Тірек сөздер: тіл, оқыту, мәтін, талап ету, тілдік ой
Summary
Formation of linguistic skills has specific place at secondary schools. Linguistic skills were used as work form on words,
sentences isolated from each other in traditional lesson model. Modern methodical approach requires that these skills could be
implemented in the form of text patterns. However, if this work is being carried out on samples of the text selected on the
basis of appropriate methodological requirements there will be more efficient results.
Keywords: linguistic skill, secondary school, text, methodological requirement
Вестник КазНПУ им. Абая, серия «Педагогические науки», №4(48), 2015 г.
288
UDC 371.485:372.32:373.2:39
MULTICULTURAL EDUCATION OF CHILDREN OF PRESCHOOL AGE
T.B. Baynazarova – candidate of pedagogical sciences, Kazakh State Women’s Teacher Training University,
S.K. Dyussembayeva – master-student, Kazakh State Women’s Teacher Training University
The article examines the historical source of multicultural education and discusses the importance of multicultural
upbringing of the children of preschool age. The research investigates the purpose of multicultural education and contains
observations of psychologists and pedagogues about multicultural personality of preschoolers. The article discusses the
history of the problem of multicultural education. Multicultural education is relevant today due to globalization. The article
reveals concepts such as multiculturalism, multicultural education, multicultural upbringing and multicultural personality of a
preschooler. The article analyzes the psychological and pedagogical foundations of multiculturalism. The article deals with
the goals and objectives of multicultural education of children of preschool age. The article makes reference to the question
researchers are risen multicultural education. Learning a foreign language considered to be a tool of multicultural education.
Keywords: multicultural education, multicultural personality, culture, multicultural personality of a preschooler
According to the President NursultanNazarbayev "Kazakhstan is unique by its strong multiethnicity.
According to the land it formed a unique multicultural space, which are the two leading flow. One reflects the
revival of the Kazakh culture and its constituent elements, language. There is an objective process of restoration of
the lost. Another thread – Russian language culture, based on a native tradition of the Russian people and all that
they have absorbed during centuries of development. Recognition of self-existing cultural flows are in their
complementarity and mutual enrichment that does not mean assimilation. Multiculturalism Kazakhstan - is a
progressive factor in the development of society. Eurasian roots of the peoples of Kazakhstan allow to connect the
Eastern, Asian, Western, European flows and create a unique multicultural Kazakhstan scenario "[1].
Ideas of multicultural education originated in America in the mid-1960s and were called "multi-ethnic
education." However, a decade later, some researchers began to use in their work the term "multicultural
education", which has become firmly established in the scientific revolution.
The first definition of the term "multicultural education" was given in the "International Dictionary of
Pedagogy" in 1977 as "education, including the organization and content of the educational process, which
represents two or more cultures characterized by linguistic, ethnic, national or racial patterns" [3].
The problems of multicultural education has been accessed by A.Toynbee, E.Meyer, N. Danilevsky.
Y.Yakovets. This issue was considered in the foreign concepts of multicultural education (D. Banks, et al.),
intercultural education (A.P.Batelaan, G. Auernhaymer V. Nike, etc.), and global education (R. Henvi).
Today, multiculturalism and multicultural education is determined by the state of the national education policy
and language. Its principles are reflected in the Constitution of the Republic of Kazakhstan, the Law "On
languages in the Republic of Kazakhstan" and "On Education", the "State program of functioning and
development of languages for 2005 -2010 years."
Section №6 «Law on Languages" states: "Every citizen of the Republic of Kazakhstan has the right to freely
choose the language of education and training."
№8 article of the Law "On Education" emphasized the importance of "civic education and patriotism, love for
their homeland - the Republic of Kazakhstan, respect for state symbols, veneration of folk traditions ...;
introduction to the achievements of world and domestic culture, the study of the history of customs and traditions
of Kazakh and other peoples of the republic ". [2]
The issue is vital according to the message of the president in the strategy «Kazakhstan-2050» what says that it
is important to create trilingual citizens by 2025, and in integration through education andthere was emphasized
the importance of English language. That is why the advantages were given to the creation of trilingual citizens.
Therefore, the multicultural upbringing of the preschool children at the process of trilingual education and
teaching English gains its momentum nowadays in Kazakhstan.
Based on cultural-historical theory of behavior and mentality L.S. Vygotsky can draw important conclusions
for the study of multicultural education, according to which the sources and determinants of mental development
lie in historically evolving culture. According to scientist, every function in the child's cultural development
appears in two ways, first in the social, and then in the psychological. First between people as inter-psychic
category, and then within the child as an intra-psychic category. Transition from the outside into the development
process of the psyche changes its structure and function. Behind all higher functions and their relationships, there
are real people's attitudes of society [4; 5].
Абай атындағы ҚазҰПУ-нің Хабаршысы, «Педагогика ғылымдары» сериясы, №4(48), 2015 г.
289
As the issue of multicultural education for the first time declared itself after the World WarII when the newly
created UNESCO and the United Nations announced a new cultural and educational policy based on the idea of
human dignity based on universal human values, most clearly reflected in the Declaration of Human Rights. In the
60s of the last century, representatives of this trend believed that only needed to establish a system of education
and training to improve the conditions of life of the community, to achieve the overthrow of totalitarianism - and
then comes the triumph of universal human values. In the 70s and 80s of the XX century the emphasis of cultural
policy shifted from the general to the particular, and the main task of the theory of cultural pluralism is becoming
the maintenance of cultural diversity and the promotion of cultural minorities. Now to talk about the deployment
of cultural multiplicity of symbolic worlds, multiple images of the world and self-image, cultural differences. In
connection with this, the modern version of multiculturalism refuses to recognize the validity of any single
cultural model, value system [6].
The study of the theory and practice of multicultural, civic, patriotic, national and ethnic education of children
showed that this issue was relevant throughout the history of pedagogy. However, it was solved in different ways,
depending on the socio-political demands of society. The meaning of "patriotic", "national", "nationalist"
conceptsdepends on the determined attitude to the masses of the people of the state, to the people of other
nationalities and races recognized a need for a friendly, tolerant coexistence or incitement to hatred and physical
destruction of dissenter people of other faiths and peoples of skin color. In the modern understanding of an
international (inter-ethnic) education, itis treated as an extension of national awareness to their community with
many nations. National education is seen as a necessary element of international, as a problem factor of
authentication.
A.N. Dzhurinskiy regards multicultural education as an alternative to international socialist education, the
formation of personality out of national culture under the condition of ideological unity and social integration. At
the same gender and cultural education focuses on the relationship between culture, one of which is dominant [7].
M.A. Bogomolova comes from the fact that the multicultural education in its essence is close to inter-ethnic
education and involves interpersonal interaction, is opposed to nationalism and racism. It is aimed at the
development of cultural and educational values, on the interaction of different cultures in a pluralistic situation of
cultural adaptation to different cultural values [8].
V.V.Makaev, Z.L.Malkova, L.L.Suprunova identify multicultural education to the formation of human
personality, capable of active and effective life in the multiethnic and multicultural environment, which has
developed a sense of understanding and respect for other cultures and the ability to live in peace and harmony
with people of different nationalities, races, religions [9].
Ethnolinguistic approach limits the multicultural education’s scope by familiarizing the younger generation to
the universal values forming in children and adolescents abilities to interact with representatives of neighboring
cultures and in world space [10].
Several authors (N.D. Galskova, L.L.Paramonova., V. Safonova, E. Sokolova) associated willingness to accept
another culture, another way of life and manifestations of tolerance, mutual tolerance because only people of
different nationalities can confront hatred [11, 12, 13, 14].
All existing definition of multicultural education claim to be complete disclosure of its essence. We understand
multicultural education as a purposeful process of mastering humanistic culture of educational values, providing
for the development of skills of interpersonal interaction in a situation of cultural pluralistic environment, adapting
to other cultural values.
Different sciences as philosophy, psychology, science, culture are studying the problem of personality, each in
accordance with its objectives give its own interpretation of this concept. We can say that "personality" - the
general scientific notion. In our opinion, the treatment of the individual that most closely corresponds to the topic
of our study is of G.K. Selevko: "Personality is a mental, spiritual essence of man, serving in a variety of
generalized quality system: a set of socially significant properties of the person; the system of relationship to the
world and with the world, to self and with self, and to exercise social roles, a set of behavioral acts, understanding
the world and ourselves in it, and the system requirements, a set of skills, creative abilities, etc.”[15, 6-7].
Taking into account the social experience, interests and physiological features of early childhood
development "multicultural personality of a preschooler" can be called a child of preschool age who has a
basic understanding of the native land, its nature, the material and spiritual culture, art, literature and traditions of
their people and the people nearest and other national environment; know the standards of behavior at home and
in society, able to comply with them; able to reproduce the knowledge and perform in the real life activity. In
other words, the purpose of multicultural education in pre-school pedagogy can be considered the formation of
just such a multicultural identity.
Вестник КазНПУ им. Абая, серия «Педагогические науки», №4(48), 2015 г.
290
From this purpose derive specific objectives of multicultural education of preschool children: the formation of
children ideas about multiculturalism in the world and Kazakhstan, bring about positive attitudes to cultural
differences; the development of skills of productive interaction with different cultures; raising children in the spirit
of peace, tolerance, human interethnic dialogue.
Education for tolerance should begin with the first years of life, and the leading role should belong to the
teachers. That they need to implement programs related to the education of children of preschool age in the spirit
of tolerance in the process of familiarizing them with the culture of the peoples living in their native land and
peoples remote environment means of folklore, folk and decorative art, literature. In the process of acculturation
of various nations in children, form a view of themselves and others as a person, and the originality of the national
underlines the importance of universal.
In order to implement these tasks, the content of multicultural education must meet the following requirements
[7]:
These tasks are important to construct the curricula in the preschool organization to give children multicultural
education.
Based on collected scientific descriptions of multicultural education we made a following concept model of
multicultural education of children of preschool age.
The purpose - multicultural education of children of preschool age
Regularities
The efficiency of multicultural education is high if there are
following conditions
When
there
are
better
conditions for learning other
cultures
to
educate
tolerant
relations
between
people
belonging to different ethnic
groups, religions, races, ethnic
and cultural factors taken into
account
in
education
V.V.
Makaev, Z.L. Malkova, L.L.
Suprunova.
The more fully taken into
account the possibility of the
development of cultural and
educational
values
of
the
interaction of different cultures in
a pluralistic situation of cultural
adaptation to other cultural values
M.A. Bogomolova
When
the
principle
of
tolerance
in
the
cultural
educational
practices
are
effectively implemented D.B.
Sazhin
Reflections of humanistic ideas
in the material
Characteristic of distinctive
unique features in the culture
of the peoples of Kazakhstan
and other countries
Disclosure of the culture of
peoples of Kazakhstan,
common elements in traditions
that allow to live in peace and
harmony
Initiation of children to the
native culture
Initiation of children to the
culture of the world
Абай атындағы ҚазҰПУ-нің Хабаршысы, «Педагогика ғылымдары» сериясы, №4(48), 2015 г.
291
In the conclusion,it is appropriate to state the use of multicultural education from early childhood.
Multicultural education is a background of further mental and spiritual development.
Multicultural education of preschoolers complies with the need of society and the strategy of our country and
helps to raise a future spiritual developed nation. It has a great perspective in further scientific investigations.
1 N.A.Nazarbayev The strategy of social transformation and revival of the Eurasian civilization. - M., 2000. - P.16-18.
2 The law of the Republic of Kazakhstan "On Education". Kazakhstanskaya Pravda, June 11, 1999. - P.3.
3 Education in a multicultural environment: A guide for teachers of high school elective courses. - Almaty: "Parasat",
2001. - P. 218
4 Vygotskij U.C., Lurija A.R. Jetjudypoistoriipovedenija: Obez'jana. Primitiv. Rebenok. M.: Pedagogika - Press, 1993. P.
224
5 Vygotskij L.S. Lekciipopsihologi. SPb.:Sojuz, 1997. P. 144
6 Sazhin D.B. Polikul'turalizm: teorijaiobrazovatel'najapraktika. SPb.: IOV RAO, 2001. P.75
7 Dzhurinskij A.N. Sravnitel'najapedagogika:Ucheb. posobiedlja stud. sredivyssh. ped. ucheb. zavedenij. M.: Akademija,
1998. P.176
8
Bogomolova
M.I.
Dvujazychie
v
sistemenacional'nogoimezhnacional'nogovospitanijaiobuchenija
v
pedagogicheskomnasledii: Uchebnoeposobiedljastudentovpedagogicheskihvuzov. NaberezhnyeChelny., 2002. P.63
9 Makaev V.V., Mal'kova Z.A., Suprunova L.L. Polikul'turnoeobrazovanie — aktual'najaproblemasovremennojshkoly //
Pedagogika. 1999. №4. P. 3-10.
10 Sinagatullim I.M. Novyjmillenium: rol' imestoinostrannogojazyka v polikul'turnomsociume // Inostrannyejazyki v
shkole. 2002. № 1. P. 32-37.
11 Safonova V.V. Zadachi, problemyiperspektivyrazvitijabilingval'nyhobrazovatel'nyhprogramm v Rossii //
Opytbilingval'nogoobrazovanijasredstvamirodnogoiinostrannyhjazykov v Rossii. M.: Evroshkola, 1990. P. 15-19.
12 SokolovaE. Obrazovanie - put' k kul'turemiraitolerantnosti // Narodnoeobrazovanie. 2002. № 2. P. 111-118.
13
ParamonovaL.A.
Soderzhaniedoshkol'nogourovnjaobrazovanija:
s
chemsvjazano
ego
obnovlenie?
//
Doshkol'noevospitanie. 2003. № 3. P. 65¬67.
14 Gal'skova N.D., Korjakovceva N.F., Musnickaja E.V., Nechaev H.H. Obuchenienabilingval'nojosnovekakkomponent
uglublennogojazykovogoobrazovanija//Inostrannyejazyki v shkole. 2003. № 2. P. 12-16.
15 Selevko G.K. Sovremennyeobrazovatel'nyetehnologii: Ucheb. posobie. M.: Narodnoeobrazovanie, 1998. P.256
Түйін
Мақала көпмәдениетті тәрбиенің шығу тарихын талқылай отырып мектепке дейінгі жастағы балалардың
көпмәдениетті білімінің маңыздылығын анықтайды. Зерттеу мектепке дейінгі балалардың көп мәдениетті тұлғасы
туралы психологтар мен педагогтардың тұжырымдамаларын қамтиды. Мақала көпмәдениетті білім проблемасының
тарихын ашып қарастырады. Бүгінгі жаһандану салдарынан көп мәдени білім беру өзекті болып табылады. Мақала
көп мәдениеттілік, көп мәдениетті білім беру, көп мәдениетті тәрбие және мектепке дейінгі көп мәдениетті тұлға
сияқты ұғымдарды қарастырады. Мақала көп мәдениеттіліктің психологиялық-педагогикалық негіздерін талдайды.
Мектепке дейінгі жастағы балаларды көп мәдени тәрбиелеу мақсаттары мен міндеттерін қарастырады. Мақала көп
мәдени білім беру сұрақтарын зерттеген зерттеушілерге сілтеме жасайды. Көпмәдениетті білім берудің бір құралы
болып саналатын шет тілін үйренудің маңыздылығын көрсетеді.
Кілтті сөздер: көп мәдениеттілік, көп мәдениетті тәрбие, көп мәдениетті білім, мектепке дейінгі балалардың көп
мәдениетті тұлғасы, мектепке дейінгі көп мәдениетті тәрбие
Резюме
В статье рассматривается исторический источник поликультурного образования и обсуждает важность поликуль-
турного воспитания детей дошкольного возраста. Исследование изучает цель поликультурного образования и содер-
жит наблюдения психологов и педагогов о поликультурной личности дошкольников. В статье раскрывается история
возникновения проблемы поликультурного воспитания. Поликультурное образование актуальна на сегодняшний
день в связи с глобализацией. Статья раскрывает такие понятия как поликультурность, поликультурное образование,
поликультурное воспитание и поликультурная личность дошкольника. В статье проанализированы психические и
педагогические основы поликультурности. В статье раскрыты цели и задачи поликультурноговоспитания детей
дошкольного возраста. В статье даются ссылки на исследователей расматривавших вопрос поликультурного
образования. Обучение иностранному языку расматривается как инструмент поликультурного воспитания.
Ключевые слова: поликультурность, поликультурное образование детей дошкольного возраста, поликультурная
личность дошкольника
Вестник КазНПУ им. Абая, серия «Педагогические науки», №4(48), 2015 г.
292
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SÖZLE ÇALIŞMAK YETENEĞI ÖĞRENCILERIN SÖZLÜK REZERVININ ZENGINLEŞMESINDE
ÖNEMLI BIR FAKTÖR OLARAK
Gafarlı Aynur Afet kızı – Azerbaycan Devlet Pedagoji Üniversitesi
Azerbaycan dili ve onun eğitimi bölümü`nde doktora öğrencisi
(Açıklama) Sözlük rezervinin zenginleşmesi kelimelerin leksik-semantik özelliklerine vakıf olmaktan başlar. Öğrencinin
fikir ve düşüncelerini net, anlaşılır ve dolgun şekilde ifade etmesi sözlük ehtiyatindan ve dil kurallarını hangi düzeyde idrak
etmesinden bağlıdır ki, Azerbaycan (ana) dili eğitimi işte bu görevleri yerine getirmeye hizmet etmektedir. Sözü anlayan,
taşıdığı ilk ve türev anlama geliştirmeyi başaran öğrenci onu sözlü ve yazılı konuşmasında düzgün, yerliyerindә işletmeye
alışır. Bu ise yazım, orfoepik ve üslubi becerilerin gelişimini hızlandırır.
Sözün leksik-semantik özellikleri ile ilgili iş sistemli ve kasıtlı şekilde yürütülmesi, kelimenin harf ve ses içeriği, söz
sanatında yeri, morfolojik ve sintaktik özellikleri, üslubi tonları üzerinde kurulmuş aşamalı çalışmayla devam ettirilmelidir.
Geleneksel programlardan farklı şekilde kullanılmış "Azerbaycan dili" fen kurikulumunda bu önemli şart dikkate alınmış
ve tüm içerik hatlarının önemli unsuru olarak basitten mürekkebe doğru dikey entegrasyonda verilen alt standartlarda uygun
beceriler şeklinde ifadesini bulmuştur.
Öğrencinin işlek sözlük fondunu zenginleştirmek için aşağıdaki gereksinimleri uyulmasını isabetli buluyoruz:
Birincisi, kelimenin leksik-semantik özellikleri için ilgili dil ve konuşma gelişimi yönünde yapılan çalışmalar karşılıklı
ilişkide yerine getirilmelidir.
İkincisi, her bir sınıf için öğrencinin söz rezervini zenginleştirmek yönelik uygun hacimde sözlük oluşturulmalıdır.
Üçüncüsü, öğrencilerde sözle çalışmak becerisi formalaşdırılmalıdır.
Kelimeler hem de yeni kavramlar, keşifler hakkında ilk hayal kurmaya elverişli dil birimidir. Odur ki ders kelimenin
doğru yazılışı ve deyilişi üzerinde iş yapmakla bitmemelidir. Onun taşıdığı anlam tonları, etimolojik açımı, kökeni, dahil
olduğu kelime grupları hakkında ayrıntılı bilgi toplamak için modern iletişim araçlarından etkin kullanılmalıdır.
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