The needs and methodology of teaching Kazakh language and literature in Higher Educational Institutions Botagoz Abuova & Dumankhan Abdashim

In recent years, the issue of teaching the Kazakh language has reached a new level. In particular, various research papers and new teaching methods are being developed. In this regard, the problems of literary criticism, Turkic language family stems began to be considered in more detail in the methodology of teaching language. And in high school, language theory is the key to understanding the nature of fiction.

Mastery of fiction and in-depth acquaintance with students is based on a theoretical analysis of all the components of the work. Without this, an in-depth and high-quality language education with a future specialist is impossible (Baitursynov, 1934). Students’ literary literacy is manifested in their ability to read and analyze works of art. A student with a high level of knowledge and skills is a professional who will teach the Kazakh language in the future. A student with this ability will be able to reflect on literary works, express his taste, perception, perceive work with his heart and mind, and comprehensively analyze literary and theoretical concepts.

When it comes to the literary analysis of a literary work, we pay special attention to its literary and theoretical analysis. And there are many more questions that were not addressed in this analysis. Especially this issue deserves special attention in the science and methodology of Kazakh literary criticism. True, in recent years, some works in the field of literary criticism have often sought to reveal the aesthetic nature and artistic details of the work. However, methodological works that facilitate the literary and theoretical analysis of contemporary works of art are not enough. In this regard, the methodologist and scientist T.A. Akshulakov (1968) said: “A language teacher is like a geologist who is looking for precious minerals in the earth or a doctor who is looking for flaws in the human body. And here the teacher must look for those pearls that he needs in his work, the enlightenment of the student, the signs of goodness, the hot fire of the soul, the burning blows, the barbaric details of his anger. ” From this point of view, it is not enough just to study the theory of language in order to dive deeper into an aesthetic work of art. To do this, you need to be aware of the connection between other related sciences, such as philosophy, psychology and pedagogy, with language. Since language is a work of art, it is necessary to consider in more detail the integration of these areas with language in order to get the most out of work. Only a knowledgeable teacher who knows all this can reveal to the student the basic nature of language.

The involvement of students in the study of fiction, the formation of their worldview, thinking, aesthetic taste, moral, moral qualities and their desire for art, works of art require a certain degree of literacy. In this regard, the principles of instruction are determined and ways of mastering individual literary concepts arise. In the course of a lesson based on didactic principles, a concrete detail of the figurative meaning of figurativeness is extracted from the literary text and the definition of the literary and theoretical understanding of it.

Interactive methods also play an important role in the development of certain literary and theoretical concepts in language lessons (Atabayeva, 2006). These methods, firstly, stimulate the student to read fiction, and secondly, to reveal the power of language and reveal the secrets of his work, to lead them to master literary and theoretical concepts. All aspects of learning are learned by the teacher and student interest in the subject. Conducting an analysis of the abstract, studying theoretical problems, understanding the artistic nature of a work of art arouses great interest among students in the language, increases his love for the subject.

In conclusion, based on the results obtained in the study of literary and theoretical concepts in higher education, the following conclusions were drawn:

  1. The university revealed a systematization of the basic didactic principles used in determining the content of the study of literary and theoretical concepts, the use of interactive methods in the development of concepts in general language lessons, on the basis of which the correct choice of teaching materials and types of training was opened.
  2. The study of the system of interactive methods of teaching the Kazakh language in higher educational institutions can be used to determine ways to establish “subject-subject” relationships relevant to modern education (Nurmuratov, 2014). In particular, he can be guided by the development of pedagogical activities aimed at providing mechanisms for student self-development, and at the same time at increasing the activity of teachers and students, using types that improve the quality of education in the educational process and provide constant control over independent work.
  3. In addition, our studies revealed the pedagogical and psychological aspects of the study of literary and theoretical concepts in higher education.
  4. The philosophical and social foundations and the philological and logical foundations of the literary and theoretical concepts at the university are determined, and the problems of modern philosophy of education are examined.
  5. The university describes professional-subject, communicative competencies that are formed during the development of literary and theoretical concepts, on the basis of which it is established that the future specialist must possess knowledge, skills and abilities.
  6. The following didactic opportunities were identified and used for the development of literary and theoretical concepts in higher education to describe the structural, substantive features of education:

– systematization of the educational process;

– Creation of a database of creative, research work of students and their database;

– practical use of design and other creative works of students;

– making changes and additions to students and teachers, which must be used in the learning process and reproduced in other lessons.

 

References

Akshulakov. T.A. (1968). ‘Study of the artistic components of the work’. Almaty: The       School, p. 118.
Atabayeva. M.S. (2006). ‘Ethnolinguistic basis of the Kazakh dialectic vocabulary’. Almaty, p. 284
Baitursynov A. (1934).’ White line’. Almaty: Mother tongue.
Nurmuratov S. (2014) ‘We have revealed our precious treasure to the world’. Turkestan.

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