Bukezhanova Gulmira

Questions assimilation of the program material and the development of students in a situation of student-centered learning

Mastering the Kazakh language is a long process that depends on many factors, and it has stadial character:

1. The stage of recognition and understanding of the (receptive) Kazakh oral speech, printed or written text.

2. Stage of reproduction – reproduction patterns of speech, reading texts in the Kazakh language.

3. Step production - production of new speech units of written texts.

The success of learning the state language is determined by social and individual psychological factors, as well as the common language of the two alphabets.

Perception of speech, especially not native, is a complex process. Kazakh language in its phonetic and grammatical structure different from the Russian. Therefore, the Russian-speaking student Kazakh speech in the first period of the hearing is a solid sound combination, he does not feel a clear juncture. In view of this particular time perception is inaccurate, it flows slowly and is replete with lots of errors ie many sounds are perceived distortion. Especially difficult to accept and reproduce sounds ұ, ү, ә, і, ң, қ, ө, ғ, which are absent in the phonetic system of the Russian language. Replacing some sounds close to them in the articulation of the sounds of their native language leads to a distortion of words.

Sometimes students at all excluded from the speech sounds like қ, ғ, і and etc., which leads to a distortion of words. Only with the enrichment of knowledge of Kazakh language learners develop the reception conscious pronunciation of sounds, which is based on a solid assimilation of the phonetic features of the state language.

For practical realization of psychological aspect of student-centered learning we studied the leading intellectual processes of cognitive activity - perception, thinking, memory and attention.For their diagnostics was used the complex of techniques aimed at identifying the specifics of perception, attention, memory and thinking in the study of the state language.

Achieving the goals of learning the Kazakh language in the school determined by the content that each student should master and technology education (principles, methods, tools and training). The teaching of students is carried out under the direction of the teacher, and in the course of student-centered learning. Of particular relevance in terms of the considered problem becomes independent work of students. The task of the teacher is the selection of training content, providing a rational organization of self-forming techniques of students, ie, conscious mastery of methods of intellectual activity (1).

Our research proves that excessive activity of the teacher in knowledge translation, in the detailed explanation often leads to deter perceptions of students. It is necessary to create conditions under which students will be interested in knowledge, as it turns off quite often out of their consciousness and does not stay in memory.

Besides the fact that is the activity of independent work of students, it has another advantage: it has a distinct individualized. Each student uses a source of information, depending on their needs and capabilities, working in his own pace in order to achieve the planned results. This feature of self-cognitive activity gives it the flexibility, and also greatly increases the responsibility of each individual student and as a consequence, improves its performance, quality of knowledge (2).

The independent work understood thus assumes the introduction of its separate forms in educational process when studying the Kazakh language both at the directing activity of the teacher, and without it during all course of studying of a state language.

For the development of student independence in the study of the Kazakh language as a foreign language is necessary to observe a number of requirements.

1. The realization of objectives of activities performed, each individual exercises. The student should know that he will do what specific result than the task to enrich his experience. He should take the task, otherwise it can not be expected from the proper teaching effect. The realization of the objectives of the work of educational tasks (exercise) is the realization of the principle of self-awareness in the organization of work of the student.

2. Knowledge of procedures for the assignment. The teacher should equip students by rational methods of training activities, based on the nature of the activities and opportunities for students of this age group and their experience in the Kazakh language. In this case also there is the reliance on the principle of consciousness, i.e. Only awareness of the meaning of the task, but also the process of its realization.

3. Ability to use for the task by means of appropriate training (teaching material to work in pairs, sound recording, etc.). This allows optimal use of digestible material in certain situations, language, defined from the outside. (3)

4. Ability to see the material in support of exercises to facilitate the overcoming of difficulties in the course of independent work; In this case, it is equally important to learn to use as a ready supports and its.

5. Provide adequate didactic conditions for a successful self-assignments, ie primarily determine an appropriate location for them: in the classroom or at home.

Joining students to the systematic independent work – one of the actual problems of the Kazakh language teacher training (and others). It is related to the education of the careful and economical use of free time students, self-discipline and self-organization. A positive solution to this problem – one of the ways to improve the effectiveness, efficiency of the educational process and its impact on the formation of socially active person. As with any other educational problem, it is difficult and the teacher must be patiently and persistently demonstrate the benefits of independent work in the study of the state language, to equip them with the skills of the scientific organization of educational work.

Thus, for the efficient organization of individual independent work of students in the Kazakh language is required: awareness of the purpose of the assignment, knowledge of the procedures to follow them, the ability to use means of training, support and the ability to apply them in preparing to create the task, taking into account the relevant teaching conditions.

Bibliography:

1. Kusainova M.A, A.V. Krasnopyorov Theory and technology of student-centered learning in the modern school. - Almaty Gylym, 1999. – 190 p.

2. Passov E.I. Communicative method of teaching foreign language speaking. - 2nd ed. - M .: Education, 1991.- 223 p.

3. Psychological problems of student-centered learning the Kazakh language in a foreign audience // Mat. resp.science.-practical. Conf. April 25-26, 2002 Semipalatinsk:, СемГУ им. Шакарима 2002. - P. 190-192