Recommendations for the teaching of the Tatar language. Features of teaching the native (Tatar) language in elementary school according to new educational and methodological sets. Teaching Tatar language and literature

teaching Tatar language and literature

in grades 5-11 at the Tarman secondary school

Teaching the Tatar language in a school with an ethno-cultural component has its own characteristics. The goals and objectives set in the work of the teacher Ilchibakiyeva Vasily Timerbaevna are the formation of skills and abilities of oral speech, reading and writing based on a communicative approach to learning mother tongue; include students in the dialogue of cultures, acquaint them with originality: make it clear that it is through the native word, native language that a person learns the world. The native language is the connecting link to preserve the identity of the people, culture and customs. According to the school curriculum, 2 hours a week are allotted for studying the Tatar language and literature (1 hour for studying the Tatar language and 1 hour for Tatar literature).

How do students develop interest in their native language? To solve this problem, the teacher uses non-traditional forms of education, uses new effective methods and techniques that activate children to independently acquire knowledge.

The process of teaching the Tatar language and literature at school is not only educational in nature, but also aimed at educating a successful personality, the teacher works on the formation and development of a creatively thinking personality of a child, capable of making non-standard decisions. The main result is the acquisition by children of strong knowledge, skills and abilities in the subject, the ability to apply them in practice. In the lesson, he uses active activities: children listening to exemplary speech with repeated repetition, voicing small texts (fairy tales, stories) accompanied by musical works. Their reproduction, entertaining exercises. Learning by heart, singing, elements of folk games, exercises for studying diagnostic speech, consolidating the content of the text heard.

Particular attention in teaching the Tatar language and literature is given to the communicative methodology. Using this technique gives the desired results. The analysis of the lessons attended shows the development of the skills and abilities of students to express their thoughts in their native Tatar language.

In the classroom, the teacher uses search, research, problematic methods, uses the following techniques, such as observation, comparison, comparison. The use of ICT technologies forms and develops educational and cognitive competencies, enhances motivation to study the subject. Students improve their level of learning, develop communication skills.

Dynamics of the quality of knowledge in the Tatar language and literature in the 2010-2011 academic year

	1 quarter KPU	2 quarter KPU	3 quarter KPU	4 quarter KPU
Tatar language
Tatar literature
Tatar language
Tatar literature
Tatar language
Tatar literature
Tatar language
Tatar literature
Tatar language
Tatar literature
Tatar language
Tatar literature
Tatar language
Tatar literature

Comparing the qualitative performance of students, we see the stability of the teacher's work in the subject. Formation language norms meets the minimum required content general education on the Tatar language and literature.
In order to improve the quality educational process and implementation of quality control of teaching according to the plan of intraschool control were carried out test papers, slices of knowledge in the Tatar language in 5th, 6th, 9th. classes. Notebooks of students of the 5th and 11th grades were checked.

The results of the tests are generally satisfactory, but the teacher should pay attention to:

1. For typical mistakes made by students, such as insufficient mastery of forms irregular verbs, types of tense forms of verbs, word formation, word order in interrogative sentences etc.

2. It is necessary to work on improving the quality of education in these classes, to strengthen individual work with low performing students and students with low motivation to learn.

The level of education allows many students to successfully participate in olympiads, competitions in the Tatar language and literature. The development of the creative potential of students contributes to the ability to correctly present their thoughts in essays of various genres. For example: the results of the teacher's work in this direction confirm participation in various essay competitions, where over the past three years, out of 14 contestants, 9 students have become laureates and prize-winners.

The material and technical base of the Tatar language classroom corresponds to the type educational institution implemented educational program. The classroom is equipped with the necessary educational and didactic complex. There is a passport, a long-term plan for the development of the office. In the classroom of the Tatar language Personal Computer connected to a single local area network of the school. Information technologies are effectively used both in the educational and educational process. Solving the problem of using new computer and information technologies in the UVP, a teacher of the Tatar language and literature during the current school year conducted more than fifty lessons using PC.

Karimova L.G.

Content

2. Do(from work experience)

4. Motivation

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formation communicative competence, directed and Considering this fact, in

Explanatory note

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4. Definition of motivation

etsya for each child situation Me and active competence.

1. Definition of "competence".

Social competencies

Political competencies

Intercultural competencies.

Information competencies

Communicative.

2. Do exercises that form the communicative competence of students from work experience).

1. Exercises in listening and understanding Tatar speech by ear (in listening).

3. Reading exercises.

4. Writing exercises.

2.1. 1) Listening exercises.

2.2 Speaking exercises.

1. Exercise deniya in dialogic speech.

2.3 Reading exercises.

II part of the story, etc.).

“salam” “salamatelek” ә “kitap”, “belem” , but about the meaning of the word“chishm ә se”

2.4 Writing exercises (P).

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3.Additional information.

Forms for working with text:

syntactic five-minute;

·turn on imagination;

Write like this

compilation of a table.

we rely on

Students must:

We think it's necessary

A text plan is drawn up;

Answers to teacher's questions;

- retelling of the text, etc.

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For teachers of the Tatar language and literature

"Formation of students' communicative competence in the lessons of the Tatar language and literature in a Russian-speaking school"

Developed by a teacher of the Tatar language and literature

highest qualification category

Karimova L.G.

Content

Explanatory note………………………………………………… 3 p.

1. The definition of "competence".………………………………………...8 p.

(from work experience) : ……………………………………………………….10 p.

2.1 Exercises in listening and understanding Tatar speech by ear (in listening)…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

2.2 Speaking exercises as one of the stages in the formation of communicative competence………………………………………………………………………………………………………………………….

2.3 Reading exercises as a necessity for the development of speech……….14 p.

2.4 Writing exercises as the most difficult process in the formation of communes and catative competence………………………………………….16 p.

3. Additional information…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

4. Motivation and some ways to improve it……………………….21str.

5. Conclusion…………………………………………………………….22 p.

6. Used literature …………………………………….…..23 p.

annotation

Today, the main goal of teaching the Tatar (native) language in a Russian-speaking school is formation communicative competence,those. students mastering the main types of speech activity in the Tatar language: listening, speaking, reading, writing.The teacher has a difficult task. In the absence of a speech environment, it is difficult for a novice young teacher, in addition to the above goal, it is also necessaryalways remember that educational process it should be directed and for the upbringing, education and comprehensive development of the student by means of the Tatar language as an academic subject, for introducing students to the culture of the Tatar people.Considering this fact, inMethodical recommendations outlined some aspects of the formation of the communicative competence of students in the lessons of the Tatar language in a Russian-speaking school from school experience. Here, along with scientific explanations of key definitions, specific activities that form the communicative competence of students are described. We believe that if a teacher works to overcome the problems mentioned in the brochure, then the result of his activity will be a student who knows all types of speech activity of the Tatar language, is able to communicate in it with peoples of similar language groups and respects the cultural traditions and values of people of other nationalities.

Explanatory note

Language is the most important means of human communication, without which the existence and development of society is impossible.

In the linguistic picture of Russia, the Tatar language has long and firmly occupied a worthy place. In the dialogue of cultures of multinational Bashkortostan, along with other languages, it also plays a very positive role.

According to L.V. Shcherba "each language reflects the culture of the people who speak it." Proceeding from this, the requirements for educational material, which is of paramount importance in teaching the native language, also follow. It should be a mirror of the life and culture of its bearer.

It should be noted thatthere are a number of problems when teaching the Tatar language in a Russian school:

1) The biggest difficulty is not in learning a new language for children, but in overcoming the structural and systemic skills of the Russian language. So, for example, the most characteristic mistakes in the Tatar speech of students of Russian schools are due not only to the absence of the category of aspect, gender, prepositions, prefixes, etc. in the target language, but also to the presence of “similarity” in the declension of nominal parts of speech.

2) The students' lack of sufficiently clear and differentiated grammatical representations and concepts of the Russian and Tatar languages (for example, the predicate in the Tatar language is always at the end of a sentence).

3) The absence of direct correlations between theoretical knowledge and practical skills and abilities.

In addition to the above, it is necessary to add the fact that in Russian-speaking schools in the lessons of the Tatar language, firstly,the educational possibilities of the subject are insufficiently realized for the formation of the spiritual and moral qualities of the student; secondly, dominating in teaching practice Tatar language remains spelling - spelling orientation, not always enough attention is paid to the development of students' speech culture, finally, currently used mTatar teaching methodslanguages in educational institutions are not always sufficiently focused on development creativity.

Data relevanceproblems is due to the need to develop the speech of schoolchildren, the formation of language and communicative competencies of students in the process of enriching the grammatical structure of their speech, developingcommunication skills. It is important that in the lessons of the Tatar language, students should not be engaged only in memorizingmaterial, but must acquire communication skills.

The foregoing determined the topic of our methodological recommendations.: "Formation communicative competence in the lessons of the Tatar language in a Russian-speaking school.

To date, a huge number of studies have been devoted to the formation of the communicative competence of students (Safiullina F.S., Yusupov F.Yu., Kharisov F.F., R.Kh.Mukhiyarova, Asadullin A.R. and etc.).

And the relevance of our topic is determined by the social order for a creative, independent, communicative personality; need modern school in the development of effective approaches to the formation of communicative competencies.

Note that this activity is not new, however, at present, the urgency of the need to enrich the practice existing at school in order to form communicative competence in the educational process is increasing.

The purpose of the guidelines:providing methodological assistance young practitioners, since the analysis of available research shows that in pedagogy the problem of forming communicative competence in the lessons of the Tatar language in a Russian-speaking school still remains.

We also note that pwhen teaching the Tatar languageneed to take into account the specificssubject in order to achieve the main goal - the formationcommunicative competence(those. students mastering the main types of speech activity in the Tatar language) and always remember that the educational process should be aimed at the upbringing, education and comprehensive development of the student by means of the Tatar language as an academic subject, at introducing students to the culture of the Tatar people.

Mastering communicative competence her involves the possession of Tatar communication in the unity of all its functions: informational (acquisition of knowledge, skills, abilities), regulatory (encouragement to actions, verbal and non-verbal, to interaction), emotional-evaluative, value-oriented (formation of views and beliefs) and etiquette (learning the norm of speech behavior).

Thus, the communicative goal is a complex set of goals (educational, educational and developmental) aimed at achieving a practical result in mastering the main ways of communication within the limits defined by the methodological standard.

Tasks, set in the guidelines:

1. Explain the definition of "competence".

2. Select exercises that form the communicative competence of students(from work experience):

2) Speaking exercises as one of the stages in the formation of communicative competence.

3) Exercises in reading as a necessity for the development of speech.

4) Writing exercises as the most difficult process in the formation of communes and active competence.

3. Additional materials that form the communicative competence of students.

4. Definition of motivation to the study of the Tatar language in a Russian-speaking school.

Expected result from the use of methodological recommendations:

Systematic and consistent work on these methodological recommendations giveshigh performance in the educational process,the creative and search activity of children develops, creating etsya for each child situation I success. Interest and success in learning are the conditions that not only determine motivational sphere, but also most directly affect the improvement of the quality of students' knowledge and beneficially contribute to the formation of communes and active competence.

The formation of communicative competence in the lessons of the Tatar language in a Russian-speaking school involves:

1. The versatile development of the student, in particular the development of his creative abilities, aesthetic views, such character traits as purposefulness, perseverance, diligence, etc.

2. Expanding the general outlook of the student, raising the level of his general education (with the help of sociocultural knowledge).

3. General language, speech intellectual development, his interest in the Tatar language, creating a positive motivation for learning, striving for mutual understanding.

4. Development of general scientific and special educational skills: work with a book, textbook, dictionaries, application of translation, etc.

5. Assimilation of language knowledge, skills, development of the main types of speech activity: listening, speaking, reading and writing.

Only the interconnected formation of all these components ensures the solution of communicative tasks to achieve the planned learning outcome:

- advanced communicative competence in reading;

- elementary communicative competence in listening, speaking, writing;

- familiarization with the Tatar culture, enrichment and better consciousness of Russian culture.

Communication competence includes:

- linguistic competence (proficiency in language means, generation processes and text recognition);

- thematic competence (possession of local history information);

- sociocultural competence (behavioral, etiquette);

- compensatory competence (the ability to achieve mutual understanding, to get out of a linguistically difficult situation);

- learning competence (the ability to learn how to use a book, fiction, dictionaries).

As you can see, communicative competence is a multicomponent methodological concept and at the same time the result of learning, which is based on communication skills:

- the ability to carry out dialogic communication in standard situations (social sphere, educational and labor sphere);

- the ability to speak coherently about oneself, about one's surroundings, to convey the content of what has been read based on the text, to express one's opinion, to give an assessment;

- the ability to understand by ear (listening) the main content of uncomplicated texts (such as announcements, short messages etc.);

- the ability to write and convey elementary information, in particular, write a letter, make extracts from the text;

- the ability to learn (work with a book, fiction, dictionary).

1. Definition of "competence".

So, competence is life success in a socially significant area (J. Raven, 1984).

Competence is the ability to establish a connection between knowledge and a situation, to apply knowledge adequately to solve a problem (S. Shishov, V. Kalney, 1995).

To the most important (key) competencies that should be formed in general education school to ensure civic maturity, professional and personal self-determination, include the following:

Social competencies: a set of basic abilities necessary for participation in a “democratic way of life”: willingness to adequately participate in democratic procedures, think critically, act in a pluralistic environment, listen to others and help them, take responsibility, etc .;

Political competencies: readiness and ability to live and work in the "legal field" - understanding of law as the most important mechanism for regulating social and interpersonal relations in a proper human way.

Intercultural competencies: the ability to understand representatives of another nationality, another culture and enter into a dialogue with them, to abandon prejudice, bias, intolerance towards people of other political or religious beliefs, the ability to respect any individuality (including one's own).

Communicative competencies: the ability to make contact, express one's point of view, listen and understand the point of view of the interlocutor, lead a discussion, etc.; readiness to solve communicative tasks, adequately behave in various social situations, competencies; proficiency in oral and written communication, several languages;

Information competencies: owning new information technology, understanding the range of their application, a critical attitude to the information disseminated through the media.

Competences in the field of professional and personal development (ability to learn throughout life).

Intellectual competencies: the ability to generalize, the ability to highlight essential features cognizable reality; flexibility, creativity of the mind - dynamism, mobility, etc. With a flexible mind, a person easily moves from direct connections to reverse ones, from one system of actions to another, from the usual train of thought to non-standard ones (according to A. Khutorsky A.).

In accordance with the division of the content of education into general - metasubject (for all subjects), interdisciplinary (for a cycle of subjects) and subject (for each academic subject), a three-level hierarchy of competence is proposed:

KEY - relate to the general (meta-subject) content of education;

Interdisciplinary - belong to a certain circle subjects.

Subject - having a specific description and the possibility of formation within the framework of academic subjects. Thus, key educational competencies are specified at the level educational areas and subjects for each level of education.

Competence is understood as the co-organization of knowledge, skills and abilities, which allows you to set and achieve goals to transform the situation. The approach to education includes the philosophy of education, educational technologies, psychological and pedagogical support and description of educational precedents. (According to the Pedagogical Encyclopedic Dictionary).

And the most important competencies of students are:

Problem Solving Competence;

Information competence (work with information);

Communicative.

A. Khutorskoy in the article "Key competencies" identifies four stages.

one . Search for manifestations of key competencies in each academic subject;

2. Building a hierarchical over-subject systematics - (competence tree);

3. Design of general subject educational competencies vertically for all three levels of education;

4. Projection of competencies formed by stages onto the level of academic subjects and their reflection in educational standards, curricula, textbooks and teaching methods.

2. Do exercises that form the communicative competence of studentsat the lessons of the Tatar language in a Russian-speaking school ( from work experience).

Teaching Russian-speaking students the Tatar language includes mastering the main types of speech activity in the target language: listening, speaking, reading, writing.

“In the learning process, almost everything depends on the exercises. In the exercise, like the sun in a drop of water, the whole concept of learning is reflected, ”writes G.K. Selevko.

Based on this, at each lesson of the Tatar language in the Russian school, 4 types of RD should be interconnected:

1. Exercises in listening and understanding Tatar speech by ear (in listening).

2. Speaking exercises, which are divided into exercises in dialogic speech (D) and exercises in monologue speech (M).

3. Reading exercises.

4. Writing exercises.

2.1. 1) Listening exercises.

Listening is the process of perception and understanding of sounding speech. Therefore, a necessary requirement for exercises in this type of speech activity is their sound presentation. In other words, these exercises are not read by students, but listened to. Therefore, the teacher reads these exercises himself or records them on tape, and then plays the sound recording. It is quite clear that when perceiving this material, students do not have visual support, i.e. do not see the texts of these exercises. The methodology distinguishes two types of understanding: listening comprehension of sounding speech (when listening to the speech of a teacher, students, etc.) and understanding based on visual receptors (when reading, the speaker himself, his articulation, gesture, facial expressions, etc. ). If children cannot see the speaker (for example, when listening to a sound recording), understanding speech is much more difficult, because there is no "lip reading" and all the emotionally expressive inventory of gestures, pauses, characteristic of live speech and contributing to its natural perception. Depending on the presence or absence of a speaker in teaching listening comprehension, speech is addressed and not addressed to the listener. It is one thing when Russian-speaking students listen to Tatar speech in the classroom from the voice of their teacher, and another thing when it is presented in sound recording (that is, when there is a factor of non-reversal of speech).

It is quite understandable that in the Russian school children should be taught the perception of both addressed and unreversed speech.

Of no small importance is the teaching of Russian-speaking children to listen and understand Tatar speech from a "foreign" voice. (This problem in the methodology is called the familiarity or unusualness of the speaker's voice).

As school practice shows, Russian-speaking schoolchildren find it difficult to answer seemingly the simplest questions in the Tatar language, posed to them by strangers, while students answer the questions of their teacher, even much more difficult ones, confidently. Therefore, in the lessons it is necessary to gradually and gradually accustom Russian-speaking children to new voices, using sound recordings for this purpose, inviting other teachers to the lesson. It is desirable that children get used to listening to both female, and male, and children's voices.

Conditionally exercises in listening can be divided into 4 groups:

1. Exercises with isolated words (listen and point out words with sound ...; denoting furniture, etc.).

2. Phrase exercises (listen and point out phrases that have words with sound ...).

3. Exercises with sentences (compare sentences, what has been changed (added, omitted) in the second sentence, etc.).

4. Exercises with connected texts (listen and translate into Russian; compare two texts, what has been changed (added, omitted) in the second text, etc.).

2.2 Speaking exercises.

Dialogic speech (D) and monologue speech (M) play a major role in the formation of communicative competence.

1. Exercise deniya in dialogic speech.Based on the communicative function of the language, D should be considered the main and initial one: a monologue is usually always preceded by a dialogue.

Why is it proposed to start teaching Tatar speech in a Russian-speaking audience with the assimilation of D? A) It is more common; B) has a number of advantages: a simpler and more concise construction, it incorporates the usual combinations and patterns, as a result of which it is absorbed faster.

The work on teaching D should be based on a situational-visual basis without relying on printed text.

It should be noted that D in the Tatar language is characterized by the same features and characteristics as in Russian: the same speech stamps and methods that encourage the interlocutor to continue the conversation; appropriate gestures, facial expressions, etc., i.e. it is necessary to rely on the principle of taking into account the specifics of the Russian language.

The system of exercises in D should be aimed at teaching Russian-speaking students not only questions and answers, but also composing response statements, exchanging opinions, picking up the interlocutor’s thoughts, etc. It is desirable that the students’ remarks consist of at least two phrases: reaction to what they heard and phrases that encourage the interlocutor to continue the conversation. For this purpose, in each case, examples of dialogues and topics on which students compose their dialogues are given. Key words and expressions are also given. All this helps to have a two-way conversation.

The system of exercises in teaching dialogue should be in a certain sequence: a) receptive (listening and understanding the dialogic sample); b) reproductive (reproduction of a dialogic sample at different levels, by imitation from memory, etc.) and c) constructive (a stage of relatively free speech with a focus on the relationship of learned dialogic samples with a new situation). At the same time, attention is drawn not only to the number of replicas in the composed dialogues, but also to their character and intonational design. The topics of digestible dialogues cover that circle life situations, which is typical for the conditions of daily activities of students at school, at home, on the street, etc. The diversity of dialogues can be judged by the following list: a repeat question, a counter question, an acquaintance, a greeting, etc. Constantly repeating in different situations, these dialogues gradually become the property of the speech of Russian-speaking students in the language being studied.

2. Exercises in monologue speech (M).

In the methodology, M is understood as a form of speech, which consists of a number of speech units expressed by the same person in order to communicate information of varying complexity and volume. Unlike dialogue, which allows for "discontinuity" of statements, pauses, and even silence (when the interlocutor nods his head), M is continuous, because the formation of thoughts here occurs simultaneously with the process of speaking (of course, if we are talking about an unprepared statement).

Like the work on the dialogue, the teaching of M in the lessons of the Tatar language in the Russian school requires a well-thought-out sequence. Work should begin with exercises for expressing one complete thought (for example, on a topic indicated by the teacher). At the next stage, the children's statements should consist of a series of sentences. different structure(writing a story, description, retelling of what was heard, etc.). At the third stage, students learn to prove the correctness of a fact, highlight main idea, substantiate your attitude to what you heard, give an assessment, be able to reason, argue.

2.3 Reading exercises.

In our conditions, with an insufficient amount of oral speech practice, reading remains a more accessible speech skill for all students.

The main goal of reading exercises is to improve the technique of reading in the target language and understanding the content of what is being read, i.e. extracting new information.

If in primary school Since texts for reading are mainly educational in nature, then in the middle classes, students read both educational and artistic texts. Moreover, if in the primary grades reading in the Tatar language is of a prepared nature (preliminarily analyzed, worked out, translated into Russian), then in the middle and senior grades, unprepared reading is practiced, but lightweight and adapted texts are used.

One of the main tasks of Tatar language lessons in a Russian school is to teach Russian-speaking students to read Tatar consciously, and this, in turn, depends on the vocabulary that children have and their knowledge of grammatical forms and constructions.

In the Russian school, two types of reading are practiced: reading aloud and silently.

If loud reading is used as an exercise to consolidate skills or as a preparation for the development of oral speech, as well as in order to develop reading technique, then silent reading is used to teach reading comprehension, which is then controlled through conversation and with the help of translation into Russian.

Reading to yourself must be practiced systematically, giving it a certain amount of time in class and giving homework assignments (for example, read at home II part of the story, etc.).

In order for Russian-speaking students to be able to read (and understand) Tatar texts on their own, it is necessary to provide article-by-article Tatar-Russian dictionaries.

Of course, all incomprehensible words in each specific case are impossible, and this does not need to be translated. In addition, students can learn about the meaning of individual unfamiliar words using the methods of linguistic and semantic guessing, which they need to be gradually taught. If, say, the student knows that the word"salam" means greeting, wishing health, then“salametlek” , apparently, will mean health (linguistic guess). Or another example: in the saying "Kitap - belem chishmә se" students know the meanings of words“kitap”, “belem” , but about the meaning of the word“chishm ә se” guess by the context, the meaning of the saying (semantic guess).

Reading Tatar texts is accompanied by various exercises. For example, retell the content of what you read in your own words; find in the text sentences that would be answers to the following questions (given), etc.

2.4 Writing exercises (P).

Writing also acts as a target skill. The student must be accustomed to the constant fixation of the material.

The work on teaching writing consists of exercises both for practicing writing techniques (graphics, spelling and punctuation), and for teaching productive written speech, for instilling the skills and abilities of students to express their thoughts in writing in the Tatar language.

The teaching of writing in the Tatar language lessons in the Russian school goes, as a rule, simultaneously with the teaching of reading (with some advance of the latter).

All written exercises can be reduced to three groups: preparatory (for spelling Tatar words; for the acquisition of grammatical forms. For example, for copying with additions and changes, etc.), reproductive (recording of composed sentences, answers to questions on the text read, etc.) and productive (essays - miniatures, a letter to a friend, etc.).

Even in the primary grades, Russian-speaking students acquire graphic skills, i.e. ability to write specific Tatar letters
ә,ө,ү,җ,ң,һ . In subsequent classes, the main attention is paid to the assimilation of literate writing in Tatar.

The assimilation of the spelling of Tatar words in the lessons in the Russian school is achieved by the following methods: sound and letter analysis; writing off with underlining the letter denoting a dubious sound; inserting a missing letter; adding endings, etc.

Learning to write Tatar words must be carried out in combination with appropriate orthoepic exercises (before writing, the student must pronounce the word correctly).

The formation of spelling skills is carried out at the lessons of the Tatar language in the process of performing preparatory exercises aimed at overcoming the main difficulties in the spelling of the Tatar language (writing the corresponding words according to the model, translating from Russian into Tatar, etc.). Then the main types of spelling exercises are practiced (simple and complicated cheating, different kinds dictations).

It is important to know what is in the classroom Special attention should be given to the specific features of the Tatar language: synharmonism, agglutination, types of syllables, assimilative processes, reduction of vowels, mismatch of sounds and letters, patterns of stress, etc.

Mastering the spelling of Tatar words in Russian lessons linguistically th school is achieved by the following methods: sound and letter analysis; writing off with underlining the letter denoting a dubious sound; inserting a missing letter; adding endings, etc.

Teaching the writing of Tatar words must be carried out in combination with the appropriate orthoepic exercises. Before writing, the student must pronounce the word correctly (the principle of the oral basis of learning to read and write).

Each type of RD at each stage should have its own exercises that reflect its specifics, but have a communicative orientation, encouraging the student to communicate. Each type of RD acts as the goal of learning, and in relation to each other - as a means of learning. In order to master these means and achieve the main goal - communication, it is necessary to strive to create an atmosphere of goodwill, entertaining, respectful attitude towards the personality of the student, to determine the achievements of students in mastering the language and positively reinforce it, i.e. take into account the psychological and pedagogical factors of creating a communicative environment.

3.Additional information.Materials of exercises in writing are offered taking into account the age characteristics of students.

Re effectiveness of Tatar lessonslanguage is directly dependent on how rationally the change of oral and written tasks is organized, how the relationship between oral and written speech of students is thought out, whether conditions are created for students to overcome the difficulties that arise in the transition from thought to speech, from speech to thought.

The most effective is the comprehensive teaching of speech, in which the ability to perceive oral and written speech(listening and reading) are formed in combination with the ability to build oral and written statements (speaking and writing). In each type of speech activity, in addition to specific skills and abilities, skills are formed that are common to all types of activity.

A special place in the development of students' speech belongs to the work with the text. There is a large numberin the types of text analysis in the lessons of the Tatar language and literatureKey words: culturological, literary criticism, linguistic, linguo-semantic and complex.

Forms for working with text:

syntactic five-minute;

·turn on imagination;

Write like this

through an additional task to the dictation;

compilation of a table.

During the analysis of the text, the language flair and the operational apparatus of thinking develop. The conclusions that students come to as a result of the analysis and discussion of tasks and passages of the text are conclusions about the function of language means and about ways to find them. Regular text analysisIt has great importance for the development of students' speech, the formation of the ability to perceive the speech of others and create their own statement.

Improving the speech activity of students, we lean into a wide variety of types and genres of utterance literary themes which, during training, create conditions for the versatile speech and aesthetic development of the student's personality. He has the possibility of choosing these genres on the basis of the following classification of connected monologues. To be successful in this endeavor, it is necessary not only to give attention to reading and listening to texts of linguistic content, and to be purposefully develop the relevant skills and abilities in schoolchildren.

Students must:

understand the communicative purpose of reading (listening) to the text and, in accordance with this, organize the reading process;

Recognize the content of the text;

Determine the main idea of the text, its style and type of speech;

Use text information in other activities (for example, compose working materials for use in preparing reports, abstracts).

To form these skills related to understanding the content of a linguistic text, we think it is necessaryconduct purposeful work, during which the text is analyzed step by step;

The theme and main idea are specified;

Vocabulary work is carried out;

A text plan is drawn up;

Expressive reading of the text;

Answers to teacher's questions;

- retelling of the text, etc.

And in Role-playing games most fully represent the communicative function of the language - as a means of communication in real or imaginary conditions (for example, "In the store", "In the theater", "Visiting a fairy tale", etc.).

Role-playing games contribute to the improvement of effective learning, the creation of learning motives, the formation of cognitive interest, and the stimulation of speech-thinking and creative activity of students. The presence of interest and motivation for the topic under discussion - necessary condition effectthe importance of teaching influence.

One of the most effective methods Today it is considered to be the method of projects. (For example, "My hometown- Ufa", "Country of Bulgaria", etc.). Here it is necessary to observe as the principle of minimization, i.e. include only those subjects of speech that allow you to form the most complete and versatile idea of the region, as well as the principle of selecting regionally significant subjects of speech that reflect the uniqueness of the region.

The main goal, along with the development of communicative competence, is to expand the content basis of teaching the Tatar language by mastering a certain amount of regional knowledge by students, which also serves as a means of raising the general educational level. To solve the problem that underlies the project, the student must learn to work with the text (highlight the main idea, search for necessary information, analyze it, make generalizations, conclusions), be able to work with reference material.

When mastering the means of the Tatar language, it is necessary to use the positive impact of experience in the Russian language, to eliminate its interfering influence (overcoming the structural and systemic skills of the Russian language).

Lexical and grammatical material is introduced concentrically, i.e. based on the principle of concentrism: what is studied in previous classes, becomes the material of the RD of students in subsequent classes. Thus, a phased formation of skills and abilities is established.

Learning Tatar songs is of great help in the formation of communicative competence. Songs help, without much effort, to more solid assimilation and expansion of vocabulary, because. song texts new words and expressions. They raise the emotional mood at the lessons of the Tatar language, contribute to aesthetic education.

Thus, the fundamental methodological principle of the communicative orientation involves the likening of the process of teaching the Tatar language in the Russian-language school of natural communication.

4.Motivation to study the Tatar language in a Russian-speaking school.

It is not just about knowing the language, but about the ability to use it in real communication, that is, about the practical knowledge of the language. This requires motivation.

Much attention is paid to the issues of increasing motivation, maintaining and developing interest in the Tatar language among schoolchildren. The complexity and versatility are emphasized by many methodologists and, in accordance with this, they offer various approaches to solving this problem. Solution paths are associated with:

1) the creation of a specially designed system of exercises, performing which students would feel the result of their activities;

2) involvement emotional sphere in the learning process;

3) the nature of the teacher's pedagogical influences, in particular, the presence of incentives and reinforcements;

4) use of audiovisual means in the lessons;

5) using personal individualization;

6) development of a system of extra-curricular activities that enhance the motivational side of language learning.

Also, thanks to observations, we can say that the increase in motivation comes through:

1) involvement of students in independent work on the lesson;

2) problematic tasks and situations;

3) control of knowledge of skills and abilities;

4) the use of educational games;

5) and, of course, the friendly attitude of students.

According to psychological research motivation and interest in teaching the Tatar language in a Russian-speaking school, the efforts of the teacher should be directed to the development intrinsic motivation the teachings of schoolchildren, which comes from the activity itself and has the greatest motivating power. Intrinsic motivation determines the attitude of schoolchildren to the subject and ensures progress in mastering the Tatar language. If a student is interested in speaking, reading, listening to Tatar speech, learning new things, then we can say that he will have a desire to learn his native language.

5. Conclusion. The learning process, built on a communicative basis, is focused on the individual. Communicative learning is built in such a way that the context of the students' activities, their experience, worldview, educational and extracurricular interests and inclinations, their feelings are taken into account in every possible way when organizing communication in the lesson, when passing topics, the emphasis is on discussing problems from the life of the child, society. Students should have the opportunity to discuss their deeds and actions, current events from the life of the class, school, city, country, planet, learn to express their attitude to what is happening, justify and defend their own opinion. Creating a favorable psychological climate in the classroom, taking into account the emotional well-being of each student is an indispensable condition for communicative communication. The atmosphere of benevolence, emancipation, respect for the personality of the student helps students to free themselves from psychological barriers, from stiffness, shyness, insecurity, and this will undoubtedly lead to the formation of communicative competence.

The methodological recommendations outlined some aspects of the formation of the communicative competence of students in the lessons of the Tatar language in a Russian-speaking school. I believe that if the teacher works, overcoming the above problems, then the result of his activity will be a student who knows all types of speech activity of the Tatar language, is able to communicate in it with peoples of similar language groups and respects the cultural traditions and values of people of other nationalities.

For teachers of the Tatar language and literature

"Formation of students' communicative competence in the lessons of the Tatar language and literature in a Russian-speaking school"

Developed by a teacher of the Tatar language and literature

highest qualification category

Karimova L.G.

Content

Explanatory note………………………………………………… 3 p.

1. The definition of "competence".………………………………………...8 p.

2. Exercises that form the communicative competence of students(from work experience) : ……………………………………………………….10 p.

2.3 Reading exercises as a necessity for the development of speech……….14 p.

2.4 Writing exercises as the most difficult process in the formation of communes and catative competence………………………………………….16 p.

4. Motivation and some ways to improve it……………………….21str.

5. Conclusion…………………………………………………………….22 p.

6. Used literature …………………………………….…..23 p.

annotation

Today, the main goal of teaching the Tatar (native) language in a Russian-speaking school is formation communicative competence,those. students mastering the main types of speech activity in the Tatar language: listening, speaking, reading, writing.The teacher has a difficult task. In the absence of a speech environment, it is difficult for a novice young teacher, in addition to the above goal, it is also necessaryalways remember that the learning process should be directed and for the upbringing, education and comprehensive development of the student by means of the Tatar language as an academic subject, for introducing students to the culture of the Tatar people.Considering this fact, inMethodical recommendations outlined some aspects of the formation of the communicative competence of students in the lessons of the Tatar language in a Russian-speaking school from school experience. Here, along with scientific explanations of key definitions, specific activities that form the communicative competence of students are described. We believe that if a teacher works to overcome the problems mentioned in the brochure, then the result of his activity will be a student who knows all types of speech activity of the Tatar language, is able to communicate in it with peoples of similar language groups and respects the cultural traditions and values of people of other nationalities.

Explanatory note

Language is the most important means of human communication, without which the existence and development of society is impossible.

It should be noted thatthere are a number of problems when teaching the Tatar language in a Russian school:

3) The absence of direct correlations between theoretical knowledge and practical skills and abilities.

The foregoing determined the topic of our methodological recommendations.: "Formation communicative competence in the lessons of the Tatar language in a Russian-speaking school.

And the relevance of our topic is determined by the social order for a creative, independent, communicative personality; the need of the modern school to develop effective approaches to the formation of communicative competencies.

It should be noted that this activity is not new, however, at present, the urgency of the need to enrich the existing school practice in order to form communicative competence in the educational process is increasing.

Tasks, set in the guidelines:

1. Explain the definition of "competence".

2. Select exercises that form the communicative competence of students(from work experience):

1) Exercises in listening and understanding Tatar speech by ear (in listening).

2) Speaking exercises as one of the stages in the formation of communicative competence.

3) Exercises in reading as a necessity for the development of speech.

4) Writing exercises as the most difficult process in the formation of communes and active competence.

3. Additional materials that form the communicative competence of students.

4. Definition of motivation to the study of the Tatar language in a Russian-speaking school.

Expected result from the use of methodological recommendations:

Systematic and consistent work on these methodological recommendations giveshigh performance in the educational process,the creative and search activity of children develops, creating etsya for each child situation I success. The interest and success of learning are the conditions that not only determine the motivational sphere, but also most directly affect the improvement of the quality of students' knowledge and beneficially contribute to the formation of communities. and active competence.

The formation of communicative competence in the lessons of the Tatar language in a Russian-speaking school involves:

1. The versatile development of the student, in particular the development of his creative abilities, aesthetic views, such character traits as purposefulness, perseverance, diligence, etc.

2. Expanding the general outlook of the student, raising the level of his general education (with the help of sociocultural knowledge).

3. General language, speech intellectual development, his interest in the Tatar language, creating a positive motivation for learning, striving for mutual understanding.

4. Development of general scientific and special educational skills: work with a book, textbook, dictionaries, application of translation, etc.

5. Assimilation of language knowledge, skills, development of the main types of speech activity: listening, speaking, reading and writing.

Only the interconnected formation of all these components ensures the solution of communicative tasks to achieve the planned learning outcome:

- advanced communicative competence in reading;

- elementary communicative competence in listening, speaking, writing;

- familiarization with the Tatar culture, enrichment and better consciousness of Russian culture.

Communication competence includes:

- linguistic competence (proficiency in language means, generation processes and text recognition);

- thematic competence (possession of local history information);

- sociocultural competence (behavioral, etiquette);

- compensatory competence (the ability to achieve mutual understanding, to get out of a linguistically difficult situation);

- educational competence (the ability to learn to use a book, fiction, dictionaries).

As you can see, communicative competence is a multicomponent methodological concept and at the same time the result of learning, which is based on communication skills:

- the ability to carry out dialogic communication in standard situations (social sphere, educational and labor sphere);

- the ability to speak coherently about oneself, about one's surroundings, to convey the content of what has been read based on the text, to express one's opinion, to give an assessment;

- the ability to understand by ear (listening) the main content of uncomplicated texts (such as announcements, short messages, etc.);

- the ability to write and convey elementary information, in particular, write a letter, make extracts from the text;

- the ability to learn (work with a book, fiction, dictionary).

1. Definition of "competence".

So, competence is life success in a socially significant area (J. Raven, 1984).

Competence is the ability to establish a connection between knowledge and a situation, to apply knowledge adequately to solve a problem (S. Shishov, V. Kalney, 1995).

The most important (key) competencies that should be formed in a general education school to ensure civic maturity, professional and personal self-determination include the following:

Communicative competencies: the ability to make contact, express one's point of view, listen and understand the point of view of the interlocutor, lead a discussion, etc.; readiness to solve communicative tasks, to behave adequately in various social situations, competencies; proficiency in oral and written communication, several languages;

Information competencies: possession of new information technologies, understanding of the range of their application, a critical attitude to the information disseminated through the media.

Competencies in the field of professional and personal development(ability to learn throughout life).

Intellectual competencies: the ability to generalize, the ability to highlight the essential features of cognizable reality; flexibility, creativity of the mind - dynamism, mobility, etc. With a flexible mind, a person easily moves from direct connections to reverse ones, from one system of actions to another, from the usual train of thought to non-standard ones (according to A. Khutorsky A.).

KEY - relate to the general (meta-subject) content of education;

Interdisciplinary - refer to a specific range of subjects.

Subject - having a specific description and the possibility of formation within the framework of academic subjects. Thus, key educational competencies are specified at the level of educational areas and subjects for each level of education.

Competence is understood as the co-organization of knowledge, skills and abilities, which allows you to set and achieve goals to transform the situation. The approach to education includes the philosophy of education, educational technologies, psychological and pedagogical support and the description of educational precedents. (According to the Pedagogical Encyclopedic Dictionary).

And the most important competencies of students are:

Problem Solving Competence;

Information competence (work with information);

Communicative.

A. Khutorskoy in the article "Key competencies" identifies four stages.

one . Search for manifestations of key competencies in each academic subject;

2. Building a hierarchical over-subject systematics - (competence tree);

3. Designing general subject educational competencies vertically for all three levels of education;

4. Projection of the competencies formed by the levels on the level of academic subjects and their reflection in educational standards, curricula, textbooks and teaching methods.

2. Do exercises that form the communicative competence of studentsat the lessons of the Tatar language in a Russian-speaking school ( from work experience).

Teaching Russian-speaking students the Tatar language includes mastering the main types of speech activity in the target language: listening, speaking, reading, writing.

“In the learning process, almost everything depends on the exercises. In the exercise, like the sun in a drop of water, the whole concept of learning is reflected, ”writes G.K. Selevko.

Based on this, at each lesson of the Tatar language in the Russian school, 4 types of RD should be interconnected:

1. Exercises in listening and understanding Tatar speech by ear (in listening).

2. Speaking exercises, which are divided into exercises in dialogic speech (D) and exercises in monologue speech (M).

3. Reading exercises.

4. Writing exercises.

2.1. 1) Listening exercises.

It is quite understandable that in the Russian school children should be taught the perception of both addressed and unreversed speech.

Conditionally exercises in listening can be divided into 4 groups:

1. Exercises with isolated words (listen and point out words with sound ...; denoting furniture, etc.).

2. Phrase exercises (listen and point out phrases that have words with sound ...).

3. Exercises with sentences (compare sentences, what has been changed (added, omitted) in the second sentence, etc.).

4. Exercises with connected texts (listen and translate into Russian; compare two texts, what has been changed (added, omitted) in the second text, etc.).

2.2 Speaking exercises.

Dialogic speech (D) and monologue speech (M) play a major role in the formation of communicative competence.

1. Exercise deniya in dialogic speech.Based on the communicative function of the language, D should be considered the main and initial one: a monologue is usually always preceded by a dialogue.

The work on teaching D should be based on a situational-visual basis without relying on printed text.

The system of exercises in teaching dialogue should be in a certain sequence: a) receptive (listening and understanding the dialogic sample); b) reproductive (reproduction of a dialogic sample at different levels, by imitation from memory, etc.) and c) constructive (a stage of relatively free speech with a focus on the relationship of learned dialogic samples with a new situation). At the same time, attention is drawn not only to the number of replicas in the composed dialogues, but also to their character and intonational design. The topics of the assimilated dialogues cover the range of life situations that are typical for the conditions of everyday activities of students at school, at home, on the street, etc. The diversity of dialogues can be judged by the following list: a repeat question, a counter question, an acquaintance, a greeting, etc. Constantly repeating in different situations, these dialogues gradually become the property of the speech of Russian-speaking students in the language being studied.

2. Exercises in monologue speech (M).

Like the work on the dialogue, the teaching of M in the lessons of the Tatar language in the Russian school requires a well-thought-out sequence. Work should begin with exercises for expressing one complete thought (for example, on a topic indicated by the teacher). At the next stage, the children's statements should consist of a series of sentences of various structures (writing a story, describing, retelling what they heard, etc.). At the third stage, students learn to prove the correctness of a fact, highlight the main idea, justify their attitude to what they heard, give an assessment, be able to reason, argue.

2.3 Reading exercises.

In our conditions, with an insufficient amount of oral speech practice, reading remains a more accessible speech skill for all students.

The main goal of reading exercises is to improve the technique of reading in the target language and understanding the content of what is being read, i.e. extracting new information.

If in the primary grades the texts for reading are mainly educational in nature, then in the middle grades students read both educational and artistic texts. Moreover, if in the primary grades reading in the Tatar language is of a prepared nature (preliminarily analyzed, worked out, translated into Russian), then in the middle and senior grades, unprepared reading is practiced, but lightweight and adapted texts are used.

In the Russian school, two types of reading are practiced: reading aloud and silently.

Reading to yourself must be practiced systematically, giving it a certain amount of time in class and giving homework assignments (for example, read at home II part of the story, etc.).

In order for Russian-speaking students to be able to read (and understand) Tatar texts on their own, it is necessary to provide article-by-article Tatar-Russian dictionaries.

2.4 Writing exercises (P).

Writing also acts as a target skill. The student must be accustomed to the constant fixation of the material.

The teaching of writing in the Tatar language lessons in the Russian school goes, as a rule, simultaneously with the teaching of reading (with some advance of the latter).

All written exercises can be reduced to three groups: preparatory (for spelling Tatar words; for mastering grammatical forms. For example, for copying with additions and changes, etc.), reproductive (recording sentences, answers to questions on the read text, etc.) and productive (essays - miniatures, a letter to a friend, etc.).

Learning to write Tatar words must be carried out in combination with appropriate orthoepic exercises (before writing, the student must pronounce the word correctly).

It is important to know that in the classroom, special attention should be paid to the specific features of the Tatar language: synharmonism, agglutination, types of syllables, assimilative processes, reduction of vowels, mismatch of sounds and letters, patterns of stress, etc.

3.Additional information.Materials of exercises in writing are offered taking into account the age characteristics of students.

The most effective is comprehensive speech training, in which the ability to perceive oral and written speech (listening and reading) is formed in combination with the ability to build oral and written statements (speaking and writing). In each type of speech activity, in addition to specific skills and abilities, skills are formed that are common to all types of activity.

Forms for working with text:

syntactic five-minute;

·turn on imagination;

Write like this

through an additional task to the dictation;

compilation of a table.

During the analysis of the text, the language flair and the operational apparatus of thinking develop. The conclusions that students come to as a result of the analysis and discussion of tasks and passages of the text are conclusions about the function of language means and about ways to find them. Regular text analysisis of great importance for the development of students' speech, the formation of the ability to perceive the speech of others and create their own statement.

Improving the speech activity of students, we lean on the most diverse types and genres of statements on literary topics, which, during training, create conditions for the versatile speech and aesthetic development of the student's personality. He has the possibility of choosing these genres on the basis of the following classification of connected monologues. To be successful in this endeavor, it is necessary not only to give attention to reading and listening to texts of linguistic content, and to be purposefully develop the relevant skills and abilities in schoolchildren.

Students must:

understand the communicative purpose of reading (listening) to the text and, in accordance with this, organize the reading process;

Recognize the content of the text;

Determine the main idea of the text, its style and type of speech;

Use text information in other activities (for example, compose working materials for use in preparing reports, abstracts).

To form these skills related to understanding the content of a linguistic text, we think it is necessaryconduct purposeful work, during which the text is analyzed step by step;

The theme and main idea are specified;

Vocabulary work is carried out;

A text plan is drawn up;

Expressive reading of the text;

Answers to teacher's questions;

- retelling of the text, etc.

Role-playing games contribute to the improvement of effective learning, the creation of learning motives, the formation of cognitive interest, and the stimulation of speech-thinking and creative activity of students. The presence of interest and motivation for the topic under discussion is a necessary condition for effectivethe importance of teaching influence.

One of the most effective methods today is considered to be the method of projects. (For example, "My hometown is Ufa", "Country of Bulgaria", etc.). Here it is necessary to observe as the principle of minimization, i.e. include only those subjects of speech that allow you to form the most complete and versatile idea of the region, as well as the principle of selecting regionally significant subjects of speech that reflect the uniqueness of the region.

The main goal, along with the development of communicative competence, is to expand the content basis of teaching the Tatar language by mastering a certain amount of regional knowledge by students, which also serves as a means of raising the general educational level. To solve the problem that underlies the project, the student must learn to work with the text (highlight the main idea, search for the necessary information, analyze it, make generalizations, conclusions), be able to work with reference material.

4.Motivation to study the Tatar language in a Russian-speaking school.

It is not just about knowing the language, but about the ability to use it in real communication, that is, about the practical knowledge of the language. This requires motivation.

1) the creation of a specially designed system of exercises, performing which students would feel the result of their activities;

2) involvement of the emotional sphere in the learning process;

3) the nature of the teacher's pedagogical influences, in particular, the presence of incentives and reinforcements;

4) use of audiovisual means in the lessons;

5) using personal individualization;

6) development of a system of extra-curricular activities that enhance the motivational side of language learning.

Also, thanks to observations, we can say that the increase in motivation comes through:

1) involvement of students in independent work in the classroom;

2) problematic tasks and situations;

3) control of knowledge of skills and abilities;

4) the use of educational games;

5) and, of course, the friendly attitude of students.

According to psychological studies of motivation and interest in teaching the Tatar language in a Russian-speaking school, the teacher's efforts should be aimed at developing the internal motivation for teaching students, which comes from the activity itself and has the greatest motivating force. Intrinsic motivation determines the attitude of schoolchildren to the subject and ensures progress in mastering the Tatar language. If a student is interested in speaking, reading, listening to Tatar speech, learning new things, then we can say that he will have a desire to learn his native language.

Mingazova Zulfira Salikhzyanovna
Position: additional education teacher
Educational institution: MKOU DO "House children's creativity"Malmyzhsky district of the Kirov region
Locality: Malmyzh. Kirov region
Material name: methodical development
Subject:"Formation of students' communicative competence in the lessons of the Tatar language in a Russian-speaking audience"
Publication date: 13.02.2017
Chapter: additional education

MUNICIPAL STATE EDUCATIONAL

INSTITUTION OF ADDITIONAL EDUCATION

"THE HOUSE FOR ARTS AND CRAFTS FOR CHILDREN"

MALMYZH DISTRICT, KIROV REGION

"The formation of students' communicative

competencies in the lessons of the Tatar language

in the Russian-speaking audience"

Developer: Mingazova

Zulfira Salihzyanovna

teacher of additional

education

Malmyzh 2016

Explanatory note………………………………………………… 3 p.

1. The definition of "competence".………………………………………...8 p.

2. Exercises that form the communicative competence of students (from the experience

work): ……………………………………………………….10 p.

2.1 Exercises in listening and understanding Tatar speech by ear (in listening)

…………………………………………………………… 11 p.

2.2 Speaking exercises as one of the stages in the formation of a communicative

competencies…………………………………………………………………………12 p.

2.3 Reading exercises as a necessity for the development of speech……….14 p.

2.4 Writing exercises as the most difficult process in the formation

communicative competence………………………………………….16 p.

4. Motivation and some ways to improve it……………………….21p.

5. Conclusion…………………………………………………………….22 p.

6. Used literature …………………………………….…..23 p.

annotation

Today, the main goal of teaching the Tatar (native) language in a Russian-speaking school

is the formation of communicative competence, i.e. student mastery

the main types of speech activity in the Tatar language: listening, speaking,

reading, writing. The teacher has a difficult task. In the absence of a speech environment

it is difficult for a beginner young teacher, in addition to the above goal, it is also necessary

always remember that the educational process should also be aimed at education,

subject, to familiarize students with the culture of the Tatar people. Considering this

school from school experience. Here, along with scientific explanations of key

definitions, describes the formation of communicative competence in students

specific activities. We believe that if the teacher will work, overcoming

the problems mentioned in the brochure, then the result of his activity will be a student,

proficient in all types of speech activity of the Tatar language, able to communicate in

German with peoples of similar language groups and respecting cultural traditions and values

people of other nationalities.

literature, working in Russian-speaking schools, for students.

No. 4 of the city district of the city of Ufa of the Republic of Bashkortostan Karimova Lilia

Galinurovna, teacher of the highest qualification category.

Explanatory note

Language is the most important means of human communication, without which it is impossible to

existence and development of society.

In the linguistic picture of Russia, the Tatar language has long and firmly occupied a worthy place. AT

dialogue of cultures of multinational Bashkortostan along with other languages and

plays a very positive role.

According to L.V. Shcherba “each language reflects the culture of the people who

speaks to him." Proceeding from this, the requirements for educational material that have

of paramount importance in teaching the mother tongue. It should be a mirror of life and

the culture of its bearer.

It should be noted that when teaching the Tatar language in the Russian school, there are

a number of problems:

overcoming the structural and systemic skills of the Russian language. For example,

the most characteristic errors in the Tatar speech of students in Russian schools are not due to

only by the absence in the target language of the category of species, gender, prepositions, prefixes, etc.,

but also the presence of "similarity" in the declension of nominal parts of speech.

2) The lack of sufficiently clear and differentiated grammatical

representations and concepts of the Russian and Tatar languages (for example, the predicate in Tatar

language is always at the end of a sentence).

3) Lack of direct correlations between theoretical knowledge and practical

skills and abilities.

In addition to the above, it is necessary to add the fact that in Russian-speaking schools on

lessons of the Tatar language, firstly, educational

the possibilities of the subject for the formation of the spiritual and moral qualities of the student;

secondly, the dominant in the practice of teaching the Tatar language remains

spelling and spelling orientation, not always sufficient attention

is given to the development of speech culture of students, and finally, currently used

time methods of teaching the Tatar language in educational institutions are not always sufficient

focused on the development of creative abilities.

The relevance of these problems is due to the need to develop the speech of schoolchildren,

formation of the language and communicative competence of students in the process of working on

enriching the grammatical structure of their speech, developing communication skills and

skills. It is important that in the lessons of the Tatar language, students should not only study

memorization of the material, but must acquire communication skills.

The foregoing determined the topic of our methodological recommendations: “Formation

communicative competence in the lessons of the Tatar language in a Russian-speaking school.

The formation of the communicative competence of students today is devoted to

a huge number of studies (Safiullina F.S., Yusupov F.Yu., Kharisov F.F.,

R.Kh. Mukhiyarova, Asadullin A.R. and others).

BUT relevance our theme is determined by the social order for creative,

an independent person with communicative abilities;

the need of the modern school to develop effective approaches to the formation

communicative competence.

Note that this activity is not new, however, currently the relevance

the need to enrich existing school practice in order to form

communicative competence in the educational process increases.

practitioners, since the analysis of available research shows that in pedagogy

the problem of the formation of communicative competence in the lessons of the Tatar language in

Russian-language school still remains.

We also note that when teaching the Tatar language, it is necessary to take into account the specifics

subject in order to achieve the main goal - the formation of communicative competence

(i.e., students mastering the main types of speech activity in the Tatar language) and

always remember that the educational process should be aimed at education,

education and comprehensive development of the student by means of the Tatar language as

subject, to familiarize students with the culture of the Tatar people.

The mastery of communicative competence presupposes the possession of Tatar communication in

the unity of all its functions: information (acquisition of knowledge, skills, abilities),

regulatory (incitement to actions, verbal and non-verbal, to interaction),

emotional-evaluative, value-oriented (formation of views and

beliefs) and etiquette (learning the norm of speech behavior).

Thus, the communicative goal is a complex set of goals

(educational, upbringing and developing), aimed at achieving

practical result in mastering the main ways of communication in certain

methodological standard limits.

Tasks, set in the guidelines:

1. Explain the definition of "competence".

2. Select the exercises that form the communicative competence of students (from

work experience):

1) Exercises in listening and understanding Tatar speech by ear (in listening).

2) Speaking exercises as one of the stages in the formation of a communicative

competencies.

3) Exercises in reading as a necessity for the development of speech.

4) Exercises in writing as the most difficult process in the formation of a communicative

competencies.

3. Additional materials that form the communicative competence of students.

4. Determining the motivation for learning the Tatar language in a Russian-speaking school.

Expected result from the use of methodological recommendations:

Systematic and consistent work on these methodological recommendations gives

high rates in the educational process, the creative and search

activity of children, a situation of success is created for each child. interest and success

learning are those conditions that not only determine the motivational sphere, but also

most directly affect the improvement of the quality of students' knowledge and

beneficially contribute to the formation of communicative competence.

Formation of communicative competence at the lessons of the Tatar language in

Russian-speaking school involves:

The versatile development of the student, in particular the development of his creative

abilities, aesthetic views, character traits such as

purposefulness, perseverance, diligence, etc.

Expanding the general outlook of the student, raising the level of his general

education (with the help of socio-cultural knowledge).

General language, speech intellectual development, his interest in the Tatar

language, creating a positive motivation for learning, striving for

mutual understanding.

Development of general scientific and special educational skills: work with a book,

textbook, dictionaries, translation application, etc.

Assimilation of language knowledge, skills, development of the main types of speech

activities: listening, speaking, reading and writing.

Only the interconnected formation of all these components provides a solution

communicative tasks to achieve the planned learning outcome:

advanced communicative competence in reading;

elementary communicative competence in listening, speaking, writing;

familiarization with the Tatar culture, enrichment and better consciousness of Russian

culture.

Communication competence includes:

linguistic competence (proficiency in linguistic means, processes

generation and text recognition);

thematic competence (possession of local history information);

sociocultural competence (behavioral, etiquette);

compensatory competence (the ability to achieve mutual understanding, get out of

difficult language situation);

educational competence (the ability to learn how to use a book, art

literature, dictionaries).

As you can see, communicative competence is a multicomponent methodological concept and

at the same time the result of learning, which is based on communication skills:

ability to carry out dialogical communication in standard situations

(social sphere, educational and labor sphere);

the ability to speak coherently about oneself, about one's surroundings, to convey the content

read based on the text, express your opinion, give an assessment;

the ability to understand by ear (listening) the main content of uncomplicated

texts (such as announcements, short messages, etc.);

the ability to write and convey elementary information, in particular,

write a letter, make extracts from the text;

the ability to learn (work with a book, fiction, dictionary).

1. Definition of "competence".

So, competence is life success in a socially significant area (J. Raven,

Competence is the ability to establish a connection between knowledge and a situation, to apply

adequate knowledge to solve the problem (S. Shishov, V. Kalney, 1995).

To the most important (key) competencies that should be formed in

general education school to ensure civic maturity, professional

and personal self-determination include the following:

Social competencies: a set of basic abilities necessary to participate "in

democratic way of life”: willingness to adequately participate in democratic

procedures, think critically, act in a pluralistic environment,

listen to others and help them, take responsibility, etc.;

Political competencies: willingness and ability to live and work in the "legal field" -

understanding of law as the most important mechanism for regulating social and

interpersonal relationships in a truly human way.

Intercultural competencies: the ability to understand representatives of another

nationality, another culture and enter into a dialogue with them, refuse

prejudice, prejudice, intolerance towards people of other political or

religious beliefs, the ability to respect any individuality (including

his own).

Communicative competencies: the ability to make contact, express one's own

point of view, listen and understand the point of view of the interlocutor, lead a discussion, etc.;

readiness to solve communicative tasks, adequately behave in various

social situations, competence; mastery of oral and written communication,

several languages;

Information competencies: possession of new information technologies,

understanding of the range of their application, a critical attitude to distributed

media information channels.

Competencies in the field of professional and personal development (ability to

lifelong learning).

Intellectual competencies: the ability to generalize, the ability to highlight

essential signs of cognizable reality; flexibility, creativity of the mind -

dynamism, mobility, etc. With a flexible mind, a person easily moves from direct

connections to reverse ones, from one system of actions to another, from the habitual train of thought to

non-standard (according to A. Khutorsky A.).

In accordance with the division of the content of education into general - meta-subject (for

all subjects), interdisciplinary (for the cycle of subjects) and subject (for each

subject) a three-level hierarchy of competence is proposed:

KEY - relate to the general (meta-subject) content of education;

Interdisciplinary - refer to a specific range of subjects.

Subject - having a specific description and the possibility of formation within the framework of

educational subjects. Thus, key educational competencies

specified at the level of educational areas and subjects for each

stages of education.

Competence is understood as the co-organization of knowledge, skills and abilities, which

allows you to set and achieve goals to transform the situation. Approach to education

includes the philosophy of education, educational technologies, psychological and

pedagogical support and description of educational precedents. (By

Pedagogical Encyclopedic Dictionary).

And the most important competencies of students are:

Problem solving competence;

Information competence (work with information);

Communicative.

A. Khutorskoy in the article "Key competencies" identifies four stages.

one . Search for manifestations of key competencies in each academic subject;

2. Building a hierarchical over-subject systematics - (competence tree);

3. Designing general subject educational competencies vertically for all

three levels of education;

4. Projection of competencies formed by stages on the level of academic subjects and

their reflection in educational standards, curricula, textbooks and methods

learning.

2. Exercises that form the communicative competence of students in the classroom

Tatar language in a Russian-speaking school (from work experience).

Teaching Russian-speaking students the Tatar language includes mastering

the main types of speech activity in the target language: listening, speaking,

reading, writing.

“In the learning process, almost everything depends on the exercises. In exercise like the sun

in a drop of water, the whole concept of learning is reflected,” writes G.K. Selevko.

Based on this, every lesson of the Tatar language in the Russian school is interconnected

4 types of RD must be present:

Exercises in listening and understanding Tatar speech by ear (in listening).

Speaking exercises, which are divided into exercises in dialogical speech (D)

and exercises in monologue speech (M).

Reading exercises.

Writing exercises.

2.1. 1) Listening exercises.

Listening is the process of perception and understanding of sounding speech. So

a necessary requirement for exercises in this type of speech activity is their

sound presentation. In other words, these exercises are not read by students, but

obey. Therefore, the teacher reads these exercises himself or writes them down on

tape and then play the sound recording. It is quite clear that at

in the perception of this material, students do not have visual support, i.e. can't see texts

these exercises. There are two types of comprehension in the methodology: listening comprehension

sounding speech (when listening to the speech of the teacher, students, etc.) and understanding based on

visual receptors (when reading, the speaker himself, his articulation, gesture, facial expressions, etc.).

If children cannot see the speaker (for example, when listening to a sound recording), speech comprehension

much more difficult, because there is no “lip reading” and all emotionally expressive

an inventory of gestures, pauses, characteristic of live speech and contributing to its natural

perception. Depending on the presence or absence of the speaker in training

Listening comprehension distinguishes between addressing and non-addressing speech to the listener.

It's one thing when Russian-speaking students listen to Tatar speech in a lesson with a voice

his teacher, the other - when it is served in sound recordings (i.e. when there is a factor

inverted speech).

It is quite understandable that in the Russian school children should be taught to perceive both converted and

unreversed speech.

Equally important is the training of Russian-speaking children in listening and

As school practice shows, Russian-speaking students find it difficult to answer

it would seem to the simplest questions in the Tatar language, asked by him

strangers, while the questions of his teacher, even much difficult ones,

students answer confidently. Therefore, in the classroom it is necessary to gradually and gradually

inviting other teachers to the lesson. It is desirable that children get used to listening and

Conditionally exercises in listening can be divided into 4 groups:

Exercises with isolated words (listen and point out the words with

sound…; denoting furniture, etc.).

Phrase exercises (listen and point out the phrases in

which have words with sound ...).

Exercises with sentences (compare sentences, what has been changed (added,

omitted) in the second sentence, etc.).

Connected text exercises (listen and translate into Russian;

compare the two texts, what has been changed (added, omitted) in the second text, etc.).

2.2 Exercises in speaking.

In the formation of communicative competence, dialogical speech (D) and

monologue speech (M) play a major role.

1. Exercises in dialogic speech. Based on the communicative function of language, D

Why is it proposed to start teaching Tatar speech in a Russian-speaking audience with

assimilation D? A) It is more common; B) has a number of advantages: more

simple and concise construction, incorporates the usual combinations and

templates, resulting in faster absorption.

The work on training D should be based on a situational-visual basis without relying on

printed text.

It should be noted that D in the Tatar language is characterized by the same features and

features as in the Russian language: the same speech cliches and methods that encourage

interlocutor to continue the conversation; appropriate gestures, facial expressions, etc., i.e.

it is necessary to rely on the principle of taking into account the specifics of the Russian language.

The system of exercises in D should be aimed at teaching Russian-speaking students not

only questions and answers, but also to compose reciprocal statements, to exchange

opinions, to pick up the thoughts of the interlocutor, etc. It is desirable that the replicas

students consisted of at least two phrases: a reaction to what they heard and phrases that encourage

interlocutor to continue the conversation. For this purpose, in each particular case,

examples of dialogues and topics on which students compose their dialogues. Also given

basic words and expressions. All this helps to have a two-way conversation.

The system of exercises in teaching dialogue should be in a certain

sequences: a) receptive (listening and understanding of the dialogical pattern); b)

reproductive (reproduction of a dialogic pattern at different levels, by

imitation from memory, etc.) and c) constructive (the stage of relatively free speech with

orientation on the correlation of learned dialogic patterns with the new situation). At

This draws attention not only to the number of replicas in the composed dialogues, but also

their character and intonation. The topics of the digestible dialogues cover

the range of life situations that is typical for the conditions of everyday

activities of students at school, at home, on the street, etc. About the variety of dialogues, you can

judged by the following list: a repeat question, a counter question, an acquaintance, a greeting and

etc. Constantly repeating in different situations, these dialogues gradually become

property of the speech of Russian-speaking students in the target language.

2. Exercises in monologue speech (M).

In the methodology, M is understood as a form of speech, which consists of a number of speech units,

expressed by the same person in order to communicate information of varying complexity and

volume. Unlike dialogue, which allows for "discontinuity" of statements, pauses and

even silence (when the interlocutor nods his head), M is continuous, because formation

thoughts here occurs simultaneously with the process of speaking (of course, if speech

is about an unprepared statement).

Like the work on the dialogue, the teaching of M in the lessons of the Tatar language in the Russian school

requires careful sequencing. Work should begin with exercises on

the statement of one complete thought (for example, on a topic indicated by the teacher). On the

the next stage, the children's statements should consist of a series of sentences of various

structures (compilation of a story, description, retelling of what was heard, etc.). On the third

stage, students learn to prove the correctness of any fact, highlight the main

thought, justify your attitude to what you heard, give an assessment, be able to reason,

argue.

2.3 Reading exercises.

In our conditions, with an insufficient amount of oral speech practice, more accessible

Reading remains a speech skill for all students.

The main goal of reading exercises is to improve the reading technique on the subject being studied.

language and understanding of the content of what is being read, i.e. extracting new information.

If in the primary grades the texts for reading are mainly educational in nature, then in

middle school students read both educational and literary texts. Moreover,

if in primary school reading in the Tatar language is prepared

(preliminarily analyzed, worked out, translated into Russian), then in

middle, high school practiced unprepared reading, but used

lightened and adapted texts.

One of the main tasks of the Tatar language lessons in the Russian school is to teach

depends on the children's vocabulary and knowledge of grammatical forms,

structures.

In the Russian school, two types of reading are practiced: reading aloud and silently.

If reading aloud is used as an exercise to reinforce skills or as

preparing the development of oral speech, as well as in order to develop reading techniques, then

silent reading - to teach reading comprehension, which is then controlled

through conversation and with the help of translation into Russian.

Reading to yourself must be practiced systematically, giving it a certain

time at the lesson and giving assignments at home (for example, at home to read the second part of the story, etc.).

In order for Russian-speaking students to be able to independently read (and understand)

Tatar texts, it is necessary to give article-by-article Tatar-Russian dictionaries.

Of course, all incomprehensible words in each specific case are impossible, and this is not

needs to be translated. In addition, about the meaning of individual unfamiliar words, students can

find out, using the methods of linguistic and semantic guessing, what needs them gradually

learn. If, say, a student knows that the word “salam” means a greeting, a wish

health, then “sәlamәtlek”, apparently, will mean health (linguistic conjecture). Or

another example: in the saying “Kitap - belem chishmase”, students know the meanings of the words

“kitap”, “belem”, and the meaning of the word “chishmase” is guessed from the context, meaning

sayings (semantic guess).

Reading Tatar texts is accompanied by various exercises. For example,

retell the content of what you read in your own words; find sentences in the text

which would be answers to the following questions (given), etc.

2.4 Exercises in writing (P).

Writing also acts as a target skill. The student must be

accustomed to permanent fixation of the material.

The work of teaching writing consists of exercises both for working out the technique

writing (graphics, spelling and punctuation), and for learning productive

written speech, to instill the skills and abilities of written expression by students

their thoughts in the Tatar language.

Teaching writing in the Tatar language lessons in a Russian school is, as a rule,

simultaneously with learning to read (with some advance of the latter).

All written exercises can be reduced to three groups: preparatory (on

spelling of Tatar words; for the acquisition of grammatical forms. For example, on

copying with additions and changes, etc.), reproductive (recording of compiled

sentences, answers to questions on the read text, etc.) and productive

(compositions - miniatures, a letter to a friend, etc.).

Even in the primary grades, Russian-speaking students acquire graphic skills, i.e.

ability to write specific Tatar letters

ә,ө,ү,җ,ң,һ. In subsequent classes, the focus is on the acquisition of literate

letters in Tatar.

The assimilation of the spelling of Tatar words in the lessons in the Russian school is achieved by the following

techniques: sound and letter analysis; writing off with underlining letters,

denoting a dubious sound; inserting a missing letter; adding

endings, etc.

appropriate spelling exercises (before writing, the student must

pronounce the word correctly).

The formation of spelling skills is carried out at the lessons of the Tatar language in

the process of performing preparatory exercises aimed at

overcoming the main difficulties of orthography of the Tatar language (writing

corresponding words according to the model, translation from Russian into Tatar, etc.).

Then the main types of spelling exercises are practiced (simple and

complicated cheating, various types of dictations).

It is important to know that in the classroom, special attention should be paid to

specific features of the Tatar language: vowel harmony, agglutination, types

syllables, assimilative processes, reduction of vowels, discrepancy between sounds and letters,

patterns of stress, etc.

Mastering the spelling of Tatar words in the lessons in a Russian-speaking school is achieved

the following techniques: sound and letter analysis; underlining

letters denoting a dubious sound; inserting a missing letter; adding

endings, etc.

Learning to write Tatar words must be carried out in combination with

appropriate spelling exercises. Before writing, the student must

pronounce the word correctly (the principle of the oral basis of learning to read and write).

Each type of RD at each stage must have its own exercises,

reflecting its specificity, but having a communicative orientation,

encouraging students to communicate. Each type of RD acts as a learning goal, and according to

to each other as a means of learning. To master these tools and

to achieve the main goal - communication, it is necessary to strive to create an atmosphere

benevolence, entertaining, respectful attitude to the personality of the student,

identify student achievement in language acquisition and reinforce it positively,

those. take into account the psychological and pedagogical factors of creating a communicative environment.

3.Additional information. Materials for exercises in writing are offered with

taking into account the age characteristics of students.

The effectiveness of Tatar language lessons is directly dependent on

how rationally the rotation of oral and written tasks is organized, how

the relationship between the oral and written speech of students has been thought out, whether conditions have been created for

overcoming by students the difficulties that arise in the transition from thought to speech, from speech

The most effective is the comprehensive teaching of speech, in which the skills

perceive oral and written speech (listening and reading) are formed in

combined with the ability to build an oral and written statement (speaking and writing).

In each type of speech activity, in addition to specific skills and abilities,

Skills common to all types of activity are also formed.

A special place in the development of students' speech belongs to the work with the text. Exist

a large number of types of text analysis in the lessons of the Tatar language and literature:

cultural, literary, linguistic, linguistic and

complex.

Forms for working with text:

syntactic five-minute;

·turn on imagination;

Write like this

through an additional task to the dictation;

compilation of a table.

During the analysis of the text, the language flair and the operational apparatus of thinking develop.

The conclusions that students come to as a result of the analysis and discussion of tasks and

fragments of the text are conclusions about the function of language means and about the ways of their detection.

Text analysis, carried out regularly, is of great importance for the development of speech

students, the formation of the ability to perceive the speech of others and create their own

statement.

Improving the speech activity of students, we rely on a variety of types

and genres of statements on literary topics, which, when taught, create conditions for

versatile speech and aesthetic development of the student's personality. He has

the possibility of choosing these genres based on the following classification of connected

monologues. To succeed in this business, it is necessary not only

pay attention to reading and listening to texts of linguistic content, and

try to purposefully develop the relevant skills in schoolchildren and

Students must:

understand the communicative purpose of reading (listening) to the text and in accordance with this

organize the reading process;

Recognize the content of the text;

Determine the main idea of the text, its style and type of speech;

Use text information in other activities (for example, compose

working materials for use in the preparation of reports, abstracts).

To develop these skills related to understanding the content

linguistic text, we believe that it is necessary to conduct purposeful work, in

the process of which the text is analyzed step by step;

The theme and main idea are specified;

Vocabulary work is carried out;

A text plan is drawn up;

Expressive reading of the text;

Answers to teacher's questions;

Text translation, etc.

And in role-playing games, the communicative function of language is most fully represented - as

a means of communication in real or imaginary conditions (for example, "In the store", "In

theater”, “Visiting a fairy tale”, etc.).

Role-playing games help to increase effective learning, create motives

teaching, the formation of cognitive interest, stimulation of verbal and mental

creative activity of students. The presence of interest and motivation for the topic under discussion -

a necessary condition for the effectiveness of the training impact.

One of the most effective methods today is considered to be the method

projects. (For example, "My hometown is Ufa", "Country of Bulgaria", etc.). Here

must be observed as a principle of minimization, i.e. include only those subjects of speech,

that allow you to form the most complete and versatile idea of

region, and the principle of selecting regionally significant subjects of speech that reflect

edge uniqueness.

The main goal, along with the development of communicative competence, is

expansion of the content basis of teaching the Tatar language through mastering

students with a certain amount of regional knowledge, which also serves as a means of

raising the general educational level. To solve the problem that lies in

based on the project, the student must learn to work with the text (highlight the main idea,

search for the necessary information, analyze it, make generalizations, conclusions), be able to

work with reference material.

When mastering the means of the Tatar language, it is necessary to use a positive

the impact of experience in the Russian language, to eliminate its interfering influence

(overcoming the structural and systemic skills of the Russian language).

Lexical and grammatical material is introduced concentrically, i.e. based on

the principle of concentrism: what is studied in previous classes becomes the material

RD of students in subsequent classes. Thus, a phased

formation of skills and abilities.

Learning Tatar songs is of great help in shaping

communicative competence. Songs help without much effort to more durable

assimilation and expansion of vocabulary, tk. song lyrics new words and

expressions. They raise the emotional mood at the lessons of the Tatar language,

promote aesthetic education.

Thus, the fundamental methodological principle of communicative

direction implies the likening of the process of teaching the Tatar language in

Russian-language school of natural communication.

4.Motivation to study the Tatar language in a Russian-speaking school.

It is not just about knowing the language, but about the ability to use it in real communication, i.

e. about the practical knowledge of the language. This requires motivation.

The issues of increasing motivation, maintaining and developing schoolchildren's interest in

Tatar language is given a lot of attention. Complexity and versatility

emphasized by many methodologists and, in accordance with this, offer various approaches

to solving this problem. Solution paths are associated with:

1) the creation of a specially designed system of exercises, performing which

students would feel the result of their activities;

2) involvement of the emotional sphere in the learning process;

3) the nature of the pedagogical influences of the teacher, in particular the presence of incentives and

reinforcements;

4) use of audiovisual means in the lessons;

5) using personal individualization;

6) development of a system of extracurricular activities that enhance the motivational side

language learning.

Also, thanks to observations, we can say that the increase in motivation comes through:

1) involvement of students in independent work in the classroom;

2) problematic tasks and situations;

3) control of knowledge of skills and abilities;

4) the use of educational games;

5) and, of course, the friendly attitude of students.

According to psychological studies of motivation and interest in learning

the Tatar language in a Russian-speaking school, the efforts of the teacher should be directed to

development of internal motivation for the teaching of schoolchildren, which comes from the very

activities and has the greatest motivating power. intrinsic motivation

determines the attitude of schoolchildren to the subject and ensures progress in mastering

Tatar language. If a student is interested in speaking, reading, perceiving Tatar

speech by ear, to learn new things, then we can say that he will have a desire to learn

native language.

5. Conclusion. The learning process, built on a communicative basis,

personality oriented. Communicative learning is structured in such a way that

the context of the activities of students, their experience, worldview, educational and extracurricular

interests and inclinations, their feelings are taken into account in every possible way when organizing communication on

lesson, when passing topics, the emphasis is on discussing problems from the life of a child,

society. Students should be given the opportunity to discuss their affairs and actions,

current events from the life of a class, school, city, country, planet, learn

express their attitude to what is happening, justify and defend their own

opinion. Creating a favorable psychological climate in the lesson

emotional well-being of each student is an indispensable condition for communicative

communication. Atmosphere of goodwill, emancipation, respect for the individual

student helps students to get rid of psychological barriers, from stiffness,

shyness, insecurity, and this will undoubtedly lead to the formation

communicative competence.

the communicative competence of students in the lessons of the Tatar language in the Russian language

school. I believe if the teacher will work to overcome the above problems,

then the result of his activity will be a student who owns all types of speech

activities of the Tatar language, able to communicate in it with peoples of similar linguistic

groups and respecting the cultural traditions and values of people of other nationalities.

This article reveals the features of teaching the native (Tatar) language according to new educational and methodological sets included in the Federal List. It considers the functions of a modern textbook in the learning process. It is told that all these three functions (educational, cognitive, correctional) act as a whole and are of a decisive nature in the subject of the Tatar language. The article emphasizes the practical significance of educational and methodological kits (TMK) in the native (Tatar) language. Conducted analysis educational material- textbooks of the Tatar language - confirms that the UMK is a set of exercises, learning activities of students aimed at the formation and development of knowledge about the language and the development of coherent speech. In conclusion, the article talks about the importance of the Tatar language training kit (author Z. I. Zamaletdinova) in improving language education and developing the speech activity of students and preparing teachers to work with the new teaching materials.

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Native language , educational kits, universal learning activities , system-activity approach

Short address: https://readera.ru/14111512

IDR: 14111512 | DOI: 10.5281/zenodo.399215

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