Дидактические обучение учащихся по созданию текста общения

Аннотация

Subject of the inquiry: The learning process in order to formulate communication habits of schoolchildren in making communication topics. Aim of the inquiry: Indication of didactic principles to formulate communication habits and making ready scientific-methodological recommendations for severe development in forming communication topics during learning process. Methods of inquiry: analytical observation, questionnaire, conversation, observation, comparative analysis, generalization, pedagogical experiment, mathematical statistics. The results achieved and their novelty: - revealed the theoretical and practical bases of development for formulating communication habits of schoolchildren - psychological-didactical opportunities were identified development for formulating communication habits of schoolchildren - formulating habits for communication topics and means of developing them during learning process - forms, resources, ways and methods were identified. - scientific-methodological recommendations were prepared in order to regular improvement of formulating habits for communication topics of schoolchildren in 5th to 9th form and its efficiency was determined. Practical value: The pedagogy discipline was enhanced with some theoretical views of development for formulating communication habits of schoolchildren. Moreover, the learning process for formulating habits for communication topics for 5th and 9th form schoolchildren was enriched with new content, resources, form and methods of teaching. Degree of embed and economical affectivity: Findings of the research were published in “Halq talimi” (Public Education), “Uzluksiz talim” (Continuous education), “Pedagogic mahorat” (Pedagogical expertise) magazines, made public in republican scientific-practical conferences and described in monograph called “Didactic principles of teaching schoolchildren for making communication topics” Sphere of usage: The results of the research can be used for secondary school teachers, for textbook authors, teachers training institutions, and in teaching “The theory of education” discipline.