Современные и специфические подходы к оценке учащихся начальной школы в иностранном языке.

Аннотация

Эта статья поможет детям быстро освоить английский язык в начальных классах подробно рассказывается об оценке и поощрении, которые могут помочь в обучении. Students of primary school age tend to make a great impression on those around them with their progress through the educational process. A tendency like this and like this will further increase the desire to reach the peak. Success and winning play a very important role in increasing primary school students ‘ interest in science and motivation to learn it. The primary class is an important stage in the development of the age and personality of children, and it is obliged to guarantee a high level of Education. The school educates children with different levels of development, and since the main school cannot offer an individual curriculum to each student, our teachers are looking for educational models that provide personal development, taking into account individual psychological and intellectual abilities. It is known that there are approaches to determining the acquisition of knowledge, skills and skills from a foreign language, which are based on norms and criteria. If we approach the normative lesson of the student’s knowledge and mastery is assessed on the basis of program requirements or on the average of the class between students. But when using such an assessment method, the personal indicators of the student are not taken into account. For example, 368 “Arab tili globallashuv davrida: innovatsion yondoshuvlar va o‘qitish metodikasi” mavzusidagi xalqaro ilmiy-amaliy anjuman a student who had a reading rate of 15 words per minute at the end of a quarter or beginning of a year showed a reading rate of 20 words per minute at the end of a quarter. Its absorption rate rises to a certain extent if it does not reach the average. But at the beginning of the quarter, a student with a reading rate of 20 words per minute showed a result of 22 words per minute at the end of the quarter. In this case, the first pupil is elevated by Step 5 (in the coificent), while the second pupil is elevated by Step 2 (coificent). That is, although the result was not high, the first student was more eager to achieve the average grade point than the second student. In the literature on the field (PG.Halliwell – 1993; A.Pinter- 2006) child parvar assessment (child friendly assessment) criteria are recommended that take into account individual student performance, are free of competitive moods, and increase motivation. A small school-age student will be extremely impactful about his grades, and a reprimand such as “you did it badly” is thought and perceived as “you are bad”. For this reason, the difference between the first mastering indicator and the recorded result is considered when evaluating the knowledge of students darcor. Even the smallest achievement of the reader should be recognized in the manner of “honey, you read faster than before today”, “you speak beautifully, I am happy for your success”. Thanks like this inspires and inspires the reader at the same time increases his interest in science. Today, the success of the educational process, in which the school is aimed at achieving a new, modern quality of Education, solving life tasks and problems, depends on many factors, among which teaching, that is, differentiated education, does not play the least role, depending on the capabilities and capabilities of the child. The effectiveness of students in mastering the technique of mental activity depends not only on the quality, but also on the individual psychological characteristics of children, their ability to learn. It is necessary that the teacher knows very well the individual characteristics of my students in each class. Therefore, depending on the degree of formation of the ability to solve problems, it is necessary to divide the class into groups. Most of the technologies used in education are aimed at the group method of teaching, depending on the same requirements, time consumption, the volume of material studied, without taking into account the peculiarities of the individual psychological development of each student, which does not lead to significant results in learning.. As a result, not only" lazy" children, but also very hardworking children do not like school. The teacher will be able to determine where there is a gap, which language material is difficult or easily mastered, whether linguistic, sociolinguistic and pragmatic competencies are occupied by each student over the topic of speech. Similar information increases the level of qualitative and effective transition of practical training. For example, a teacher replaces methodological competence on determining the number of tasks for the assimilation of language and speech material depending on its degree of difficulty, or on determining the diet of exercises that serve the acquisition of competencies based on their status as an 369 “Arab tili globallashuv davrida: innovatsion yondoshuvlar va o‘