CC BY
17
УДК 371.3
Tasova A.B., PhD (Pedagogy), senior teacher, Akhmet Yassawi International Kazakh-Turkish University (Turkistan, Kazakhstan),
E-mail: info@ayu.edu.kz
Umbetova A.K., MA, senior teacher, Akhmet Yassawi International Kazakh-Turkish University (Turkistan, Kazakhstan), E-mail: info@ayu.edu.kz
Shynpeis G.P., MA, senior teacher, Akhmet Yassawi International Kazakh-Turkish University (Turkistan, Kazakhstan), E-mail: info@ayu.edu.kz
ETHNO-CULTURAL COMPETENCE AS THE BASIS OF PROFESSIONAL READINESS OF A FUTURE TEACHER. The relevance of the ethnopedagogical competence of the future teacher is explained by a comprehensive understanding of the details of the modern socio-cultural situation. Today, the human factor is defined in public consciousness and activity as a determining factor in solving problems, and therefore one may support the idea of a person's self-respect, the need to respect his personal dignity, spiritual experience, ethnicity, ethno-social role, the right to uniqueness, the choice of the path of knowledge and life. The purpose of the study is to reveal the concepts of "ethno-cultural approach" and "ethno-cultural competence of a teacher", which today play an important role in the socio-economic and cultural-pedagogical sphere, when the danger of separatist ideology, ethnocentrism and discrimination increases. The article describes tasks and principles of ethno-cultural education. The tasks include the formation of cultural values of the peoples living on the territory of Kazakhstan, orientation to positive values for the cultural development of Kazakhstan and the formation of a culture of interethnic communication. The principles include openness and respect for the national traditions of the peoples of Kazakhstan, the values of the Kazakh people, readiness for dialogue, etc. The scientific novelty of the work lies in practical recommendations for the formation of ethno-cultural competence of future Kazakh teachers. The article shows that the structure of preparation for the professional activity of a teacher in a multiethnic environment should include an ethno-cultural component. Pedagogical activity is a human activity, and the "human dimension" is of fundamental importance. The problem of ethnopedagogy goes beyond the scope of a subject-oriented result, covering a wide context of personal development, holistic education, the system of professional and personal training of future teachers, the ability and willingness to work for the development of another person in a multinational educational environment.
Key words: ethno-cultural competence, future teacher, intercultural relations, ethnography, national culture.
А.Б. Тасоеа. PhD, ст. преп., Международный казахско-турецкий университет имени Ходжи Ахмеда Ясави, г. Туркестан,
E-mail: info@ayu.edu.kz
А.К. Умбетоеа, магистр, ст. преп., Международный казахско-турецкий университет имени Ходжи Ахмеда Ясави, г. Туркестан,
E-mail: info@ayu.edu.kz
Г.П. Шынпеис, магистр, ст. преп., Международный казахско-турецкий университет имени Ходжи Ахмеда Ясави, г. Туркестан,
E-mail: info@ayu.edu.kz
ЭТНОКУЛЬТУРНАЯ КОМПЕТЕНТНОСТЬ КАК ОСНОВА ПРОФЕССИОНАЛЬНОЙ ГОТОВНОСТИ БУДУЩЕГО УЧИТЕЛЯ
Актуальность этнопедагогической компетентности будущего учителя объясняется всесторонним пониманием деталей современной социокультурной ситуации. Сегодня человеческий фактор определяется в общественном сознании и деятельности как определяющее начало в решении проблем, и поэтому мы должны поддерживать идею самоуважения человека, необходимости уважать его личное достоинство, духовный опыт, этническую принадлежность, этносоциальную роль, право на уникальность, выбор пути познания и жизни. Цель исследования - раскрыть понятия «этнокультурный подход» и «этнокультурная компетентность учителя», которые сегодня играют важную роль в социально-экономической и культурно-педагогической сфере, когда возрастает опасность идеологии сепаратизма, этноцентризма и дискриминации. В статье описываются задачи и принципы этнокультурного образования. В задачи входит формирование культурных ценностей народов, проживающих на территории Казахстана, ориентация на позитивные ценности для культурного развития Казахстана и формирование культуры межнационального общения. Принципы включают открытость и уважение к национальным традициям народов Казахстана, ценностям казахского народа, готовность к диалогу и т. д. Научная новизна работы заключается в практических рекомендациях по формированию этнокультурной компетентности будущих казахстанских учителей. В статье показано, что структура подготовки к профессиональной деятельности учителя в полиэтнической среде должна включать этнокультурный компонент. Педагогическая практика - это человеческая деятельность, и «человеческое измерение» имеет фундаментальное значение. И, конечно, проблема этнопедагогики выходит за рамки предметно-ориентированного результата, охватывая широкий контекст личностного развития, целостного образования, системы профессиональной и личностной подготовки будущих учителей, способности и готовности работать на развитие другого человека в многонациональной образовательной среде.
Ключевые слова: этнокультурная компетентность, будущий учитель, межкультурные отношения, этнография, национальная культура.
Introduction
The process of forming the ethno-cultural competence of future teachers is one of the most important components of professional competence. An important feature of the ethno-cultural direction is the consideration of a specific subject of national culture with the definition of general patterns and specific forms in other ethno-regional variants of culture. This reflects the philosophical aspect of the content of ethno culture, implemented by many outstanding Russian thinkers.
In conditions of emergence of a new Kazakh state, the democratization of civil society and the entire multinational space of the Republic of Kazakhstan, ethno-cul-tural education is one of the most important conditions for training a young specialist. The history of each nation remains the best universal values and qualities, the content of which reflects the native language, folklore, ethnic symbols, traditions, customs, spiritual and moral values. An important part of the multidimensional process of developing a personality in a multicultural society is the process of forming ethno-cultural skills, that is, the transfer of cultural values, traditions and social norms as an integral part of the multidimensional process from the ethnic group of which he is a representative and the environment in which he lives [1]. The use of ethno-cultural values of a particular ethnic group allows you to influence the social, spiritual, moral and physical development.
The Republic of Kazakhstan is distinguished not only by its size, rich history and culture, but also by the ethnic and religious diversity of its people. In this context, it is necessary to strengthen the process of forming the ethno-cultural competence of future teachers acting as interpreters of ethno-cultural values in the context of integration into the global educational space.
The education system from a professional point of view, a future teacher should have the basic skills of a modern person, including ethno-cultural compe-
tence, understood as a personal trait and expressed in a set of ideas and knowledge about a certain culture, consisting of skills, attitudes and behavior that contribute to effective understanding and interethnic interaction. education system from a professional point of view, a future teacher should have the basic skills of a modern person, including ethno-cultural competence, it is understood as a personal trait and is expressed in a set of ideas and knowledge about a particular culture, consisting of skills, attitudes and behaviors that contribute to effective understanding and inter-ethnic interaction.
Method
Methods of analysis, synthesis, and observation are used in this article. In the content of this article, the authors argue that the use of analytical systems entails the following logic of the development of the problem of ethno pedagogic competition of future teachers: namely, training, conditions for the formation of ethno pedagogic competition of future teachers, in which it is necessary to define the concept of «ethno pedagogic competence of future teachers» as a starting point for clarifying the essence of the phenomenon under study. By education we mean the conscious mastery of the perfect form of action by the subject, since the mastery of this future teacher positively changes not only his activity, but also himself. The starting point for determining the possibility of the pedagogical process and the development of a pedagogical system of conditions for the formation of ethno pedagogical consent.
To carry out the analysis, we have developed a questionnaire that includes questions that allow us to determine the level of ethno-cultural competence and can be used in further practical activities.
Results and discussion
In the course of our work, we conducted a study at the International School of Nur-Sultan. The results of the survey are given below:
Figure 1: The results ofthe survey to determine the level of formation of ethno-cultural competence
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The study and analysis of the problems of the ethnopedagogical abilities of the future teacher and the learning conditions necessary to analyze the functioning of the system in his institution, the basic principles of work are described in the works of T.A. Levchenko, L.E. Ageeva, E.N. Agranovich [3].
The use of system analysis suggests the following logic of the development of the problem: in particular, it is necessary to use the concept of «ethno-cultural competence of future teachers» as a starting point to explain the essence of the phenomenon under consideration, the learning conditions for the training of future teachers [3]. Knowledge is understood as the conscious appropriation by a subject of a perfect form of activity, since mastering it by a future teacher positively changes not only his activity, but also himself.
Among the scientists solving this problem, defining the concepts of professional and pedagogical competence, the vast majority are guided by an individual approach. The main personality traits are initiative, responsibility, diligence, purposefulness, self-confidence (Selasih, Sudarsana, 2018).
The personal and activity approach in the formation of professional pedagogical competence of teachers is reflected in the works of Kazakh scientists. Therefore, S. Taubaev defines professional competence as "a complex of important personal and professional qualities of theoretical knowledge and practical skills confirmed by primary school" [4].
The starting point for the development of the possibility of the pedagogical process and the system of pedagogical conditions for the formation of ethno-pedagogical rivalry of future teachers is the establishment of the phenomenon under study, which we define as a set of professional and personal qualities that contribute to the realization of knowledge, skills, and skills [5].
We were offered a theoretical model of the process of forming ethnopedagogic competence based on the elements of ethnopedagogic competition, reflected in a set of criteria and indicators, the results of a diagnostic test, the necessary skills, therefore, the criterion was the apparatus, the demonstration-a reference point for the analysis of the above-mentioned documents.
In accordance with the principle of consistency, which involves considering phenomena and processes in context, we recognize the connection between theory and practice. The practical application of the theoretical foundations of the training of future teachers establishes and regulates state documents in the field of higher education, vocational training, regulates the acquisition of theoretical knowledge about the object of upcoming activities and the acquisition of practical skills for the transfer of these activities, methods, as well as knowledge and skills that should be developed by relevant specialists [6].
The content determines the preparation of students in accordance with state standards, educational programs, as a rule, include academic discipline, various types of practice, independent work and research, as well as other types and forms of pedagogical work, thus, in addition to the pedagogical process of the formation of intercontinental competition - future teachers of ethnopedagogy are in a multicultural learning environment and develop appropriate skills, we have reviewed the provisions of three
faculties in pedagogical specialties, the training of teachers of various profiles, whose students participate in experimental and pedagogical work.
Having studied and analyzed previous research in this area, we set ourselves the task of determining how consistently and rationally the content of the disciplines taught by him is presented. Within the framework of this discipline, we, in our opinion, have contributed to the ethnopedagogic activity the knowledge and skills necessary for future teachers, and have established that their content and the time spent on their training do not differ [7].
The results of the primary analysis of mandatory state educational standards, their qualification characteristics, standard curricula, standard programs (pedagogical disciplines and practices), textbooks and methodological teaching materials for specialties. Foreign language: two languages, geography, biology, physical culture and sports, have shown that there are no fundamental differences in the content of this phenomenon. Therefore, we consider it appropriate to provide a more detailed presentation of the results of the analysis of educational and methodological materials in the specialty foreign language [8].
The analysis of the qualification characteristics of this specialty allows us to assess the relevance of the problem. At the same time, competition is very important in this matter for the training of future teachers, since, in accordance with the requirements of the legislation, a specialist must have a high level of basic knowledge and health in order to be able and ready to communicate at an intercultural level in a foreign language., and graduates of other specialties, in our case teachers of biology, geography, physicalcultureand sports,to develop theirprofessional skills in the educational environment of multinational corporations. This feature is also determined by the nature of the following components of the professional activity of graduates of this specialty:
Figure 2: Components of professional activity of graduates
One of the listed qualification features of the specialties analyzes specialized and career-oriented teaching of foreign languages as a means of interaction in foreign languages at the intercultural level, from the point of view of formal and informal communication in foreign languages, organization of activities with students and with other communication materials and the possibility of application in practice [9].
This is confirmed by the requirements of the state Agency for Education to the knowledge, skills and competencies of a graduate in foreign languages: two foreign languages, between which it was observed, it is necessary to understand the role of a foreign language in the multicultural, modern world in order to find out the specific features of communication as a special activity and the essence of the concept of «intercultural communication» and their main types, in order to be able to use various methods and forms of communicative linguistic, media language in accordance with the goals, in this case, the time and areas of communication correspond to the social status of the communication partner and represent their country and culture in intercultural communication in a foreign language, carry out a dialogue between two and different cultures and have the skills to correctly use language material in all types of communication activities and language [8].
However, as a more detailed analysis of the state educational standard, standard curricula and sample programs of psychological and pedagogical disciplines and some socio-humanitarian disciplines has shown, the essence of ethno-pedagogical competence is not sufficiently reflected in the content of the education of future teachers.
We found confirmation of this conclusion in the analysis of disciplines that have the potential for the most effective formation of the competence we study. In the cycle of social and humanitarian disciplines, for which 1520 hours are allocated, courses are allocated:
Table 1: Humanities disciplines on the formation of ethno-cultural competence
Philosophy 170 hours
History of Kazakhstan 120 hours
Sociology 50 hours
Humanities disciplines make up 17.8% of the total time of this cycle.
Table 2: General pedagogical disciplines on the formation of ethno-cultural competence
Pedagogy 180 hours
Ethno-pedagogy 100 hours
History of pedagogy 70 hours
General and age psychology 60 hours
As we can see in Table 2, there are only 410 hours in the cycle of general pedagogical disciplines which makes up 20.4% of the total time allocated to the study of disciplines with the greatest potential in the formation of ethno-cultural competence of future teachers.
We analyze the state educational standards of the Republic of Kazakhstan regarding the mandatory component of the SRS and CDM cycles [10].
The course "Pedagogy" occupies a prominent place in the formation of professional pedagogical knowledge of future teachers. As a basic discipline in these professions, it is an integral part of the general system of psychology of students' education, aimed at mastering the methods of scientific analysis and forecasting of phenomena and processes, pedagogical appeal to the individuality and creativity of the student's personality. The purpose of this course is to form the personality of a specialist who is ready to work on the system of human personality. Hence, the logical goal of the course is to form a system of theoretical knowledge and practical skills for future teachers to transform them into practical actions in the educational process [10].
Библиографический список
Studying the course "Pedagogy" allows students to expand their knowledge about the functioning of the teacher-student system, to reveal the role of the teacher in the educational process and his potential in the formation of personality. Without a doubt, all the topics of the course allow us to provide theoretical knowledge for school and pedagogical work. Future teachers get acquainted with the basic principles of pedagogical activity, research and achievements in improving the pedagogical process and realize the social significance of their work, have a sense of responsibility for the upbringing of the younger generation, expand their ideas about methods and means of moral, aesthetic, physical and environmental education of students and about the significant motives of professional pedagogical activity [10].
At the same time, taking into account the undoubted cognitive value of this course, it should be noted that it focuses not on the content, forms and methods of education, ethnicity, but its use in the educational and didactic process, reveals the essence of educational and ethno-pedagogical culture, and the successful solution of this problem requires improving teacher training.
Conclusion
The results of the analysis showed that positive changes are observed in all indicators of the ethnopsychological, socio-psychological and ethno-cultural characteristics of the competitiveness of teachers and students, which confirms the effectiveness of the organizational and pedagogical conditions used in the experiment on the formation of ethno-cultural competitiveness of students. Ethno-cultural competence manifests itself and can be evaluated only in the course of ethno-cultural activities. According to the author's experience, the components of ethno-cultural competence identified during the study can be formed at a sufficient level through various forms of training and participation in planned socio-cultural events. Thus, the research program was completed within the framework of the tasks set.
1. Aidzhanova Z.Zh. Ethnopedagogics: a textbook. Aktau: Sh. Esenov University, 2010.
2. Erikson E. Identity: Youth and Crisis. Warsaw: Progress, 2011.
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4. Аргунова В.Н. Возрождение прогрессивных народных традиций якутской семьи в социальной работе. Москва: Яуза Эксмо, 1997.
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7. Таубаева Т. Исследовательская культура учителя. Алматы: Билим, 2000.
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References
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2. Erikson E. Identity: Youth and Crisis. Warsaw: Progress, 2011.
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7. Taubaeva T. Issledovatel'skaya kul'tura uchitelya. Almaty: Bilim, 2000.
8. Dulatova A.N., Zinov'eva N.B. Informacionnaya kul'tura cheloveka. Moskva: Znanie, 2007. Zmeev S.I. Andragogika: osnovy teorii i tehnologiiobucheniya vzroslyh. Moskva: Planeta Mir, 2017.
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Статья поступила в редакцию 20.04.22
УДК 37
Wu Siqi, postgraduate, Lomonosov Moscow State University (Moscow, Russia), E-mail: wsqlll@yandex.ru
CHINESE ACCENT IN THE PRONUNCIATION OF RUSSIAN HARD VIBRANT AND THE WAYS OF ITS ELIMINATION. The article provides an analysis of the Chinese students' erroneous pronunciation of Russian hard vibrant, identifies works on the elimination of the Chinese accent. The article analyzes the pronunciation of Russian [р] (r) in Chinese and Russian speakers by an experimental method. The pronunciation of the Russian hard vibrant consonant is compared among native speakers of Chinese and Russian. The reasons for the emergence of Chinese accent while pronouncing the Russian [р] are revealed. Particular attention is paid to the Chinese students' erroneous pronunciation of [p] in the position after the consonant at the end of a word (in words like центр). The author proposes a specific Chinese accent when pronouncing the combination [тр] in words like центр: a mixture of grammatical forms. On the basis of the study, methodological developments are proposed to correct the pronunciation of the trembling in the Chinese audience.
Key words: Chinese accent, Russian vibrant, teaching pronunciation, methodological recommendations, pronunciation correction.
У Сыци, аспирант, Московский государственный университет имени М.В. Ломоносова, г. Москва, E-mail: wsqlll@yandex.ru
КИТАЙСКИЙ АКЦЕНТ ПРИ ПРОИЗНОШЕНИИ РУССКОГО ТВЕРДОГО ДРОЖАЩЕГО И СПОСОБ ЕГО УСТРАНЕНИЯ
В настоящей статье приводится анализ ошибочного произношения русского твердого дрожащего китайскими учащимися, определяются методы работы над устранением китайского акцента. В статье анализируется произношение русского [р] у китайских и русских дикторов экспериментальным методом. Сравнивается произношение русского твердого дрожащего согласного у носителей китайского и русского языков. Выявлены причины возникновения ки-
