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UDC
Nafasov Doniyor Shernafasovich
Post-Doctorate student for (PhD)
Urgench state university, Republis of Uzbekistan
THEORETICAL AND PEDAGOGICAL ASPECTS OF DEVELOPING
STUDENTS’ SOCIO-CULTURAL COMPETENCE
Abstract. The article presents the theoretical and pedagogical aspects of the
development of students’ socio-cultural competence, in particular, the content and
essence of the concept of sociocultural competence, phenomenological foundations,
the structure of sociocultural competence and recommendations for the development
of sociocultural competence.
Keywords: Competence, sociocultural competence, cognitive, axiological, communicative.
Introduction
In the process of reforming the education system in Uzbekistan, ample
opportunities are being created for the full development of the individual and the
effective education of young people. As the head of our state Sh.M.Mirziyoev noted,
we should up- bring a new generation with high intellectual and spiritual potential,
capable of coming up with new initiatives and ideas for the development of the country,
and form necessary skills and knowledge for graduates of educational institutions to
become modern professionals.[1]. The development of socio-cultural competence of
higher education students is a topical issue of today.
In recent years, the term "socio-cultural competence" has become one of the most
common topics and concepts in the pedagogical, professional and normative-
methodological literature. Since the researchers are based on different approaches to
defining this concept, there are certain difficulties in identifying important features of
complex pedagogical phenomena such as “competence”, “competency-based
approach”, the structure of socio-cultural competence and forming its unique logic
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methodology at different stages and levels of education.
Issues of socio-cultural competence has been studied by E. I. Vorobyova, Yu. I.
Kostyushina et al. [2]. The socio-cultural competence is considered as a systemic
characteristic of a person's personality, which is reflected in the creative activity, and
is reflected in the products created by him and the results of his activities. The need to
form it in a holistic pedagogical process is based on a number of reasons and grounds:
- knowledge of current issues of public policy; be able to analyze socio-economic
problems and processes independently; to understand the essence of documents related
to professional activity in one of the foreign languages, to have the necessary
knowledge in the field of natural sciences and to be able to use them in professional
activities on a modern scientific basis; have a holistic view of the processes and events
taking place in nature and society, acquire knowledge about the development of nature
and society and be able to use them in life and in their professional activities on a
modern scientific basis "[3]
The researchers focus on the following key points in developing the
phenomenological framework of socio-cultural competence,
- The interrelationship and interaction of social existence and competencies
related to social life with the society of the individual is defined as a broad concept
such as "social individual";
- Socio-cultural competence has its own structure and content;
- Socio-cultural competence is directly related to age characteristics and their
dynamic changes;
- The importance of what is conceptually defined in the structure of socio-cultural
competence in interpersonal activities and how it is manifested through various means
and forms of communication [4].
In analyzing the psychological and pedagogical aspects of socio-cultural
competence, the experts emphasize a number of important features: psychological
mobility and sociality, social flexibility and cultural tolerance (A.Y. Flier), the ability
to understand the social context of actions (Y.G. Baghdasaryan, GV Panina), readiness
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for socio-cultural activity, possession of certain spiritual and moral values,
communication (D.P. Sadokhin), adaptability of a person to society and social
integration skills (O.N. Astafeva, O.A. Zakharova ).
Sociocultural competence in cultural studies is usually defined as the ability of an
individual to solve socially significant tasks in a given socio-cultural context in a timely
manner, as well as the willingness to communicate with a partner with personal
knowledge of culture.
In studying in detail the important features of socio-cultural competence, it is
expedient to refer to its functions as well. At first, it is important to point out that the
socio-cultural competence is a reflection of a person's belonging to a particular social
group, manifested in the context of social movements in the group community in
comparison with other types of competence. Second, socio-cultural competence
implies that an individual realizes his or her identity in sync with the cultural
stereotypes to which he or she belongs to in the process of internal cultural
socialization.
Basing on the analysis of pedagogical, psychological and sociological research,
we can distinguish the following main semantic (semantic) aspects of socio-cultural
competence:
1. A reflection of the social order of compliance with the minimum requirements,
reflecting the readiness of young people for social life;
2. Interrelated use of practical and theoretical knowledge in solving problems of
social communication and activity;
3. Reflection of individual and cultural characteristics of the student in the process
of education and personal development.
Along with the semantic meanings of socio-cultural competence, it is also
important to study the principles of its formation, composition and structure. In a
number of psychological studies, not only knowledge, skills and abilities as
components of the structure of socio-cultural competence, but also cognitive
(knowledge of one's own culture), axiological (cultural values), conceptual (knowledge
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of professional, socio-cultural aspects), emotional-ethical (social -cultural
responsibility), communicative (verbal and nonverbal communication techniques);
evaluative-reflexive (independent thinking, reflection, self-assessment); personal-
operational (acquisition of interpersonal and intercultural communication skills);
motion-interactive (motivation, reflection, and creativity) are include as components
and elements.
The researcher N. G. Muravyova emphasizes the importance of the following
elements in the structure of socio-cultural competence:
- cognitive - information (the ability to acquire and use information about the
language and culture of their country and other countries);
- axiological (conscious attitude to information, perception, tolerance, interest in
culture, motivation, reflection);
- communicative-activity (readiness to communicate, methods and techniques of
communication, knowledge of personal independence, creativity, social mobility) [6].
Consequently, socio-cultural competence reflects not only socio-cultural knowledge
and skills, but also important guidelines that define the meaning of social
communication.
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