|
XORAZM MA
’
MUN AKADEMIYASI AXBOROTNOMASI
–
12/2020
233
Sociocultural competence - knowledge of the cultural characteristics of a native speaker, their habits,
traditions, norms of behavior and etiquette and the ability to understand and adequately use them in the process
of communication, while remaining a bearer of another culture; the formation of socio-cultural competence
involves the integration of the individual in the system of world and national cultures. Sociocultural
competence involves getting acquainted with the elements of socio-cultural context that are suitable for speech
creation and comprehension from the point of view of native speakers: national and cultural features of speech
behavior of native speakers: customs, rules, norms, social conventions, ceremonies, regional knowledge, and
so on social authority is manifested in the desire and ability to engage in communicative communication with
other people. The desire to communicate is determined by needs, motives, certain attitudes towards future
communication partners, as well as self-esteem. The ability to engage in communicative communication
requires a person to be able to manage and manage a social situation.
Strategic competence allows for the social experience of speech and communication in a foreign
language environment, as well as the replacement of language ignorance by special means. [2] Basic powers
are basic and universal. Their characteristic features are as follows: they are multifunctional, highly subjective
and interdisciplinary, requiring intellectual development, multidimensional (including analytical,
communicative, prognostic and other processes).
As part of the main competencies of school graduates, in accordance with the "Strategy for the
modernization of educational content" we distinguish the following: - competence in the field of independent
learning activities based on the acquisition of methods of learning from various sources of information,
including extracurricular information; - Competence in the field of civic and social activities (acting as a
citizen, voter, consumer, etc.); - competence in the field of social and labor activity (including the ability to
analyze the situation in the labor market, assess their professional capabilities, act in accordance with the norms
and rules of labor relations, self-organization);- competence in the field of life (including personal health,
family life, etc.); - cultural and leisure powers (including the use of free time, the choice of methods and
techniques of cultural and spiritual enrichment of the individual). [1] The question remains as to how teaching
and education in the context of individual topics provide a meaningful aspect of education in general. It is
impossible to disagree for a lifetime with the fact that an important outcome of learning in school is the
development o
f students ’independent learning activities, which provides an opportunity to co
ntinue learning
life. However, mastering methods of learning knowledge from different sources of information is one of the
general learning skills that a school student acquires at the desk, and each topic studied contributes to the
development of these skills. However, each topic has its own characteristics in the study and requires special
approaches and technologies.
So understanding the different perspectives in this regard has led to the identification of another
competency that allows for the most effective and adequate implementation of learning activities and ensures
the process of student development and self-development, i.e. educational competence. will come. Thus, the
structure of educational competence can be expressed in the unity of its four components: existing, objective,
social and evaluative. The content of educational competence is based on an understanding of the nature of
core competencies in all its components. The development of these components of learning competence
ensures the devel
opment of the student’s core competencies. The study of p
edagogical work in this area has
shown that today the teaching of foreign languages in schools is impossible without an innovative component.
Based on the modern requirements for the goals of foreign language teaching, the position of both the student
and the teacher will change from a "teacher-student" scheme in close cooperation with student-oriented
educational technology.
Do'stlaringiz bilan baham: |
