Теория и методика обучения и воспитания (по областям и уровням образования) | Мир педагогики и психологии №01 (90) Январь 2024

Oсновные методы и приёмы обучения на уроках русского языка

Умбетбекова Куляш Мукарамовна
Лектор кафедры государственного и иностранных языков, Алматинский технологический университет, Казахстан, Алматы

Аннотация: В статье освещены актуальные вопросы обучения русскому языку.Описаны системы обучения русскому языку в университетах. В статье также рассмотрены тенденции развития образования в процессе интеграции мировой и отечественной систем образования, формирование общеобразовательных компетенций при подготовке студентов бакалавриата, формирование у студентов культуры мышления, правила свободной речи и ключевую роль в решении этой проблема, подробно анализируется ее сущность.
Ключевые слова: методы обучение, чтение, методы и приемы, инновации, система.

Umbetbekova Kulyash Mukaramovna
Lecturer at the department of State and Foreign languages, Almaty technological University, Kazakhstan, Almaty, umbetbekova57@mail.ru

Abstract: The article highlights topical issues of Russian language teaching.The systems of Russian language teaching in universities are described. The article also considers the trends of education development in the process of integration of world and domestic education systems, the formation of general educational competencies in the training of undergraduate students, the formation of students' culture of thinking, the rules of free speech and the key role in solving this problem, its essence is analyzed in detail.
Keywords: teaching methods, reading, methods and techniques, innovation, system.

The topic of teaching methods has been a subject of controversy in the fields of didactics, philosophy, and linguistic methodology. There are varying perspectives on the justification and classification of teaching methods. Methodologists typically define a method based on the cognitive activity of students, which is organized by the teacher.

Teaching methods are the ways in which teachers and students work together to solve learning tasks, also known as didactic tasks. This definition is taken from the textbook 'Pedagogy' (2006)[1,с.157;]. In philosophy, a method is defined as a way of achieving certain results in cognition and practice. In the methodology of teaching Russian as a non-native language, there is no single definition of a method. Here are two definitions: Teaching methods are a set of techniques used by teachers to help students learn the fundamental concepts outlined in the curriculum. Methods refer to the ways in which teachers teach and students learn, which enable the acquisition of knowledge of the Russian language and the necessary skills for speech practice.

The text describes various teaching methods, including natural (direct), comparative (translation-grammatical), and combined (mixed) methods. It also mentions the conscious-practical method established in the 60s and the emergence of audiovisual and programmed methods in the 80s. The natural (direct) method is also discussed. According to the natural method, students learn a second language without taking into account the peculiarities of their native language. This means that direct associations are created between the subject and the word, as well as the meaning of grammatical categories and their forms, bypassing the lexical and grammatical structure of the students' native language. However, learners still use their native linguistic consciousness to learn the new language. When teaching Russian to non-native speakers, it is important to consider their native language. While it is not possible to completely eliminate the influence of the learner's native language, it should be taken into account when developing a teaching methodology. While it is not possible to completely eliminate the influence of the learner's native language, it should be taken into account when developing a teaching methodology[2,c.193;]. While it is not possible to completely eliminate the influence of the learner's native language, it should be taken into account when developing a teaching methodology.

The Comparative (translation-grammatical) method involves comparing the Russian language with the learner's native language. While the translation method requires constant reference to the native language, it is not always appropriate.  One disadvantage of this method is that students are constantly exposed to their native language instead of the language they are learning. A combined method may be more effective. The effectiveness of the combined (mixed) method as a teaching method has been recognised by several authors, including N.A. Bobrovnikov, V.A. Bogoroditsky, V.M. Chistyakov, and F.F. Sovetkin. This method combines natural and comparative methods to a certain extent. To implement the combined method, the teacher must be proficient in Russian and familiar with the peculiarities of the pupils' native language. In the 1960s, a practical method of teaching was established in methodology, as substantiated in the works of B.V. Belyaev. According to this method, language is taught practically through the students' awareness of the language's lexico-grammatical units, which are learned through speech practice. This method forms the basis of modern Russian language teaching in schools. In the 1980s, the audiovisual method emerged as a language teaching approach that aimed to teach a limited amount of lexico-grammatical material in a short period of time. This method involved the intensive use of visual and auditory aids. Another method that emerged during this time was the programmed method, which involved dividing the material into portions and gradually developing skills through the appropriate distribution of logical operations[3,c.136;].

In recent decades, the communicative method of teaching has been widely adopted as a fundamental methodological category.Modern didactics and methodology classify teaching methods in various ways, including the comparative (translation-grammatical) method.  This method involves comparing the Russian language with the learner's native language. The translation method, developed by V.V. Radlov and K. Nasyri, requires constant reference to the native language. However, it may not be appropriate in all cases as it keeps students in the atmosphere of their native language rather than the language being learnt. A combined method may be more effective. The effectiveness of the combined (mixed) method as a teaching method has been recognised by several authors, including N.A. Bobrovnikov, V.A. Bogoroditsky, V.M. Chistyakov, and F.F. Sovetkin.  The combined method utilises both natural and comparative approaches. To implement this method effectively, the teacher must possess a comprehensive understanding of the Russian language and be familiar with the nuances of their students' native language. In the 60s, the conscious-practical method of teaching, substantiated in the works of B.V. Belyaev, became established in methodology. According to this method, practical language teaching takes place through the students' awareness of lexico-grammatical units of the language, which are learnt in speech practice. This method is the basis of Russian language teaching in a modern school.

In the 80s, the audiovisual method (language teaching in a short period of time on limited lexico-grammatical material) emerged. With intensive use of visual and auditory visual aids), programmed method (optimal division of the material into portions and gradual inculcation of skills through the appropriate distribution of logical operations).

In recent decades, the communicative method of teaching, which is consistent with existing methods or their synthesis, has been proclaimed as a fundamental methodological category. In modern didactics and methodology there are also different classifications of teaching methods in a narrow sense[4,c.131;].

The method chosen depends on the lesson's goals and objectives, the students' level of knowledge, skills and abilities in Russian language, and the teacher's preparation. There is no universal method of teaching Russian language; only a combination of methods can ensure that students master the program material. Currently, active and interactive teaching methods are preferred for teaching Russian language. Active methods involve interaction between students and the teacher, where both parties participate in the lesson. This approach differs from passive methods, where the teacher is the main actor and manager of the lesson, and students are passive listeners. The use of active methods promotes a democratic style of interaction, in contrast to the authoritarian style associated with passive methods. Many people often confuse active and interactive teaching methods, but despite their similarities, they have distinct differences.

Active teaching methods involve productive, creative, and exploratory learning activities for the learner. Examples of active teaching methods include didactic games, analysis of concrete situations, problem-solving, learning by algorithm, brainstorming, and out-of-context operations with concepts. Interactive means to interact, often in a conversational or dialogic mode. Interactive and active methods share many similarities. However, unlike active methods, interactive methods focus on promoting wider interaction among students, not only with the teacher but also with each other, and prioritize student activity in the learning process. The interactive method is considered the most modern form of active methods. Interactive methods that can be used include: discussion, heuristic conversation, brainstorming, role-playing, 'business' games, training, case method, project method, group work with illustrative material, and discussion of videos[5,c.13-17;].

The modernization of Russian education focuses on the organic unity of new educational content, forms of organization of the educational process, educational technologies, and forms of education quality assessment.

The introduction of the new standard in Russian language teaching has resulted in several changes, including: 1) clarification and improvement of language education content; 2) teaching that considers the conditions of a multicultural language space; and 3) the implementation of personality-oriented and system-activity approaches in school linguistic education. 4) Strengthening the educational function of the Russian language as a meta-subject; 5) Implementing a competence-based approach to teaching, which includes the formation of communicative, linguistic, cultural competences; 6) Strengthening the practice-oriented nature of the study of linguistic phenomena, including their use in speech traditions and situations; 7) Strengthening the inter systemic links between language phenomena, such as those between lexicology and morphology, morphemic and orthography, and syntax and morphology. Special attention should be given to the development of the Russian language within its context. Special attention should be given to developing pupils' creative abilities and aesthetic taste through language in conjunction with other art forms such as painting, graphics, music, and architecture. Additionally, pupils should be taught skills for independent academic and extracurricular activities, including self-development, self-education, self-control, and self-actualisation.10) The implementation of a text-centered approach in teaching Russian language, which allows the use of text as a didactic material at all stages of learning; 11) The effective use of ICT in the learning process; 12) New approaches to assessing the quality of education. Various innovative technologies are actively used in the practice of teaching Russian language today. This text discusses the technology of problem-based learning and the organization of project and research activities. The project method involves a set of educational and cognitive techniques that enable students to solve a particular problem through independent actions, with mandatory presentation of the results[6].

The project method develops students' communicative skills, communication culture, ability to formulate thoughts in a concise and accessible manner, tolerate the opinion of communication partners, develop the ability to obtain information from different sources and process it with the help of modern computer technologies;

Introduction of the basics of co-operative learning, forming teamwork skills;

-distance learning technologies;

-information and communication technologies;

-technology of developmental learning;

- technology of activity-based learning;

-technology of interconnected teaching of native, Russian and foreign languages (within the framework of teaching Russian as a non-native language) in order to form a tolerant linguistic personality who speaks several languages and is included in the space of different cultures; interdisciplinary integration;

-modular learning technology;

-game technologies;

-different levels of learning; [7]

Modern technologies include the technology of co-operation, the main idea of which is to create conditions for active joint activity of pupils in different learning situations. Pupils are united in groups of 3-4 people, they are given one task, and the role of each person is stipulated. Each pupil is responsible not only for the result of his/her work, but also for the result of the whole group.

1. Щукин А.Н. Методика преподавания русского языка как иностранного/ Щукин А.Н.// – М.: Высшая школа, 2003.-c 293.
2. Дьяконова О. О. Понятие «эдьютейнмент» в зарубежной и отечественной педагогике // Дьяконова О. О. // Сибирский педагогический журнал. -2019. № 6. с. 193.
3. С.С.Магдиева. Современные технологии преподавания русского языка и литературы (Литература) / С.С.Магдиева. // –T.: «Fan va texnologiya».- 2012. С 136.
4. Рублёва Е. В. «Обучение через развлечение» (edutainment) – сферы применения и перспективы развития / Рублёва Е. В // Современное общество, образование и наука: сб. науч. тр. по материалам Междунар. заоч. науч.-практ. конф.: в 3-х ч. Тамбов: Юком. - 2012. Ч. 2. c 131.
5. Хангельдиева И. Г. Эдьютейнмент как философия и интегрированно-креативная технология современного образования / Кочетуров Н.А. // Aktuální Pedagogika. -2016. № 1. с. 13-17.
6. Захаров В. Н. Филология в информационных проектах РГНФ [Электронный ресурс] // Тезисы докладов, представленных на научной конференции «Современные информационные технологии филология». URL: http://www.imli.ru/nauka/conference/2005/inf_fil/zaharov.php (дата обращения: 07.01.2024).
7. Пахомова Н.Ю. Компьютер в работе учителя http://veranikolaeva.ru/metod/posobie1.htm (дата обращения: 07.01.2024).