|
377
XALQARO MIQYOSIDAGI ILMIY-AMALIY KONFERENTSIYA MATERIALLARI
And so, we can say that the basis of any game is role-playing. A child in a role-playing game can
play the role of himself, an English child or an adult, a fairy-tale character or an animal, a living object, etc.
— the possibilities here are unlimited.
Thus, the game is an oriented game for the zone of proximal development, combining the
pedagogical goal with the motive of activity that is attractive to the child.
The problem under consideration in this article is obvious, since profound changes in social, political, and
economic life have a great influence on the development of the educational system in the
Republic of Uzbekistan. One of the most important manifestations of this process is a steady tendency to use
pedagogical technologies in teaching a foreign language. The education system is faced with the task of
preparing students for cultural, professional and personal communication with representatives of countries
with different social traditions, social structure and linguistic culture.
The correct organization of educational activities is carried out taking into account the needs of
students themselves in mastering the spiritual wealth of people with the formulation of a learning task in
front of them, the solution of which requires experimentation with the material. The task of the teacher is to
help students become subjects of educational activities, i.e. to determine goals yourself, choose means,
adjust, evaluate, bear responsibility for your actions and results. In this, the teacher will be supported by
reliance on the student's activities individually. In accordance with this approach, the student as a subject of
activity is at the center of training. From this it follows that the purpose of the classes and the ways to
achieve it should be determined from the perspective of the student himself, based on the consideration of his
interests, needs, individual characteristics.
The educational process should be based on joint educational, productive activity, in the process of
which there is a gradual increase in the functions of students in all levels of activity. This provides the
student with a more active position in learning.
As experience shows, thanks to the special organization of collective educational activities in a group
of three or more people, students get the opportunity to repeatedly include new language material in their
statements, transform and combine them with previously learned material in various communication
situations. In the course of active cooperation with group members with their help and support, as well as
with targeted management by the teacher, the speed and intensity of acquiring foreign language experience
increases, as well as the confident and faultless performance of speech actions.
Interesting experience of E.A. Ivashchuk on the organization of joint educational activities in
homework [3]. The author offers the following methodology for joint homework:
joint homework is organized as a collaboration of students and teachers aimed at homework;
a teacher is a participant, not a leader;
joint activity of schoolchildren under the guidance of a leading student (this is a student with a high level of
training, showing interest in the subject, willingness to help classmates);
Actually group work without the appointment of an official leader; planning of joint educational activities is
carried out by the guys themselves [4].
The following structure of the lesson is proposed: introductory part: determining the purpose of joint
educational activities, briefing on the sequence of solving the problem, including a short list of tasks;
joint educational activities; final part: a collective discussion of the results of the assignment.
A typical task of the type “Read the text and complete the following tasks ...” E.A. Ivashchuk
replaces this option: Read the text, compose an oral journal together on its basis and comment on its pages.
In the lesson, compare your spoken content journal with the output of another group.
Students are offered the following tasks:
1) an individual job of searching words in a word (a list of words from the text is given; the work can be
limited in time);
2) pair work on reading the text in order to understand its content;
3)frontal work on the compilation of headings to paragraphs of the text;
4) pair work on the compilation of the contents of one of the pages of the oral journal (one paragraph of the
plan). (Working notes are made);
5) collective work on the compilation of the final version of the journal in the process of oral commenting by
pairs of students of its pages [5].
In addition, you can use project training, which also involves joint training activities, independent
transfer of knowledge and skills to new situations. The project as a special form of organizing
communicative and cognitive activity is a self-planned and implemented school work in which speech
BOSHLANG‘ICH TA’LIMGA XALQARO BAHOLASH DASTURLARINI JORIY ETISHNING ISTIQBOLLARI
Do'stlaringiz bilan baham: |
