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22УДК 37
THE MEANING OF ETHNO PEDAGOGICAL FACTORS FOR PERSONAL STUDENT DEVELOPMENT
Makarihina Inna Mikhailovna.
Russia, Novosibirsk, Novosibirsk State University of Architecture and Civil Engineering (Sibstin), k.p.s., PhD, associate professor of «Foreign languages» Department, [email protected].
Raissova Aigul Bekturovna.
Kazakhstan, Pavlodar, S. Toraighyrov Pavlodar State University, k.p.s., PhD, senior lecturer of «Foreign languages» Department, [email protected].
Abstract. Ethno pedagogical characteristics of a teacher, his professional training are shown in the article. The competence of the professional teacher who loves children and the subject teaching is described.
Key words: ethno pedagogical characteristics, readiness for professional activity, ability to set a goal, systematization of vocational training.
ЗНАЧЕНИЕ ЭТНОПЕДАГОГИЧЕСКОГО ФАКТОРА В РАЗВИТИИ ЛИЧНОСТИ ОБУЧАЮЩИХСЯ
Макарихина Инна Михайловна.
Россия, г. Новосибирск, Новосибирский государственный архитектурно-строительный университет (Сибстрин), к.п.н, доктор PhD, доцент кафедры «Иностранный языки», [email protected].
Раисова Айгуль Бектуровна.
Казахстан, г. Павлодар, Павлодарский государственный университет им. С. Торайгырова, к.п.н, старший преподаватель кафедры «Иностранные языки», [email protected].
Аннотация. В статье рассматриваются этнопедагогические характеристики учителя, его профессиональная подготовка. Описываются компетенции учителя -профессионала, любящего детей и преподавания своего предмета.
Ключевые слова: этнопедагогические характеристики, готовность к профессиональной деятельности, способность поставить цель, систематизация профессиональной подготовки.
The concept of "educational environment" has become widespread in theoretical and applied research conducted in various areas of the Humanities - pedagogy, psychology, sociology, political science, philosophy. This concept is characterized by versatility and plasticity, allowing it to be used in studying both specific educational institutions and the principles of organizing an educational system at the scale of individual states and even educational policy at the interstate, global level [3].
However, the content of this concept in a number of aspects remains insufficiently studied. This is partly due to its intuitive clarity and some figurativeness inherent in it, due to which it becomes possible to include this concept in the terminological set of many disciplines, and partly to the fact that each scientific direction whose representatives use this concept emphasizes only its individual aspects.
In most scientific studies, the concept of "educational environment" is associated with the activities of a particular educational institution and is considered as a set of conditions and circumstances that directly affect a specific group of persons involved in the educational process in this institution. The concept of a "sociocultural environment" is more general in content and also very common. According to V.E. Usanov, the educational environment is a subsystem of sociocultural environment and is expressed in the integrity of specially organized psychological and pedagogical conditions for the development of the student's personality of [5].
In higher education institutions, more and more attention is being paid to improving the quality of language teaching. Young people, thinking about their future, show great interest in mastering a foreign language.
"... Due to its intensive study, the language situation for the majority of Kazakhstanis can be fully described as multilingual ..." [2]. That is, objective realities for today are shaped in such a way that the bilingualism which is peculiar to Kazakhstani society gradually begins to give way to multilingualism.
The multilingual educational environment, being a consequence of the sociocultural transformation of the modern language situation in Kazakhstan, appears as an innovation process, which in pedagogy is understood as a controlled process of creating, perceiving, evaluating, mastering and applying pedagogical innovations.
The multilingual educational environment has three factors: ethnopedagogical, linguistic, and ethno-lingo didactic. This article will discuss the ethno-pedagogical factor of a multilingual educational environment.
Ethnopedagogical factor. Ethnopedagogy is a scientific view of the phenomenon of education and training, analyzes social and pedagogical processes, interrelations, interactions, mutual influence of pedagogy with the cultural traditions of the people. Ethnopedagogy as a part of pedagogical science explores the patterns and characteristics of national (ethnic) education.
According to the definition of G.N. Volkov the subject of ethnopedagogy is the pedagogical culture of the genus, ethnical socium or nationality [1].
Nowadays, in the pedagogical literature there are two close in the sense of the term: "ethnopedagogy" and "folk pedagogy".
Folk pedagogy includes the educational traditions of a particular ethnic group.
Ethnopedagogy is a generalized concept meaning a comparative analysis of the educational traditions of various nations.
Folk pedagogy is an area of empirical pedagogical knowledge and experience of the masses, which is expressed in the views that prevail among the people on the goals and objectives of education and training.
The didactic potential of the Kazakh national pedagogy was studied in the works of K.B. Zharykbaev, S.K. Kaliyev, K.B. Boleev, A.Tabyldiyev, A. Kobesov, K.ZH. Kozhakhmetova, S.A. Uzakbaeva and others. In the works of the above scientists,
national pedagogy is the basis for the education of the individual and in our modern time, and only the continuity of generations, the good customs and traditions of the people can have a significant impact on the formation of a person's worldview.
It is necessary to cultivate interracial, interfaith and inter-ethnic tolerance in the personality of a young person, as well as a sincere interest in the culture of various peoples. A fairly young science - ethnopedagogy, who combines empirical information about the upbringing and education of the young generation, can provide substantial assistance in this.
Ethnopedagogy is closely connected with ethnopsychology, ethnography, ethnoculture, ethnolinguistics. In turn, ethnolinguistics is associated with folkloristics, ethnology, cultural studies, because each of the sciences helps to know the nature of ethnic groups, their features.
Over the centuries, the Kazakh people have gathered rich experience in upbringing the younger generations.
National peculiarities of the Kazakh people are associated with national psychology, ethnopedagogy, ethnography. Records of folk pedagogy are kept and passed down from generation to generation by people in fairy tales, legends, epos, sayings, proverbs, refracted through the prism of national traditions and customs of different nations and have the goal to educate the young people on the best ideals of the masses. The art of the word, born in deep antiquity, was first of all embodied in the art of folk art.
The main goal of folk pedagogy is the education of the young generation based on the richest historical experience: young person should be hardworking, patriot -defender of their homeland and know his (her ) Mother tongue and culture. It is known that both family members and aksakals ("white beards"), old people, ancestors, poets, singers, narrators, musicians - kuishi and others took part in the implementation of the folk pedagogy goals.
Of particular importance was the work of akyns, poets, singers, terme performers, which reflected the principles of teaching the younger generation. Their poetic reflections (tolgau) had pedagogical significance, evoking noble feelings in people: love to the homeland, honesty, truthfulness.
Poetry of zhyrau (narrators) was closely associated with people's life, reflecting the aspirations of the people, calling for a better life, self-improvement. In their songs the images of folk heroes endowed with beautiful features were created. Zhyrau attached particular importance to humanity.
«The hero is born for the people and will die for the people "- so heroic feelings, courage were sang. They said that every man should be a knight in the full understanding of this word and have all the virtues. All this had a huge educational impact on the education of young people. In general, the concepts of "man", "hero" are broad philosophical categories. Another gnoseological feature of Kazakh national philosophy consists in looking at Atameken (homeland) and people.
Some people do not consider their place of birth as a homeland. Where they live and work, they consider as their homeland, in which they are deeply mistaken. Kazakh people highly appreciated the birthplace of their ancestors. Leaving these places is like death.
The next peculiarity of Kazakh philosophy is the high appreciation of the native language, the art of the word. From generation to generation, words of edification, proverbs, sayings, aphorisms, terme of akyns, tolgau, have been inherited, preserved and transmitted by the people.
Academician V.V. Radlov about the oratory of the Kazakhs in his work "Samples of folk literature of Turkic tribes" (in Introduction) emphasized the origins of oral folklore, its importance in the upbringing and education of the younger generation. He wrote that the beginning of everything was accurate and felicitous statements of the Kazakhs, therefore, the development of poetry reached its highest peak [4].
Kazakh oral folk art, its representatives, the work of bright poets and singers with their works performed the role of social educators of the younger generation. Therefore, on the one hand, traditions and customs reflected the life of the people, as a "mirror" of people's life, on the other hand, from generation to generation, they were the means of labor, aesthetic, moral education of youth.
According to K.D. Ushinsky, to achieve success in pedagogy, it is necessary to rely on the system created by the people themselves, which take into account the natural inclinations, the peculiarity of the national character [6].
The principles of folk pedagogy among all nations have much in common, since they proceed from universal human values. The people reflected in their centuries-old history all the most valuable in pedagogical terms in the matter of family education and expressed in the form of instructive aphorisms.
References:
1. Volkov G.N. "Ethnopedagogy" [Text] / G.N. Volkov - M., 2000.
2. Zhetpisbaeva B.A. Theoretical and methodological foundations of multilingual education [Text] Zhetpisbayeva B.A.: Author's abstract of dis. for Dr. of Ped. Sciences. Karaganda, 2009. 46 p.
3. Kurbanov A.R. The concepts of "educational environment" and "educational space" as part of the categorical apparatus of educational philosophy [Electronic resource] / A.P. Kurbanov. // Materials reports of XVI International Conference of Students, Postgraduates and Young Scientists "Lomonosov" / Ed. By I.A. Aleshkovsky, P.N. Kostylev, A.I. Andreev. - M .: MAX Press, 2009. - Access Mode: http://msu-research.ru/index.php/filosophv/223-filobrazovaniva/3492-obrazovsreda.
4. Radlov V.V. Samples of folk literature of the Turkic tribes [Text] / V.V. Radlov. - p. 167.
5. Usanov V.E. Psychological and pedagogical foundations for the information-educational environment of the university [Text] / V.E. Usanov // Problems of development of the humanitarian economic and natural sciences. Abstracts of the Interuniversity Scientific Conference. Tver: TF MSEI, 2008. p. 35-37.
6. Ushinsky K.D. Collected Works [Text] / K.D. Ushinsky, Volume 2, 1948. -http://elib.gnpbu.ru/text/ushinskiy_sobranie-sochineniy_t2_1948/go,8;fs,1/.
