RELEVANCE OF IMPROVING COMMUNICATION COMPETENCES OF PRIMARY SCHOOL STUDENTS

Аннотация

This article highlights the methodological importance of training future teachers to develop the communicative competencies of younger schoolchildren. It presents scientific research by foreign scientists on this topic. Keywords: communicative competence, communication skills, literativeness, sociability. In order to develop communication competencies in primary school students, first of all, there is a need to improve these abilities in the future primary school teachers themselves. The basis of this ability is the professional reflex of the teacher. Reflection (lot. "reflexsio" – retrograde) is "a form of theoretical activity aimed at the comprehension of one's own actions and their laws, which are harmoniously developed in all respects; an activity aimed at self – knowledge and understanding, which reveals the inherent hidden sensations of the human spiritual world". The concept of refraction first arose in ancient Greek philosophy, and the process of one's self-reflection on the contemplation of one's mind meant one's attention to the analysis of the content of one's thoughts (Descartes). Socrates, Plato, Locke, and other Greek philosophers argue that refraction is the activity of a person aimed at self-knowledge, at recognizing what he is capable of. European philosophers such as Kant, Hegel, Fixte, Schelling, on the other hand, viewed reflection as the basis for the development of human cognitive abilities. In the current modern pedagogical research work, many scientists believe that the reflection I.N.They rely on the classification proposed by Semyonov. He comments by proposing the following types of reflex: 1. Intellectual reflection: determines a positive solution to problems based on thinking. 2. Personal reflection: provides for the elimination of the teacher's conflict (conflicts) from pedagogical conflicts without quarrels on the basis of Thought research. 3. Communicative reflection: determines the mutual understanding of each other of their partners in the process of communication. 4. Cooperative reflection: activities related to the Coordination of joint mutual regular labor activities of Team Members. 27 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference Communicative reflection, which is central to the development of communication competencies, serves as an emotional factor in the forms of communication of the student and teacher, student and student. In the scientific literature, there are different views in describing the problem of communication, for example, K.K. Platonov considers communication as a special case of broader interactions that manifest themselves in the form of information exchange and are called communication [5], V.N.Kunisina, on the other hand, calls communication the widest category for defining all types of communicative, informational and other communication of people, including simple forms of interaction. (1968) [4]. A. A. Leontiev, understanding communication in his works as one of the types of activity, argues that this does not mean that in all cases communication acts as an independent activity, it can act as a component, an integral part, and at the same time as a condition for other non-communicative activities. [3]. In this matter, B.F.Lomov A.A.Leontieva specifically asks: "Is it justified to consider communication as an activity or to consider it only a special case of activity?". Furthermore, in" communication as a problem of general psychology", he argues his position: the concept of" communication "encompasses the category of Real-life" Subject-subject " relationships in addition to activity. While there is no doubt that activity and communication have many common characteristics, it is still not enough to define them, says Lomov defines communication and as the interaction of the subjects who enter it as partners [3] [2]. The term "communicative competence", which appeared in the 70s of the 20th century, was associated with developmental psychology, cognitive psychology and sociolinguistics. A number of scientists, including Haymes (1970), argue that communicative competence is a tool that any child perceives, classifies communication situations that develop around him, and, accordingly, determines what and how to tell him [6]. On the other hand, in foreign studies, communicative competence is understood as the ability of the language being studied to communicate orally or in writing with a native speaker in real-life situations [1]. In conclusion, we note that one of the competencies that plays an important role in improving the methodological training of future primary school teachers is communicative competence, which is primarily developed by them, according to which sufficient knowledge, skills and qualifications must be formed. Because thanks to this knowledge, skills and qualifications, in future work, in the 28 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference educational process, stud