VOL 4, No 55 (55) (2020)

VOL 4, No 55 (55) (2020)
The scientific heritage
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CONTENT
PEDAGOGICAL SCIENCES
Haydarova S.
TEACHING ENGLISH WITH INTERESTING ACTIVITIES ..3
Ibragimova R.
DEVELOPING STUDENTS’ SPEAKING SKILLS THROUGH
ROLE-PLAY...................................................................5
Ibragimova R.
THE ROLE OF TRANSLATION IN LANGUAGE LEARNING
AND TEACHING ...........................................................6
Kayumov Sh.
THE USE OF MULTIMEDIA MEANS IN LANGUAGE
TEACHING....................................................................8
Mamadaliyeva B.
HOW TO CORRECT MISTAKES IN TEACHING ENGLISH 9
Xolboyeva N.
THE IMPORTANCE OF USING “SHAKHNAMA” IN
FOREIGN LANGUAGE TEACHING...............................10
Viktorova Yu., Zhuikova T.
DEVELOPMENT OF COMPUTATIONAL ACTIVITY BY
MEANS OF MATHEMATICAL GAMES FOR OLDER
PRESCHOOL CHILDREN..............................................12
Dzhedzhula O.
PROFESSIONAL AND PERSONAL SELF-DEVELOPMENT
OF STUDENTS IN THE CONDITIONS OF INFORMATION
TECHNOLOGIES OF MODERN SOCIETY......................15
Zakharina А.
TRAINING OF THE FUTURE TOURISM SPECIALISTS FOR
ANIMATION ACTIVITIES IN THE RECREATIONAL AND
HEALTH SPHERE IN THE CONTEXT OF MODERN
PARADIGM OF HIGHER EDUCATION .........................18
Platonova Ya.,
Motok V.
OCCUPATIONAL DISEASES OF LIBRARY WORKERS AND
THEIR PREVENTION BY MEANS OF HEALTH-
IMPROVING AEROBICS..............................................22
Fedorov A.
TO THE QUESTION OF RELATIONSHIP BETWEEN
INDIVIDUAL - PERSONAL CHARACTERISTICS AND THE
LEVEL OF CONFLICT OF MILITARY COLLECTIVES .......27
Shulha T.
STRUCTURAL-COMPONENT COMPOSITION OF THE
EMOTIONAL CULTURE OF THE FUTURE EDUCATOR OF
THE PRESCHOOL EDUCATION INSTITUTION..............29
PHILOLOGICAL SCIENCES
Rasulova G.
THE NOTION OF REALIA IN CONTEMPORARY
LINGUISTICS ..............................................................32
Vlasyuk J.
THEORETICAL ASPECTS OF THE FORMATION OF
LINGUISTIC AND SOCIO-CULTURAL COMPETENCE OF
FUTURE SPECIALISTS IN THE TOURISM INDUSTRY....34
Zulkaphil M., Ariun-Uchral L.
THE PRINCIPLE TENDENCIES OF THE DEVELOPMENT
OF CONTEMPORARY JOURNALISM IN MONGOLIA ...43
Yahyaeva Z.
MYTHOLOGY IN THE WORK OF M. AKHMADOV AS A
REFLECTION OF THE NATIONAL WORLDVIEW OF THE
CHECHENS .................................................................48
PSYCHOLOGICAL SCIENCES
Akimova M., Persiyantseva S.
FEATURES OF THE LEGAL CULTURE OF YOUNG
RUSSIANS ..................................................................52
SOCIAL SCIENCES
Artemenko M., Konanykhina T.
UMWELT ANALYSIS AND MONITORING THE DIGITAL
ENVIRONMENT OF SOCIETY......................................56

The scientific heritage No 55 (2020) 3
PEDAGOGICAL SCIENCES
TEACHING ENGLISH WITH INTERESTING ACTIVITIES
Haydarova S.
EFL teacher, Department of Foreign languages, Namangan Institute of Engineering and Technology, Na-
mangan, Uzbekistan
Abstract
English, the official language of the entire world is a very tricky language to teach. In fact every language
varies to teach. English is a very old language and has undergone many forms changes from Proto English derived
from the Latin and the German culture to the Modern English which was established after in the
post Renaissance period. Each version was simpler than it’s previous. Present day English is the simplest adapta-
tion of a very old Language and yet it is still difficult to teach this language effectively especially to those who
speak English as a second language. This paper analyses the innovative and quite interesting methods we have in
teaching English language. We may have a number of teaching methods in between traditional and modern. Eve-
rybody has their own understanding and conclusions on teaching English language. But this paper portrays com-
bining this two types how we can make our teaching very effective.
Keywords: games part of learning, teaching the alphabets, innovative methods, English as a second language,
teaching process.
1. Introduction
In today’s world English is taught in a very ortho-
dox manner. The basic teaching is needed. Teaching the
alphabets and the formation of the words is essential
and a must. But there is something that is even more
important. The children must be able to speak the words
and understand their meaning before writing them
down. The foundation to teach English can only be
taught using the orthodox methods of teaching the al-
phabets and the words and the rules. But then teaching
only the rules is found to be boring by most students
and it is because of this that they lose interest in learn-
ing the language. Although there is no way other than
the traditional one to teach the basics of the language
these methods must be tweaked a bit so as to appeal to
the students. When it comes to teaching English to stu-
dents of higher classes who already know the basics the
traditional methods generally tend to yield poorer re-
sults that innovative methods. This has already been
proven by methods implemented like use of stories, po-
ems, movies, books and newspapers etc. These meth-
ods help the students learn the language better without
them actually realizing and also it keeps their interest.
This paper will provide a few of such methods to teach
English Language. Present day English is the simplest
adaptation of a very old Language and yet it is still dif-
ficult to teach this language effectively especially to
those who speak English as a second language.
2. Teaching through conversations
Conversations are by far the most useful ways of
teaching the language. When a child learns his or her
mother tongue it is by the conversations that takes place
between them and others or by listening to the conver-
sations made by the others. The child is never taught
the language but is still able to percept the meaning and
learns it automatically to use it in day to day life. No
one ever teaches the kid the characters of the language
or how to make sentences or the grammar of that lan-
guage. The conversations alone teach the children.
Hence conversations form a very important part of the
teaching process. The sentence construction and the
grammar is not something that can be entirely taught by
rules. They have to be taught intuitively. That can only
happen through a lot of reading and a lot of listening.
This can be taken care of easily as every conversation
needs a topic. The topic can be given to the students in
form of written documents which they have to first read
then form an opinion and then have a conversation
about it or it can be spoken out and then they can listen,
understand and also take part in the conversation.
The participation and other aspects of the conver-
sation can always be evaluated through points which
will also push the students to take part in the conversa-
tion. These conversations have to be general. They have
to happen as if friends are talking to each other. This
way the students are comfortable in expressing them-
selves in the best possible way. This process may take
some time but in the end it would be the most efficient
one in teaching the language.
3. Teaching through games
This is a very interesting method of teaching. Stu-
dents and children generally tend to like games and
want to play them more and more. Traditional methods
dictated for study and games to be separate but the fact
remains that the students tend to be more interested in
playing games rather than sitting down to study. Any
logical reasoning would dictate us to combine the two
aspects to solve the problem. The games part of learn-
ing would help the students keep their interest as the
desire to win is very strong. It keeps us going and when
included with different aspects of learning the learning
process would continue almost throughout the day
without the children getting tired or bored of studying.
4. Word games
The most important part of any language is the vo-
cabulary. To understand the meaning of the words and
to use them in day to day life is a very difficult task and
games can help the students overcome this difficulty.
Games like scrabble, housie etc. have been designed for
this specific purpose. These games are just
based on words and help the students develop their vo-
cabulary. In addition to these very simple games can be
played to help improve the word database of the stu-
dents such as simple dictation competitions, synonym

4 The scientific heritage No 55 (2020)
competitions, words puzzles, anagrams and hangman.
All these games are very addictive and help a lot in
improving our vocabulary as whenever the student
hears a new word the first question that comes up is
“what is its meaning?” and in this way the vocabulary
improves and most of the times we don’t even have to
consult thedictionary.
5. Competitions
Most of the times competitions like debates and
elocutions also help the help the students a lot in learn-
ing the language as the aspect of the competitions keep
them at the best in conversations. It forces them to use
the best possible construction of sentences to put for-
ward their opinions and to use good vocabulary etc.
This is a very important tool in helping them learn the
language. Also these competitions help them address
large crowds which is again is a very important part of
personality development.
6. Creative assignments
Up till now most of the techniques that we dis-
cussed required a greater amount of effort on the stu-
dent’s part. This method requires effort on the teacher’s
part. Assignments help the students learn something on
their own and most of the times they have to research
on something then write something up on it. This
method although effective is most of the times very te-
dious. This method of approach is very appropriate for
sciences and engineering although when it comes to
languages the students should be given assignments in
which they have to modify something that already ex-
ists. If the students are just given assignments like
„write a story or a poem or a report‟ then most of the
students crack because not everyone can come up with
a story or even if they come up with one they cannot
write it down. In such case the students should be given
the base knowledge and data and then ask them to mod-
ify the data for example the students can be given a base
story and then ask them to modify a part of it. This en-
gages their creativity and also helps them overcome
their difficulty of writing. Above all it lifts the pressure
of creating completely new. Invention is very difficult
especially when we are being forced to do it. In this way
the students are not forced to complete the assignment
and then they can do it whole heartedly and hence com-
plete the learning experience that can be gained from
the assignment. The languages play a very important
role in our lives. They help us express our emotions.
They help us explain what we want. They help us to
communicate and hence are the prime tools to express
who we are. Thus the knowledge of a language and its
proper utilization is very important as it defenses. If
languages were not there to help us communicate there
would be no difference in our communications and the
way the animals communicate. Hence the ways the lan-
guages are taught play a very vital role in a person’s
life.
Since English is the official language of this world
it is of utmost importance that this language has to be
taught in such a way that it will help us not just to speak
and write and listen but to communicate. That is the
purpose of the language and that is what it must be used
for. Hence innovative methods help in bringing a
change and most of the times for the better. It helps the
students learn faster and in an efficient, interesting and
an interactive manner and it is the teacher’s responsi-
bility to leave the traditional methods and make way for
new and better methods for the students benefit.
Conclusion
The languages play a very important role in our
lives. They help us express our emotions. They help us
explain what we want. They help us to communicate
and hence are the prime tools to express who we are.
Thus the knowledge of a language and its proper utili-
zation is very important as it defines us. If languages
were not there to help us communicate there would be
no difference in our communications and the way the
animals communicate. Hence the ways the languages
are taught play a very vital role in a person’s life. Since
English is the official language of this world it is of ut-
most importance that this language has to
be taught in such a way that it will help us not just to
speak and write and listen but to communicate. That is
the purpose of the language and that is what it must be
used for. Hence innovative methods help in bringing a
change and most of the times for the better. It helps the
students learn faster and in an efficient, interesting and
an interactive manner and it is the teacher’s responsi-
bility to leave the traditional methods and make way for
new and better methods for the students benefit.
References
1. Kevin D. Besnoy, Lane W. Clarke, High-Tech
Teaching Success! A Step-by-Step Guide to Using In-
novative Technology in Your Classroom, Prufrock
Press, Inc. October 1, 2009
2. Lynne T. Diaz-Rico, Teaching English Learn-
ers: Strategies and Methods Marlene D. Le Fever, Cre-
ative Teaching Methods, Cook Ministry Resources;
March 1, 1997
3. Edgar H. Schuster, Edgar H. Schuster, Breaking
the Rules: Liberating Writers Through Innovative
Grammar Instruction, Heinemann; February 13, 2003
4. Nicholas McGuinn,David Stevens, The Art of
Teaching Secondary English: Innovative and Creative
Approaches, Routledge; August 7, 2004
5. Paul Nation, New Ways in Teaching Vocabu-
lary (New Ways in Tesol Series: Innovative Classroom
Techniques); TESOL, January1, 1995
6. R. Patrick Solomon, Dia N. R. Sekayi, Urban
Teacher Education and Teaching: Innovative Practices
for Diversity and Social Justice, Routledge; March 30,
2007
7. Patrick Schwarz, Paula Kluth You're Welcome:
30 Innovative Ideas for the Inclusive Classroom;
Heinemann, August 17, 2007
8. Constance Leuenberger, The New Kindergar-
ten: Teaching Reading, Writing, & More, Publisher:
Teaching Resources, August 11, 2003
9. Judith S. Gould, Evan Jay Gould, Judy Mitchell,
Mary Rojas, Four Square Writing Method: A Unique
Approach to Teaching Basic Writing Skills for Grades
January, 2003
10. Martha Bradshaw, Arlene Lowenstein, Inno-
vative Teaching Strategies in Nursing and Related
Health Professions; Jones & Bartlett: March 8, 2010
11. Susan Van Zile, Awesome Hands-on Activi-
ties for Teaching Grammar, Teaching Resources; De-
cember 1, 2003

DEVELOPING STUDENTS’ SPEAKING SKILLS THROUGH ROLE-PLAY
Ibragimova R.
NamETI, reseacher
Abstract
This article is about developing students’ speaking skills through role-play games. In this article it is spoken
about types of role-playing games and how to use, how to imitate to the character of the games in practice for
improving student’s oral speech.
Keywords: reason, to talk , game, schoolchildren, communicative, ability.
The value of a game in the development and up-
bringing of the personality is unique, since the game al-
lows each child to feel himself as a subject, to manifest
his own “I”. There is reason to talk about the impact of
the game on the life selfdetermination of schoolchil-
dren, on the formation of the communicative unique-
ness of the individual, emotional stability, and the abil-
ity to be included in the increased role dynamism of
modern society. A game always appears in two tem-
poral dimensions: in the present and in the future.
On the one hand, it represents the personality mo-
mentary joy, serves the satisfaction of actual needs. On
the other hand, the game is aimed at the future, as it
either predicts or simulates life situations or fixes the
properties, qualities, abilities, and abilities necessary
for performing social, professional, and creative func-
tions. Roleplaying game –– It is a conditional reproduc-
tion by its participants of the real practical activity of
people, creates the conditions for real communication.
Types of role-playing game:
1) Controlled role-play
Participants receive the necessary replicas.
2) Moderately controlled role-play (semi –
controlled role-play)
Students receive a general description of the plot
and a description of their roles.
3) Free role-play
Students receive communication circumstances.
4) Occasional role-playing game (small-scale
role- play)
A separate episode is being played.
5) Long-term role-playing game (large- scale role-
play) Forms of role-playing game:
— presentation; - interview; — distance travel; —
press conference; - round table; — teleconference; - ex-
cursion; — fairy tale; — report; — club of interests, etc.
I work with students from grades 3 to 8. I will
begin examples of roleplaying games that I use in ele-
mentary school. So at one of the lessons in the 3rd grade
I conducted the role-playing game “Visit to my
friend”.
Activity. Visit to my friend
Purpose: The practice of conducting a dialogue of
etiquette character: say hello, offer refreshments, thank
for the treat / politely refuse the treat.
Good morning, Jasur!
OK! Here you are. Help yourself!
Good morning, Zumrad!
No, thank you. But I would like some tea.
Thank you, Jasur.
You are welcome.
Would you like some soup?...
Students read the phrases to themselves and ar-
range the numbers so that they get a conversation be-
tween friends Jasur and Zumrad. Then they listen to the
audio recording of their conversation, check whether
they completed the task correctly; listen to the record-
ing again, repeat each replica of the dialogue, observing
the desired intonation. After that, I show the students
small finger puppets and propose a dialogue between
Jasur and Zumrad. During this game, the guys have
100% attention. Everyone wants to play, talk for Jasur
and Zumrad. Students change their voice by saying the
words of Jasur or Zumrad, and try to prove that it is the
heroes who say it, not them.
So, when participating in role-playing games, the
foundations of communicative competence are laid,
which allow students to communicate in foreign lan-
guages in the lessons, which is the main goal of teach-
ing a foreign language.
References
1. Budden, Joanna. 2004. “Role play”, British
Council
2. Huang, Irene Y. 2008. “Role play for ESL/EFL
Children in the English Classroom”
3. Randi, M. A. F., & Caravalho, H. F. C. (2013).
Learning through role-playing games: An approach for
active learning and teaching

THE ROLE OF TRANSLATION IN LANGUAGE LEARNING AND TEACHING
Ibragimova R.
Namangan Institute of Engineering and Technology
“Foreign languages” department, teacher
Abstract
This article is devoted to the role of translation in language learning and teaching. Cook’s focus of attention
is translation in language teaching and this of course involves a consideration of language learning. As will become
apparent, is that it is precisely the assumption of reciprocity–that the two “generally go together”–that needs to be
questioned.
Keywords: translation in language, learning and teaching, a consideration of language, methodological rein-
statement, a classroom activity, translators and interpreters.
As its title indicates this article sets out to consider
the relationship between three activities: translation,
language learning and language teaching.
Nobody doubts that there is a relationship between
the second and third of these, although as the history of
language pedagogy makes clear, nobody seems to
know just what this relationship should be. In the case
of translation, the question is whether there is any rela-
tionship at all. In one entrenched tradition of pedagogic
thinking, as Cook has pointed out, translation has been
outlawed not only as an irrelevance but an impediment
to language teaching and his book presents a convinc-
ing argument for its methodological reinstatement as a
classroom activity. Cook’s focus of attention is transla-
tion in language teaching and this of course involves a
consideration of language learning. As will become ap-
parent, is that it is precisely the assumption of reciproc-
ity–that the two “generally go together”–that needs to
be questioned. For it generally also implies the presup-
position that there is a dependent unilateral relationship
between them: teaching is the cause and learning the
effect, that in talking about Translation in language
learning one is talking implicitly or explicitly about
TILL at the same time. A similar cause-effect relation-
ship is assumed in the extensive literature on task-based
activities which are sometimes said to constitute task
based language teaching (TBLT) and sometimes task-
based language learning (TBLL): the second is taken to
be the necessary consequence of the first.
But this relationship is not a necessary or natural
one. One might argue, indeed, that it is teaching which
depends on learning rather than the other way round.
We cannot be said to teach anything unless it is learned,
but of course we learn all kinds of things without being
taught, including language. This is readily accepted in
the case of our L1. There seems no reason to suppose
that the same does not apply to the L2. To be sure the
data we draw on to learn our L1 is in some degree se-
lected and organized by our social environment and the
conventions of upbringing. These provide conditions
for learning, but they do not determine what we learn.
In the case of L2 pedagogy, on the other hand, what is
taken to be learnt is so determined in that it is required
to conform to what is taught. It is recognized that the
process of independent learning takes place, as is clear
from the “errors” that learners “commit” but even when
these are seen positively as evidence of learning, the
assumption remains that the learning has eventually to
be directed towards conformity to teaching input. The
learning process is seen only as a means to that end. But
what if we focus attention on this process as an end in
itself? What if we think of tasks or translation activities
not as teaching devices to get learners to toe the line
and conform but as providing conditions to activate the
learning process, no matter how non-conformist the
outcomes might be? What if we think first of the rela-
tionship between translation and language learning and
only then consider the relationship between translation
and language teaching –make TILT dependent on TILL
and not the other way round? To do so we need first to
consider the nature of translation itself. As has often
been pointed out, one difficulty about getting a concep-
tual grasp of the essential nature of translation is that
the term itself is ambiguous. As a mass noun it denotes
the process of translating, and as a count noun it denotes
the resulting product. In the conventional use of the
term, and especially as applied to the occupational ac-
tivity of translators and interpreters, the two are as-
sumed to be inseparably implicated, the process only
engaged in as a means to an end product. But this can
be misleading, for we need to note that it is perfectly
possible to engage in the covert psycholinguistic pro-
cess of translation without producing a translation as an
overt result. One can be a translater, so to be speak
without being a translator–and indeed, as I shall argue
later, one has to be a translater if one is to make any
sense of language at all. Most definitions of translation,
however, are concerned with what translators do. Here,
for example, are two definitions almost 50 years apart.
Translation is an operation performed on languages: a
process of substituting a text in one language for a text
in another. This raises a number of critical issues about
the nature of translation which bear directly on the
question of its pedagogic relevance that this chapter is
concerned with. To begin with, the replacement of one
text by another involves the rendering of an interpreta-
tion and so the translated text can never be a reproduc-
tion of the original as a whole but only a derived and
partial version of it.
Partiality is intrinsic to translation in two respects.
Firstly, interpretation of the original, as of any text, in-
volves a differential focussing whereby the main sig-
nificance of the message is identified and in this sense
the activity will always in some degree reduce the orig-
inal to what are taken to be its“essential parts”.
Secondly, at the rendering stage, the second text
will have to be recipient designed and this will neces-

sarily involve some adaptation. In the case of confer-
ence interpreting, where the original is designed for
known recipients, there is a requirement to reproduce it
as closely as possible with minimal adaptation. But in
other cases, recipients of a translated text may well be
groups of people who are different from those for
whom the original was designed, and who are very
likely to have“different needs and expectations”. Both
of these definitions of translation talk about the replace-
ment of one text by another. Each of these texts is a
determinate linguistic object which is the product of an
indeterminate discourse process. The translator’s task
is to interpret the data of the original text as evidence
of what its producer might have meant by it and then
produce another text. This then provides data from
which, in turn, its recipient has then to derive evidence
for interpretation of what this producer might have
meant by it. And, to complicate matters further, what
meaning is intended is itself compounded of three ele-
ments: propositional, illocutionary and perlocutionary,
to use the terms of speech act theory. That is to say, the
text producer intends the text to make reference to
something and in so doing to express some kind of illo-
cutionary force to achieve some kind of perlocutionary
effect. So what reference, force and effect a text pro-
ducer might have meant to convey, the discourse that is
intended to be textualized, can only be indirectly in-
ferred from the textual data: it is necessarily a function
of partial interpretation–hence the indeterminacy. In
the case of translation, the indeterminacy is twofold
since it involves the interpretation of the reference,
force and effect of two different texts–the original as
interpreted by the translator, and the translated text as
interpreted by its recipient. To spell out the process in
more detail: a first person (P1) has meaning to express,
an intended discourse (Discourse A), and designs a text
accordingly (Text 1) which the recipient (P2) then in-
terprets, thereby deriving a discourse from it (Discourse
B), which may or may not correspond closely with Dis-
course A. So far, this is a normal, necessarily indeter-
minate, pragmatic process that everybody engages in to
make sense of language use. But translators then have
further work to do. They have in turn to assume a P1
role and produce a second text (Text 2) which will not
only incorporate their interpretation with reference to
the first text but also be designed for a different P2 re-
cipient –so the discourse (Discourse C) which is ren-
dered as the translated text may vary in its degree of
correspondence to the discourse (Discourse B) that the
translator derived from the original text. And this ren-
dered text, of course, is then interpreted by the recipient
P2 to derive a further discourse (Discourse D). The
whole complex process might be represented as fol-
lows:
P1 Discourse A→Text1→P2 Interpretation 1→Dis-
course B
↓
P1 Discourse C→Text 2→P2 Interpretation→Dis-
course D
It is often said, something always gets lost in trans-
lation. This suggests that there is some complete mean-
ing inscribed in text which in principle can be fully re-
covered and conveyed. But there is no such inscribed
meaning and no possibility of such recovery. It is not
that something gets lost in translation, it is rather that
different interpreters find different things, focus on dif-
ferent aspects of meaning, derive different discourses
from a text. With regard to classroom activities, these
too would obviously need to be bilingually designed.
Consider, for example, TBLT, which was referred to
earlier and which is so widely advocated these days.
The basic principle of this approach would be retained–
namely that tasks would be designed to get learners to
achieve a communicative outcome by the use of their
own linguistic resources. But obviously the inhibiting
condition that these resources have to be drawn only
from the L2 would be abandoned and with it the as-
sumption that the purpose of tasks is to develop L2
competence along the dimensions of complexity, accu-
racy and fluency. Instead, tasks would get learners to
make use of all their linguistic resources, but would be
designed so as to constrain the use of the L2 where this
is required to achieve a communicative outcome. The
communicative outcome then becomes primary and the
essential question for research in task design is to find
out how different kinds of outcome call for a differen-
tial deployment of linguistic resources.
References
1. Catford, John C. 1965.A Linguistic theory
of translation: An essay in applied linguistics. Lan-
guage and language learning: Vol. 8. London: Oxford
University Press.
2. Cook, Guy. 2010.Translation in language
teaching. Oxford applied linguistics. Oxford: Oxford
University Press.
3. Ellis, Rod. 1994.The study of second lan-
guage acquisition. Oxford applied linguistics. Oxford:
Oxford University Press.
4. Ellis, Rod. 1994.The study of second lan-
guage acquisition. Oxford applied linguistics. Oxford:
Oxford University Press.

THE USE OF MULTIMEDIA MEANS IN LANGUAGE TEACHING
Kayumov Sh.
Senior Teacher, NamETI
Abstract
This article deals with various electronic means of language learning are available in the world experience.
We gave the information the text-book. The text-book includes of the three-step program includes grammar, writ-
ing, listening comprehension, and reading skills, ranging from the words and phrases used to start a conversation
to the conversations on complex topics.
Key words: foreign languages and computer skills, direct communication in English, writing, listening com-
prehension.
The President and the Government of the Republic
of Uzbekistan pay great attention to the development of
knowledge of foreign languages and computer skills of
specialists receiving scholarships to the national econ-
omy. Nowadays, students can easily "communicate"
with the latest computer programs. Today, computers
are developing to such an extent that they are rendering
invaluable services in key sectors of the economy. We
believe that we should use computers extensively in
language learning. For example, it would be useful to
take different levels of English test kits from
http://www.englishteststore.com/ and use them in les-
sons. This web page ranges from the most basic level
tests to the most advanced level tests, and they are elec-
tronic tests. Another noteworthy aspect is that these
tests are not only grammar tests but they also serve to
assess students ’knowledge of language teaching meth-
ods such as grammar, writing, listening comprehen-
sion, reading. True, a lot of work has been done in this
regard around the world, and many multimedia pro-
grams have been created for language learning. In Uz-
bekistan, popular programs for learning English are be-
ing used in practice.
The Uzbek State University of World Languages
has created a course of practical English for professors
and teachers of universities, its complex and program
materials are prepared on a laser disk. However, it is
not an exaggeration to say that it is time to fully com-
puterize the current language learning classes. Re-
cently, English language courses for those of all ages
interested in learning English have been offered on var-
ious Uzbek television channels.
At present, various electronic means of language
learning are available in the world experience. Take, for
example, the English for you e-textbook. In this text-
book, lessons are taught by language learners. The
three-step program includes grammar, writing, listen-
ing comprehension, and reading skills, ranging from
the words and phrases used to start a conversation to
the conversations on complex topics. Each stage is
named separately: Beginner level, (elementary level),
elementary level and intermediate level. Each video
lesson is conducted in its entirety in the form of direct
communication in English with several students, and
the mastery of each topic is analyzed comparatively
with many examples. At the end of each lesson, the top-
ics covered in the form of a free conversation are re-
peated and reinforced. In our lessons, we paid special
attention to the fact that the lesson will be mastered
only if the student can fully understand the dialogue at
the end of the video lesson, and if it is difficult to un-
derstand, it is necessary to repeat the lesson. Students
also use the Lingvo x3 electronic dictionary effectively.
Another program is called "Polyglot" (this pro-
gram is available on the Internet) and is designed for
Russian speakers or those who know Russian. These
classes are also conducted in an open communication
manner and are designed for older people working in
different fields who have a certain understanding of the
language.
First of all, we believe that we should have our
own special language teaching programs in Uzbek and
English-Uzbek electronic dictionaries. To do this, a
special team of authors will be formed, first to improve
the general language teaching tools on the basis of state
educational standards, and then to work on the direc-
tions (here in the non-professional universities lan-
guage teaching programs corresponding to higher edu-
cation).
Today’s youth are well versed in the use of mobile
phones. We believe that the practice of using telephone
teaching software in the world should be widely
developed in our country. To do this, we need to create
those programs in Uzbek. In this regard, it is necessary
to give program developers a broad opportunities;
because having a lot of alternative programs in the
selection of teaching programs will be only useful.
There is a strong emphasis on teaching written
speech in Europe and the West. At the same time, we
believe that the development of written speech would
have a positive effect on the process of thinking and
expressing the thoughts of the language learner. If our
students intend to go abroad to study, they will defi-
nitely need to state their Statement of purpose in their
chosen field. In this process, there is a great need to de-
velop the skills of our students. Therefore, it is advisa-
ble to pay attention to this area when creating e-text-
books.
The systematization and popularization of the ac-
cumulated experience in the creation of modern elec-
tronic means of language teaching is also important.
Only if the electronic means of language teaching
(presentation, listening comprehension, multimedia)
are focused on one goal, namely the improvement and
development of modern electronic means of language
teaching, we will be able to fully meet the language re-
quirements of our President, the Ministry of Higher Ed-
ucation and the government. We are currently using a
distance learning program. However, we cannot boast
that we are doing what we set out to do. We still have a

lot to learn and teach. This area is still the most pressing
issue today. This is another area of research and we will
return to it.
References
1. Sattorov T. Q. Bo’lajak chet tili
o’qituvchisining uslubiy omilkorligini shakllantirish
texnologiyasi. –T.: TDYUI, 2003.–191 b.
2. Jalolov J. J. Chet til o’qitish metodikasi.
Chet tillar oliy o’quv yurtlari (fakultetlari) talabalari
uchun darslik. –T.: O’qituvchi, 1996. –368 b.
3. J. Jalolov. B. Zalotov. “Inglizcha talaffuzni
o’rgatishda texnika vositalaridan foydalanish” T-
2003.8b
4. Website http://www.englishteststore.com/
HOW TO CORRECT MISTAKES IN TEACHING ENGLISH
Mamadaliyeva B.
Senior teacher, Namangan Institute of Engineering and Technology
Abstract
The purpose of this article is not to the teaching methods of a foreign language, it seems important to us to
define the role and error correction technology to implement declared competencies
Keywords: teach, to communicate, learning, difficult, mistakes. process, language.
To teach students to communicate naturally in an
artificial learning situation is difficult and to avoid mis-
takes in the process of mastering the language is not
possible, therefore, the teacher must be warned and me-
thodically correct the errors that arise. Based on the
content of these competencies, the conclusion suggests
itself that students should be able to use a foreign lan-
guage for its intended purpose — to communicate and
extract information and at the same time have a suffi-
cient degree of literacy to achieve these goals. Fix prob-
lem: mistakes always worried teachers’ strange lan-
guage. Question to correct errors or no, but if corrected,
how much depends on the methodology that the teacher
uses in his work, as well as on the type of speech activ-
ity the fact in which the correction takes place mistakes.
Having examined the brief history of the approach to
error correction problem, every teacher English must
first of all answer to the questions:
1) to correct errors or not? 2) when should be fixed
and how?
In 1978, J. Hendrickson formulated urgent ques-
tions on the problem of fixing errors side, and in re-
sponse to the first question from the list we give the an-
swer is yes, in the process of teaching a foreign lan-
guage errors need to be fixed. Other issues nominated
by J. Hendricks are still standing in front of teachers.
— When should errors be corrected? Answering
this question, the teacher should wives to consider the
goals and objectives of the lesson, as well as forms ed-
ucational activities. So, when fixing the grammar ma-
terial (verb tenses, degrees comparing adjectives,
modal verbs) it is advisable for the teacher to correct
errors students directly in the course of utterance and
fix the correct option. However, during me spontaneous
(dialogic or monologue speech) when the goal is com-
munication, and students express their opinion more
reasonably and effective for the teacher to fix errors and
analyze and correct them after completion of students'
speech. Least effective we consider the method of de-
layed board (delayed correction), when parsing and
mistakes are carried out by the teacher through a few
days after completing the work (write test, essay, etc.).
— What mistakes should be corrected? Before an-
swering this question, study the most typical causes in
a forest mistakes made by students studying foreign
language.
1. The influence of the native language. Such
errors pronounced by students in pronunciation of
words (center, London, production), preowned logs (in
Monday, in the cinema, on the station), in sentence con-
structions (In the room many tables. Me like this film),
used in the sense of a synonym (business affair, case;
case– incident, accident, occasion, case).
2. Fuzzy knowledge of the rules. Knowing
the rule about adding –ed to the correct words goals,
students add it by analogy to non- correct (growed,
builded) or confused rules the formation of degrees of
comparison of monosyllables and polysyllabic adjec-
tives (colder, bigger, difficulter).
3. Errors made by inattention.
The causes of these errors can be different (same-
the desire to demonstrate their knowledge, thoughts, fo-
cus on content, personal problems etc.). If the work per-
formed by a student wears communicative nature and
focus. The focus is on content only errors that prevent
understanding. Duplicate errors are necessary. I must
fix it. When working on gram math material, as well as
when working on the formation of writing skills, atten-
tion- strong and weak should be given mistakes, includ-
ing oversights.
— Who should correct the mistakes? Of course,
the initiator of the process is the teacher, without its di-
recting influence this process is impossible. At each
lesson, the feeder is confronted with student errors that
he must qualify for the reasons for the occurrence, qual-
ity, and in a matter of seconds organize the activities of
the error correction team. Theoretical research and the
experience of practitioners provide teachers with infor-
mation for reflection, but, alas, there are very few reci-
pes. The most recognized error correction methods:
self-correction (student self-correction of his mis-
takes); peer-correction (correction of errors by mem-
bers of the group); teacher correction.
Having studied this problem, we can formulate the
following conclusions: Errors — an integral element of
the cognition process, an indicator of the assimilation
of program material by students. Failure to correct mis-
takes prevents progress in learning a foreign language.

Trainees' mistakes — material for understanding and
planning corrective work. The intervention of the
teacher in correcting mistakes should be reasonable,
tactful and sufficient, contribute to the formation of
positive motivation and increase self-esteem of stu-
dents.
References
1. Doff, A. (1993): Teach English. Cambridge:
Cambridge University Press.
2. Edje, J (1989). Mistakes and Correction. Lon-
don: Longman.
3. James, C. (1998). Errors in language Learning
and Use: Exploring Error Analysis. London: Longman.
THE IMPORTANCE OF USING “SHAKHNAMA” IN FOREIGN LANGUAGE TEACHING
Xolboyeva N.
Teacher of the Department of Foreign Languages,
Namangan Institute of Engineering Technology, Namangan Uzbekistan
Abstract
The name of Abdulqasim Firdavsi is famous around the world. It has been two centuries since he captivated
the hearts of European libraries. In the East, it has been entertaining people for a thousand years and supporting
their thoughts and dreams. The only work that gave the poet eternal life and beauty in his name is his epic. This
work is called “Shakhnama” - "Book of Kings". This article deals with the poet's work “Shakhnama” and the use
of advice in it.
Keywords: “Shakhnama”, didactic, epic poem, literary thought, inscription, human feelings.
The name of Abdulqasim Firdavsi is famous all
over the world. It has been two centuries since he cap-
tivated the hearts of European libraries. In the East, he
has been entertaining people for a thousand years and
supporting their thoughts and dreams. The only work
that gave the poet eternal life and beauty in his name is
his epic.
According to legends, he worked on his work for
30-35 years. This great epic is 60,000 couplets long.
From the time this work was written, it was accepted by
the reader not as a "Book of Kings" but as a “King
Book” of the people's dreams and ideals. That is why
he became famous not only among the Persian speak-
ers, but all over the Middle East and, gradually, the
whole world. Abdulkasim Firdavsi, a profound scholar
of the legends and myths, epics and myths of the peo-
ples of Central Asia and Iran, set himself the goal of
summarizing the nearly four thousand years of myths
and real history of these people, their artistic thinking
in one great epic, and was able to fulfill this task at a
high artistic level.
Scholars studying the “Shakhnama” divide it into
three major parts. In the first section, ancient legends
are reworked and artistically expressed. The second
part deals with the people's heroes. The third section
describes the lives of historical kings.
The “Shakhnama” has been fully translated into
many languages of the world, and some parts of it have
been translated into some languages. Based on his ep-
ics, musical works, dramas and mebrettos were written,
films were made, and works of fine art were created.
Firdavsi fulfilled the task set before him with the
talent of great artists and created a truly masterpiece.
The great German poet Goethe says, “When Firdavsi
wrote the legendary and historical past of Iran, the next
generation was left with nothing but general words and
some interpretations”.
The leading idea of “Shakhnama” is to glorify the
Motherland, to show the power of the people, to glorify
the people's heroes.
That is why this wonderful work was rejected by
the then sultan Mahmud Gaznavi and the author was
persecuted.
“Shakhnama” is a promising work. One who reads
it awakens the feeling that humanity will not stay long
in the clutches of evil, darkness, and gloom, and that
the human mind will prevail.
In this great work, the poet puts forward many
philosophical ideas and problems. Creates the character
of his contemporaries, draws lines, depicts battle
scenes. Describes the fate of kings, athletes, command-
ers and soldiers, the historical destiny of a nation.
River, sea “Shakhnama” is rich in jewels. That's
why every diver can find pearls to suit his taste. Distin-
guished readers, in order to convey this sea taste and
flavor, a bowl of water-“Shakhnama” was presented to
him.
According to the authors, “Shakhnama” is one of
the works of moral, educational and natural signifi-
cance. The person who reads it imagines himself in an-
other world. It is no exaggeration to say that “Shakh-
nama” has the right to bring up its students as honest,
morally perfect people, beautiful character, graceful na-
ture.
The epics from the “Shakhnama” are very impres-
sive. It also affects the human psyche. Today's young
people of our independent state must use such purpose-
ful works in educational institutions for their future.
They should also be encouraged to go around in the
Garden of Paradise.
We said that there are many epics in the play.
Among them: “Rustam and Sukhrob”, “The Story of
Siyavush”, and so on. Among the main ideas put for-
ward in the epic are the poems glorifying friendship,
humanity, hard work, patriotism, valor, love.
The protagonist of “Shakhnama” is a poet from
Seystan Rustami. Firdavsi portrays the hero, the savior
of his homeland, Rustam with great skill. Rustam is the
most famous Iranian hero, he is the mainstay of the Ira-

nian military, he is distinguished by his boundless de-
votion to his homeland Iran and the Iranian king, which
is his expression.
Rustam is an invincible and proud man, but his de-
votion to his king, his homeland and his people is
boundless. He is the leader of the people of his home-
land. Along the way, he never refuses to fight and to do
hard work. But he is also a master of trickery about it
below:
Рустам назар ташлаб, сўз очар базўр,
Мен сенга очай дил, шергир баходир,
Жавонмардлар аро бор қандайин сир ...
(Rustam glances and barely speaks
I will open my heart to you, dear braveheart
What a mystery there is between the Heroes)
These words were probably said to Sukhrob, that
is, to his son, whom he did not know yet, when he man-
aged to escape Rustam's death ...
In the play, Ferdavsi openly urges not to fight:
Хар кимнинг ўз номи, шон орзуси бор,
Жангдан сулх афзалрок келади минг бор ...
(Everyone has a name, a dream of glory,
Peace is better than war ...)
The poet urged not to hurt people, to always push
the joy of friendship, to dry the seeds of evil. Man is the
most precious gem, and whoever harms a person will
be doomed:
Бировга соғинса хар ким ёмонлик,
Нихоят ул ўзи топмас омонлик.
(Whoever wishes for someone is evil,
At last he is a survivor he cannot find.)
The humanist poet, who said that others should
save their lives as their own, urges not to harm even
ants:
Ким чумоли кўнглин этар ғаш,
Ичи қорандиру юрак-бағри тош.
(Who cares about ants,
The inside is dark and the heart is a stone.)
The poet urges to frame life, but in many places
emphasizes that blood should not be shed unless neces-
sary.
(You know, it's not good to bleed,
Do not bring harm to the innocent!
When a person starts a war for no reason,
Blood in the liver, saffron color.)
Билиб қўй, яхшимас қон тукиш асло,
Бегунохларга хеч келтирма бало!
Сабабсиз жангга бошлар экан қай инсон,
Бўлур жигари қон, ранги заъфарон.
He says wars are permissible only when there is
an attack on the homeland. He says that man is the cre-
ator of all things:
Goodness, light and clarity from man,
There is no prosperity in a world without people!
That is why Firdavsi, puts the mark of a demon,
giant on a person who has renounced human qualities:
Whoever deviates from humanity,
He is a giant, a demon, not a human being.
For such human feelings, ideas, thoughts and feel-
ings, his work has been loved and read for centuries,
translated from language to language.
The reader of the “Shakhnama” believes that the
coming of day after night will triumph over light over
darkness. It is clear that the “Shakhnama”, which has
not lost its status and charm for thousands of years, has
become one of the main requirements of today. The fu-
ture of the country and the youth should strive for Fir-
davsi. Then our life will be very beautiful.
References
1. Абулкосим Фирдавсий. Шоҳнома. Алишер
Навоий номидаги Ўзбекистон Миллий кутубхонаси
нашриёти, Тошкент:2012
2. O. Xasanova, J. Xasanboeva, X. Xamidov. His-
tory of pedagogy. Tashkent: 1997
3. www.ziyonet.uz

РАЗВИТИЕ ВЫЧИСЛИТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ, СРЕДСТВАМИ МАТЕМАТИЧЕСКИХ
ИГР, ДЕТЕЙ СТАРШЕГО ДОШКОЛЬНОГО ВОЗРАСТА
Викторова Ю.А.,
студент ИНПО, 5 курс, группа ДИ-16
ФГБОУ ВО «ХГУ им.Н. Ф Катанова»
Жуйкова Т.П.
Научный руководитель
канд. пед. наук, доцент ХГУ, г. Абакан
ФГБОУ ВО «ХГУ им.Н. Ф Катанова»
DEVELOPMENT OF COMPUTATIONAL ACTIVITY BY MEANS OF MATHEMATICAL GAMES
FOR OLDER PRESCHOOL CHILDREN
Viktorova Yu.,
INPO student, 5th year, group DI-16
Khsu named after N.F. Katanov
Zhuikova T.
Supervisor
candidate of pedagogical Sciences, associate Professor of khsu, Abakan
Khsu named after N.F. Katanov
Аннотация
В статье представлен анализ проблемы обучения детей математике. Одна из проблем математической
подготовки детей это проблема развития умения решать арифметические задачи, а также понимать ком-
поненты, входящие в структуру арифметической задачи, умения составлять простые арифметические за-
дачи. Овладение счетом у детей дошкольного возраста оказывает огромное влияние в умственном и ин-
теллектуальном развитии ребенка. Также в работе представлены точки зрения разных авторов. Проанали-
зированы условия развития вычислительной деятельности, средствами математических игр. Согласно
проделанной работы, математические игры эффективно влияют на обучение решению задач детей стар-
шего дошкольного возраста.
Abstract
The article presents an analysis of the problem of teaching children mathematics. One of the problems of
mathematical training of children is the problem of developing the ability to solve arithmetic problems, as well as
to understand the components included in the structure of an arithmetic problem, the ability to make simple arith-
metic problems.
Learning to count in preschool children has a huge impact on the child's mental and intellectual development.
The paper also presents the points of view of different authors. The conditions for the development of computa-
tional activity by means of mathematical games are analyzed. According to the work done, math games effectively
affect the learning of problem solving for older preschool children.
Ключевые слова: вычислительная деятельность, задачи, математические игры.
Keywords: computing activities, problems, and math games.
В настоящее время в связи с введением новых
стандартов начального общего образования суще-
ственно изменились требования к математической
подготовке детей к обучению в школе. Современ-
ные педагогические исследования (А.В. Белоши-
стая, Л.В. Воронина, В.А. Козлова, Л.Г. Петерсон и
др.) выявили очевидные недостатки традиционно
осуществляемой в детском саду работы по форми-
рованию математических представлений, обуслов-
ленные преимущественной ориентацией образова-
тельного процесса на освоение детьми предметных
знаний, умений и навыков, преобладанием репро-
дуктивных методов обучения и использованием
фронтальных занятий в качестве ведущей формы
его организации, что актуализирует пересмотр це-
левых и содержательных аспектов образователь-
ного процесса, поиск новых форм и способов взаи-
модействия педагога с детьми.
Одной из задач воспитания всесторонне и гар-
монично развитой личности является задача ум-
ственного воспитания детей дошкольного возраста.
Большое влияние на этот процесс оказывает разви-
тие у детей элементарных математически представ-
лений, включая развитие вычислительной деятель-
ности. Математика имеет уникальный развиваю-
щий эффект. Ее изучение развивает память, речь,
воображение, эмоции; формирует терпение,
настойчивость, творческий потенциал человека.
Развитию у ребенка математических представле-
ний способствует игровая деятельность, в частно-
сти дидактические игры
Игровая форма обучения привлекает ребёнка,
вызывает большой интерес к обучению, помогает
ребёнку приобрести прочные знания и оказывает
положительное влияние на усвоение материала.

Н.Я. Михайленко писала: «Для ребят дошколь-
ного возраста игры имеют исключительное значе-
ние: игра для них - труд, серьёзная форма воспита-
ния, способ познания, окружающего».
Овладение счетом у детей дошкольного воз-
раста оказывает огромное влияние в умственном и
интеллектуальном развитии ребенка. Одна из глав-
ных задач педагога – развитие у ребенка интереса к
математике в дошкольном возрасте
Вычислительное умение предполагает усвое-
ние вычислительного приема. Любой вычислитель-
ный прием можно представить в виде последова-
тельности операций, выполнение каждой из кото-
рых связано с определенным математическим
понятием или свойством.
Игра – потребность развивающейся детской
психики. В процессе игры развивается физическая
сила и психика ребенка. В игре у детей вырабаты-
ваются выдержка и умение взвешивать обстоятель-
ства, развиваются организационные навыки и т.д.
Для детей старшего дошкольного возраста
игра получает дополнительный смысл: игра – это и
учеба, и труд, и форма воспитания. Потребность в
игре, желание играть у старших дошкольников
необходимо грамотно использовать в целях реше-
ния образовательных задач, то есть от простой игры
переходить к игре дидактических. Игра, таким об-
разом, будет являться средством обучения и воспи-
тания; но при условии, если игра будет интегриро-
вана в педагогико-воспитательном процессе.
Проблема обучения детей математике интере-
совала ученых на протяжении многих веков. В
XVII-ХIХ вв. такие педагоги, как: Я.А. Коменский,
Джордж Локк, И.Г. Песталоцци, К.Д. Ушинский,
Л.Н. Толстой, М. Монтессори и другие пришли к
выводу о необходимости специальной подготовки
детей дошкольного возраста.
Огромный вклад в методику математики внес
И.Г. Песталоцци. «Он называл свою теорию обра-
зования «элементарной», так как считал, что разви-
тие ребёнка должно начинаться с наипростейших
элементов и двигаться уже к сложным.
Им была разработана система расположенных
в определенной последовательности упражнений,
с целью привести в движение присущее природ-
ным силам человека стремление к деятельности.
Вслед за Я. А. Коменским И. Г. Песталоцци прида-
вал значение наглядности в обучении как средству
развития у ребенка умения в процессе наблюдения
сравнивать предметы, выявляя их общие и отличи-
тельные признаки и соотношения между ними.
С целью облегчить ребенку наблюдения и упорядо-
чить их он выделил простейшие элементы, общие
для всех учебных предметов и потому являющиеся
исходными для любого предмета. Первоначальное
обучение счету И. Г Песталоцци предложил начи-
нать с единицы: на основе сочетания разъединения
единиц давать детям наглядные представления
о свойствах чисел.
Известный советский психолог Л. С. Выгот-
ский подчеркивал, что надо ориентироваться всегда
«на зону ближайшего развития». Он писал: «...мы
можем учесть не только законченный уже на сего-
дняшний день процесс развития, не только уже за-
вершенные его циклы, не только проделанные уже
процессы созревания, но и те процессы, которые
сейчас находятся в состоянии становления, кото-
рые только созревают, только развиваются». [2].
Н.М. Никитин (1952), Я.Ф. Чекмарев (1960),
А.М. Леушина (1974) считают, что арифметические
действия должны вводиться в связи с решением
арифметических задач, раскрывающим ребенку
смысл этих действий.
Сложение и вычитание чисел в ряде психоло-
гических и педагогических исследований тракту-
ются как более совершенная по сравнению с пере-
счетом предметов форма счета, осуществляемая
уже с числами. Отсюда естественное для предста-
вителей этой точки зрения описание уровней осво-
ения этих действий: а) пересчет предметов; б) при-
считывание по единице к заданному числу; в) опе-
рации сложения и вычитания чисел.
Важной задачей в старшей группе остается
установление связей между смежными числами,
понимание их отношений в пределах 10. Какое
число следует за каким, какое из смежных чисел
больше или меньше и как их сделать равными. Для
этого все изучаемые детьми числа сравниваются на
конкретном материале. Например, два мяча
меньше, чем три квадрата. Знания закрепляются на
разных группах предметах, чтобы дети убедились в
постоянстве отношений между числами. Детей
учат различать порядковый и количественный счет.
Считая предметы по порядку, необходимо усло-
виться с какой стороны надо считать. Так как
именно от этого зависит результат счета. Напри-
мер, если дети пересчитывают 10 игрушек слева
направо, то матрешка будет третья, а если считать
справа налево, то матрешка будет восьмая. Поряд-
ковый счет используется при определении того, ко-
торым, каким по счету стоит предмет. [1]
Такое представление подкрепляется наблюде-
нием: к сложению и вычитанию чисел дети перехо-
дят после того, как овладевают пересчетом и при-
считыванием. В методике А.С. Пчелко (1953) таб-
лицу сложения и вычитания рекомендуется
усваивать в процессе выполнения упражнений по
присчитыванию предметов. Ф.Н. Блехер (1959),
рассматривая вопрос об обучении дошкольников
счету, позиционирует присчитывание как «ведущее
звено в производстве арифметического действия
сложения». По воззрению В.П. Андронова (1979),
умственное действие сложения возникает из пред-
метного действия пересчитывания вследствие осо-
бого сокращения последнего.
В научных работах А.М. Леушиной и
Я.Ф. Чекмарева: «Арифметические действия рас-
сматриваются в качестве средства осуществления
такой деятельности как решение арифметической
задачи. В соответствии с таким пониманием
А.М. Леушина считает: самое главное при обуче-
нии детей выделить фиксируемый в знаковом вы-
ражении смысл арифметического действия. По-
этому дети, решая конкретные арифметические за-
дачи, должны научиться при помощи взрослого

правильно использовать нужные арифметические
знаки. Но, как выяснилось, подобное обучение не
обеспечивает овладения ребенком смыслом ариф-
метических действий. Оказалось, что дети ориенти-
руются при выборе знака на побочные признаки,
например, на особенности словесного оформления
задачи. Так, наличие слова «прилетели» дети ассо-
циируют со сложением, а слова «улетели» -с вычи-
танием». [3]
«Формирование вычислительной деятельно-
сти в детском саду обусловливает необходимость
применения новых форм развивающих занятий.
Воспитатели детского сада должны умело варьиро-
вать формы и методы обучения. Должен осуществ-
ляться поиск форм интеграции разных видов дея-
тельности, способов привнесения игры в процесс
обучения, поиск новых (нетрадиционных) форм ор-
ганизации детей» [4].
Кроме того, многообразие подходов к про-
блеме вычислительной деятельности у детей до-
школьного возраста определило одну из задач
нашего исследования. Исследуя психолого-педаго-
гическую литературу, мы попытались выявить осо-
бенности усвоения детьми старшего дошкольного
возраста сущности арифметических действий, т.к.
критерием освоения детьми арифметических дей-
ствий является их умение решать простые арифме-
тические задачи.
Важное условие, обеспечивающее положи-
тельный результат в работе творческое отношение
педагога к математическим играм: варьирование
игровых ситуаций и вопросов, индивидуализация
требований к воспитанникам, повторение игр в том
же виде или с усложнением. Необходимым счита-
ется развитие у дошкольников мыслительных спо-
собностей, умение решать различные задачи. Вос-
питателю должен знать не только, методы обучения
дошкольников, но и то, сам смысл (чему он их обу-
чает), то есть ему должна быть ясна математическая
сущность тех представлений, которые он форми-
рует у детей. Математические задания использу-
ются во всех сферах работы по формированию вы-
числительной деятельности: в утренней гимна-
стике; физкультурных занятиях; в повседневной
жизни; интенсивном отдыхе и непосредственно, в
самостоятельной поисковой деятельности. Игры
математического содержания (словесные и с внед-
рением пособий), при верной организации и руко-
водстве могут помочь развитию познавательных
способностей у детей, формированию внимания к
работе с числами, решению задач, совершенствова-
нию математических представлений.
Задача педагога — организовать деятельность
детей, ибо только в деятельности совершается раз-
витие ребенка. Когда перед ребенком ставится та
или иная задача, у него появляется потребность ее
решить. Но он может это сделать, лишь усвоив но-
вые способы действия, поведения, мышления. И
возникает противоречие между необходимостью и
возможностями, между известным и неизвестным.
Это противоречие и является движущей силой раз-
вития. Через деятельность, направляемую педаго-
гом, обучение влияет на развитие ребенка».
Одна из проблем математической подготовки
детей это проблема развития умениярешать ариф-
метические задачи, а также понимать компоненты,
входящие в структуру арифметической задачи,
умения составлять простые арифметические за-
дачи. Именно этому вопросу посвящена экспери-
ментальная работа.
Мы использовали с детьми игры на вычислитель-
ную деятельность. Констатирующий этап показал,
что развитие счетной деятельности у детей старшего
дошкольного возраста находится в основном на низ-
ком и среднем уровнях.
Для наиболееуспешного формирования вычисли-
тельной деятельности у детей, на формирующем этапе
мы составили план работы. Былиподобраныболее20ма-
тематических игр по формированию вычислительной дея-
тельности у детей старшего дошкольного возраста, которые
проводилисьпоэтапно.
Были подобраны игры по методике В.В. Зай-
цева.
1. Последовательность натуральных
чисел в пределах 10
Детей упражняли в счете предметов в пределах
10 со сменой направления счета. Дети считали по
порядку слева направо, справа налево в зависимо-
сти от условий, при этом убеждались, что количе-
ственный счет не зависит от направления, а поряд-
ковый – зависит.
Задание. Вставь пропущенные числа в ряду:
а) 1, 2, ..., 4, ..., 5, ..., 7, ...., 9, ...
б) 10, 9, ...,7, ...., ....., 4, ...., ...., 1.
2. Задачи на нахождение остатка раскрывают
конкретный смысл действия вычитания.
«В тарелке было 8 яблок. Три яблока взяли.
Сколько яблок осталось в тарелке?». Например:
Рисунок 1 – Пример решения задач на нахождение остатка с использованием предметного множества
3. Задачи на нахождение неизвестного сла-
гаемого. Решение задач данного вида основывается
на знании и умении применять следующее правило:
«Чтобы найти неизвестное слагаемое, нужно из
суммы вычесть известное слагаемое». Как оказа-
лось, дети не всегда осознанно используют это пра-
вило, и решение данного вида задач часто происхо-
дит формально. Поэтому, при решение этого вида
задач мы использовали следующие средства:
1. Построение моделей в виде отрезков. По-
строим модель к следующей задаче: «В гараже
было 5 грузовых и несколько легковых машин.
Всего в гараже было 8 машин. Сколько легковых
машин было в гараже? »

Рисунок 2 – Схема решения задачи на нахождение неизвестного слагаемого с использованием отрезков
4. Прибавление и вычитание чисел 2, 3 и 4 по частям.
5 + 2 = 7 – 2 = 6 + 3 = 8 – 3 = 5 + 4 = 9 – 4 =
5 + 1 + 1 7 – 1 – 1 6 + 2 + 1 8 – 2 – 1 5 + 2+ 2 9 – 2 – 2
В рамках этого этапа работы мы представили
игры, благодаря которым, дети подробно анализиро-
вали условия задачи, подходя к вопросу (цели) само-
стоятельно решили поставленную проблему.
Таким образом, сделаем следующие выводы:
вычислительная деятельность направлена на форми-
рование счета у детей старшего дошкольного воз-
раста и дает получить определенный объем знаний.
Список литературы
1. ЗайцевВ.В.Математикадлядетейдошкольного
возраста/В.В.Зайцев.–М.:Владос,1999.–62с.
2. Колесникова.Е.В Математика для детей 6-
7 лет. - М.: ТЦ Сфера, 2006
3. Леушина А.М. Формирование
элементарных математических представлений у детей
дошкольного возраста. - М., 1974
4. Михайлова З.А. Игровые занимательные
задачи для дошкольников. - М.: Просвещение,2009
PROFESSIONAL AND PERSONAL SELF-DEVELOPMENT OF STUDENTS IN THE CONDITIONS
OF INFORMATION TECHNOLOGIES OF MODERN SOCIETY
Dzhedzhula O.
Vinnytsia National Agrarian University,
Head of the Department of Mathematics, Physics and Computer Technologies, Professor
Abstract
The priorities of 21st century education are aimed at personal development. In such conditions, the problem
of using the problem of using information technology for professional and personal self-development of the student
is becoming increasingly important. The article considers the features of educational information university envi-
ronments, the creation of a web portfolio, the introduction into the educational process of modern forms of educa-
tion that comprehensively provide professional and personal self-development of students.
Keywords: professional and personal self-development, information technologies, information educational
environment.
Prospects for further successful development have
only countries in which intellectual professions have
become widespread, and investment in human develop-
ment is a priority. However, the employment problems
of university graduates, the imperfect system of univer-
sity funding and the lack of a reliable and consistent
system of higher education reform have a negative im-
pact on the quality of training. Modern education is de-
veloping in the conditions of rapid informatization,
globalization and integration of society, which radi-
cally change the labor market and the requirements for
higher education. Economic and social problems at the
global and national levels are exacerbated by a number
of factors that can be addressed at the university level
by updating the content of education, introducing inno-
vative forms and technologies of learning. The main
vector of educational reforms should be a change in the
priorities of higher education pedagogy, which should
be aimed at preparing a person for life, the development
of his personal qualities.
A characteristic feature of modern society is its
human-oriented orientation, according to which the
most important indicator of progress is the individual
development of the individual, his abilities, thinking,
satisfaction of cognitive needs and wants. Therefore,
future professionals should be created to constantly up-
date their knowledge, professional skills and abilities,
enrich the experience of cognitive and practical activi-
ties, supported by relevant value orientations.
To date, the format of the educational process does
not contribute to the comprehensive development of
personality. The traditional focus of didactic tasks on
the system of scientific knowledge, skills and abilities
is outdated. In today's changing world, the training of
future professionals for self-educational activities is be-
coming relevant. It is no coincidence that the paradigm
of competence has become the conceptual basis of
higher education in most countries of the world.
Studies of the problem of self-development attract
the attention of many modern scientists and are widely
studied in the works of L.S. Vyhotskoho, O.M. Leon-
tyeva, S.L.Rubinshteyna, A. Maslou, K. Rodzhersa,
V.I. Slobodchykova, H.A. Tsukerman, B.M. Master-
ova, P.F. Kaptyeryeva, L.M. Kulikovoyi, V.H. Maral-
ova, T.V. Tykhonovoyi, L.I. Zyazyun, H.K. Selevko,
V.I. Andryeyeva, L M. Mitinoyi, K. Albukhanovoyi
Slavskoyi, I. D. Bekha, S. B. Kuzikovoyi. However, the
potential of information technology for professional
and personal self-development of students while study-
ing at the university requires detailed research.

Professional and personal development is seen as
a dynamic integrative process aimed at positive
changes in the personal and professional characteristics
of the future specialist, providing a new level of needs,
readiness for professional activity and self-realization
of the student while studying at university.
The purpose of self-development of the future spe-
cialist is to master a qualitatively new level of profes-
sional competence, professional skill, which provides
the ability to improve life in the modern world. It is the
growth, formation, integration and realization of pro-
fessionally significant personal qualities and abilities,
professional knowledge and skills, but the main thing
is the active qualitative transformation of one's inner
world by a specialist.
Professional development involves growth, for-
mation of professionally significant personal qualities
and abilities, knowledge and skills, active and qualita-
tive transformation of the inner world of the individual,
leading to a fundamental restructuring and lifestyle, in-
cluding creative self-realization in the profession.
Modern humanistic priorities of higher pedagogi-
cal education require the development of the subjectiv-
ity of future teachers, their independence, creative ac-
tivity, strengthening responsibility for their own profes-
sional development [1].
The main thesis of most studies of Ukrainian sci-
entists is the idea of determining the development of
personality by activity, and therefore a person is studied
from the standpoint of its relevance to the profession
and successful activity in it. Personality development
occurs in the process of successful mastery of profes-
sional activities related to the subject. For a person, the
profession is a source of livelihood and a means of per-
sonal self-realization. Professionalization affects the
personality, can stimulate it or, conversely, destroy it,
thus acting as a factor in the self-development of the
individual. In professional activity it is almost impossi-
ble to separate the personal beginning from profes-
sional. In this regard, the content of professional activ-
ity coincides as much as possible with the awareness of
the main human need - to be human, the need for self-
realization, self-realization.
Analyzing current trends in the educational para-
digm, the results of research on the formation of pro-
fessional competence, we reveal the essence of mecha-
nisms that promote the holistic development of the in-
dividual, provide its purposeful self-improvement,
starting from the student years, based on the potential
of information technology.
Information and communication technologies
have significant potential for professional and personal
self-development, as they provide access to innovative
forms of education. Among the modern educational
brands are e-learning (E-learning), mobile learning (M-
learning), pervasive learning (U-learning), blended
learning (Blended learning). Non-formal education is
becoming more and more attractive for students [2, 3].
According to the results of the study "School's
Over: Learning Spaces in Europe in 2020: An Imagin-
ing Exercise on the Future of Learning", conducted by
the European Commission Joint Research Center to-
gether with the Institute for Prospective Technological
Studies identified 3 levels of educational trends [1]:
macro-trends ( due to the emergence of new skills and
competencies, demographic change and globalization),
meso-trends (development of non-formal education,
education reform, in particular through the introduction
of distance learning technologies, changes in corporate
learning based on the flow of formal to non-formal
learning); micro-trends (recognition of non-formal
learning and the tendency to provide different levels of
complexity of the learning context for different gener-
ations) recognition of non-formal learning and the ten-
dency to provide different levels of complexity of the
learning context for different generations [2].
Massive open online courses (MOOCs) create
new opportunities for professional personal self-devel-
opment. After all, during independent learning, system-
atic thinking develops; ability to work in new condi-
tions; self-control skills; discipline, critical thinking of
information; ability to work with modern media; ability
to work remotely.
Information technology allows each student to
create a personal educational environment conducive to
the development of personal qualities. At the same
time, students can choose technologies according to the
level of their own information awareness.
Morse N. and Spivak S. identify the best technol-
ogies on which to build a personal learning environ-
ment: Twitter (1st place), Google Docs (2nd place),
YouTube (3rd place), Google Search (4th place),
Evernote (virtual notebook) (6th place), Dropbox (file
store) (7th place), WordPress (blogs, website creation)
(8th place), Facebook (9th place), Google+ & Hangouts
(10th place), Moodle (11th place), LinkedIn (12 place),
Skype (13th place), Wikipedia (14th place), Prezi (15th
place), Google Schola (35th place), Coursera (38th
place), Skydrive (43rd place), etc. [4, p.277]. Accord-
ing to the results of the annual international survey of
participants in the educational process by determining
the rating "Top 100" of the best educational tools (con-
ducted by Jane Hart) Morse N. and Spivak S. proposed
the author's classification of the most popular technol-
ogies (Fig. 1) [4, p.279].

Classification of information technology by type of activity

Organization  Moodle, Edmodo, Coursera, Khan Academy

Search 
Google Search, Feedly, Google Scholar, Google Maps, Google
Translate

Publication  YouTube, Image publishing services: Instagram,Picasa, Flickr

Cooperation 
Evernote, OneNote, Google Docs, Wikipedia, Adobe Connect,
Blackboard Collaborate

Communication 
Social networks: Facebook, Google+ & Hangouts, Twitter,
LinkedIn, Yammer, Email, Skype

Cloud storage services  Skydrive, Google Drive, Dropbox
Fig.1. Classification of information technologies by types of activity (according to Morse N. and Spivak S.)
A survey of students at Vinnytsia National Agrar-
ian University confirms that each of them uses at least
8 of the above technologies. In terms of distance learn-
ing, the use of the Zoom cloud platform is growing rap-
idly, characterized by simplicity, the ability to organize
video conferencing from anywhere. Scaling confer-
ences for mobile phones have the same functions as a
personal computer. Modern communication platforms
contribute to the development of planning skills, the
culture of remote communication and increase the
overall level of information competence.
A survey of students shows that they are almost
unfamiliar with the methods of professional and per-
sonal self-development. Only 4% of students purpose-
fully use the techniques of professional and personal
self-development; 65% of students accidentally came
across information about such methods; 21% of stu-
dents were not interested in this problem. Therefore, it
is important for group mentors to conduct trainings,
seminars to develop relevant knowledge and skills. One
of the methods we offer for students of Vinnytsia Na-
tional Agrarian University is to create a web portfolio.
Web portfolio is an innovative technology, which
is characterized by: hypertext construction of a web re-
source, which allows you to implement the relationship
between the components of the portfolio model most
clearly in the form of cross-references; structure, open-
ness, platform independence, portability and flexibility
of web resources, which allow to modify web re-
sources, search and compare analysis and build various
visualizations of content (summary tables, diagrams,
etc.); communicative orientation of web resources [5].
We offer students to include the following sections
in the electronic portfolio of professional and personal
self-development (Table 1).
The proposed structure is indicative, because the
portfolio of professional and personal self-development
on the one hand is a way to assess the professional
growth of the student, and on the other technology that
provides a harmonious combination of personal self-
development and self-realization in the process of pro-
fessionalism.
Table 1
CONTENTS OF THE ELECTRONIC PORTFOLIO
Component Characteristic
Data about the
teacher
CV, goals of portfolio work, life philosophy, future professional credo, list of
competencies - formed and those that need to be worked on
Achievement
diplomas, certificates, thanks, awards - the actual confirmation of the results of
educational activities
Scientific
publications
outline the range of scientific interests, include electronic versions of scientific
papers, create a list of published works
Strategy of
professional and
personal self-
development
I-concept of the future specialist, comparison of the I-real and I-ideal, creating a
portrait of the ideal specialist, identifying strengths and weaknesses of self and
positive and negative aspects of professional activity, goal setting, development of
specific tasks, planning self-development activities, self-control results and
correction, characteristics of forms of introspection and reflection
Useful tools
list of online services, educational platforms, mass open online courses, interesting
blogs, links to relevant information that will be useful in the process of professional
and personal self-development
Educational
materials
electronic textbooks, video and audio materials, collections of tasks, study cards - all
that will ensure effective mastery of the subjects studied by the student

Changes in the needs of the modern educational
process, aimed at the comprehensive development of
personality, necessitate the design of fundamentally
new in their functionality university information and
learning environments [6, 7].
The idea of the educational environment of Vin-
nytsia National Agrarian University (VNAU) is based
on the use of a program of end-to-end computer train-
ing of students, provides the opportunity to create indi-
vidual learning trajectories and promotes professional
and personal development of students. The manage-
ment system of Socrates University has a unique struc-
ture that effectively teaches and communicates the stu-
dent through a personal account. The student's personal
office contains: the student's study card (which contains
all the educational information from each discipline);
electronic tests; own WEB-accounting program; library
resources; WEB-chat, microblogs, student forums and
more.
Professional and personal self-development of
students requires a comprehensive approach. Infor-
mation technologies have significant potential for pro-
fessional and personal self-development. We consider
the most effective university information and educa-
tional environments, development of electronic portfo-
lios, introduction of modern educational brands into the
educational process (e-learning), mobile learning (M-
learning), pervasive learning (U-learning), blended
learning Blended learning).
References
1. Fritsyuk VA Professional self-development of
the future teacher: monograph / V. A. Fritsyuk. - Vin-
nytsia: Nilan Ltd., 2016. - 364 p.
2. Duhnich Y. European Studies 2020 Smart edu-
cation [Electronic resource]. 2014. URL:
http://www.smart-edu.com/learning-in-europe-
2020.html.
3. Theory and practice of blended learning: a mon-
ograph / V.M. Kukharenko S.M. Berezenska, K.L.
Buhaychuk, N. Oliynyk, T.O. Oliynyk, O.V. Rybalko,
N.H. Syrotenko, A.L. Stolyarevsʹka; for order. V.M.
Kukharenko - Kharkiv: "Miskdruk", NTU "KPI", 2016.
- 284 p.
4. Morse N., Spivak S. Formation of a modern
cloud-based personalized educational environment tak-
ing into account the ICT competence of the participants
of the educational process // Open educational e-envi-
ronment of a modern university, № 3 (2017). - P.274-
282.
5. Its SV Technology of using web-portfolio in the
training of future foreign language teachers. Access
mode: http://eprints.zu.edu.ua/11268/1/Its.pdf.
6. Bratko M.V. Educational environment of higher
education institution: functional aspect / M.V. Bratko //
Pedagogical process: theory and practice. - 2015.Vip.
1–2.– P. 11–18. - Access mode: http://nbuv.gov.ua/
UJRN / pptp_2015_1-2_4.
7. Bykov V. Educational environment of modern
pedagogical systems [Electronic resource] / V. Bykov
// Electronic collection of scientific works of the Zapo-
rozhye regional institute of postgraduate pedagogical
education. - 2010. - №1. - Access mode: http://vir-
tkafedra.ucoz.ua/el_gurnal//pages/ vyp1 /Bykov.pdf.
TRAINING OF THE FUTURE TOURISM SPECIALISTS FOR ANIMATION ACTIVITIES IN THE
RECREATIONAL AND HEALTH SPHERE IN THE CONTEXT OF MODERN PARADIGM OF
HIGHER EDUCATION
Zakharina А.
lecturer of the Tourism, Hotel and Catering Business Department,
Classic Private University (Zaporizhzhia),
Abstract
The article states that the level of training of future tourism specialists for animation activities in the recrea-
tional and health sphere does not meet contemporary requirements. It was emphasized that higher school needs to
change curricula, reduce the volume of humanitarian education, and enhance study of professional and practical
disciplines.
Keywords: training, future tourism specialists, specialists of hotel and tourism enterprises, animation activi-
ties.
Problem setting. The world space internationali-
zation, political and legal, social and economic, as well
as cultural rapprochement of countries have become the
leading tendencies of modern social development. One
of the means of integration is the tourism industry,
which, in addition to the performing of traditional func-
tions of leisure and recreation, appears to be an equal
participant in economic processes. The tourism indus-
try has a great influence on the nation economy: it
serves as a source of foreign currency inflow; ensures
the growth of population employment; contributes to
the diversification of the economy by creating indus-
tries serving accommodation means, food companies,
transport, medical services, educational institutions,
etc.
Thus, one of the most important tasks of Ukrainian
system of professional education is the training of tour-
ism specialists at the level of world standards, which
involves solving a number of complex problems related
to improving the quality of education, involving repre-
sentatives of tourism, hotel and catering business in the
management of the training process for tourism special-
ists, improvement of monitoring of staffing needs of the

VOL 4, No 55 (55) (2020)

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