CC BY
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References / Список литературы
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2. Umaraliev Z.B., To'ychiev I.K., Akramova N.M. Problems encountered in learning English for specific purposes // Voprosy nauki i obrazovaniya, 2019. № 3 (47). URL: https://cyberleninka.ru/article/n/problems-encountered-in-learning-english-for-specific-purposes/ (date of access: 17.03.2020).
3. Kudratova Sh.K. Foreign language teaching process in non-linguistic universities // Problemy nauki, 2020. № 2 (147). URL: https://cyberleninka.ru/article/n/foreign-language-teaching-process-in-non-linguistic-universities/ (date of access: 17.03.2020).
MUSICAL STUDENTS PROFESSIONAL COMPETENCE FORMATION
FACTORS
Mamirova O.K. Email: Mamirova17148@scientifictext.ru
Mamirova Odina Karimjon kizi - Teacher, Department of music education, ANDIJANSTATE UNIVERSITY, ANDIJAN, REPUBLIC OF UZBEKISTAN
Abstract: the article studies factors determining professional competence formation by the musical students and gives their full definition. Special attention is paid to the process of creative self-realization of a student's personality. Professional competence of students-musicians provides a high level of training of the future specialist, since the area of his professional sphere covers a wide range of theoretical issues and practical activities. Improving professional skills, increasing the level of teaching, active artistic and creative activities, and maximizing the creative potential-all these are now included in the set of important requirements for the professional competence of students-musicians.
Keywords: professional competence, musical peculiarities, creativity, pedagogical creativity, self-realization.
ФАКТОРЫ ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ-МУЗЫКАНТОВ Мамирова О.К.
Мамирова Одина Каримжон кизи — преподаватель, кафедра музыкального образования, Андижанский государственный университет, г. Андижан, Республика Узбекистан
Аннотация: рассматриваются факторы, влияющие на формирование профессиональной компетентности студентов-музыкантов, представлена их развернутая характеристика. Акцентируется внимание на процессе творческой самореализации личности студента. Профессиональная компетентность студентов-музыкантов предусматривает высокий уровень подготовки будущего специалиста, поскольку область его профессиональной сферы охватывает широкий круг теоретических вопросов и практической деятельности. Совершенствование профессиональных навыков, повышение уровня преподавания, активная художественно-творческая деятельность, максимальная реализация творческого потенциала - все это входит сегодня в комплекс важнейших требований к профессиональной компетентности студентов-музыкантов.
Ключевые слова: профессиональная компетентность, музыкальные способности, креативность, педагогическое творчество, самореализация.
UDC 37.013
The strategic direction of modernization of higher education today is to ensure a new level of quality of training of qualified personnel capable of continuous professional growth.
The relevance of the problem of formation of professional competence of students is due to the fact that very often graduates who have graduated from musical (creative) educational institutions are incapable of independent professional activity. Among the disadvantages are limited knowledge in the field of music culture and art, methodology of music education, insufficient concertmaster training and performing practice (including poor knowledge of leading forms of music making, such as reading from a sheet, transposing, and auditory selection). Often there is a complete creative failure of a young specialist. Thus, there is a need to identify factors that affect the formation of professional competence of the graduate, contributing to the creative self-realization of the student's personality.
Professional competence of students-musicians provides a high level of training of the future specialist, since the area of his professional sphere covers a wide range of theoretical issues and practical activities. This area includes: cultural and aesthetic, musical and educational environment, music theory, historical processes in the development of musical culture and art, pedagogical systems in the field of musical art and education, musical-pedagogical and educational processes, musical performance, music composition.
It should be emphasized here: in General, the formation of professional music education provides for continuity and continuity, which is reflected in the following scheme: children's music school -music school (pedagogical College) - Institute of culture and arts. Even the diagram shows how long it is-from a music school student to a professional musician-performer, musician-teacher, musician-theorist, music teacher at school, composer, arranger, etc.
What is the complexity and at the same time interesting of this area of knowledge? It is very versatile, since the variety of tasks for conducting any music class, the specifics of its organization and methods impose numerous requirements for the special training of the future specialist. In addition to possessing an extensive range of knowledge and skills, as well as skills in the field of instrumental performance, conducting (choral, orchestral), and vocal art, the graduate must be able to freely navigate in musical literature and know it well, possess a pedagogical repertoire, and be able to use it in their practice.
In our opinion, a number of factors influence the formation of professional competence of students-musicians. Among them: musical abilities, creativity, pedagogical creativity, creative self-realization of the student's personality. These factors do not exhaust the entire spectrum that forms the complex of personal and professional qualities, but, in our opinion, they form the core of the components that affect the formation of professional competence of the future specialist in this field.
Talent for music. As you know, in the musical and educational process, the leading determinant is specific musical abilities, the development of which is paid great attention at the initial stage of music training. In the work" Psychology of musical abilities "B.M. Teplov writes:" in the composition of musical giftedness, a complex of individual psychological features is allocated, which are required to engage in musical activity, in contrast to any other, but at the same time associated with any type of musical activity" [6, p.355]. The main musical abilities in music-pedagogical practice include musical hearing, sense of rhythm, and musical memory. Pedagogical experience shows that the musical ear (melodic and harmonic) and the sense of harmony can develop, and emotional responsiveness-to increase, but this happens only in the process of active creative activity. Thus, the development of musical abilities is possible at any stage of training, provided that there is an active musical and creative activity.
Creativity. Creative abilities of a person are realized to the highest degree in the sphere of art, so creativity is manifested primarily in artistic practice, in specific forms, for example, in music and musical culture. Creativity is a term of modern origin. Today, it is extremely popular in academic psychology, where there is a renewed interest in individual differences, in learning focused on excellence and the creative process. D.C. Kirnarskaya defines creativity as creative potential, productive capacity, and a propensity to innovate, invent, and create [3, p. 496]. As you can see, in the definition of creativity, a characteristic feature of the creative person comes to the fore, which is manifested in the ability to implement something new. According to V.I. Samokhvalova, the main task of modern society is the formation of a creative personality as a special type of person, whose characteristics can be the key to the successful existence, functioning and development of society [5, p. 162-228]. A.I. Arnoldov notes that today is the time of a person of action (thinking and acting), in the realization of creative possibilities of which his culture of life action is manifested [1, p. 240]. The creative principle of the individual is the basis of the need for self-actualization and self-realization, for active creative activity, for the ability to invent and discover new things [7, p. 171].
Pedagogical creativity. Pedagogical creativity (pedagogical interaction) is an important factor, since the ability to reveal the professional capabilities of a student largely determines his or her future in the profession. Studies of pedagogical activity as creativity date back to the beginning of the twentieth century. This problem is covered by the works of outstanding teachers: P.P. Blonsky, S.T. Shatsky, A.S. Makarenko, V.A. Sukhomlinsky, and others. the Problem of the teacher's creative personality is also reflected in the works of teachers-musicians: L.A. Barenboim, G.G. Neuhaus, S.E. Feinberg, and so on.
In the musical educational process, there is the same lack of personal qualities of the teacher, necessary for innovative pedagogical activity, as in General education. Yu.K. Babansky wrote about this, indicating the deficit of the following personal factors: creative, informal search style; mobility; concreteness and systematic thinking when able to highlight the main thing; a sense of proportion in the use of forms and methods of teaching; emotional responsiveness; contact in communication [2, p. 560]. In the research of modern scientists, attention is drawn to the dependence of the formation of teaching motives on the style of pedagogical activity of the teacher, since different styles form different motives. "In music teaching practice, there are traditions of forming value motivation and setting for meaningful activities, which is a stimulus to the student's creativity, where the most effective factor is the contagion of the teacher's personal example, his active interest in everything that happens in life, the need for growth and self-improvement" [6, p. 124].
Creative self-realization of the student's personality. The concept of self-realization, considered in Russian psychology since the late 70s of the XX century, is generally defined as the disclosure of human activity of its essential forces. The concepts of self-improvement and self-actualization are close to it. According To V.E. Kemerov, the self-realization of the human individual is a form of connection with other people and their experience, and this connection acts as a kind of support for the individual's relationship to himself, a means of overcoming his own borders. "Self-realization permeates all human activity and, above all, is viewed from the perspective of the creative person, the Creator person. Self-realization, self-realization of the individual involves the realization of human potentials: abilities, abilities, skills, etc." [4, p. 398]. In the process of creative self-expression, self-realization, the creative abilities of a person are manifested.
Thus, the analysis of various studies, scientific works in the field of pedagogy, psychology, philosophy, cultural studies, musicology showed the relevance of this problem and the importance of its solution. Based on the work of G.G. Kolomiets and G.A. Boshuk, as well as our own research on creativity and creativity in the field of music art and music education, we have come to the following conclusions:
- various factors influence the formation of a graduate's professional competence;
- the core of the components that influence the formation of professional competence of students-musicians are: musical abilities, creativity, pedagogical creativity, creative self-realization of the student's personality;
- in the process of creative self-expression, self-realization, the creative abilities of a person are manifested;
- increasing the motivation for creative self-realization of students in the process of professional training occurs if:
- high quality teaching;
- co-creation of a teacher and a student;
- realization of the value of interaction in musical communication: the teacher - a piece of music -student;
- achievements of double creativity (teacher-student);
- active musical and creative activity;
- acquisition and accumulation of professional musical experience.
Improving professional skills, increasing the level of teaching, active artistic and creative activities, and maximizing the creative potential-all these are now included in the set of important requirements for the professional competence of students-musicians. These requirements are determined by the needs of modern socio-cultural and artistic practice, which requires versatile educated professionals who can creatively act in the cultural and aesthetic transformations of society.
References / Список литературы
1. Arnoldov A.I. Chelovek i mir kultury: vvedeniye v kulturologiyu [Man and culture world:
introduction into cultural science] / A.I. Arnoldov. Moscow: Izdatelstvo Moskovskogo instituta
kultury [Publishing house of Moscow state institute of culture], 1992. 240 p.
2. Babansky Yu.K. Izbrannye pedagogicheskie trady [Selected works in pedagogical science] / Yu.K. Babansky, M.Yu. Babansky. Moscow: Pedagogika [Pedagogics], 1989. - 560 p.
3. Kirnarskaya D.K. Psichologiya spetsialnych sposobnostey: muzykalnye sposobnosti [Psychology of peculiar abilities: musical abilities] / D.K. Kirnarskaya. Moscow: Talanty - XXI vek [Talents of XXI century], 2004. 496 p.
4. Korostyleva L.A. Psichologia samorealizatsii lichnosti: osnovnye sfery zhiznedeyatelnosti [Psychology of a personality self-realization : Main spheres of life activity]: thesis of Dr. of Psychology / L.A. Korostyleva. St. Petersburg, 2001. 398 p.
5. Samokhvalova V.I. Creative activity as an anthropological-cultural phenomenon / V.I. Samokhvalova // Tvorchestvo kak printsip antropogeneza [Creative activity as a principle of anthropogenesis] / Institut philosophii Rossiyskoy akademii nauk [Institute of Philosophy of Russian Academy of Sciences]. Moscow: Akademicheskie gumanitarnye issledovaniya [Academic humanitarian researches], 2006. P. 162-228.
6. Teplov B.M. Psichologia muzykalnykh sposobnostey [Psychology of musical abilities] / B.M. Teplov. Moscow - Leningrad: Akademia pedagogicheskikh nauk RSFSR [Academy of Pedagogical sciences of RSFSR], 1947. 335 p.
7. Shamayeva R.M. Kreativnost v muzykalnoy kulture [Creative activity in musical culture]: monograph / R.M. Shamayeva; Chelyabinskaya gosudarstvennaya academia kultury i iskuisstv [Chelyabinsk State Academy of Culture and Arts]. Chelyabinsk, 2010. 171 p.
TEACHING EFL (ENGLISH AS A FOREIGN LANGUAGE) IN KINDERGARTEN Khayitova M.Kh.1, Mirzaakhmedov M.M.2 Em ail: Khayitova17148@scientifictext.ru
'Khayitova Mokhigul Khamidullo qizi — Teacher, ENGLISH LANGUAGE DEPARTMENT; 2Mirzaakhmedov Mirjalol Mansurjohn ugli — Student, DIRECTION: PHILOLOGY AND TEACHING LANGUAGES, FOREIGN LANGUAGES FACULTY, FERGHANA STATE UNIVERSITY, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion is devoted to the actual problem of teaching preschool children English in the process of game activities based on the visibility. English in preschool age is an actual trend in the methodology, requiring new approaches and non-standard solutions. The article shows how visual game activity helps to solve the teacher's task of activating children's cognitive activity in the process of teaching English, as well as to instill interest in the country of the studied language through music accompaniment of native speakers' songs.
Keywords: preschool age, game, English, visual aids, interest, motivation, methodology, foreign, memorize, learn, process, learning.
ОБУЧЕНИЕ АНГЛИЙСКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ В УЧРЕЖДЕНИЯХ ДОШКОЛЬНОГО ОБРАЗОВАНИЯ Хайитова М.Х.1, Мирзаахмедов М.М.2
'Хайитова Мохигул Хамидулло кизи — преподаватель, кафедра английского языка; 2Мирзаахмедов Миржалол Мансуржон угли — студент, направление: филология, обучение языкам, факультет иностранных языков, Ферганский государственный университет, г. Фергана, Республика Узбекистан
Аннотация: данная статья посвящена актуальной проблеме обучения детей дошкольного возраста английскому языку в процессе игровой деятельности с опорой на наглядность. Английский язык в дошкольном возрасте является актуальным направлением в методике,
