASED ON A PERSONAL VALUE APPROACH. Academia Science
Repository, 4(05), 12–19.
Kurbanova Guzal
teacher at Termez State pedagogical institute
Kurbanova Shoira
Magistr at Termiz University of economics and service
INTERACTIVE EDUCATIONAL TECHNOLOGIES IN THE
DEVELOPMENT OF STUDENTS COMMUNICATIVE COMPETENCE IN
THE RUSSIAN LANGUAGE
Аннотация:
В статье написаны интерактивные образовательные
технологии в развитии коммуникативной компетенции учащихся по русскому
языку. Главной задачей учителя является формирование и развитие
коммуникативной компетентности учащихся, и педагогам целесообразно
сделать основной задачей своей деятельности использование методов и
технологий, позволяющих учащимся самостоятельно и свободно общаться на
русском языке. Такая деятельность должна вызывать у учащихся желание
общаться на изучаемом языке, и это общение должно приносить учащимся
радость.
Ключевые слова и фразы
: русский язык, студенты, коммуникативная
компетенция, интерактивное обучение, технологии, свободное общение,
желание общаться на языке.
Annotation:
In the article, interactive educational technologies in the
development of communicative competence of students of the Russian language are
written. The main task of the teacher is to form and develop the communicative
competence of students, and it is appropriate for teachers to make their activities the
main task of using methods and technologies that enable students to communicate
independently and freely in Russian. It is necessary that such an activity arouses the
desire of students to communicate in the language they are learning and that this
communication brings joy to the students.
Key words and phrases
: Russian language, students, communicative
competence, interactive education, technology, free communication, desire to
communicate in the language
The expansion of international relations and our country’s desire to become
an equal member of the world community have led to a change in the level of
Russian language proficiency. This has become a real need in the relationship
between citizens and society. Changing factors in the formation and development of
students' communicative competence is inextricably linked with the strengthening
of the role of man in society, globalization and humanization of society, and
increasing requirements for training and quality of education.
Despite the fact that the issue of communicative competence of high school
students is analyzed as one of the important structural foundations of education in
the general education system, improving the technology for forming a system of
communicative competencies of students and didactic support based on an
innovative approach is of paramount importance.
“The ability to perceive change and create it is the most important feature of
the 21st century human lifestyle,” says V. Flint. According to the author, school
education should perform at least two functions:
function of preparing a student for independent assimilation of knowledge and
information (teaching to learn)
the function of forming the ability to transform acquired knowledge into
important life competencies” [1: 2].
Professor L. T. Akhmedova scientifically substantiated the effectiveness of
using a competency-based approach in the process of teaching the Russian language,
and identified ways to use modern technologies in the formation of socially
significant competencies[4].
Despite the fact that the main goal of the Russian language teaching program
is deep mastery of the language, the grammar-translation method retains its position
in teaching the Russian language. This approach is due to the fact that the content of
education and teaching methods were initially the same as the methods of teaching
Russian as a native language, and the main task of the language learning process is
aimed at developing knowledge of language theory.
To achieve effective and high-quality results in the learning process,
regardless of its content and form, it is important to clarify what competencies should
be instilled in preschool students. It is determined and implemented on the basis of
the principles of consciousness, coherence and continuity, development from simple
to complex in the context of occupations.
The existing difference between the theoretical basis for introducing
innovative approaches in the field of language education and the practice of language
teaching negatively affects the final result. Schoolchildren, who have largely
mastered the theoretical rules, do not acquire sufficient speech skills and
competencies.
Russian psychologist and linguist B.F. Lomov said that in any situation
requiring speech and mental activity, three factors interact: the problem posed, the
knowledge available to solve it, and research activity. In Russian language classes
with students, such activity is ensured by working with a given problem, text, or
game task.
In educational programs in recent years, the phrase “teach students to perceive
information received in Russian, express their attitude to events, and express their
thoughts in Russian publicly” has appeared.
Based on the above, we believe that the urgent tasks of modern methods in
the development of students’ communicative competence are:
since the main goal of teaching the Russian language is to prepare a native
speaker who can communicate fluently in Russian;
inclusion of elements of student initiative in exercises;
take a clear position on the issue of “communication-language” or “language-
communication”.
When teaching a language, it should be understood that teaching a language
is learning to communicate in speech activity. With this approach, the main task of
the teacher is the formation and development of the communicative competence of
students, and it is advisable for teachers to make the main task of their activities the
use of methods and technologies that allow students to independently and freely
communicate in Russian. It is necessary that such activities make students want to
communicate in the target language and that this communication brings joy to the
students.
Speech competence, which is part of communicative competence, “...requires
knowledge of the ways of forming and expressing thoughts using language, which
makes it possible to organize and carry out speech actions (realization of
communicative desire), to use these ways to understand the opinions of others, to
express” one’s own opinion in various situations orally and means to express in
writing” [4, p. 52].
The student-centered approach emphasizes the task of developing the
student’s personality. The activity of a language teacher is to realize the personal
language experience of each student and harmonize it with the content of training.
The content of training and the methods used must correspond to the indicators of
students’ speech development. In the classroom, every student has the opportunity
to become an important participant in the educational process.
When teaching the Russian language, speech activity, consisting of listening
comprehension, speaking, reading and writing, is used to compare the structural
elements of the language with similar elements of the students’ native language.
Such work is carried out in order to help master the grammatical material of the
language being studied. Teaching Russian for communicative purposes requires a
methodical approach to linguistic comparison. Particular attention should be paid to
speech activities such as listening, speaking, reading and writing.
The system of communicative tasks is of particular importance in the
development of students’ communicative competence. Modern educational and
methodological complexes, which include textbooks, teaching aids for teachers and
workbooks for students, make it possible to form the knowledge and skills of
students, to develop skills during the lesson. But this depends on the active position
of students in the educational process, their equal interaction with the teacher and
other students.
For example, due to the predominance of the Y sound in their native language,
Uzbek schoolchildren have difficulty pronouncing words containing the Y sound
(soap - cute, mouse - bear). They also have difficulty pronouncing words containing
soft consonants (read - read, privet, June, July, coat).
The use of modern technologies for teaching the Russian language without a
native language makes the teacher and student equal subjects of the educational
process[6]. However, there are a number of objective obstacles in the process of
teaching Russian as a second language:
the Russian language program for Uzbek-language schools was originally
created as a simplified version of the program intended for Russian-language
schools;
is aimed at assessing intermediate indicators, and not the level of students’
mastery of communicative competence.
Attention was drawn to the need to create a creative working environment in
Russian language classes. For this purpose, the functions of the teacher and students
as subjects of joint activities were defined. A humanitarian approach was chosen as
the basis for their relationship, which involved carefully listening to the opinions of
each student. When working in such an environment, language and speech
inaccuracies are not a reason for comment.
Thus, knowledge of the Russian language provides a certain cultural level of
oral and written speech and non-verbal speech behavior. The level of effectiveness
of the communicative process is determined by the level of communicative
competence of the subjects in the Russian language. Thus, the communicative
competence of the Russian language is defined as an integrative formation of the
individual, which has a complex structure and functions as the interaction and
interaction of linguistic, sociocultural and communicative competencies, which
allows the future specialist to effectively practice his activities.
BIBLIOGRAPHY
:
1. Kremen V.G. Light and science of Ukraine: paths of modernization (facts,
thoughts, prospects). – Certificate, 2003.
Kupriyanova M.E. On the issue of the competency-based approach to teaching
English: traditions and current state // Pedagogical Journal. 2018. T. 8. No. 5A. With.
431
2. Akhmedova L.T. Theory and practice of teaching professional Russian
speech to philology students (based on literary texts). Abstract of the dissertation for
the degree of Doctor of Pedagogical Sciences. Tashkent, 2012
3. Azimov E.G., Shchukin A.N. New dictionary of methodological terms and
concepts (theory and practice of language teaching). – M.: IKAR Publishing House,
2009. – p.362
4. Shchukin A.N. Methods of teaching Russian as a foreign language:
textbook. manual for universities / A.N. Shchukin. – M.: Higher. school, 2003. –
p.143
5. Karaulov Yu.N. Russian language and linguistic personality. Text / Yu.N.
Karaulova. Ed. 6th – Moscow, LKI KOMKNIGA, 2007. – 264 p.
6. Ivantsova E.V. About the term “linguistic personality”: origins, problems,
prospects for use. Bulletin of Tomsk State University, 2010. Philology No. 4 (12). –
p.26
7. Shubin E.P. Language communication and teaching foreign languages. –
M.: Progress, 2002. – 350 s.
OLIY TA’LIM MUASSASALARIDAGI ADABIYOT
MASHG‘ULOTLARIDA INTERFAOL METODLAR QO‘LLANILISHI
TERMIZ DAVLAT PEDAGOGIKA INSTITUTI
Filologiya fakulteti rt-22-01 guruh talabasi Ziyodullayeva Ruxsora
Murodullayevna
Termiz sh. 2023 yil.
ANNOTATSIYA
Ushbu maqolada keltirilgan zamonaviy adabiyotda qo‘llanuvchi interfaol
metodlar ta‘lim oluvchi talabalarda tahsil davomida ijodiy, tanqidiy, pozitiv,
mustaqil fikrlash qobiliyatlarini rivojlantirib yetuk mutaxassis bo‘lishlarida
qanchalik muhim omil ekanligi ko‘rsatilgan
.
Hozirgi zamonaviy oliy o‘quv
yurtlaridagi interfaol metodlar, innovatsion texnologiyalarni o’quv jarayonida
foydalanishga, qollashga bolgan qiziqish, e’tibor kundan-kunga kuchayib
bormoqda. Ushbu metodlarning o‘ziga xosligi shundaki, ular pedagog va
talabalarning birgalikda faoliyat olib borishlari orqali yuzaga keladi.
Kalit so‘zlar: interfaol metodlar, sinkveyn metodi, suhbat metodi, aqliy hujum
metodi.
Pedagogika oliy talim muassasalarida, mashg‘ulotlarda zamonaviy
metodlarning qo‘llanilishi talabalarning dars mashg‘ulotlarda bilim salohiyatlarini
oshirishda va keyingi faoliyat yuritishlarida katta tajriba sifatida ko‘mak beradi. Oliy
ta‘lim
muassasalarida
keng
qo‘llaniladigan
interfaol
metodlardan
“CHARXPALAK”, “KLASTER”, “AQLIY HUJUM“, “DAVOM ETTIR”,
“SINKVEYN”, “SUHBAT”, “KROSSVORD”, “HA, YO‘Q”, “TAQDIMOT”,
“BBXB”lar shular jumlasidandir. Yuqorida sanab o‘tilgan interfaol metodlarning
oliy ta’lim muassasalaridagi adabiyot fanlari darsi mashg‘ulotlarida qo‘llanilishidan
asosiy maqsad va vazifalari shundan iboratki, talabalarning shu jarayondagi
professor-o‘qituvchi bilan kommunikativ aloqalarini, muloqot salohiyatlarini
oshirish hamda o‘zlarining faolliklarini namoyish etishda to‘sqinlik qiluvchi har
