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"Umumiy o'rta ta'lim sifatini oshirish: mazmun, metodologiya, baholash va ta'lim muhiti"
xalqaro onlayn ilmiy-amaliy konferensiya materiallari
School educational institutions, students are gradually involved in the foreign language
environment through play. The use of game techniques and methods is the key in the
organization of the educational process of preschoolers. Vygotsky described play as the
leading activity as follows: Though the play-development relationship can be compared
to the instruction-development relationship, play provides a much wider background for
changes in needs and consciousness. Action in the imaginative sphere, in an imaginary
situation, the creation of voluntary intentions, and the formation of real-life plans and
volitional motives—all appear in play and make it the highest level of preschool
development. The child moves forward essentially though play activity. Only in this sense
can play be considered a leading activity that determines the child’s development.
2
[1.pp.
102–103].
At present more and more parents want their children to start learning a foreign language
(mostly English) before they go to school. Most often kindergartens provide an English
lessons for their children once a week or once in 2-3 days. Through the game, the teacher
forms and develops preschool children's skills and abilities to find the necessary
information, transform it, and develop solutions based on it in standard and non-standard
situations. By using games, play, movement and song, all things that most preschoolers
enjoy, learning language will be a fun and positive experience. "Play activity is a special
sphere of human activity, in which the individual does not pursue any other goals, except
for obtaining pleasure from the manifestation of physical and spiritual forces."
3
[2.p.56].
Therefore, the game, being the main activity of the child, allows you to overcome most
of the difficulties associated with the conditional nature of foreign language
communication and strengthen the positive impact of a foreign language on the formation
of personality. The works of such teachers as R. L. Semakhin, M. F. Stronin speak about
the influence of didactic games on various aspects of learning English.
4
. Children,
however, do not think about it. For them, the game is primarily an exciting activity.
Therefore, the goal of the game form of learning is not only the formation of
pronunciation, lexical and grammatical skills, but also the development of interest in the
language being studied. Moreover, a child who is weak in language training can become
the first in the game: resourcefulness and intelligence are sometimes more important than
knowledge of the subject. Therefore, we can say that the game is a universal form of
didactic interaction with the student. And so, as Travin notes it surpasses the
lesson:
5
[1.p.25]. 1. The game is not due to special training skills (focus, discipline,
2
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard
University Press. pp. 102–103
3
Gazman O.S., Xaritonova N.E. V shkolu igroy.- M: Prosveshenie, 1991стр.56
4
Semaxina R.L. Igri na urokax angliyskogo yazika. Inostrannshe yaziki v shkole. №2.1992. Stronin M.F. Obuchayushie igri
na uroke angliyskogo yazika. – M., 1981.
5
Travin
Semaxina R.L. Igri na urokax angliyskogo yazika. // Inostrannыe yaziki v shkole. №2.1992. Stronin M.F.
Obuchayuщie igri na uroke angliyskogo yazika. – M., 1981.
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