Language teaching is a systematic, purposeful process of developing children’s cognitive abilities, their assimilation of a system of basic knowledge about the environment and the corresponding vocabulary, the formation of speech skills.
We will consider only some effective forms and methods of training Tatar language. Educators use different shapes and methods depending on the intended goals and assigned tasks. They also take into account age characteristics children.
A teaching method is a set of techniques and methods for organizing the cognitive activity of children and the interaction between the teacher and students. The language teaching method is implemented in the unity of purposeful activities of the teacher and children, movement towards the assimilation of knowledge, mastery of the relevant speech skills and skills provided for by the content of training.
Form of study - the external side of the organization of children’s cognitive activity, carried out according to established order, in a certain mode. There are a huge variety of forms of training. Tatar language educators select and apply those forms of teaching that are effective in solving the assigned tasks.
The main forms of teaching the Tatar language in preschool institutions are: training in everyday life and in direct educational activities. An effective form is training during GCD, in which certain tasks are solved speech development in preschool childhood, in the most favorable period of language acquisition.
The main goal of GCD for teaching the Tatar language is the formation of correct oral speech children. Development of oral speech, mastery of elementary forms colloquial speech, the formation of speech skills and abilities does not occur spontaneously, but under the guidance of a teacher. The child in everyday life (during walks, dressing, washing, organized play activities and other typical situations) does not pay attention to certain linguistic phenomena, speech patterns and does not follow them. During NOD, children fix their attention on them, which become the subject of his awareness. Educational activities help compensate for the lack of communication between parents and children.
Teachers carry out educational activities in a group form. Group learning is entertaining and effective, because language situations are practiced in dialogues and games, and thus the language barrier is overcome. The teacher creates an atmosphere of relaxed communication in the group and the children speak the Tatar language, listen to the speech of others and mutual influence of speech on each other occurs.
It is known that each child has an individual speed of perception of information, so some require more time and effort to master the material. In such cases, educators resort to an individual form of training. Educational activities in this form can be recommended in cases of fear of communication, fear of mistakes and misunderstandings. This form of training is an excellent opportunity to effectively master the Tatar language.
One of the most important forms of learning is play. Play is the leading activity for children preschool age. It is also a method of teaching the Tatar language. During the game, children, without noticing it, acquire certain vocabulary, master language skills, speech skills, and thus the children develop the basics communicative competence. They learn to correctly pronounce words, construct a coherent statement, consolidate and activate Tatar vocabulary.
One of effective methods learning - the use of information and communication technologies, that is, the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication. The use of this method in teaching the Tatar language contributes to the individualization of learning and motivation of speech activity. Children are interested in material using ICT. During educational activities for teaching the Tatar language, we show children cartoons in this language, animated stories and listen to audio recordings. Thus, we immerse children in the country of the Tatar language. They very quickly grasp the semantic basis of the language and quickly begin to speak themselves. The presence of a native speaker contributes to the successful learning of the material. Children also learn some phrases. For teaching the Tatar language, ICT serves as the “raw material”, on the basis of which we compose our presentations, slide films, carry out our educational projects, thereby creating numerous options and methods of work that will help diversify and improve educational activities.
Currently, a special place in the educational process of preschool educational institutions is given to computer didactic games. Educational activities using computer games very interesting for preschoolers. Interactive didactic games promote comprehensive development creative personality child. The child develops: perception, hand-eye coordination, imaginative thinking; cognitive motivation, voluntary memory and attention; the ability to build an action plan, accept and complete a task.
The teacher’s questions to the child are of great importance in teaching a child a language, but this method has not been evaluated in practice. When the teacher asks a question, the child thinks, understands and selects the appropriate word from his vocabulary. In this way, we train the child in mastering the language. Experience shows that skillfully and on time questions asked change abruptly in better side child's language: choice the right word, logic of speech. Instructions that force the child to perform a specific action based on a word are also an excellent method for solving many program problems, in particular for clarifying and activating the child’s vocabulary. Conversation is a rich method applicable to most aspects of a child's language development. Children's storytelling, in particular retelling, is successfully used to develop coherent speech and activate vocabulary.
As stated earlier, language teaching methods are varied. The teacher should use their diversity in order to solve the tasks in the most accessible and interesting way for the child. The choice of methods is determined by the age of the children and the tasks set to be solved. It is necessary to structure the teaching of the Tatar language in such a way as to train children in speech skills and abilities in order to form their first basic knowledge about the environment.
“Interaction between a teacher in teaching children the Tatar language and kindergarten teachers on the implementation of teaching materials”
We started working on the teaching materials in February 2012, when educational and methodological kits and audio-video materials arrived.
To organize the work, I made a presentation of this work (on teaching two state languages) to kindergarten teachers and its implementation and implementation began. In order to involve teachers and parents in the learning process, it is recommended to watch a television program on Sundays at 9.30 on the TNV channel “Akiyat Ilendi” - “In the Land of Fairy Tales”, where the material learned in kindergarten is consolidated, since the plot of each program is created based on the teaching materials . Parents of each group are informed about the day and time of the children's broadcast transfers. Parents and teachers have the opportunity to observe and enjoy the success of their children not only open events, but also in the everyday life of the kindergarten.
89% of Russian-speaking teachers in our educational institution have completed courses on teaching Russian-speaking teachers the Tatar language, and 11% (1 is a young specialist) will study online this academic year in the Ana Tele course. Every week, I conduct mini-courses with educators, taking into account the idea embedded in the educational complex. In these classes, I introduce teachers to methodological techniques, teaching aids, visual and handout materials, aids and equipment used, which help create and maintain the developmental and educational nature of the Tatar language environment in the group. The language development environment includes both language environment, and subject. The subject environment attracts the child and arouses his interest in language. The child knows that he can come up, look, pick up what he needs, and arouses his interest. In this regard, real communication in the Tatar language within the subject environment is stimulated. This environment is interactive in nature. Our preschool educational institution has a specialized classroom for teaching children the Tatar language.
Each group has visual material for the parents of our students to consolidate their knowledge of the Tatar language at home. Preschool teachers purposefully and consistently create positive motivation for the pleasure of communication and co-creation with adults and children for each child throughout the entire educational process, organize situations that create a need for communication, taking into account the age of children and their speech experience, using diverse and attractive for the child methods and techniques (game, surprise, problem-search), creative tasks, stimulating speech activity and promoting the development of initiative speech and creative speech skills.
1. Documents guaranteeing the equal functioning of the Tatar and Russian languages as state languages:
a) Law of the Republic of Tatarstan “On the languages of the peoples of the Republic of Tatarstan”
b) Law of the Russian Federation “On Education”
c) Standard provision on preschool educational institutions
d) The concept of children's rights.
2. Document regulating the number of classes in teaching the Tatar language in kindergarten:
a) Program for teaching the Tatar language (authors: R.A. Burganova, F.F. Yusupov)
b) Order of the Ministry of Defense of the Republic of Tajikistan (For No. 463 dated June 29, 2001) “On measures to improve the study of the native, Tatar, Russian languages in preschool educational institutions”
c) Law of the Republic of Tajikistan “On Education”
d) “Program for the preservation, study and development of languages of peoples living in the Republic of Tatarstan”
d) all answers are correct.
3. Comprehensive program continuing education:
a) “From childhood to adolescence”
b) “Program of education and training in kindergarten”
c) “Childhood”
d) “I, you, we”
d) "Harmony".
4. The main task of teaching the Tatar language in a Russian-speaking audience:
a) Teach to use the Tatar language within the vocabulary and grammatical minimum established by the program
b) develop speech understanding skills
c) learn to use the most common Tatar words
d) all answers are correct
d) all answers are incorrect.
5. Basic and leading place in the system of teaching the Tatar language in a Russian-speaking classroom takes:
a) introducing children to folklore works
b) learning poems by heart
c) formation and development of oral speech skills
d) all answers are correct
d) all answers are incorrect.
6. Effective methods of organizing classes for teaching a second language:
a) word games, game situations
b) use of clarity
d) use of folklore
d) all answers are correct.
7. According to didactic goals, the following types of classes in the native language can be distinguished:
a) classes on communicating new material
b) consolidation of knowledge, skills and abilities
c) generalization and systematization of knowledge
d) combined (mixed, integrated)
d) all answers are correct
e) correct: a, c.
8. The process of mastering language material is:
a) perception, understanding, comprehension
b) memorization
c) imagination
d) statement.
9. The principle of developmental education (according to A.A. Leontiev):
a) scientific approach to teaching
b) educational training
c) awareness of the learning process
d) a holistic view of the world.
10. He was a supporter of the comparative study of the Tatar and Russian languages, and emphasized: “It will be very difficult for someone who does not speak their native language to master another language”:
a) M.Sh. Salikhov
b) M.Kh.Yunusov
c) K. Nasyri
d) M.G.Makhmudov
d) all answers are incorrect.
11. Teaching Tatar speech in a Russian-speaking audience should begin with:
a) mastering dialogical speech
b) mastering monologue speech
c) composing coherent statements
d) mastering lexical and grammatical material
e) reading texts of average difficulty.
12. The main purpose of teaching a second language is:
a) development of the child’s language abilities
b) familiarization with another language as a means of communication
c) familiarization with the culture and traditions of another people who use this language
d) all answers are correct
e) correct: a, b.
14. The methodology of teaching a second language is based on the principles:
a) repeated repetition and playing out the studied moments
b) games, fairy tales
c) comparisons
d) connecting an action with a word
d) all answers are correct
e) all answers are incorrect.
15. In second language teaching classes, the order of introducing new words and constructions must be followed:
a) a new word is introduced into a familiar construction
b) a new word is introduced into a new construction
c) familiar words are introduced into a new construction
d) all answers are correct
e) correct: a, c.
16. Types of speech activity:
a) listening
b) speaking
c) letter
d) reading
d) all answers are correct.
17. Listening is:
a) listening to spoken speech
b) memorizing spoken speech
c) the process of perception and understanding of spoken speech
d) mastering individual words of the language being studied.
18. The most common techniques for teaching listening:
a) listening to the teacher’s speech
b) students’ execution of orders, orders and commands in the Tatar language
c) use didactic games
d) listening to music
d) all answers are correct
e) correct: a, b.
19. The formation of conversational (dialogical) speech is the ability of children to:
a) listen and understand speech addressed to them
b) keep up the conversation
c) answer questions and ask questions
d) develop the interlocutor’s thoughts
d) all answers are correct
e) correct: a, c.
20. Methods of teaching monologue speech are:
a) retelling
b) composing (children inventing stories, fairy tales)
c) conversation-conversation
d) all answers are correct
e) correct: a, b.
21. The “conversation-conversation” method is appropriate for:
a) teaching children creative storytelling
b) activation of children’s speech reserve
c) development of new, more complex speech skills in children
d) enrichment with new components of the language (vocabulary, grammar, intonation).
22. Deliberate, repeated use of the same element (sound, word, phrase) for the purpose of memorizing it:
a) explanation
b) repetition
c) verbal exercise
d) speech sample.
23. Techniques for teaching consonant articulation:
a) imitation of the sounds of insects, birds, animals, etc.
b) breathing exercises
c) the use of didactic games based on pure tongue twisters (tongue twisters)
d) all answers are correct
e) correct: a, c.
24. Methods of familiarization with works of fiction:
a) reading by the teacher (literal transmission of the text)
b) telling
c) learning by heart
d) didactic games based on familiar works, literary quizzes
d) all answers are correct
e) correct: a, b.
25. The purpose of looking at pictures and illustrations in a book:
a) teach children to correctly perceive speech
b) invite children to talk
c) develop children's memory skills
d) introduce children to linguistic features building a story.
26. “Showing pictures and telling stories based on them - the best means bringing the mentor closer to the children,” wrote K.D. Ushinsky, emphasizing the exceptional role ... in teaching oral foreign language communication:
a) games
b) visibility
c) conversations
d) folklore.
27. When introducing children to the culture of other peoples, it is advisable to proceed from:
A) national composition countries
b) the national composition of the group of preschool children
c) the diversity of peoples on our planet
d) place of residence.
28. Propaganda among parents on issues of children’s speech development is carried out by the educator:
a) in conversations, consultations, meetings
b) visual propaganda
c) giving lectures with the involvement of specialists (speech therapists, etc.)
d) organizing exhibitions of teaching aids
d) all answers are correct.
“Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity.”
V.A. Sukhomlinsky
Saityma rahim itegez, khormatle collegalar. Uzara aralashyp, tәҗribә urtaklashyk.
A teacher is, for me, not a profession, but a way of life. Every day I come to the children, we communicate, study, and every time it opens up for me new world, new life. Children teach me to be patient and restrained. For me, the first condition in working with children is a smile, joy, praise, sincere interest in problems little man. I want every child to feel comfortable and cozy with me.
About me
Constantly searching for new forms and methods, I strive to make the process of learning a second language interesting, entertaining, and accessible to every child.The main goal of teaching the Tatar language is the development of children's communicative activities. Therefore, I put the formation of skills and abilities to the fore as the most important goal of training. verbal communication or communications. The path to this goal is the practical use of the language. I formulate the implementation of the communicative learning goal in all types of learning: speaking, listening, referring to the practice of orientation, multimedia, learning through games, fairy tales, cartoons. I also use an educational and methodological kit for teaching, which includes collections works of art for educators and parents, as well as sets of audio and video materials in the Tatar language.
Books that shaped my inner world
Gөlchәchәk Galieva "Өzelgan өmet", Fanis Yarullin "Җilkәnnәr җildә sonala", G.Әpsәlәmov "Ak chәchәklәr", Nәbiә Gyymatdinova әsәrlәre, Zifa Kadyrova "Yazmysh sons", for Yakhina "Ukytuchyma".
My view of the world
Optimist. Tormysh ul-bik matur. Any kүrә belerҙ genә kirәk. Nindi genә ochrakta yazmysh blue ayaktan ega ikәn, sin үzenдә sikerep torop yulyңny dәvam itәardәy kөch tabarga tieshsen. Fanis Yarullinny suzlәre belen әitkәndә:
“Yazmysh sezne n tez astyna kiterep suksa - egylmas ochen yakasyn yabyshygyz.
Utlarga salsa - uzegez annan da kochlerәk yanygyz, shulvakyt kyzuyn sismassez.
Sularga tashlasa - kүbek bulyp өskә kүtәrelmәgez - asyltash bulyp tөpkә batygyz, yaltyravygyzny kүrep chumyp alyrlar.
Tuzan itep һavaga kүtәrsә - yangyr tamchylaryn kushylyp җirgә toshegez.
Kara urmannarda adashtyrsa - koyashka karap yul saylagyz.
Tashlar belan bastyrsa - chishmәgә әverelep irekkә urgygyz.
Җirgә kүmsә - orlyk shikelle tishep chygygyz.
Җilkәnnәregezne җillәr eksa - soyuegezne җilkәn itep kүtәregez.
Nindi genә ochrakta da җiңәrgә өyrәnegez.
Kochle rukhlylar gyna maksatka ireshә ala.
“Tuzemlelar genә bәkhetkә laek!”
My achievements
Diploma of the education department of the Educational Institution of the IK MO of Kazan for the Vakhitovsky and Privolzhsky districts, 2012.
Certificate from the Department of Education of the Executive Committee of Kazan for the Volga region, dated January 24, 2013. No. 39.
Certificate of honor from the Medical Educational Institution “Kindergarten No. 362 combined” of the Privolzhsky district of Kazan For high professionalism in preparing and conducting classes for the testoplasty group “Kolobok” Order No. 118 dated May 30, 2012.
Letter of gratitude from the Educational Institution of the IK MO of Kazan City Methodological Center for the program on testoplasty “Kolobok”, presented at the city competition “Festival of Pedagogical Ideas”, 2013.
Diploma of the Department of Education of the Executive Committee municipality Kazan in the Vakhitovsky and Volga regions, for active participation in the regional round of the city competition “Festival of Pedagogical Ideas”, 2013.
Diploma from the Ministry of Education and Science of the Republic of Tatarstan for participation in the Republican review-competition “Best Bilingual Kindergarten” 2014.
Certificate from the Ministry of Education and Science of the Republic of Tajikistan to receive monetary reward for participation in the Republican competition “Best bilingual kindergarten”, 2014.
Diploma of the Department of Education of the Executive Committee of the Municipal Formation of Kazan for the Vakhitovsky and Privolzhsky Districts “Best methodological development on interaction with parents in teaching the Tatar language" "Auction of pedagogical ideas", 2014.
Diploma of the education department of the Educational Institution of the IK MO of Kazan for the Vakhitovsky and Privolzhsky districts, for 1st place in the regional competition theatrical productions among children's groups in the Tatar language "Yoldyzlary Theater", 2016.
Gratitude from the Tatar Republican Committee of the Trade Union of State Institutions and Public Service Workers of the Russian Federation for participation in creative competition, dedicated to the 130th anniversary of G. Tukay, in the nomination: “Best craft based on the work of G. Tukay”, 2016.
Diploma of the Primary Trade Union Organization of Management federal service bailiffs in the Republic of Tatarstan in a competition dedicated to the 130th anniversary of the Tatar people's poet G. Tukaya., 2016.
My portfolio
Eze kalsyn kersez namusynyn,
Not at all.
Kochlelegen belen gorurlanma!
Keshelegen belen gourlan!
...Sin yashәmә җirdә faydasyz ber
Tүmgәk bulyp tigez urynda.
Yanyp kalsyn gomren, lighthouse bulyp,
Uzenan son kilgan buynga.
Musa Khalil.
My publications:
In preschool educational institutions Since September 2012, the introduction of new educational and methodological kits for teaching children their native, Tatar and Russian languages began.
On September 1, 2013, we began working on the implementation of these educational and methodological kits.
Main task educational and methodological kits - the formation of initial skills and practical knowledge of the Tatar language in oral form.
The game is an effective and accessible form of activity in teaching Russian children Tatar oral speech. Children don’t even think that they are learning, without noticing it, they learn Tatar words, phrases, sentences much better and on this basis they practice the correct pronunciation of specific Tatar sounds.
I implement my educational activities using the following methods and techniques:
1. To increase the efficiency of the educational process, I use information and communication technologies. For example, using a computer, I give children new information(slides), I consolidate the material covered with the help of various didactic games. For example, “Who is missing”, “Guess and name”, “Who is extra?”, “Count up”, “Treat the hares”, “Make a salad” and many others. Using a tape recorder, children, for example, listen to an audio recording and sing along:
Kisher, kisher
Tamle kisher.
Zur kisher,
Kisher points.
The computer helps improve the level of teaching, providing visibility, control, a large amount of information, and being a stimulus in learning. Mastering computer technologies allows you to really individualize the educational process, strengthen positive motivation for learning, intensify cognitive activity, and enhance the creative component of the work of both the child and the teacher. The computer also helps me organize watching cartoons.
2. In classes, to develop full-fledged gaming communication, I use game situations, which the character falls into (Akbay, Miyau). Through the game plot, you can play out the process of a character’s acquaintance with a new object, examine it in detail, study it, and examine it. The game character provides the teacher with the opportunity to put the child in the position of subject cognitive activity. For older adults, game problem situations are most effective. In these situations, the adult draws the child’s attention to his emotional state and the state of other characters. By actively participating in problem situations, the child finds a way out for his feelings and experiences, learns to recognize and accept them.
To achieve effectiveness in communicating with children in the Tatar language, I made didactic material. Since all classes are held in the form of a game, the best way to reinforce topics is this didactic games. Didactic games I made - “Nәrsә artyk?”, “Who is yuk?”, “Bu narsә, nichә?”, “Dores sana”, “Kunak syylau”, “Uenchyk sorap al”, “Ber-kүp”, “What color no?”, “Bear Gifts”, “Find a Pair”, “ Magic bag", "Show it right" and others.
The purpose of these didactic games: development sound culture speech, activation and enrichment vocabulary children, coordination of parts of speech, development fine motor skills hands
In order to develop and strengthen memory I use word games, such as “Who is there, who is not?”, “Take a vegetable”, “Call the cat”, “Deaf telephone”, “What, which, how much?” and others.
On the development of fine motor skills I conduct finger games . For example,
Boo barmak - babai,
Bu barmak - әbi,
Bu barmak – әti,
Bu barmak – әni,
Bu barmak – malay (kyz)
In order to develop imagination, thinking, creative abilities, I use educational games. For example, “Name how many” or the game “What was I thinking?”
In my work I also use outdoor games, relay games and many others.
3. I also use it in class visual methods. These include:
Observation;
Examination of paintings, natural objects;
Showing cartoons such as “Three Bears”, “Funny Toys”, “Who Loves What”.
I also use visual methods for secondary acquaintance with the object, consolidation of knowledge acquired during observations, and the formation of coherent speech. For this purpose I use methods such as:
Looking at pictures with content familiar to children;
Looking at toys
4. I pay a huge role in classes articulation method. It is very important that the child pronounces sounds and words correctly. For example,
Bu kurchak kechkenә.
Mak-mak-mak
Bir matur shakmak.
Children also complete tasks in workbooks.
The workbook is one of the main components of the educational complex “Speaking Tatar. A creative notebook helps a child master the vocabulary of the Tatar language, consolidate speech material, and attract parents to actively participate in the development process of their child. IN workbook tasks are given for naming, generalizing and comparing objects to determine their size, size, quantity. For example, “Offer dishes to the bears”, “Find a pair of tea”, “Color the clothes” and others.
In my work I actively use folklore. Through folk nursery rhymes, songs, fairy tales, finger games, I quickly manage to achieve contact with children in order to more successfully instill in them skills and organize play activities more interestingly.
The introduction of health-saving technologies into the educational process allows us to achieve positive changes in the health of children. I spend physical education, active and educational games with them. Carrying out such games helps improve the health of children. The rhymes of the song with the movements are interesting. Quatrains about animals, nature, and children are easy to remember and make physical education lessons fun and useful. The texts read during physical education sessions are accompanied by movements of the arms and torso. I also do eye exercises.
For convenient use, I prepared the teaching materials for work in the following way: laminated them, distributed the games, demonstration and handout materials into envelopes, files, folders, indicated the name and purpose, and placed them in tight boxes.
Thus, EMC ensures the unity of educational, training and developmental goals and objectives in the process of education of preschool children. It is built on age-appropriate activities and forms of working with children. It is also aimed at mutual understanding with the family in order to implement the speech development of children. This training kit makes extensive use of gaming, information, dialogue and problem-based learning technologies. The use of non-standard methodological techniques contributes to the development of curiosity, activity and creative abilities of each child. Audio and video applications, aesthetically designed visual demonstrations and handouts provide maximum variety of children's activities.