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Theoretical Bases of the Developmental Teaching of the Kazakh Language Parts of Speech at Primary School

100%
Toybazarova N.
Intercultural Communication
|
2018
|
issue 4
73-86
EN
One of the main requirements of life in present-day society is that the system of education and growing children should be focused on developing inner pupil’s abilities based on their own methods of mastering educational subjects. Introducing new educational technologies aim to provide quicker results in teaching. In this regard, the developmental teaching technology which includes teaching a student methods of learning internal structure and external system of his native language plays significant role. Purpose: By defining theoretical bases of the developmental teaching of Kazakh language parts of speech at primary school to present effective developmental teaching methodology based on the results of practical implementation of the effective developmental teaching methods for studying the parts of speech. Methods: By taking into account research methods of such scientists-methodists in Kazakhstan as S.R. Rakhmetova, F.Sh.Orazbaeva, K. Kadasheva, N.Kurmanova, Zh.Suleimenova, G.Uaisova, A.E.Zhumabayeva, who have broadly studied the methodology of Kazakh language teaching, for the reaserach reported in the article the following research methods have been used: synthesis, comparison, connection, pedagogical experiment, quantitative and qualitative analysis, test and the developmental teaching. Conclusions: During the developmental teaching of the grammatical concepts to pupils of primary school, development of the pupils’ ability to make consolidated grammatical concepts has been taken as the main goal of the developmental teaching. To achieve this goal in practical implementation of the methodology it is the necessary that the content of teaching grammar was systemized.
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Nauczanie rozwijające według koncepcji Lwa S. Wygotskiego we wczesnej edukacji dziecka – projekt: Akademickie Centrum Kreatywności

44%
Filipiak E., Lemańska-Lewandowska E.
Forum Oświatowe
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2015
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vol. 27
|
issue 1(53)
161-165
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