It is well-known that in recent years, the attention has been paid to teaching language as a means of communication and learning. In this case, it is important to teach the Kazakh language from the very beginning in close connection with other educational fields, that is to say, teaching the language from the point of view of meta-subject approach. After all, the meta-subject approach to teaching the Kazakh language in different subject areas of primary education opens the way for the schoolchildren to understand the cognitive and communicative functions of the language. Therefore, in our paper, we have analysed the work of scientists who have studied the concept of ‘metasubject’, ‘meta-subject matter or double subject’ and studied the problem of meta-subject teaching. As a result, it has been concluded that the selected methodology, training system and task models allow to carry out meta-subject education of primary education subjects in order to achieve the proposed results. Keywords: Meta-subject, meta-subjectivity, meta-subject approach, meta-subject result
The urgent task of higher education is to comprehensively prepare future teachers for the implementation of state educational standards (SESs) for primary general, basic general and secondary full education, as well as mastering the requirements of the professional standard ‘teacher’. The key requirements of the SES RK include the formation of subject, meta-subject and personal results of students. The concept of ‘meta-subject learning outcomes’ acts as an undoubted innovation of SES RK, which is still not highlighted enough in the scientific and educational literature. In this regard, the need arises for purposeful general professional and subject-methodological preparation of the future teacher for work on the formation and development of meta-subject results for students, mastering the basic educational programmes of general education. The topic of this article is related to the pressing issues of the meta-subject content of education at a pedagogical university. Particular attention is paid to the theoretical justification of meta-subject matter in scientific research. On the example of the author’s programme of the new variable discipline ‘Meta-subject approach in primary education’, intended for students of the pedagogical direction of training, the basic conditions for the implementation of the meta-subject approach in network interaction with educational institutions are considered. Keywords: Meta-discipline, meta-disciplinary approach, meta-disciplinary outcomes, meta-disciplinary skills, educational programme.
Therefore in our article we analyzed the works of scientists who studied the concept of "Meta-subject", "interdisciplinary approach." At the same time, we discussed methods and approaches to teaching primary school subjects through a meta-subject approach. If the methodology of teaching subjects in various subject areas of primary education is based on a theoretical approach and its methodology is adopted, this will allow students to develop the kazakh language, as well as master language skills. In this regard, primary school teachers were given explanations about the meta-subject approach. And also a special task template was developed for schoolchildren and tested. As a result, it was concluded that the chosen methodology, training system and task models allow conducting meta-subject training in primary education subjects to achieve the proposed results. This, in turn, contributes to the comprehensive development of students as a person.
This article examines the socio-pedagogical conditions for developing of primary school pupils. Each age has its own level of psychological, physical and social development, and it is also noted that the external social factor is the main condition for the development of internal sociality in children. School activities take a leading role in the development of the social intelligence of primary school pupils and, therefore, in the formation of the child's basic relationship with society. According to scientists, any age has its own unique and unrepeatable condition for social development. It is these conditions that make it possible to determine the forms and ways of development of children. Since a child's development is often dependent on environmental conditions, these conditions can both stimulate and inhibit development.
The aim of this research is to determine the attitudes of elementary school 4th graders regarding electronic books developed through innovative technologies in the development of vocabulary. Qualitative research methods were used in accordance with the purpose of the research. The data of the research were collected by the semi-structured interview form developed by the researcher. The study involved 20 elementary school 4th graders studying in Almaty, Kazakhstan in the 2019-2020 academic year. As a result of the research, it was concluded that students have a moderate tendency to read electronic books and have a tendency to prefer electronic books as much as printed books. In addition, students found electronic books to be easily accessible, easy to learn and advantageous with their ability to be easy to learn, while they found themselves disadvantaged in terms of easy concentration, eye strain and technology addiction. Based on the results of the research, it is recommended to improve electronic books through innovative technologies and to carry out studies on increasing the use of electronic books by students. Keywords: Electronic book, innovative technologies, student feedback, technology-based learning
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