Формирование навыков общения на каракалпакском языке в условиях билингвизма (в дошкольных образовательных организациях и начальных классах общеобразовательных школ с русским языком обучения

Ushbu doktorlik dissertatsiyasi

Asosiy mavzular

FORMATION OF COMMUNICATION SKILLS IN THE KARAKALPAK LANGUAGE IN THE CONDITIONS OF BILINGUISM: The aim of the research work is to develop recommendations and conclusions on the development of speech communication skills in the Karakalpak language in children of preschool and primary school age in the conditions of bilingualism. The object of the research work is the process of formation of conversational skills in the Karakalpak language in children of preschool educational organizations and primary grades of secondary schools where teaching is conducted in Russian language. In total, 911 children participated in the experiment, among them are primary school pupils of secondary schools No. 27, 31, 34 and gymnasium No. 1 of Nukus city, No. 71 of the Khodjeyli district and No. 3 of the Takhiatash district, as well as pupils of preschool educational institutions No. 30, 34, 35 of Nukus city, No. 15 of the Khodjeyli district and No. 2 of the Takhiatash district. The scientific novelty of the research is as follows: the linguodidactic foundations of a competent approach to teaching languages and its application in teaching the Karakalpak language to children of Russian-speaking groups and classes in bilingual conditions have been improved; improvement of linguodidactic conditions of speech development, on the basis of teaching children various types of activities (games, exercises, works, visual activity, artistic speech, etc.); The competence of students' speech skills in the Karakalpak language in primary grades, where instruction is conducted in Russian, is divided into components of language and communicative culture, language competence and the development of independent mastery of knowledge in oral and written speech, types of speech (monologue and dialogue); the cognitive, emotional and active stages of teaching the application of theoretical rules in practice in the lessons of the Karakalpak language were improved on the basis of reflexive technologies, such as work on mistakes based on a praxeological approach, retelling, free writing; reflexive technologies based on an experimentally confirmed praxeological approach to the formation of Karakalpak speech skills in bllingual conditions: interactive methods, a developed methodological system of authentic teaching materials, theoretical study of grammatical units based on the cooperation of a teacher and a student on the basis of divergent and convergent approaches; a three-stage system for the development of monologue and dialogical speech receptive, reproductive, productive in children in bilingual conditions has been developed. Implementation of the research results. The results of the research concerning the achievement of high efficiency in the formation of communication skills in the Karakalpak language in the context of bilingualism in preschool and primary school children: proposals for the development of children's communication skills in bilingualism in the lessons of speech development, linguistic competence and the ability to independently acquire knowledge are introduced into the contents of the monographs "Theoretical and methodological foundations for the formation of communication skills in the Karakalpak language" are implemented in city and district preschool educational organizations of the department of preschool education of the Republic of Karakalpakstan (Reference of the Ministry of Preschool Education of the Republic of Karakalpakstan No. 01-01-08/1280, September 25, 2020). As a result, teaching materials were systematized to improve the effectiveness of practical application of theoretical knowledge by preschool children in speech development lessons; in the development of assessment criteria based on a competent approach on the subject «Qaraqalpaq tili» (UDC 811.512.121'242 (754.2) grade 2), (UDC 811.512.121'242 (754.2) grade 3), proposals were used on the methodology of comprehending and applying theoretical rules in practice, sensitive teaching of grammatical units based on the cooperation of a teacher and a pupil on the basis of divergent and convergent approaches in the primary grades of general education schools with the Russian language teaching (Reference No. 01-01/10-2580 of the Ministry of Public Education of the Republic of Karakalpakstan, September 25, 2020). As a result, teaching materials were systematized to improve the efficiency of practical application of theoretical knowledge by preschool children in speech development lessons; suggestions and recommendations on the practical application of theoretical rules in the lessons of the Karakalpak language, their stages of study, refiexive technologies, are based on a praxeological approach: interactive methods, preparation of authentic teaching materials were reflected in the part of teaching methods of the Karakalpak language and literature under a fundamental grant for 2017-2020 "Methodology for the development of the native language and literature in accordance with the new alphabet and grammar rules of the Karakalpak language" of the Karakalpak branch of the Uzbek Scientific Research Institute of Pedagogical Sciences (Reference from the Karakalpak branch of the Uzbek Scientific Research Institute of Pedagogical Sciences named after Zh.Urunbaev No. 165, September 25, 2020). These materials served to increase the creative activity of the speech and linguistic competence of primary school pupils of secondary schools with the Russian language teaching. recommendations on the formation of listening skills and abillties, reception and understanding of the Karakalpak text, independent preparation of a sentence, assimilation of the heard, written and oral presentation of their relations have been introduced into the education system (Reference of the Ministry of Higher and Secondary Specialized Education No. 89-03-3856, October 12, 2020 ). As a result, theoretical approaches to pedagogical theory and practice are presented, which serve as a scientific methodological source for students, undergraduates and teachers of the pedagogical direction. The outline of the thesis. The thesis consists of the introduction, four chapters with outputs, the conclusion, the references and the appendix. The volume of the thesis is 267 pages.
ФОРМИРОВАНИЕ НАВЫКОВ ОБЩЕНИЯ НА КАРАКАЛПАКСКОМ ЯЗЫКЕ В УСЛОВИЯХ БИЛИНГВИЗМА: Формирование коммуникативных навыков у детей дошкольного и младшего школьного возраста в условиях билингвизма, системная организация обучения языкам, внедрения в образование инновационных технологий развития компьютерной лингводидактики. Степень изученности проблемы. По вопросам развития речевой деятельности у детей дошкольного и младшего школьного возраста в условиях двуязычия нужно отметить работы следующих авторов: В.А.Андрияновой, А.М.Аскарходжаевой, Н.С.Барыбиной, З.Патуллаевой, Р.М.Кадыровой, Ф.Р.Кадыровой, Р.Х.Кабилова, А.В.Никольской, Р.Т.Талиповой, Р.А.Юлдашева, М.А.Хегай, А.С. Наурызбаевой; в работах М.Куранова, Х.Х.Тиллашева, С.Шермухамедова рассматриваются вопросы формирования основ межнациональной коммуникации; А.Зуннунов, М.Хайруллаев, Н.Хатамов, Д.Шадиев рассматривают проблемы формирования речевой культуры в связи с материалами народной педагогики; среди ученых, внесших вклад в развитие теории и методики обучения учеников второму языку необходимо отметить: Х.Асалова, Г.Ахрарову, М.М.Рихсиеву, Д.Р.Ташхужаеву, К.М.Халикбердиева, Х.Мухитдинову, Г.Асилову, Н.Дадажанову, М.Камалову, Г.Курбанову, Л.Мирджалалову по обучению узбекскому языку в условиях двуязычия; А.Джаксыбаева, К.Кощанова, Д.С.Насырова, А.Умарова, Н.А. Урумбаева по сравнительной грамматике каракалпакского и русского языков, морфология и синтаксис; Т.Караматдинову, В.А.Мирееву по методике преподавания русского языка в каракалпакских школах и др. Авторы многих методических пособий по обучению детей русской речи В.И.Андриянова, Н.С.Барыбина, М.Утепбергенова, Ф.Р.Кадырова, В.А.Миреева, Е.И.Негневицкая, А.В.Никольская, М.И.Аскарходжаева, А.А.Брудный, Л.П.Буева, Б.Ф.Ломов, Е.Ф.Тарасов, И.Т.Тарасова, Т.А.Антонова, Т.Ладыженская, А.И.Гвоздева, Г.М.Андреева, А.В.Звегинцев, Е.И.Негневицкая, А.М.Шахнарович, А.И.Соколов, и др. в работе с детьми
ИККИ ТИЛЛИЛИК ШАРОИТИДА ҚОРАҚАЛПОҚ ТИЛИДА СЎЗЛАШИШ КЎНИКМАЛАРИНИ ШАКЛЛАНТИРИШ: Қорақалпоқ тилини ўрганишга қизиқишнинг кучайишига, қорақалпоқ халқининг маънавий қадриятлари, маданияти, урф-одат ва анъаналари билан яқиндан танишиш фаолиятида болаларда нутқни эгаллаш, ўз фикрлари ва сезгиларини мантиқий кетма-кетликда эркин баён қилишнинг рецептив ва продуктив турларини комплекс ўзлаштириш Тизими такомиллаштирилган. Болаларни мулоқот йўли билан гапиришга ўргатиш, қорақалпоқ тилида сўзлашишга ўргатиш воситалари, метод ва услубларини тўғри танлашга ва ўқув материалини алоҳида ташкиллаштирилган, қорақалпоқ тилини ўргатиш методикаси такомиллаштирилган. Психологияда тил инсонлар орасидаги мулоқот учун қўлланиладиган энг муҳим белгилар тизими сифатида тушунилади. Мазкур тизим алоҳида моддий элементлардан таркиб топган (товушлар, сўзлар, иборалар, алоҳида элементларнинг бирлашиши ва ўзгариши). Психологлар ва психолингвистлар нутқни фикр-мулоҳазанинг билдирилиш ва қабул қилиниш жараёни, мулоқотни таъминлайдиган ўзига хос инсон фаолиятининг тури сифатида қарайдилар. Нутқнинг ўзи «нутқий ниятдан» у ёки бу тилдаги маъноларда акс этишига ўтиш ва кейин ташқи огзаки ва ёзма нутқда амалга ошиш жараёни ҳисобланади.