Жарияланымдар / Публикации

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2020 - 20262

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Дата начала: 2020Тема: search.filters.subject.cognitive interest

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    Тип записи:Публикация,
    Self-Reflection as a Tool for the Formation of Information Culture Foundations of Preschool Children
    (2020-05-15)
    Gulbanu Abitova
    ;
    М. К. Бапаева
    ;
    Л. К. Ермекбаева
    ;
    Z.D. Utepbergenova
    Objective: The study aims to clarify the essential and urgent socio-pedagogical problem of preparing the young generation for life in the actively developing information society. Background: At preschool age, the elements of information reflection are expressed in the ability to flexibly respond to information changes and the ability to reason and comprehend the conditions and results of cognitive activity. The most important requirement in the formation of self-reflection of a preschooler is a critical attitude to information which begins with obtaining the information and ends with the adoption of a conscious decision, the formation of one's own attitude. Method: The primary method of research in the article is the study of literature on the research problem, and a method of analysis, which allowed to assert that self-reflection is an important element of information culture of a preschooler. Results: The authors singled out and described, pedagogical conditions of formation of foundations of information culture of children of senior preschool age directed at the creation of the developing information and cultural environment as communicative and creative space in preschool educational establishment; substantiation of cognitive interest as a fundamental component of stimulating creative and search initiatives of a child; orientation to the personally significant attitude of a preschooler to the process of formation of the information culture foundations. Conclusion: The research conducted by the authors allowed to assert that self-reflection is an essential element of the information culture of a preschooler.
    Цитирования (OpenAlex) 6Цитирования (OpenCitations) 3
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    FORMATION OF LEVEL-BASED COMMUNICATIVE COMPETENCE IN STUDENTS USING A PROBLEM-CREATIVE APPROACH
    (2026-04-01)
    A. Yerkebekova
    ;
    ZH. Zhardamaliyeva
    ;
    K.K. DEMEUBEKOVA
    The cultivation of level-specific communicative competence in students during Russian language classes through the adoption of a problem-solving and creative approach remains a vital focus in modern education. This strategy encourages enhancing critical thinking, creativity, and problem-solving abilities –indispensable skills in today’s rapidly evolving environment. One of the primary challenges faced by contemporary education is the need to boost students’ learning motivation, a critical element in shaping future professionals. Developing effective learning processes is closely tied to fostering level-specific communicative competence. This article explores the challenges associated with building level-specific communicative competence in students by incorporating a problem-solving and creative methodology into Russian language instruction. The research methods applied in this studyinvolve an in-depth analysis of current pedagogical and psychological literature. The investigation employed a case-study approach that integrated problem-solving tasks into the curriculum. Lessons were designed with innovative techniques, such as multimodal and interactive learning strategies, emphasizing developing communication skills relevant to professional contexts. The study’s findings highlight that students’ cognitive interest in the subject and improving interpersonal relationships are among the most significant motivators. Integrating theoretical knowledge with practical applications under the problem-solving and creative approach stimulated cognitive and social engagement. This integration resulted in better comprehension of educational material, heightened interest in Russian, and improved subject mastery. Addressing students’ personal needs emerged as a pivotal factor in sustaining motivation. Implementing advanced methods, including multimodal strategies and intensive training programs, enhanced students’ self-confidence, active participation, and learning readiness. In summary, utilizing a problem-solving and creative approach in Russian language classes fosters the growth of level-specific communicative competence, enhancing students’ learning motivation and academic preparation. Incorporating innovative technologies creates a more student-focused educational environment, improving the learning process's quality and humanization.