Oʻzbekcha
4-SINF ONA TILI DARSLARIDA O‘QUVCHILARNING BOG‘LANISHLI NUTQINI RIVOJLANTIRISHNING DIDAKTIK MODELI
Journal
"Boshlang‘ich ta’lim tizimida zamonaviy kompetensiyalarni rivojlantirish: integrativ yondashuvlar va amaliy yechimlar" mavzusidagi Respublika ilmiy-amaliy anjumani
Issue
"Boshlang‘ich ta’lim tizimida zamonaviy kompetensiyalarni rivojlantirish: integrativ yondashuvlar va amaliy yechimlar" mavzusidagi Respublika ilmiy-amaliy anjumani
Abstract
Maqolada boshlang‘ich ta’limning 4-sinf ona tili darslarida o‘quvchilarning bog‘lanishli nutqini rivojlantirishning nazariy-metodologik va amaliy-metodik asoslari tahlil qilingan. Bog‘lanishli nutqning lingvistik, psixologik va pedagogik mohiyati yoritilib, uning mantiqiy tafakkur, kommunikativ kompetensiya hamda og‘zaki va yozma nutq madaniyatini shakllantirishdagi o‘rni asoslangan. An’anaviy reproduktiv yondashuvning cheklovlari aniqlanib, fikrlash, tushunish, tahlil va xulosa bosqichlarini yagona kognitiv jarayon sifatida talqin qiluvchi, nutqiy, lingvistik va pragmatik kompetensiyalarni konsentrik tizimda uyg‘unlashtiruvchi didaktik model taklif etilgan. Shuningdek, harvard, cambridge, helsinki, stanford va tokio universitetlarining metodik yondashuvlarini 4-sinf ona tili ta’limiga moslashtirish imkoniyatlari ko‘rib chiqilgan
Keywords
bog‘lanishli nutq
boshlang‘ich sinf
didaktik model
interfaol metodlar
kommunikativ kompetensiya
ona tili ta’limi
refleksiya
reproduktiv yondashuv
Русский
В статье анализируются теоретико-методологические и практико-методические основы развития связной речи учащихся на уроках родного языка в 4-м классе начальной школы. Раскрываются лингвистическая, психологическая и педагогическая сущность связной речи и обосновывается её роль в формировании логического мышления, коммуникативной компетентности, а также культуры устной и письменной речи. Выявлены ограничения традиционного репродуктивного подхода. Предложена дидактическая модель, в которой этапы мышления, понимания, анализа и вывода трактуются как единый когнитивный процесс, а речевая, лингвистическая и прагматическая компетенции объединяются в концентрическую систему. Кроме того, рассмотрены возможности адаптации методических подходов университетов harvard, cambridge, helsinki, stanford и токийского университета к обучению родному языку в 4-м классе.
дидактическая модель
интерактивные методы
коммуникативная компетентность
начальная школа
обучение родному языку
репродуктивный подход
рефлексия
связная речь
English
This article analyses the theoretical, methodological and practical foundations of developing coherent speech in grade 4 pupils during mother tongue lessons in primary education. It clarifies the linguistic, psychological and pedagogical nature of coherent speech and substantiates its role in shaping logical thinking, communicative competence, and the culture of oral and written speech. The limitations of the traditional reproductive approach are identified. The article proposes a didactic model that treats the stages of thinking, comprehension, analysis and conclusion as a single cognitive process and integrates speech, linguistic and pragmatic competences into a concentric system. It also examines the possibilities of adapting the methodological approaches of harvard, cambridge, helsinki, stanford and the university of tokyo to grade 4 mother tongue instruction
coherent speech
communicative competence
didactic model
interactive methods
mother tongue education
primary school
reflection
reproductive approach
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