Topic: The significane of educational technologies in the developing of dialogic speech of general school pupils

Topic: The significane of educational technologies in the developing of dialogic speech of general school pupils (in the example of A2 levels)
CONTENT:
INTRODUCTION………………………………………………………………...2
ADDRESSING THE PROBLEM OF SPEECH DEVELOPMENT DURING GRADUATION IN PEDAGOGICAL THEORY AND PRACTICE...................6

1. 
   1 essence, basic features and conditions for speech development………….….6
   
2. 
   Psychological and pedagogical characteristics of first-graders………………..15
   
3. 
   3 test materials are a tool to improve the speech of first graders……………..19
   
4. 
   Determining the level of speech development in 1st grade students………......23
   
5. 
   Implementing pedagogical conditions for the development of speech of first-graders through the theoretical material of the alphabet…………………….................25
   

CONCLUSION……………………………………………………………………31
PROBLEMATIC QUESTIONS………………………………………………....32
GLOSSARY……………………………………………………………………….33
REFERENCES……………………………………………………………………34

Introduction
It is time to introduce a new system of foreign language teaching in our country, which will be a solid foundation for the future. Since we have set ourselves the goal of building a competitive state, from now on graduates of schools, high schools, colleges and universities must be fluent in at least 2 foreign languages. This strict requirement should become the main criterion of the activity of the head of each educational institution, - said Shavkat Mirziyoyev.
Speech development is very important for schools because it acts as a decisive factor in the successful mastery of all learning objects.
The problem of advanced speech with pictures is a solution for primary school, because it focuses on the development of speech skills and cognitive skills of children in school, as well as the development of school students as a verbal and written a person who has a word. . It was developed by K.D., the founder of the teaching method. Usinsky, who developed and introduced the method of sound analytical and synthetic learning, created a system of oral and written exercises for the development of speech in primary school students.
His followers were Korakov N.A., Bulakov N.F., Tikhomirov D.I., Semenov D.D., Semenov D.A., Baltalov I.P., Bakhterov V.At. and others, adhering strictly to the principles, developed by k.D. Usinsky improved the development of speech in primary school age.
Psychologist N.Ya. Jinkin studied the problem of children’s speech development and in the direction of L.A. Lublin conducted the students in the learning process.
The methodology of speech development, as well as the achievements of Soviet linguistics, help to enter this learning process. Having made significant contributions to the methodology of speech development in literacy over the past decade, V.G. Goretsky, V.A. Kiryushkin, A.F. Shantko et al.
Speech development methodology is currently undergoing an update period. Although the development of access problems has always been the development of speech, the development of speech as a specific field of today’s technique is only just beginning to develop. An intensive search of this pedagogical discipline depends on a number of factors. First, there is a need to increase the level of speech education of children, and for this it is necessary to improve the teaching method.
The second thing that stimulates the work of methodological thinking is the achievements of the relevant disciplines: linguistics and psychology. The theory of speech activity in the fields of linguistics and psychology has evolved and has recently begun to develop actively. Today, the search for an optimal system of study speech is being actively pursued. .
One of their most pressing issues in speech development is the creation of this learning system.
Attempts have been made several times to create a system of speech preparation in methodological science. E.I. Nikitin emphasized the combination of speech concepts as the basis of the system. The theoretical foundations for creating this system of speech development were the study of language as a branch of linguistics and the study of speech as a psycholinguistic activity.
The activity approach to speech is based on a system created under the leadership of Ladyjenskaya T.A.Uz. .
An analysis of modern advances in the creation of a system of speech preparation shows that the efforts of scientists to determine the theoretical (language and speech skills) of the system to determine learning (knowledge and speech skills) at different stages. , to improve learning techniques.
Although many scholars have dealt with this problem, the issue of systematically constructing speech development work has remained relevant since the time of the diploma study.
This led to the choice of the topic “Speech development of first graders in working with texts of the alphabet”.
The purpose of the study: to determine the pedagogical conditions for the effective use of text materials in the process of speech development in first-graders.
Object of research: the process of speech development of first-graders.
Research topic: The process of developing speech through the texts of the alphabet in the reading lessons of first graders.
Our Hypothesis: We believe that the development of first graders ‘speech is the most effective topic in working with ABC texts on the following pedagogical contexts:
use a variety of tasks with texts focused on student development;
by working with small folk genres.
In accordance with the purpose, subscription and topics, we have formed the following tasks:
.Analysis of psychological, linguistic and methodological literature to identify problems in science and school practice.
Determining the real level of first graders.
Z. Conduct an experiment to implement pedagogical conditions for speech development among first-graders by working with alphabetic texts in reading lessons.
Draw conclusions based on research findings.
In accordance with the tasks in the reading process, we used the following research methods:
Theoretical methods:
psychological and pedagogical, linguistic literature, analysis of educational documents.
Empirical methods:
experience
test
analysis of children’s educational activities.
Research Base: I.P. 1st grade of the 1st secondary school No. 1 named after Malozov.
The study was conducted in three phases: statement, forms, and control experiments.¹
The practical significance and novelty of the research lies in the identification of pedagogical conditions that help to effectively develop the speech of first-graders when working with texts of the alphabet.