Oʻzbekcha
BOSHLANG‘ICH SINF O‘QUVCHILARIDA PRODUKTIV O‘QISH ASOSIDA KOMMUNIKATIV KOMPETENSIYASINI SHAKLLANTIRISH METODIKASI
Дата публикации
09.10.2026
Журнал
"Boshlang‘ich ta’lim tizimida zamonaviy kompetensiyalarni rivojlantirish: integrativ yondashuvlar va amaliy yechimlar" mavzusidagi Respublika ilmiy-amaliy anjumani
Выпуск
"Boshlang‘ich ta’lim tizimida zamonaviy kompetensiyalarni rivojlantirish: integrativ yondashuvlar va amaliy yechimlar" mavzusidagi Respublika ilmiy-amaliy anjumani
Аннотация
Maqolada boshlang‘ich sinf o‘quvchilarida produktiv o‘qish asosida kommunikativ kompetensiyani shakllantirishning nazariy-metodologik va metodik asoslari yoritilgan. Produktiv o‘qish o‘quvchining matnni shunchaki qayta hikoya qilishi emas, balki uning mazmunini anglash, inferensiya chiqarish, muallif pozitsiyasini aniqlash, savol qo‘yish, fikrini dalillash, suhbatdosh bilan dialogga kirishish, matnni turli nutqiy shakllarga transformatsiya qilish va yangi kommunikativ mahsulot yaratishga yo‘naltirilgan integrativ faoliyat sifatida talqin etilgan. Kommunikativ kompetensiyaning motivatsion-qadriyatli, kognitiv-mazmuniy, nutqiy-kommunikativ, interaktiv-pragmatik hamda refleksiv-baholash komponentlari aniqlashtirilgan. Produktiv o‘qishning “anglash – dialog – interpretatsiya – transformatsiya – kommunikativ mahsulot – refleksiya” algoritmiga tayangan metodik tizim taklif etilib, uni boshlang‘ich sinf o‘qish mashg‘ulotlariga tatbiq etish mexanizmlari asoslangan.
Ключевые слова
boshlang‘ich ta’lim
dialogik ta’lim
inferensiya
kommunikativ kompetensiya
kommunikativ mahsulot
nutqiy faoliyat
o‘qib tushunish
o‘qish savodxonligi
produktiv o‘qish
refleksiya
Русский
В статье раскрываются теоретико-методологические и методические основы формирования коммуникативной компетентности учащихся начальных классов на основе продуктивного чтения. Продуктивное чтение рассматривается как интегративная деятельность, предполагающая не только воспроизведение содержания текста, но и его осмысление, интерпретацию, постановку вопросов, аргументацию собственной позиции, диалогическое взаимодействие, преобразование текста и создание нового речевого продукта. Уточнены мотивационно-ценностный, когнитивно-содержательный, речекоммуникативный, интерактивно-прагматический и рефлексивно-оценочный компоненты коммуникативной компетентности. Предложена методическая система, основанная на алгоритме «понимание – диалог – интерпретация – трансформация – коммуникативный продукт – рефлексия».
диалогическое обучение
коммуникативная компетентность
начальное образование
понимание текста
продуктивное чтение
рефлексия
речевая деятельность
читательская грамотность
English
The article examines the theoretical, methodological and instructional foundations for developing primary school pupils’ communicative competence through productive reading. Productive reading is interpreted as an integrative activity that goes beyond reproducing textual information and includes comprehension, inference, interpretation, questioning, argumentation, dialogic interaction, transformation of a text and production of a new communicative output. The motivational-value, cognitive-content, speech-communicative, interactive-pragmatic and reflective-evaluative components of communicative competence are specified. A methodological system based on the sequence ‘comprehension – dialogue – interpretation – transformation – communicative product – reflection’ is proposed and its implementation in primary reading lessons is substantiated
communicative competence
communicative product
dialogic teaching
inference
primary education
productive reading
reading comprehension
reading literacy
reflection
speech activity
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