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Paremiology requires a cognitive understanding of proverbs as gurative units in thought and language, and their use and instantial development in discourse. A linguistic view of proverbs invariably explores linguistic categories and their functioning. New inimitable stylistic cases of use reflect the creative development of gurative thought. A cognitive approach helps to explain instantiations of stylistic patterns (extended metaphor, allusion and others) in discourse. Stylistic use of proverbs facilitates cognition.Proverbs need to be studied as part of the conceptual system of language. A cognitive approach to proverbs calls for further exploration of their semantic structure, functioning across languages, centuries and cultures.
Using language appropriately requires skill. People of eloquence have always been highly respected and have contributed to national unity, prosperity and peace. Artistic people are considered party people. The national characteristics of the people are revealed through artistic language. Through the ancient works, we can see that the Turkmen people pay particular attention to the artistic speech and have raised their speech to the level of art. A clear example of this is the works created by classical poets and wordsmiths.
Language learning is an integrated system of speech culture and communication. Knowledge of language leads to increase of intellectual, moral, economic and political capacity of the society. Our ancestors also created the saying «One person with one language, two people with two languages». Today, in-depth study of foreign languages and the ability to speak them fluently are the main requirements of our time, and they play a major role in solving the urgent problems of modern society. References:
1. Neil Norrick. 1985. How Proverbs Mean: Semantic Studies in English Proverbs. Amsterdam: Mouton.
2. Sw. Anand Prahlad. 1996. African-American Proverbs in Context. Jackson: University Press of Mississippi.
3. Gillian Hansford. 2003. Understanding Chumburung proverbs. Journal of West African Languages.
© Aydogdyyeva B.R., Charyyeva G., 2023
УДК 004.4
Churiev J.Ch.
Acting head of the department of Information technology and automation Institute of Engineering, Technical and transport communications of Turkmenistan
Ashgabat, Turkmenistan Babayev H.G.
Senior Lecturer of the department of Information technology and automation Institute of Engineering, Technical and transport communications of Turkmenistan
Ashgabat, Turkmenistan Nuryyev B.A.
Lecturer of the department of Information technology and automation Institute of Engineering, Technical and transport communications of Turkmenistan
Ashgabat, Turkmenistan Rakhyyev D.B.
Lecturer of the department of Information technology and automation Institute of Engineering, Technical and transport communications of Turkmenistan
Ashgabat, Turkmenistan
THE ROLE OF MODERN INFORMATION TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF TEACHING
Abstract
Information technology has impacted every aspect of human activity and has a potential role to play in
education and learning, making it an innovative form of experience. The need for new technologies in the learning process is growing more and more rapidly. The Information Age is becoming an era of knowledge, providing reliable and unparalleled opportunities for discovery, information sharing, communication and research to strengthen the teaching and learning process. Information technologies help expand opportunities for knowledge exchange around the world [1, p. 128]. This can help teachers and students gain up-to-date information and knowledge. Accurate and correct information is essential for effective teaching and learning; and information technology is "a set of tools that can help provide the right people with the right information at the right time." Students are independent and can make the best decisions regarding study, time, place and study resources. Students can work in a collaborative and interactive learning environment, effectively communicating, sharing information, exchanging ideas and learning experiences with everyone in the environment.
Keywords
Information technology; teaching the educational process; computers; student training.
One of the main functions of education is to prepare students for life. Nowadays, knowledge can be considered as power and it comes from having information. Information includes and relies on the use of various communication channels or technologies called information technology to ensure its effectiveness and equal access. It is assumed that information technologies play a constructive role in education, making the teaching and learning process more productive through collaboration in an information-rich society [2, p. 30]. An information-rich society promotes new practices and paradigms of education in which teachers have to play a new role as mentors, coaches, and trainers. Students can be involved in skill-oriented activities in group learning settings to build knowledge. They can interact and share learning experiences with their teachers and fellow students as they build and share knowledge. Branson stated that students not only learn from the teacher but also learn with the teacher and by interacting with each other [3]. For a productive learning process, teachers and students must use information technologies according to their needs and availability [4, p.47]. Information technology "is any computer-based tool that people use to manipulate information and meet an organization's information and processing needs." This includes computers and related technologies; WWW, the Internet, video conferencing, etc. Promoting the modernization of education with the help of information technology and the use of information technology to change the traditional model of education is an inevitable trend in the development of education [5, p. 50.].
This article analyzes the role of modern information technologies in teaching higher education and also provides prospects for the use of information technologies for teaching.
Information technologies influence the learning process in different ways. This helps teachers prepare lecture notes for an interesting presentation on the one hand and makes it easier for students on the other hand (Table 1).
Table 1
Use of information technology
Use of information technology
Students Teachers
Improve the way you learn using new teaching methods Present the material as more interesting and attractive
Expand your abilities and skills to apply acquired knowledge in a real situation Guide and assist students in finding quality material
Develop self-learning habits at your own pace and time Make the most of your time
Use the right information at the right time to achieve the right goal Prepare educational material for students
View and explore qualitative data Guide students toward cooperative learning activities
Share learning experiences and information with other students and teachers living anywhere in the world Diagnose student learning problems and help overcome them
In the era of information technology, teachers will spend more time teaching students rather than
lecturing in classes. They will work in groups; preparing and evaluating training materials and organizing data in a meaningful and accessible manner. They will spend time coaching students; helping them learn by analyzing vast amounts of information. Information technology will help develop students' ability to judge the reliability and accuracy of information. By learning through information technology, students will analyze and study information to achieve specific learning objectives.
Modern information technologies have become an important tool for teachers to help students learn. It is not limited by time and space, it provides convenient conditions for selective teaching of students and contact of teachers with real learning. List of references
1. Sayko E.V., Information technologies in distance learning [Electronic resource] // Prospects for the development of information technologies - Republic of Kazakhstan, 2016 - pp. 122-128.
2. Krasovskaya L.V., Isabekova T.I. Use of information technologies in education [Electronic resource] // Scientific result. Pedagogy and psychology of education. T. 3, No. 4, 2017 - pp. 29-36.
3. Branson, R. K. (1991). The School Year 2000 Concept. at Northwestern March 7.
4. Hussain I., Safdar M. Role of information technologies in teaching learning process: Perception of the faculty. Turkish Online Journal of Distance Education-TOJDE. Volume 9, 2008 - p.46-56
5. Aksyukhin A.A., Vitsen A.A., Meksheneva Zh.V. Information technologies in education and science. Modern high technology, No. 11, 2009 - pp. 50-52.
© Churiev J.Ch., Babayev H.G., Nuryyev B.A., Rakhyyev D.B., 2023
УДК 037
Аллабергенова Е. А.
учитель начальных классов МБОУ «Гимназия №12»
г. Белгород. РФ Курмачева Н. С.
учитель начальных классов МБОУ «Гимназия №12»
г. Белгород. РФ Романенко П. Е.
учитель начальных классов МБОУ «Гимназия №12»
г. Белгород. РФ
МЕТОДЫ И ПРИЕМЫ ФОРМИРОВАНИЯ ФУНКЦИОНАЛЬНОЙ ГРАМОТНОСТИ НА УРОКАХ МАТЕМАТИКИ В НАЧАЛЬНОЙ ШКОЛЕ
Аннотация
Формирование функциональной грамотности на уроках математики в начальной школе - это важная задача, которая требует использования различных методов и приемов.
Ключевые слова
Практические задачи, игровые методы, математические знания, интеграция математики с другими
предметами, исследовательский подход.
Функциональная грамотность - это способность использовать математические знания в повседневной жизни и профессиональной деятельности. Формирование функциональной грамотности на уроках математики в начальной школе - это важная задача, которая требует использования различных
