Language teaching is a systematic, purposeful process of developing children’s cognitive abilities, their assimilation of a system of basic knowledge about the environment and the corresponding vocabulary, the formation of speech skills.
We will consider only some effective forms and methods of teaching the Tatar language. Educators use different shapes and methods depending on the intended goals and assigned tasks. They also take into account age characteristics children.
A teaching method is a set of techniques and methods for organizing the cognitive activity of children and the interaction between the teacher and students. The language teaching method is implemented in the unity of purposeful activities of the teacher and children, the movement towards the assimilation of knowledge, mastery of the relevant speech skills and skills provided for by the content of training.
Form of study - the external side of the organization of children’s cognitive activity, carried out according to established order, in a certain mode. There are a huge variety of forms of training. Tatar language educators select and apply those forms of teaching that are effective in solving the assigned tasks.
The main forms of teaching the Tatar language in preschool institutions are: training in Everyday life and in direct educational activities. Effective form- training during GCD, in which certain tasks are solved speech development in preschool childhood, in the most favorable period of language acquisition.
The main goal of GCD for teaching the Tatar language is the formation of correct oral speech children. Development of oral speech, mastery of elementary forms colloquial speech, the formation of speech skills and abilities does not occur spontaneously, but under the guidance of a teacher. A child in everyday life (while walking, dressing, washing, organized play activity and in other typical situations) does not pay attention to certain linguistic phenomena, speech patterns and does not follow them. During NOD, children fix their attention on them, which become the subject of his awareness. Educational activities help compensate for the lack of communication between parents and children.
Teachers carry out educational activities in a group form. Group learning is entertaining and effective, because language situations are practiced in dialogues and games, and thus the language barrier is overcome. The teacher creates an atmosphere of relaxed communication in the group and the children speak the Tatar language, listen to the speech of others and mutual influence of speech on each other occurs.
It is known that each child has an individual speed of perception of information, so some require more time and effort to master the material. In such cases, educators resort to an individual form of training. Educational activities in this form can be recommended in cases of fear of communication, fear of mistakes and misunderstandings. This form of training is an excellent opportunity to effectively master the Tatar language.
One of the most important forms of learning is play. Play is the leading activity for children preschool age. It is also a method of teaching the Tatar language. During the game, children, without noticing it, acquire certain vocabulary, master language skills, speech skills, and thus the children develop the foundations of communicative competence. They learn to correctly pronounce words, construct a coherent statement, consolidate and activate Tatar vocabulary.
One of the effective teaching methods is the use of information and communication technologies, that is, the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication. The use of this method in teaching the Tatar language contributes to the individualization of learning and motivation speech activity. Children are interested in material using ICT. During educational activities for teaching the Tatar language, we show children cartoons in this language, animated stories and listen to audio recordings. Thus, we immerse children in the country of the Tatar language. They very quickly grasp the semantic basis of the language and quickly begin to speak themselves. The presence of a native speaker contributes to the successful learning of the material. Children also learn some phrases. For teaching the Tatar language, ICT serves as the “raw material”, on the basis of which we compose our presentations, slide films, carry out our educational projects, thereby creating numerous options and methods of work that will help diversify and improve educational activities.
Currently separate place In the educational process, preschool educational institutions are assigned to computer didactic games. Educational activities using computer games are very interesting for preschoolers. Interactive didactic games promote comprehensive development creative personality child. The child develops: perception, hand-eye coordination, imaginative thinking; cognitive motivation, voluntary memory and attention; the ability to build an action plan, accept and complete a task.
The teacher’s questions to the child are of great importance in teaching a child a language, but this method not appreciated by practice. When the teacher asks a question, the child thinks, understands and selects the appropriate word from his vocabulary. In this way, we train the child in mastering the language. Experience shows that skillfully and on time questions asked change abruptly in better side child’s language: choosing the right word, logic of speech. Instructions that require the child to follow the word certain action, are also an excellent method for solving many software problems, in particular for clarifying and activating a child’s vocabulary. Conversation is a rich method applicable to most aspects of a child's language development. Children's storytelling, in particular retelling, is successfully used to develop coherent speech and activate vocabulary.
As stated earlier, language teaching methods are varied. The teacher should use their diversity in order to solve the tasks in the most accessible and interesting way for the child. The choice of methods is determined by the age of the children and the tasks set to be solved. It is necessary to structure the teaching of the Tatar language in such a way as to train children in speech skills and abilities in order to form their first basic knowledge about the environment.
In preschool educational institutions, in September 2012, the introduction of new educational and methodological kits for teaching children their native, Tatar and Russian languages began.
On September 1, 2013, we began working on the implementation of these educational and methodological kits.
The main task educational and methodological kits - the formation of initial skills and practical knowledge of the Tatar language in oral form.
The game is an effective and accessible form of activity in teaching Russian children Tatar oral speech. Children don’t even think that they are learning, without noticing it, they learn Tatar words, phrases, sentences much better and on this basis they practice the correct pronunciation of specific Tatar sounds.
I implement my educational activities using the following methods and techniques:
1. To increase the efficiency of the educational process, I use information and communication technologies. For example, using a computer, I give children new information (slides), and reinforce the material they have covered with the help of various educational games. For example, “Who is missing”, “Guess and name”, “Who is extra?”, “Count up”, “Treat the hares”, “Make a salad” and many others. Using a tape recorder, children, for example, listen to an audio recording and sing along:
Kisher, kisher
Tamle kisher.
Zur kisher,
Kisher points.
The computer helps improve the level of teaching, providing visibility, control, a large amount of information, and being a stimulus in learning. Mastering computer technologies allows you to really individualize the educational process, enhance positive motivation for learning, and activate cognitive activity, strengthen the creative component of the work of both the child and the teacher. The computer also helps me organize watching cartoons.
2. In classes, to develop full-fledged gaming communication, I use game situations, which the character falls into (Akbay, Miyau). Through the game plot, you can play out the process of a character’s acquaintance with a new object, examine it in detail, study it, and examine it. The game character provides the teacher with the opportunity to put the child in the position of a subject of cognitive activity. For older adults, game problem situations are most effective. In these situations, the adult attracts the child’s attention to his emotional state and the condition of other characters. By actively participating in problem situations, the child finds a way out for his feelings and experiences, learns to recognize and accept them.
To achieve effectiveness in communicating with children in the Tatar language, I prepared didactic material. Since all classes are held in the form of a game, the best way to reinforce topics is this didactic games. Didactic games I made - “Nәrsә artyk?”, “Who is yuk?”, “Bu narsә, nichә?”, “Dores sana”, “Kunak syylau”, “Uenchyk sorap al”, “Ber-kүp”, “What color no?”, “Bear Gifts”, “Find a Pair”, “Magic Bag”, “Show It Correctly” and others.
The purpose of these didactic games: development sound culture speech, activation and enrichment of children's vocabulary, coordination of parts of speech, development of fine motor skills.
In order to develop and strengthen memory I use word games , such as “Who is there, who is not?”, “Take a vegetable”, “Call the cat”, “Deaf telephone”, “What, which, how much?” and others.
On the development of fine motor skills I conduct finger games. For example,
Boo barmak - babai,
Bu barmak - әbi,
Bu barmak – әti,
Bu barmak – әni,
Bu barmak – malay (kyz)
In order to develop imagination, thinking, creativity, I use educational games. For example, “Name how many” or the game “What was I thinking?”
In my work I also use outdoor games, relay games and many others.
3. I also use it in class visual methods. These include:
Observation;
Examination of paintings, natural objects;
Showing cartoons such as “Three Bears”, “Funny Toys”, “Who Loves What”.
I also use visual methods for secondary acquaintance with the object, consolidation of knowledge acquired during observations, and the formation of coherent speech. For this purpose I use methods such as:
Looking at pictures with content familiar to children;
Looking at toys
4. I pay a huge role in classes articulation method. It is very important that the child pronounces sounds and words correctly. For example,
Bu kurchak kechkenә.
Mak-mak-mak
Bir matur shakmak.
Children also complete tasks in workbooks.
The workbook is one of the main components of the educational complex “Speaking Tatar. A creative notebook helps a child master the vocabulary of the Tatar language, consolidate speech material, and attract parents to actively participate in the development process of their child. The workbook contains tasks for naming, generalizing and comparing objects to determine their size, size, quantity. For example, “Offer dishes to the bears”, “Find a pair of tea”, “Color the clothes” and others.
In my work I actively use folklore. Through folk nursery rhymes, songs, fairy tales, and finger games, I quickly manage to achieve contact with children in order to more successfully instill in them skills and organize play activities more interestingly.
The introduction of health-saving technologies into the educational process allows us to achieve positive changes in the health of children. I spend physical education, active and educational games with them. Carrying out such games helps improve the health of children. The rhymes of the song with the movements are interesting. Quatrains about animals, nature, and children are easy to remember and make physical education lessons fun and useful. The texts read during physical education sessions are accompanied by movements of the arms and torso. I also do eye exercises.
For easy use, I prepared the teaching aid for work in the following way: laminated it, distributed the games, demonstration and handout material into envelopes, files, folders, indicated the name and purpose, and placed them in tight boxes.
Thus, EMC ensures the unity of educational, training and developmental goals and objectives in the process of education of preschool children. It is built on age-appropriate activities and forms of working with children. It is also aimed at mutual understanding with the family in order to implement the speech development of children. This training kit makes extensive use of gaming, information, dialogue and problem-based learning technologies. The use of non-standard methodological techniques contributes to the development of curiosity, activity and creative abilities of each child. Audio and video applications, aesthetically designed visual demonstrations and handouts provide maximum variety of children's activities.
In the conditions of the new language situation in the republic, the formation of a person occurs under the influence of two national cultures, traditions, two systems of ethical norms of speech and non-speech behavior. Teaching children the Tatar language in kindergarten is one of the most difficult methodological tasks. How younger child, the greater his chances of mastering a second language to the maximum extent possible and with natural pronunciation. Issues related to teaching the Tatar language to preschool children are quite controversial. On the one side - early childhood is considered by experts as the most favorable period for mastering a second language. On the other hand, preschool children have certain difficulties in learning a second language because they are not sufficiently motivated. In to school age There are still no real motives for mastering a second language. In addition, for children, and for some children from Tatar families, the Tatar language is essentially a language.
This is where a properly organized language environment can come to the rescue. The natural language environment sufficiently stimulates the processes of mastering the native language
The goals that we set for a child are abstract for him, so we must build the learning process in order to satisfy the cognitive, gaming, and personal needs of the child. Preschool children may experience psychological barriers due to unusual sounds of Tatar speech, unfamiliar and strange words and phrases for children, and associations with their native speech.
Achieving success in teaching children allows, on the one hand, the use of a person-oriented approach to the child, which involves individual work, the use of a reward system, and involving children in success in their activities; on the other hand, the creation of a Tatar-speaking development environment.
My goal in the upbringing and development of a child’s personality is a child who successfully adapts to further educational activities, already in school;
And the main thing in my work is creating conditions for free communication of preschool children in the Tatar language using effective educational technologies.
Educational tasks:
1. To awaken interest in learning the Tatar language through information and gaming technologies.
2. Develop communication skills among each other in the Tatar language.
3.Develop perception, attention, memory of children; interest in various types games, encourage active activity.
4. Foster interest and respect for the culture, traditions and customs of the Tatar people.
When learning the Tatar language, children face an additional difficulty: a decrease in motivation and cognitive activity may be associated with the difficulty of mastering speech skills in a non-native language. For a specialist of the Tatar language, the educational process is facilitated by the use of such forms of visualization as cards, pictures, illustrations, toys, audio materials, but also (multimedia presentations, project methods, electronic manuals, various software products that develop communicative-oriented gaming methods and techniques) help to increase cognitive children's activity and fostering love for the second state language. The main types used in preschool institutions:
Health-saving technologies Project activities Developmental technologies Corrective technologies Information technologies Personally-oriented technologies Technology "Teacher's Portfolio" Game technology Technology for creating a subject-developing environment in a preschool educational institution. In my work I rely on gaming and . My topic of self-education is “Use of the Tatar language in teaching children.” The use of ICT in classes in preschool institutions has a number of advantages over traditional forms of organizing classes. Methods of visual support of the material make it possible to achieve long-term concentration of pupils’ attention, as well as simultaneous impact on several of the child’s senses, which contributes to a more durable consolidation of the new knowledge acquired. Relevance of using ICT. Computer technologies are actively used in the educational process, opening up new opportunities for the education sector: the efficiency of searching, structuring information, formulating an educational problem in various information and communication ways, working with various information resources, ready-made software and methodological complexes that allow designing solutions to practical problems. Usage interactive games provides an opportunity to expand the creative abilities of the teacher and provides positive influence for the education, training and development of preschool children. The use of ICT in teaching preschool children the Tatar language" assumes: - the complexity and versatility of the use of interactive games in teaching classes on teaching preschool children the Tatar language; - adaptability of the electronic educational resource, the possibility of making changes and additions to it depending on the program and the characteristics of a particular educational direction and the goals of teachers. Therefore, I am interested in creating electronic games to reinforce the material on the program. I can present my author’s electronic games: “Salavat Kupere (Rainbow)” for the senior, preparatory group - we fix the colors in the Tatar language, “My first fairy tales” for 3-7 years old, (fairy tales from animated stories) can be used in the OOD “Tugan Telә soylәshәbez”, based on the projects “We speak Tatar”, “Koshlar” for 6-7 years old. And compiling gaming technologies from individual games and elements is, I think, the concern of every educator.
Gaming technology: is built as a holistic education, covering certain part educational process and united by common content, plot, character. It includes sequentially: games and exercises that form the ability to identify the main, characteristic features objects, compare, contrast them; groups of games to generalize objects according to certain characteristics; groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena; groups of games that develop the ability to control oneself, speed of reaction to a word, tic hearing, ingenuity, etc. Currently, in our preschool educational institution, the process of implementing teaching materials for teaching children Tatar and their native language is underway. The main goal of this process is efficient organization work on the use of teaching materials.
Based on this goal, the following tasks have been identified that concern all participants in the educational process: 1. Study the regulatory documents on the implementation of the new teaching and learning system in the educational process 2. Develop a plan for working with teachers on teaching the Tatar language. 3. Promote creation language environment in groups with the aim of children learning a minimum vocabulary. 4. Develop didactic games and material for teaching children the Tatar language. How to reinforce with children the new vocabulary learned during educational activities in the Tatar language - vocabulary that is non-native for Russian-speaking children? Of course in the form of a game; We should not forget that, in accordance with the Federal State Educational Standard, the educational process must be based on age-appropriate forms of work with children. And play is the main form of work with preschool children and the leader for them.
A hypothesis was put forward: Along with the systematic use of the new teaching materials in classes and during routine moments, the development of didactic games will contribute to the high-quality assimilation of the minimum vocabulary, the skills of mastering the minimum vocabulary in colloquial speech (dialogues) of teachers and students.
Thus, the most important task at present is:
Creating the conditions necessary for wider adoption of original games
in the educational process, in our case, in free time from classes.
In classes, in individual work, children are gradually introduced to a foreign language environment through play. Therefore, play, being the main activity of a child, allows one to overcome most of the difficulties associated with the conditional nature of foreign language communication. For the positive impact of the Tatar language on the development of personality, the multifunctional multifunctional ones I made significantly help teaching aids“Field of Miracles”, “Magic Flower”, multifunctionality lies in the fact that you can use a lot of pictures, that is, you can cover all the topics of educational teaching and learning projects, in several versions (4-7 years), didactic game made from felt “Matur bakcha” by topic vegetables, counting to 10. The abundance of game situations and fairy tales creates an atmosphere of joy, creativity, and a favorable psychological climate in the classroom.
In classes teaching children the Tatar language, I encountered the following problem: there are very shy children who have a hard time making contact; it is difficult to build a dialogue with them, especially in the Tatar language. Although the child quickly remembers words, I can only find out through his actions (in errand games, didactic games). But there is one moment that could not be overlooked - these are finger games, finger theater, during which he repeated the words with pleasure. (show finger theater) And I caught myself thinking about what to do, a puppet theater, in order to arouse their active interest, to captivate them. At first, these fairy tale characters came to our classes as a surprise. And then, through the joint efforts of the team, they made heroes from the fairy tales “Shurale”, “Su Anasy”, “Kolobok”, “Goat and Ram”, “Three Bears”, this is how the work of the “Ekiyatler Ilende” circle began, in my opinion this further increases the preschooler’s interest in learning the second state language. (show dolls) Children are very fond of fairy tales. Through fairy tales, we can solve all the tasks assigned to us. A fairy tale has an advantage over other educational techniques; it plays a vital role in the development of imagination, an ability without which a child’s mental activity is impossible during preschool education.
If play is the leading type of activity for preschool children. age, and the theater is one of the most democratic and available types art, which allows us to solve many pressing problems of pedagogy and psychology. By participating in the theatrical activities of the circle, children get acquainted with the world around them, in order to learn and consolidate the Tatar language, the child’s vocabulary is imperceptibly activated, because the children in the roles are revealed, it is easier to build a dialogue with them, since this is the main task of teaching the Tatar language. Theatrical activities activate children so much that the child’s memory automatically turns on and he remembers everything. When playing a role, the child wants to portray his character, so attention switches to the image itself, and memorizing speech is easier. In addition, theatrical activities allow the child to solve many problematic situations indirectly on behalf of some character; this helps to overcome timidity, uncertainty, and shyness. Of course, the creative process is a real miracle. I really like watching how children reveal their unique abilities, it’s clear that they are interested, and when it’s interesting, everything is better remembered and consolidated. On at this stage, according to the plan for senior preschool age for teaching the Tatar language, we have such a topic as “Och ayu”, and in group work we reinforce all this, not only in senior group, but also in the average.
For example: in the middle group of dolls, three bears very willingly take on the role: - Isenme, min zur ayu. _Isenme, min kechkene ayu. - Me, ayu, alma asha... etc. Thus, they spontaneously improvise. Expected results: - activated and improved lexicon, sound pronunciation - the ability to construct a dialogue is formed, memory and thinking develop - behavior is corrected, the experience of moral behavior is formed. But we cannot do without the technology of creating a subject-developmental environment in a preschool educational institution; without this environment, the child will not perceive an understanding of the material being taught. Conclusion. Informatization of preschool education is the process of its development; the sequence of transitions of an educational institution from one state to another. This transition, as a rule, requires special efforts from teachers, which must be organized in one way or another: these can be one-time events or an entire program of work. - prospects for informatization of preschool educational institutions. - possibilities of informatization of preschool educational institutions as a means of increasing the efficiency of upbringing and education; - possibilities of informatization of preschool educational institutions as a means of increasing the efficiency of the activities of educators and managers of preschool educational institutions; - problems of informatization of preschool educational institutions. A necessary condition for the implementation of all these areas is the provision of an appropriate material and technical base:
Installation and Maintenance computer equipment and in classrooms and groups;
Security technical specifications to access the Internet.
Thus, the work on the use of ICT and teaching children the Tatar language is relevant and requires further implementation. Games have a strong emotional impact on students and develop many skills: primarily communication, the ability to work in a team, make decisions, and take responsibility. They develop organizational skills, foster a sense of empathy, and stimulate mutual assistance in solving difficult problems. Thus, use in the educational process gaming methods allows you to solve a whole range of pedagogical problems. The use of gaming technologies in the process of teaching the Tatar language in combination with other pedagogical technologies increases the effectiveness of children's education. But we should not forget that even the most Best game cannot ensure the achievement of all educational goals, therefore gaming technologies must be considered in the system of all forms and methods used in teaching.
Taken together (game, information), new pedagogical technologies guarantee the achievements of a preschooler and further contribute to successful learning at school. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state.
The use of innovative pedagogical technologies contributes to: improving the quality of education; advanced training for teachers; application of pedagogical experience and its systematization; use of computer technologies by students; maintaining and strengthening the health of pupils; improving the quality of training and education.
Bibliography
Computerization in the field of education: problems and prospects, M, Pedagogy, 1997.
Mashbits, - pedagogical problems of computerization of education, M, Pedagogy, 1998.
Informatization of education: directions, means, technologies, Manual for advanced training system, Ed. ed. , M, MPEI, 2004.
On measures aimed at introducing modern educational technologies, Educational Issues, 3-2005.
New pedagogical and information Technology in the education system / Ed. , M., 2000.
Municipal budgetary preschool educational institution "General developmental kindergarten No. 5" The Scarlet Flower» Chistopolsky, Republic
Report on the topic
“New approaches to teaching children the Tatar language”
Prepared by:
training teacher
children Tatar language:
Chistopol, March 2016
1) Project work: "Shalkan" this project is for children middle group; 2) Project work: “Tatar halyk uennary asha telebezne usteru”; 3) Project work: “Familiar fairy tales in the Tatar language”; this project is for reading fairy tales in the Tatar language that are familiar to children 4) Project work: “Kaz өmәse”; 5) Project work: "Tukay in our hearts." 6) "Teremok" - project
Download:
Preview:
Project activities
Topic: “Teremok” in Tatar language.
Compiled by: Tatar language teacher, 1st category; Bikmuratova G.G.
Project type: long-term.
Implementation period: three months.
Type of project: role-playing game.
Project participants: children of the preparatory group (6-7 years old).
Relevance
In the conditions of the new language situation in the Republic of Tatarstan, the formation of a person occurs under the influence of two national cultures, two systems,
ethnic norms of speech and non-speech behavior.
Taking into account the age characteristics of the children, I compiled this project. Children in the preparatory group for school should ask each other questions and answer the questions asked correctly, and be able to make sentences.
Tasks:
1) understand speech in the Tatar language within the limits of the topics studied.
2) ask questions to each other, express a request, desire, need.
3) develop coherent speech in the Tatar language.
Expected results.
1) activation of children's vocabulary.
2) improvement of sound culture, intonation structure.
3) development of dialogic and monological forms of speech.
4)improving the communication skills of children in a team at the level of knowledge of certain words in the Tatar language.
Stage 1: preparatory
Target : identifying problems in speech development.
Stage 2: main
Target : preparing a dramatization of a fairy tale through different types of activities.
1) articulatory gymnastics (for correct pronunciation of Tatar sounds).
2)learning dialogues.
3) pantomime exercise.
4)working with pictograms(bure yogerә, tolke bii, ayu җyrlyy, kuyan sikerә, kerpe uynyy һ. b.)
5)work in notebooks.
6) work with parents (purchase of masks, costumes, showing work in notebooks).
Distribute memos - 167 words.
Conducting a survey.
7) musical development game: “Without biibez”
(disc “Without inde khazer zurlar, mәktәpkә ilta yullar” UMK projects No. 36).
Stage 3: final
The result of the project is the showing of the fairy tale “Teremkay” to parents, teachers and children of the older group.
Expected results
Good learning results appear only when the efforts of teachers and parents are coordinated. After the survey, it turned out that the more you agitate, show, explain and inform parents about bilingualism, they are more interested and there is a desire to learn a non-native language with their children.
This project helped solve this problem.
As for the children, they themselves, without noticing, communicated with each other, asked questions and answered them correctly. Children transfer the acquired skills in theatrical games into everyday life - these include songs, poems, dialogues, dances. I hope these skills will be useful to them at school and they will learn a non-native second language well.
Preview:
Project
Topic: “Tatar halyk uennary asha telebezne usteru.”
Project type: long-term (9 months).
Type of project: role-playing game.
Children's age: 4-7 years.
Project participants.
1.Children.
2. Tatar language teacher.
3.educators.
4.parents.
5.narrow specialists.
Project goal: speech development of preschool children in the context of play activities (Tatar folk games), creating conditions for successful mastery of the Tatar language as a means of communication.
Tasks:1. Develop coherent speech and consolidate learned words in games.
2. Introduce children to the holidays, games, customs, and traditions of the Tatar people.
3. During the games, consolidate Tatar sounds.
4. to cultivate love and respect for the culture of the Tatar people,
5. Introduce the parents of pupils to the objectives of the regional preschool educational institution program and the forms of their implementation, talk about the main components of educational instruction, enrich parents’ knowledge about the history and culture of the Tatars. people.
Relevance.
The development of children's speech in a bilingual environment is one of the most pressing problems in modern theory and methodology.
Game is the leading type of activity child, including including speech activity. It is obvious to everyone that methodological developments concerning speech development (especially in the context of play activities) are now extremely insufficient. In accordance with the Law of the Republic of Tatarstan “On the languages of the peoples of the Republic of Tatarstan”, the opportunity is provided for preschool children to receive education in their native language. Early teaching a second language provides excellent opportunities to develop children's respect for language cultural heritage, and also contributes to the development of communicative speech tact. Therefore, the role of the teacher is to satisfy children's curiosity and give children basic knowledge about the traditions, life, and culture of the peoples of their native land.
Expected results.
Demonstration of children's creative abilities in different types activities.
Activate your vocabulary.
Develop Tatar coherent speech.
Improving sound culture and intonation structure.
Enrich the understanding of basic human values.
Integrated educational areas: communication, artistic creativity, music, physical education, reading fiction.
Project progress:
Preparatory stage.
1. Setting goals and objectives.
2. Involvement of narrow specialists in the implementation of relevant sections of the project.
3. Selection of information and illustrations.
4. drawing up an implementation plan: “We play Tatar folk games with children 4-7 years old.”
5. Compiling a card index: “Tatar folk games for preschool children.”
Working with parents.
1. Selection and preparation of costumes for games.
2. Participation of parents in Tatar holidays.
3. Exhibition for parents: “Tatar costumes.”
4.View the presentation: “Milli Kiemner.”
Main stage.
1.Learn Tatar words according to plan.
2. Role-playing games.
3. Reading fiction: the fairy tale “Three Daughters”, “Tubeteika and Kalfak” poem by R. Valeev, translated by E. Muravyov.
4. Artistic creativity (drawing) “decorating Tatar costumes.”
5.Music repetition of the games “Tubetei”, “Kulyaulygym”, “Melike”.
6. Physical culture Tatar folk games “Timerbay”, “Take a seat”, “Clapperboards”.
The final stage.
Result of the project: Carrying out the Sabantuy holiday with parents.
Final product.
The child will master the lexical minimum of Tatar words established by the regional program.
A correct and complete understanding of the native country, city, traditions, cultural objects will be formed, and a sense of national dignity will be formed.
Parents' interest in studying and reviving the national culture of their native land will increase.
Literature
1.Babynina T.F. Traditions of national cultures. Kazan, 2006.
2. Zakirova K.V. In the clearing of childhood: a reader for educators and parents. Kazan, 2011.
3. Zakirova K.V., Mortazina L.R. Balachak –uynap kelep usera chak.2012.
4. Zakirova K.V., Mortazina L.R. Hey, crazy byz, crazy byz... Kullanma method 2013.
Preview:
Bikmuratova Gelyusya Gusmanovna
Project title: “Familiar fairy tales in the Tatar language.”
Purpose: I made fairy tales that rhymed so that children would be interested in listening.
Objectives: 1. Develop an active vocabulary and speech.
2. Get interested in listening and understanding fairy tales in the Tatar language.
3.Cultivate a desire to learn a second language.
Children's age: 5-7 years.
Relevance.
We live in Tatarstan and we have two state languages, despite this, our people know little or no Tatar language. There are few accessible works for children. Based on my work experience, I realized that children are interested in listening to fairy tales and rhyming poems.
And when they are already familiar with Russian fairy tales, they better understand the essence. Children of preschool age will master Tatar at the age-specific level.
Expected results.
Children will hear familiar fairy tales not only in Russian, but also in Tatar.
Tatar speech develops. They have a desire to play roles, because fairy tales written to rhyme are quickly remembered.
Conclusion: in the future, compose fairy tales not only for reading, but also for dramatization.
“Shalkan” akiyate
Babay utyrtkan shalkan, shalkan үskәn, zur bulgan.
Babai shalkanny tartkan, tarta, tarta hәle betkәch
Әbine st chakyrgan.babay, әbi shalkanny
Tartkannar yes, tartkannar
Tartyp hәllәre betkәch, kyzlaryn chakyrgannar.
Babai, әbi, kyz shalkanny tartalar tiz.
Tik shalkan chykmy ikәn, alarnyң kөchlәre betkan,
Kyz shunda etkә dәshkәn, et yogerep kilgan.
Әй tartalar,әй tartalar tarta,tarta aralar
Һәм pesine chakyralar.
Tik shalkan kuzgalmyy yes, zur bula, ala almyylar.
Tartyp chigara almagach, tychkanny chakyralar.
Tychkan kilep yabysha, tartyrga street bulysha.
Sanarga da olgermilәr,shalkan kilep tә chiga.
“Och ayu”
Yashәgan di urmanda zur өoydә
Ayular gailase, әtise һәm әnise
Һәм kechkenә balasy
Әti ayu zur bulgan, өine totyp torgan street.
Әni ayu җyeshtyrgan,bala ayu kechkenә bulgan
Botka gyna ashagan
Bervakyt bergә alar, rizyk ezlәrgә baralar.
Isheklәren biklәmichә achyk itep kaldyralar.
Urmanda adashyp yorgәch, Masha kerә shul өygә
Kerә dә kүrә anda, kemder yashi bireә.
Өstәldә dә әiber bar, karavat ta җyelgan.
Kemnarder monda tora.
Utyra zur uryndykka, kitә kecherәgenә
Uryndykka utyr gyna, shunda uk vatyla street.
Kulyna kashyk ala, botka asharga totyna.
Tamagyn st tuydyra.
Aldagi yakka kerә, bashyn kuya karavatka
Һәм shunda uk yoklap kitә.
Kaytalar ayular audan, өine kurep shakkatalar.
Kem tide әiberlәrgә deep,Әti ayu sүzgә kilә.
Ani ayu da aptyry: “Kem bar monda, kem өaidә?”
Kechkenә ayu kүrep, kychkyra bar kөchenә:
“Minem kashyk buyalgan, kem ashagan talinkadәn?
Uryndyk ta Vatylgan, who is son ana sondyrgan?”
Karasalar karavatka, ber kyz bala yoklap yata.
Bolar tavyshynnan kyz kuzleren acha.
Kurkuynnan Masha tizrә,өaidәn chygyp uk kacha,
Tiz-tiz genә, yogerә yogerә avylyna st.
Әbise ishegaldynda kyzchygyn karshi ala.
Shul kөnnәn birle Masha әbisennәn bashka
Urmanga barmy ikәn ber dә.
“Sertotmas үrdәk”
Kөnnәrdәn ber kөnne yort huҗasy auga kitә,
Өйдә kalgan hayvannar yort huҗasyn zarygyp kөtә.
Өygә ozak kaytmagach, hayvannar bik kaygyralar.
Nichek khuҗany tabyk deep һәrberse uylanalar.
Barsy ber fikerҙ kilep үrdәkne chakyralar.
Urmanga khuҗany ezlәrgә үrdәkne җibәrәlәr.
Huҗа өйдә yuklygyn soylәmәskә әityәlәr.
Bara-bara merchant st. karshynda kerpe kurә,
Huҗа өйдә yuklygyn tiz genә soylәp birә.
Kerpe min usal tugel di, mina yshan berkemgә dә
Soylәmәm ech serene di.
Kemne genә ochratsa da soili үrdәk һәrkemgә
Kuyanga yes, ayuga yes, bүregә.
Shulay bara trader, karshysyna talke ochery
Үrdәk annan da sory.
Tolke ana kurdem min di, ete dә bar belim di,
Minem arttan iyarsәң, khuҗany tabarsyn di.
Tolke үrdәkne yartep өenә alyp kitә.
Үrdәkne өendә biklәp,үze auga chygyp kitә.
Hukha bik akyly bula, yort yanyna kapkyn kuya.
Kilgan һәrber җәnleklәr shul kapkynga elәgә.
Kerpe, kuyan chitlekkә, I bүre chokyrga,
Tolke elәgә kapkynga.
Khuҗa kaityp kergәch өigә, үрдәк Тә кайтип өшә.
Үrdәkneң sүz totmaganyn hayvannar soylәp biә.
Shul kөnnәn bashlap үrdәk soylәshmi ikәn ber dә.
“Kuyan kyzy”
Kuyannyn bulgan kyzy in yaratkan yoldyzy.
Irkalgan st ana nazlagan һәm yaratkan.
Kyzyn shatlandyrym deep kiez itek alyp kaytkan.
Kuyan kyzy shatlangan, itekne ber dә salmagan,
Lakin yalanayak yөerrgәa kubrәk oshagan.
Әnisennәn kacha -kacha iteklәren yashergan.
Kar Ostenn yalanayak ber ike kon chabyp yorgan,
Өchenche kөnne aksap әnise yanyna kilgan
Әnise ayagyn karap sheshkanen kүrgan.
Tәrәzәdan any tien kurep ala,
Aibolitka kirk di st. Baryrga.
Anise ana tabibka alyp kitә
Kilep kergәch brown alar, bigrәk kүp avyrular,
Lakin tabib balalarny chiratsyz karyymyn di,
Avyrtular kүp bulsa yes, barsyn dәvaliymyn di.
Kuyannyn ayaklaryn Aibolit tiz tөzәtkәn.
Baska itekne salmaska, kiep yerergә әitkәn.
Shul konnәn birle kuyan iteklәren salmagan.
Ayaklary and tunmagan, berkaychan avyrmagan,
Gel selamet bulgan.
Preview:
MUNICIPAL AUTONOMOUS PRESCHOOL
EDUCATIONAL INSTITUTION
"KINDERGARTEN No. 213 COMBINED TYPE" Sovetsky district of Kazan
Project work
Topic: “G. Tukay in our hearts”
(130th birthday)
on teaching children the Tatar language
Bikmuratova G.G.
2016
Target: introducing children to the works of G. Tukay.
Tasks:
Summarize children's knowledge about the work of G. Tukay;
Cultivate interest and love for the works of G. Tukay;
To form in children kindness and responsiveness, honesty, truthfulness, and respect for nature through the works of G. Tukay;
To develop children's curiosity, creativity, cognitive activity, and communication skills;
Expand knowledge about Tatar writers.
Type of project: short-term -1 month (April).
Project participants: children of the middle, senior, preparatory groups, Tatar language teacher, music director, educators.
Working with parents:
Consultations for parents “G. Tukai in our hearts”, “We read G. Tukai’s fairy tales with our children”; "An evening of watching cartoons based on the fairy tales of G. Tukay."
Organization of an exhibition of children's works "Based on the fairy tales of G. Tukay."
Design of stands “Tukai with us”
First stage:
- studying the works of G. Tukay;
Participation of children in the regional competition “Tugan telem – Tukai tele” with poems by G. Tukay;
- getting to know the life of G. Tukay, watching videos, albums;
Make a small library;
Flash mob “Tukay and children” (reading poems by G. Tukay in kindergarten)
Watching cartoons based on the fairy tales of G. Tukay;
Repetition of the games "Su Anasy", "Shurale", Tatar folk games;
Learning and dramatization of individual read works by G. Tukay;
Organization of an exhibition of children's works based on the works of G. Tukay.
Equipment:
Costumes Shurale, Su anasy, dogs, butterflies; audio recordings of songs based on the words of G. Tukay “Tugan tel”, “Tugan avyl”, comb, mystery box, masks, Tatar National clothes(skullcaps, costumes, scarves with ornaments), carnation flowers.
Main stage (celebrating Tukay’s birthday)
The Tatar folk melody “Taftilәү” sounds
Children enter the hall.
Presenter: Hello guys! Isanmesez, balalar! Today is a holiday in our kindergarten, we celebrate the 130th anniversary of the birth of the great Tatar poet - Gabdulla Tukay!
Spring, April and Tukai are inseparable, because it was on April 26 that the great poet of the Tatar people, Gabdulla Tukai, was born!
From an early age he was left an orphan, without a father or mother. His childhood was spent in different families. Tukay was a very capable and diligent boy: he studied at the Tatar gymnasium and at the Russian primary school. He studied Russian, Tatar, Arabic, Iranian and Turkic languages. Despite the short life path he managed to write many poems, songs, fairy tales and riddles for children.
Now our children will tell us his poems:
1 child :"Martin"
2nd child: “The mouse got into the milk”
3rd child: “Funny student”
Presenter: many of his poems became songs, let's listen to one song, the words that Tukay himself wrote.
2 children sing a song: “Mischievous kitten”
Presenter: But the song “Tugan Tel” became the anthem of the Tatar people. Standing together, let's all sing this song together.
Song: “Tugan tel.” Words by G. Tukay, folk music.
Presenter: G. Tukay not only wrote works, he loved to play Tatar folk games as a child. Now we will return to the childhood of little Gabdulla, and they also lovingly called him little Apush.
The boy Apush and his mother come in.
Mom: and ulym, sin bik akylly bala, kүp nәrsәlәr belasen, kechkenә genә bulsan yes, barsyna өlgerәsen.
Boy: әye,әniem eshhlәremne beterdem,uynarga chygyp kerim.
Mom: esh betkәch uynarga ardent, bar uynap ker balam.
(the boy calls his friends to play)
Children play Tatar folk games:
“Kursәt ale,үskәem”,”Tүbәtәy”.
Presenter: from a young age he was a smart boy, he always brought his work to the end. And only after that he went out for a walk with friends. The verse called “Esh betkәch uynarga ardent” (“Do your job and walk boldly”) talks about this.
Sketch: “Esh betkәch uynarga ardent.”
Presenter: Gabdulla was left an orphan at a young age, he was raised in different families. As a child, the hardest times were for Tukai, but despite this he continued to write, spent his free time in nature, swam, played with the boys. Come on, you and I Let's play a game and remember little Apush.
Game: “Yasherәm yaulyk”, senior group.
Presenter: and the children of the preparatory group will show an interesting musical game “Chuma үrdәk, plague kaz” and the dance “Shoma bass”.
Dance: “Shoma bass” disc Shoma bass 33 track.
Presenter: Tukai loved nature, he especially liked the village of Kyrlay, although he lived there for a short time. He praised it very much, he visited different places, but better than Kyrlay, he could not find such beautiful nature anywhere, and many works were born there , for example, the poem “Shurale”, “Tugan avyl” and much more. Let’s listen to a poem about this village.
Verse "Tugan avyl" listening.
Presenter: We visited little Gabdulla’s childhood, and now let’s return to his fairy tales. What fairy tales do you guys know? What cartoons did you watch?
Children: Su anasy, Shurale, Goat and ram, Bala belen kubalak, etc.
Presenter: Butterflies will soon begin to fly, what work do you think I just remembered?
Children: “Bala belan kubalak.”
Dramatization of the poem “Bala belan kubalak”
Presenter: Guys, G. Tukay wrote not only poetry, but also riddles. Listen to G. Tukay’s riddles and guess what time of year?
Children read riddles about the seasons (“Autumn,” “Winter,” “Summer,” “Spring”).
There is a knock on the door and Su Anasy comes in to the music.
Su Anasy: Who are Aldy Minem Altyn Tarakny? Biregez kire uzemә.Kaya minem taragym?
Presenter: Do you guys know where the Su Anasa comb is? Nobody took it?
Children: no.
Presenter: Su anasy, beznen balalar keshe әiberenә timilәr, alar uzlere matur itep altyn tarak yasadylar.Әйдә bezneң belen uyna, annary sina tarak bulәk itәrbez.
Game: “Su Anasy” middle group.
Su anasy, Su anasy Su anasyn kur ale,
Aldyңda kem basyp torah, yalgyshmyycha әit әle.
The children give her a hand-made comb.
Su anasy: oh, rәkhmat! Yarar min kitim, taragymny bashka җirdan ezlim.
Music from the ballet “Shүrəle” by Yarullina is playing. Shүrəle comes in.
Shurale: oh, oh, barmagym avyrta, barmagym!
There was a kysty, There was a kysty!
Presenter: and, there was a kiskang, there was an elamylar inde! Our children will blow now, and the pain will go away.
The children blow and Shurale begins to tickle them.
Presenter: Shurale, don’t scare our children, but rather play with us!
Game: “Shurale”
Oh Shurale, Shurale! Shuralene kur ale!
Sin әybәt, sin matur, keti, keti it әle!
Shurale: It’s good with you, it’s interesting, but little Shuralyata are waiting for me in the forest, it’s time for me to go home. Thank you for your help, now my finger doesn’t hurt.
Presenter: The children really like the fairy tale about “Shurale” and they drew your portrait, we want to give it to you (they give a portrait).
Shurale: min chynnan da matur, әybәt. I still didn’t think that I was so beautiful.
Children: saubulygyz!
Presenter: You and I have already visited fairy tales, and now it’s time for us to return. We now know how famous, unforgettable Tukai was and will remain in the hearts, he is remembered and not forgotten to this day. Many writers have written and are writing good poems about him. He is known not only here, but all over the world!
The final stage
View albums “Tukai Museum in Kyrlay”
Presentation "G. Tukay"
Make a lapbook on the theme: “Tock with us”
Photo report
Excursion with parents to the monument to G. Tukay in Kazan.G.G., 1 sq. category.
Target : To consolidate children’s knowledge about the family - through different
activities; be able to compose sentences from two or three words.
Tasks :1.Create conditions for the formation of cognitive interest in children (cognition).
2. Strengthen the ability to name all family members in Tatar (social and communicative development).
3. Encourage children to participate in dramatization
familiar fairy tales.
2.Develop coherent speech and enrich active vocabulary
children (speech development).
3. To instill accuracy in children when coloring (artistic and creative development).
Project duration: 2 months (long-term).
Children's age: 4-5 years (middle group).
Project type: role-playing game.
Relevance.
It is important for the population of Tatarstan to know both main languages
of our Republic. It is imperative for Russian-speaking children to learn the initial skills of the Tatar language at the kindergarten level in order to reach a conversational level at school age.
which will also help them better understand the indigenous population. For this reason this project was compiled.
Expected results:
Creation of a piggy bank of cognitive information;
Demonstration of children’s creative abilities in various activities;
Consolidation of words in the Tatar language;
Project participants:
1.Children;
2.Parents;
3. Tatar language teacher;
4.Teachers;
5.Musical director;
Project progress:
Preparatory stage.
1. Defining the topic, setting goals and objectives.
2. Selection of illustrations.
3. Drawing up a plan - diagram.
Working with parents.
Selection of costumes, masks, attributes, sewing a large turnip (etc.)
Main stage.
Learning words
1. Documents guaranteeing the equal functioning of the Tatar and Russian languages as state languages:
a) Law of the Republic of Tatarstan “On the languages of the peoples of the Republic of Tatarstan”
b) Law of the Russian Federation “On Education”
c) Standard provision on preschool educational institutions
d) The concept of children's rights.
2. Document regulating the number of classes in teaching the Tatar language in kindergarten:
a) Program for teaching the Tatar language (authors: R.A. Burganova, F.F. Yusupov)
b) Order of the Ministry of Defense of the Republic of Tajikistan (For No. 463 dated June 29, 2001) “On measures to improve the study of the native, Tatar, Russian languages in preschool educational institutions”
c) Law of the Republic of Tajikistan “On Education”
d) “Program for the preservation, study and development of languages of peoples living in the Republic of Tatarstan”
d) all answers are correct.
3. Comprehensive program continuing education:
a) “From childhood to adolescence”
b) “Program of education and training in kindergarten”
c) “Childhood”
d) “I, you, we”
d) "Harmony".
4. The main task of teaching the Tatar language in a Russian-speaking audience:
a) Teach to use the Tatar language within installed by the program minimum vocabulary and grammar
b) develop speech understanding skills
c) learn to use the most common Tatar words
d) all answers are correct
d) all answers are incorrect.
5. The main and leading place in the system of teaching the Tatar language in a Russian-speaking audience is occupied by:
a) introducing children to folklore works
b) learning poems by heart
c) formation and development of oral speech skills
d) all answers are correct
d) all answers are incorrect.
6. Effective techniques organizing second language teaching classes:
a) word games, game situations
b) use of clarity
d) use of folklore
d) all answers are correct.
7. According to didactic goals, the following types of classes in the native language can be distinguished:
a) classes on communicating new material
b) consolidation of knowledge, skills and abilities
c) generalization and systematization of knowledge
d) combined (mixed, integrated)
d) all answers are correct
e) correct: a, c.
8. The process of mastering language material is:
a) perception, understanding, comprehension
b) memorization
c) imagination
d) statement.
9. The principle of developmental education (according to A.A. Leontiev):
a) scientific approach to teaching
b) educational training
c) awareness of the learning process
d) a holistic view of the world.
10. He was a supporter of the comparative study of the Tatar and Russian languages, and emphasized: “It will be very difficult for someone who does not speak their native language to master another language”:
a) M.Sh. Salikhov
b) M.Kh.Yunusov
c) K. Nasyri
d) M.G.Makhmudov
d) all answers are incorrect.
11. Teaching Tatar speech in a Russian-speaking audience should begin with:
a) mastering dialogical speech
b) mastering monologue speech
c) composing coherent statements
d) mastering lexical and grammatical material
e) reading texts of average difficulty.
12. The main purpose of teaching a second language is:
a) development of the child’s language abilities
b) familiarization with another language as a means of communication
c) familiarization with the culture and traditions of another people who use this language
d) all answers are correct
e) correct: a, b.
14. The methodology of teaching a second language is based on the principles:
a) repeated repetition and playing out the studied moments
b) games, fairy tales
c) comparisons
d) connecting an action with a word
d) all answers are correct
e) all answers are incorrect.
15. In second language teaching classes, the order of introducing new words and constructions must be followed:
a) a new word is introduced into a familiar construction
b) a new word is introduced into a new construction
c) familiar words are introduced into a new construction
d) all answers are correct
d) correct: a, c.
16. Types of speech activity:
a) listening
b) speaking
c) letter
d) reading
d) all answers are correct.
17. Listening is:
a) listening to spoken speech
b) memorizing spoken speech
c) the process of perception and understanding of spoken speech
d) mastering individual words of the language being studied.
18. The most common techniques for teaching listening:
a) listening to the teacher’s speech
b) students’ execution of orders, orders and commands in the Tatar language
c) use of didactic games
d) listening to music
d) all answers are correct
e) correct: a, b.
19. The formation of conversational (dialogical) speech is the ability of children to:
a) listen and understand speech addressed to them
b) keep up the conversation
c) answer questions and ask questions
d) develop the interlocutor’s thoughts
d) all answers are correct
e) correct: a, c.
20. Methods of teaching monologue speech are:
a) retelling
b) composing (children inventing stories, fairy tales)
c) conversation-conversation
d) all answers are correct
e) correct: a, b.
21. The “conversation-conversation” method is appropriate for:
a) teaching children creative storytelling
b) activation of children’s speech reserve
c) development of new, more complex speech skills in children
d) enrichment with new components of the language (vocabulary, grammar, intonation).
22. Deliberate, repeated use of the same element (sound, word, phrase) for the purpose of memorizing it:
a) explanation
b) repetition
c) verbal exercise
d) speech sample.
23. Techniques for teaching consonant articulation:
a) imitation of the sounds of insects, birds, animals, etc.
b) breathing exercises
c) the use of didactic games based on pure tongue twisters (tongue twisters)
d) all answers are correct
d) correct: a, c.
24. Methods of familiarization with works of fiction:
a) reading by the teacher (literal transmission of the text)
b) telling
c) learning by heart
d) didactic games based on familiar works, literary quizzes
d) all answers are correct
e) correct: a, b.
25. The purpose of looking at pictures and illustrations in a book:
a) teach children to correctly perceive speech
b) invite children to talk
c) develop children's memory skills
d) introduce children to the linguistic features of story construction.
26. “Showing pictures and telling stories based on them - the best means bringing the mentor closer to the children,” wrote K.D. Ushinsky, emphasizing the exceptional role ... in teaching oral foreign language communication:
a) games
b) visibility
c) conversations
d) folklore.
27. When introducing children to the culture of other peoples, it is advisable to proceed from:
A) national composition countries
b) the national composition of the group of preschool children
c) the diversity of peoples on our planet
d) place of residence.
28. Propaganda among parents on issues of children’s speech development is carried out by the educator:
a) in conversations, consultations, meetings
b) visual propaganda
c) giving lectures with the involvement of specialists (speech therapists, etc.)
d) organizing exhibitions of teaching aids
d) all answers are correct.