Жарияланымдар / Публикации

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    Тип записи:Публикация,
    Geographical education: problems of construction textbook of geography for middle school
    (Al-Farabi Kazakh National University, 2018-01-01)
    Kulash Nurbergenovna Mamirova
    ;
    Tattigul Shakenova
    ;
    Л. Ш. Киясова
    ;
    M. Tokhsabaeva
    ;
    М. Талипбай
    Currently, the main factors determining the development of geographic education are humanization, ecologization, politicization, globalization and informatization of the content of education. Among theareas of geographical science, research on the problems of nature management and geoecology, the sustainable development of society and nature, problems of socio-demographic and political-geographicalcharacter are topical. In this connection, the purpose of the geography textbook in the educational process is that it should be a “strategic model” of the learning process, as it reflects the aims of education,the content of education, teaching methods and organizational forms. Simultaneously, the textbook is a “tactical model” of the learning process, as it reveals the sequence of presentation of the teaching material and sets the scenario for the learning process. The aim of the study is to substantiate the content of the geography textbook for secondary schools as an integrated information and activity model of the educational process that reflects the goals, principles, content and technology of the learning process. A textbook is a model in the sense that it not only reflects the structure and content of a certain didactic-methodical system, but also projects its implementation. The scientific and practical significance of the research is that the didactic principles of the construction of a school textbook are proposed, the informational core of which is its multifunctionality; a structural-content model of the school textbook was defined; developed science-based requirements for building a school textbook of geography and practical recommendations for future authors of textbooks. The methodological basis of the research was the current provisions on the personality-activity approach in teaching, the theory of the textbook and the theory of a holistic pedagogical process, the concepts and standards of school geographic education. In this connection, the structure and content of the geography textbook, oriented to the student’spersonal development activity, should assume the appropriate types of educational activity. In the textbook, the goals and objectives of education, the ways to organize the learning situations, the necessaryinformation for the formation of knowledge and competencies, the ways of solving problems, the types of generalization and systematization, consolidation and control, the organization of independent works,the reflection of educational activity and the expected results are proposed. The activity function of the textbook implements the creative educational activity of students and their evaluation position in relation to the material being studied. This approach guarantees the learner increased motivation and effectiveness of training.
    Цитирования (OpenAlex) 1Цитирования (OpenCitations) 1
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    Тип записи:Публикация,
    Географическое образование: проблемы конструирования учебника географии для средней школы
    (Al-Farabi Kazakh National University, 2018-08-23)
    Kulash Nurbergenovna Mamirova
    ;
    Т. К. Шакенова
    ;
    Л. Ш. Киясова
    ;
    М. Е. Тоқсабаева
    ;
    М. Талипбай
    Currently, the main factors determining the development of geographic education are humanization, ecologization, politicization, globalization and informatization of the content of education. Among theareas of geographical science, research on the problems of nature management and geoecology, the sustainable development of society and nature, problems of socio-demographic and political-geographicalcharacter are topical. In this connection, the purpose of the geography textbook in the educational process is that it should be a “strategic model” of the learning process, as it reflects the aims of education,the content of education, teaching methods and organizational forms. Simultaneously, the textbook is a “tactical model” of the learning process, as it reveals the sequence of presentation of the teaching material and sets the scenario for the learning process. The aim of the study is to substantiate the content of the geography textbook for secondary schools as an integrated information and activity model of the educational process that reflects the goals, principles, content and technology of the learning process. A textbook is a model in the sense that it not only reflects the structure and content of a certain didactic-methodical system, but also projects its implementation. The scientific and practical significance of the research is that the didactic principles of the construction of a school textbook are proposed, the informational core of which is its multifunctionality; a structural-content model of the school textbook was defined; developed science-based requirements for building a school textbook of geography and practical recommendations for future authors of textbooks. The methodological basis of the research was the current provisions on the personality-activity approach in teaching, the theory of the textbook and the theory of a holistic pedagogical process, the concepts and standards of school geographic education. In this connection, the structure and content of the geography textbook, oriented to the student’spersonal development activity, should assume the appropriate types of educational activity. In the textbook, the goals and objectives of education, the ways to organize the learning situations, the necessaryinformation for the formation of knowledge and competencies, the ways of solving problems, the types of generalization and systematization, consolidation and control, the organization of independent works,the reflection of educational activity and the expected results are proposed. The activity function of the textbook implements the creative educational activity of students and their evaluation position in relation to the material being studied. This approach guarantees the learner increased motivation and effectiveness of training.
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    Тип записи:Публикация,
    ОТКРЫТОСТЬ В СИСТЕМЕ ОБРАЗОВАНИЯ КАК ПРЕДПОСЫЛКА ПОСТРОЕНИЯ ДЕМОКРАТИЧЕСКОГО ОБЩЕСТВА
    (2021-04-13)
    К. С. Кудайбергенева
    Openness in the education system as a prerequisite for building a democratic societyThe concept of is viewed in a metacognitive context based on an analysis of philosophical and psychological works, and its semantic nature is summarized through empirical reasoning. Openness based on the study of regulatory documents, including state mandatory and anti-corruption standards, is generalized as a necessary condition for building a democratic society. The directions and principles of the methodological and theoretical basis for studying the concept of openness reflect the possibilities of studying this concept as a property, quality of the subject, and the activity of interaction with society. Attention is drawn to the fact that the principle of in the education system is used as a means of changing the external form, as a spontaneous factor of organization and verification without methodological justification. Without the activity of the internal motive, the external position is not enough to change consciousness, because the principle of is focused on the of consciousness.
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    Тип записи:Публикация,
    ДИДАКТИЧЕСКИЕ ПРИНЦИПЫ ПРИМЕНЕНИЯ ИНФОРМАЦИОННЫХ ТЕХНОЛОГИЙ ОБУЧЕНИЯ В ШКОЛЕ
    (2021-04-20)
    Bakhytkul Kaskatayeva
    ;
    Асима Аубакир
    The solution to the problem of the effective use of modern information technologies in the educational process of a comprehensive school leads to the need to select didactic principles and their justification. The purpose of the study is to identify and justify the didactic principles of the use of information technology in education. As a result of research and theoretical analysis of the literature on the research problem, analysis of the best pedagogical practices, the content of didactic principles was revised and supplemented, which can be constructively used in any case, without replacing them with new ones. Thus, in this paper, the basic didactic principles for the use of information technology in education are identified. And also the essence of the content of the principles related to the didactic system and implemented in the educational process is disclosed.
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    СТУДЕНТТЕРДІҢ ТІЛДІК-ЛИНГВИСТИКАЛЫҚ ҚҰЗЫРЕТТТІЛІГІН ҚАЛЫПТАСТЫРУДЫҢ ДИДАКТИКАЛЫҚ ҚАҒИДАТТАРЫ
    (2023-10-30)
    G.T. Sheriyeva
    ;
    Zhazira Isayeva
    ;
    Жаркынбике Сулейменова
    Бәсекеге қабілетті білім кеңістігін құруға бағытталған Қазақстан Республикасының «Білім туралы» Заңында (Қазақстан Республикасының Білім туралы Заңы,2017): «Білім беру жүйесінің басты міндеті – ұлттық жəне жалпы адамзаттық құндылықтар, ғылым мен практика жетістіктері негізінде жеке адамды қалыптастыруға, дамытуға жəне кəсіптік шыңдауға бағытталған сапалы білім үшін қажетті жағдайлар жасау; жеке адамның шығармашылық, рухани жəне күш-қуат мүмкіндіктерін дамыту, адамгершілік пен салауатты өмір салтының берік негіздерін қалыптастыру, даралықты дамыту үшін жағдай жасау арқылы ой-өрісін байыту», - делінген болатын. Тізілген міндеттерді жүзеге асыру оқытудың жаңа технологияларын енгізу мен оқыту жүйесін дамытуды көздейді. Әсіресе, мемлекеттік тілді оқыту кезінде сапалы білім алған, құзыреті мен танымдылығы жоғары, бəсекелестіктің тегеурініне төтеп бере алатын мамандар ғана кемел болашаққа жол ашады. Осыған сәйкес зерттеу мақаламыз студенттердің кәсіби қабілеттеріне тірек болатын құзіреттіліктерді қалыптастыру арқылы тілдік білімін тереңдету мен жетілдіру мәселелерін қарастырады. Сонымен қатар, отандық тіл мамандары мен ғалымдардың қазақ тілін оқыту әдістемелеріне қатысты жазылған бағалы еңбектері басшылыққа алынып, мемлекеттік тілді оқыту барысында студенттерде қалыптасатын құзыреттіліктердің алты түрі анықталады. Аталған құзыретттіліктердің әрқайсысына жеке дара талдау жасалып, олардың ғылыми және кәсіби бағыттағы атқарушылық мәні мен мазмұны ашылады.
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    Тип записи:Публикация,
    DIDACTIC BASIS FOR TEACHING FOREIGN STUDENTS THE KAZAKH LANGUAGE
    (Ahmet Yesevi University, 2025-12-15)
    G.T. Sheriyeva
    ;
    A. Yermekbayeva
    ;
    Z. A. Suleimenova
    This article discusses the didactic foundations of teaching the Kazakh language to foreign students. The study analyzes the principles of teaching, effective methods and techniques, ways of organizing educational materials. The authors emphasize the importance of the principles of scientific validity, visibility, privatization, consistency and motivation. In addition, the effectiveness of communicative, interactive and intercultural methods is differentiated, and the need for the use of modern technologies is proved. The results of the study are aimed at improving the quality of teaching the Kazakh language to a foreign audience. The competitiveness of a nation, measured by the level of qualification, every day there is an increasing need to raise the education system to the international level. In our research article, from a scientific point of view, learning technologies and its didactic foundations, which are prerequisites for students to master the Kazakh language, are considered. Features of the student learning the language as a person requires the coincidence of didactic fundamentals in the process of learning the language. The function of didactics in teaching the language is determined, its theoretical and methodological nature is comprehensively disclosed. Didactic science justifies a different level of problematic situation. In order to broadly study the topic, the works of well-known linguists relied on the scientific basis for the consistent organization of the didactic principles of the content of student learning. The systems of methods that have a positive impact on the organization of quality language learning with the help of new technologies are analyzed.