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38УДК 371.3
МЕТОДЫ И ПРИЕМЫ ФОРМИРОВАНИЯ ЧТЕНИЯ У ДЕТЕЙ НАЧАЛЬНОЙ ШКОЛЫ
Садыкова А.К., Зубайраева З.А., Амиржанова К.Ш. Кокшетауский университет им. Абая Мырзахметова (г.Кокшетау, Республика Казахстан)
Аннотация. В данной статье основным обсуждаемым вопросом будет выбор методов и приемов формирования навыков чтения у младших школьников, а также тема нравственного воспитания. Рассмотрен вопрос решения задач обучения и воспитания.
Ключевые слова: обучение чтению, методика обучения, комбинаторная техника.
METHODS AND TECHNIQUES OF READING FORMATION IN PRIMARY SCHOOL
CHILDREN
Sadykova A.K., Zubairaeva Z.A., Amirzhanova K.Sh.
Abay Myrzakhmetov Kokshetau University (Kokshetau, the Republic of Kazakhstan)
Annotation. In this article, the main issue discussed will be the methods and techniques of forming reading in primary school children,as well as the topic of moral education.Let's consider the issue of solving the problems of education and upbringing.
Key words: reading teaching, teaching methodology, combinatorial technique.
The process of moral education is the social implementation of pedagogically purposeful activities for the organization of moral training of the younger generations, the result of which is the assimilation of a growing person of social moral experience and the formation of moral qualities of his personality.
It is difficult to overestimate the role and importance of literary reading lessons in solving the problems of education and upbringing. First, these lessons introduce students to the moral and ethical values of the culture of their people and humanity as a whole. Secondly, literature, as an art form, contributes to a deep, personal assimilation of these values, since the process of perception of a literary text involves both the mind, feelings, and will, which means that the process of general and
moral development of the child's personality, his upbringing, takes place in parallel [1].
The teacher has a direct influence on the acquisition of moral values. The result of this process depends on how the teacher organizes it. The emotional state of cheerful knowledge of the world is a characteristic sign of the spiritual life of a child's personality.
The word of the teacher is a kind of tool for influencing the upbringing of the child's personality. It is through conversations with a teacher, the spiritual development of the child, self-education, the joy of achieving goals, noble work that open a person's eyes to himself. Self-knowledge, self-improvement, the ability to stay one-on-one with your own soul, is devoted to the work of the teacher, his special conversations.
An important part of the teacher's work on the formation of moral development is the definition of the main methods of moral education.
Methods of education should be distinguished according to the formation of which structural and psychological components of the moral quality of the individual they provide. In this regard, all methods of moral development can be divided into the following groups::
Methods of stimulating the activity of primary school children and the formation of their moral needs and motives for behavior and activity.
Methods of organizing the cognitive activity of primary school children and the formation of their moral consciousness.
Methods of organizing the activities and communication of students and forming the experience of their moral behavior.
Organizing a variety of activities and communication of younger students, the teacher has the opportunity to use specific methods (methods) of educational influence on the personality of the younger student. Only in activity and communication do the methods of moral development find their practical realization. From this point of view, the means of moral education should be understood as educational and various types of extracurricular activities of younger schoolchildren, as well as their communication.
Methods and means of moral education receive their constructive and logical completeness in organizational forms, or forms of organization of education. The organizational forms of educating the moral qualities of younger schoolchildren are the forms of organizing educational activities: lessons, excursions, subject circles, home study work, as well as the forms of organizing extracurricular activities and communication, implemented through various educational activities: class hours, ethical conversations, meetings with outstanding people, conferences, matinees, Olympiads, exhibitions, collective and individual assignments, competitions, collective creative activities, etc.
Fiction is one of the most important means of moral development. The work is built on the basis of the criterion of artistry as a way of mastering reality through images. As a form of cognition of reality, such a work expands the child's life experience, creates for him a spiritual and emotional environment in which the organic fusion
of aesthetic and moral experiences enriches and spiritually develops the child's personality [2].
Getting acquainted with fiction, students are introduced to such moral concepts as good, duty, justice, conscience, honor, courage. It is associated with great opportunities for the development of the emotional sphere of the child's personality, imaginative thinking, expanding the horizons of children, forming the foundations of their worldview and moral ideas.
Art, any kind of art, creates by special means an artistic picture of the world, which a person perceives as a special reality. The reader, especially the little one, imagines the characters, sympathizes, or, conversely, is angry, and may even identify with them.
Psychologists say that a child is ready for a fairly serious work on a literary text by the first grade. It is from the age of seven that a child can already form an awareness of his ideas and experiences when reading a literary text and comprehend the content and artistic form of the work, and most importantly, at this age he has the ability to enjoy the artistic word (see appendix 2). After reading and analyzing the story of A. During the conversation and consideration of various life situations, the students found the answer to the question " Where does conscience come from?": from our knowledge of the rules of behavior, moral laws - after all, if a person does not know them, then he does not understand that he violates some moral principles, so he does not worry about it, i.e., he does not suffer from conscience. At the end of this lesson, the children write a mini-essay "If there were no conscience" [3].
But it is not for nothing that the spiritual and moral content ,and even more so the social and moral experience, "flows" from the work of art into the soul of the child. The main condition for solving the problems of moral development of students in the lessons of literary reading is the organization of a full-fledged reading and in-depth analysis of works of art that is personally significant for the student.
Moral values form the basis of true works of art, but the reader must be able to extract them, translate them into their own language, and make them their own. This is not an easy job, requiring certain spiritual efforts and skills. This work in literary reading lessons can be organized by a teacher. The essence of this work is to organize the full perception of children's works of art that they
read in the classroom and at home. And most importantly, it is necessary that the teacher's work is systematically organized on two priority grounds: moral and aesthetic, since moral development is the goal of studying literature at school, and literary education, the content of which is the organization of a full-fledged perception of a literary text by students, is the way, the means to achieve this goal. It is necessary to organize the educational process in such a way that children think about serious moral problems, argue, worry and empathize with the heroes, and want to live by their moral rules.
Bibliographic list
1. Aidarbekova B. S. Active cognitive activity of students in mathematics lessons. -Almaty: Olne, 2007 - - 322 p.
2. Mynbayev A. K., Sadvakasova Z. M. Innovative methods of teaching or how interesting it is to teach. - Almaty: Baspa, 2007. - p. 68.
3. Makhmutov M. I. Modern lesson. -Almaty: Dastan, 1977. - 231s.
4. Rysbaeva A. K. Activity of schoolchildren in learning. - Almaty: Rauan, 2004. - p. 5.
5. Baizakova E. M. Development of teaching methods in the history of primary school. - Almaty: Atamura, 1995 - - 225 p.
6. Zhamalova Zh. M. Activation of cognitive activity of students. - Astana: Vestnik, 2014. - 456 p.
7. Lepeshev DV, Mukat A., Shtiben A., Ishmukhametov A. Modern concepts and models of education // Scientific and practical journal "Science and reality". - Omsk. - No. 1 (5), 2021. -P. 63-65.
Садыкова Айгуль Казихановна, кандидат педагогических наук, Кокшетауский университет им. Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
Зубайраева Зухра Абибуллаевна, кандидат педагогических наук, Кокшетауский университет им. Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
Амиржанова Карлыгаш Шамеловна, магистрант, Кокшетауский университет им. Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
e-mail: ivanchenko-v@mail.ru
Дата поступления статьи: 24.03.2021
© Садыкова А.К., Зубайраева З.А., Амиржанова К.Ш., 2021
