From work experience: “The educator is the main factor in creating a language environment for teaching children the Tatar language. Analysis of the work done for the academic year (for the implementation of the annual plan) of the educator (for teaching children the Tatar language)
1. Documents guaranteeing the equal functioning of the Tatar and Russian languages as state languages:
a) Law of the Republic of Tatarstan “On languages of the peoples of the Republic of Tatarstan”
b) Law of the Russian Federation "On Education"
c) Model provision on preschool educational institution
d) The concept of the rights of the child.
2. Document regulating the number of training sessions Tatar language in kindergarten:
a) The 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 (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 the languages of the peoples living in the Republic of Tajikistan"
e) All answers are correct.
3. Comprehensive program continuing education:
a) "From childhood to adolescence"
b) "The program of education and training in kindergarten"
c) "Childhood"
d) "I, you, we"
e) Harmony.
4. The main task of teaching the Tatar language in a Russian-speaking audience:
a) To teach how to use the Tatar language within installed by the program vocabulary and grammatical minimum
b) to form speech understanding skills
c) learn to use the most common Tatar words
d) all answers are correct
e) All answers are wrong.
5. The main and leading place in the system of teaching the Tatar language in the Russian-speaking audience is occupied by:
a) familiarization of children with folklore works
b) learning by heart poems
c) formation and development of skills oral speech
d) all answers are correct
e) All answers are wrong.
6. Effective methods of organizing classes for teaching a second language:
a) word games, game situations
b) the use of visibility
d) use of folklore
e) All answers are correct.
7. By didactic purposes The following types of classes in the native language can be distinguished:
a) teaching new material
b) consolidation of knowledge, skills and abilities
c) generalization and systematization of knowledge
d) combined (mixed, integrated)
e) all answers are correct
e) are correct: a, c.
8. The process of learning 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 in teaching
b) nurturing education
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, while emphasizing: “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
e) All answers are wrong.
11. Teaching Tatar speech in a Russian-speaking audience should begin with:
a) mastering dialogic speech
b) mastering monologue speech
c) making connected statements
d) mastering lexical and grammatical material
e) reading texts of medium difficulty.
12. The main goal of teaching a second language is:
a) the development of the language abilities of the child
b) familiarization with another language as a means of communication
c) familiarization with the culture, traditions of another people using this language
d) all answers are correct
e) correct: a, b.
14. The methodology of teaching a second language is built 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
e) all answers are correct
e) All answers are wrong.
15. In the classroom for teaching a second language, the order of entering new words and constructions should be observed:
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
e) are correct: a, c.
16. Types of speech activity:
a) listening
b) speaking
c) a letter
d) reading
e) All answers are correct.
17. Listening is:
a) listening to speech
b) memorization of sounding speech
c) the process of perception and understanding of sounding speech
d) assimilation of individual words of the target language.
18. The most common methods of teaching listening:
a) listening to the teacher's speech
b) execution by students of orders, orders and commands in the Tatar language
c) the use of didactic games
d) listening to music
e) all answers are correct
e) correct: a, b.
19. The formation of colloquial (dialogical) speech is the ability of children to:
a) listen and understand what is said to them
b) keep up the conversation
c) answer questions and ask questions
d) develop the interlocutor's thought
e) all answers are correct
e) are correct: a, c.
20. The methods of teaching monologue speech are:
a) paraphrase
b) writing (inventing stories, fairy tales by children)
c) conversation
d) all answers are correct
e) correct: a, b.
21. The "talk-talk" method is appropriate for:
a) Teaching children creative storytelling
b) activation of the speech reserve of children
c) development in children of new, more complex speech skills and abilities
d) enrichment with new language components (vocabulary, grammar, intonation).
22. Intentional, repeated use of the same element (sound, word, phrase) in order to memorize it:
a) explanation
b) repetition
c) verbal exercise
d) speech sample.
23. Techniques for teaching the articulation of consonants:
a) imitation of the sounds of insects, birds, animals, etc.
b) breathing exercises
c) the use of didactic games on the material of tongue twisters (tongue twisters)
d) all answers are correct
e) are correct: a, c.
24. Methods of acquaintance with works of fiction:
a) reading the educator (verbatim transmission of the text)
b) storytelling
c) learning by heart
d) didactic games based on familiar works, literary quizzes
e) all answers are correct
e) correct: a, b.
25. The purpose of looking at pictures, illustrations in a book:
a) teach children to understand speech correctly
b) call the children to talk
c) develop memory skills in children
d) to acquaint children with the linguistic features of the construction of the story.
26. “Showing pictures and telling about them are the best means of 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:
but) national composition country
b) the national composition of the group of children of the preschool educational institution
c) the diversity of the peoples of our planet
d) place of residence.
28. Propaganda among parents on the issues of speech development of children 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
e) All answers are correct.
"Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity."
V.A. Sukhomlinsky
Saytyma rakhim itegez, khörmätle colleague. Uzara aralashyp, tҗҗribә urtaklashyik.
Educator - for me it is rather not a profession, but a way of life. Every day I come to the children, we communicate, study, and every time a new world opens up for me, new life. Children teach me to be patient, restrained. For me, the first condition in working with children is a smile, joy, praise, sincere interest in problems. little man. I want every child to be comfortable and cozy with me.
About myself
Being in a constant search for new forms and methods, I strive to make the process of learning a second language interesting, entertaining, accessible to every child.The main goal of teaching the Tatar language is to develop communication activities children. Therefore, as the most important goal of training, I put forward the formation of skills and abilities of verbal communication or communication to the fore. The way to this goal is the practical use of the language. I form the implementation of the communicative goal of learning in all types of learning: speaking, listening, turning to the practice of orientation, multimedia, learning through games, fairy tales, cartoons. I also use an educational and methodological kit for teaching, which includes collections of works of art for educators and parents, as well as sets of audio and video materials in the Tatar language.
Books that shaped my inner world
Gөlchәchәk Galiyeva "Өzelgәn өmet", Fanis Yarullin "Җilkәnnәr җildә synala", G.Әpsәlәmov "Ak chәchәкәр", Nәbirә Gyimatdinova әsәrlәre, Zif Kadyrova "Yazmysh sonina", Nailya Yakhina "".
My view of the world
Optimist. Tormysh ul-bik matur. Any kүrә belergә genә kirәk. Nindi genә ochrakta yazmysh sine ayaktan ega ikәn, sin үzeңdә sikerep toryp yulynny davam itәrdәy koch tabarga tieshsen. Fanis Yarullinnyn sүzlәre belәn әytkәndә:
“Yazmysh seznen tez astyna kiterep suksa - egylmas ochen yakasyna yabyshygyz.
Utlarga salsa - үzegez annan da kochlerәk yanygyz, shulvakyt kyzuyn sismәsez.
Sularga tashlasa - kүbek bulyp өskә kүtаrelmәgez - asyltash bulyp tөpkә batygyz, yaltyravygyzny kүrep chumyp alyrlar.
Tuzan itep һavaga kutәrsә - yangyr tamchylaryn kushylyp җirgә tөshegez.
Kara urmannard adashtyrs - koyashka karap yul saylagyz.
Tashlar belәn bastyrsa - chishmәgә әverelep irekkә urgygyz.
Җirgә kumsә - eagle shikelle tishep chygygyz.
Җilkәnnәregezne җillar eksa - soyuegezne җilkәn itep kүtәregez.
Nindi genә ochrakta da җiңәrҙ өyrәnegez.
Kochle ruhlylar gyna maksatka ireshә ala.
Tүzemlelәr genә bakhetka laek!”
My achievements
Diploma of the Education Department of the Educational Establishment of the Educational Institution of the Moscow Region of Kazan for the Vakhitovsky and Privolzhsky Districts, 2012.
Diploma of the Department of Education of the Executive Committee of Kazan for the Volga region, dated 01/24/2013. No. 39.
Certificate of honor of the MADOU "Kindergarten No. 362 of the combined" type of the Privolzhsky district of Kazan For high professionalism in the preparation and conduct of classes in the circle on testoplasty "Kolobok" Order No. 118 of May 30, 2012.
A letter of thanks from the UO IK MO of Kazan city methodological center for the testoplasty program "Kolobok", presented at the city competition "Festival of Pedagogical Ideas", 2013.
Diploma of the Education Department of the Executive Committee municipality Kazan in the Vakhitovsky and Privolzhsky districts, for active participation in the district round of the city competition "Festival of Pedagogical Ideas", 2013.
Diploma of the Ministry of Education and Science of the Republic of Tatarstan for participation in the Republican competition "The Best Bilingual Kindergarten" 2014.
Certificate of the Ministry of Education and Science of the Republic of Tatarstan for receiving monetary rewards for participation in Republican contest"The best bilingual kindergarten", 2014
Diploma of the Department of the Department of Education of the Executive Committee of the Municipal Formation of Kazan for the Vakhitovsky and Privolzhsky districts "Best methodical development on interaction with parents in teaching the Tatar language "" Auction of pedagogical ideas ", 2014.
Diploma of the Education Department of the Educational Establishment of the Educational Establishment of the Moscow Region of Kazan for the Vakhitovsky and Privolzhsky Districts, for 1st place in the regional competition theatrical productions among children's groups in the Tatar language "Yoldyzlary Theatre", 2016
Gratitude from the Tatar Republican Committee of the Trade Union of Workers public institutions and public services of the Russian Federation for participation in creative competition, dedicated to the 130th anniversary of G. Tukay, in the nomination: "The best craft for the work of G. Tukay", 2016.
Diploma of the Primary trade union organization of management federal service bailiffs in the Republic of Tatarstan in the competition dedicated to the 130th anniversary of the Tatar folk poet G. Tukay., 2016
My portfolio
Eze Kalsyn Kersez Namusynnyn,
Neither utse da sinen kulynnan.
Kochlelegen belan gorurlanma!
Keshelegen belan gorurlan!
...Sin yashәmә җirdә faydasyz ber
Tүmgәk bulip tigez urynda.
Yanyp Kalsyn gomren, lighthouse bulyp,
Uzenan son kilgan buynga.
Musa Җәlil.
My publications:
Marina Kondratieva
Kindergarten is the first link in the education system. Therefore, one of the main tasks kindergarten- formation of correct oral speech children on the basis of their mastery of the language of their people.
The main goal of speech education is so that the child creatively mastered the norms and rules of the native language, was able to apply them flexibly in specific situations, mastered main communication skills.
Language learning - systematic, purposeful development process cognitive abilities children, assimilation by them of a system of elementary knowledge about the environment and the corresponding vocabulary, the formation of speech skills and abilities.
I apply different forms and methods depending on the intended goals and objectives. I also take into account age features children.
I try to carry out educational activities in a group form. Education in a group is entertaining and effective because language situations are worked out in dialogues, in games and thus overcome the language barrier. I create in the group, the atmosphere of easy communication and the children speak Tatar language, listen to the speech of others and thereby the mutual influence of speech on each other is carried out. I implement my educational activities using the following methods and tricks:
One of the most important forms learning - game. The game is the leading activity children preschool age. It is also a method Tatar language teaching. During the game, children, without noticing it, learn certain vocabulary, master language skills, speech skills and thus children develop the basics communicative competence. They are are trained the correct pronunciation of words, the construction of a coherent statement, consolidate and activate Tatar vocabulary.
The game is an effective and accessible form of activity in teaching Russian children Tatar oral speech. Children do not even think that they are learning, without noticing it, they learn much better Tatar words, phrases, sentences and on this basis they practice the correct pronunciation of specific Tatar sounds.
To improve the efficiency of the educational process, I use information and communication technologies, that is, the use of a computer, the Internet, TV, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication. For example, using a computer, I give children information (slides, I consolidate the material covered with the help of various didactic games. For example, "Who is absent", "Guess and name", "Who's extra?", "Count", "Treat the hares", "Make a Salad" and many others.
The computer helps to raise the level of teaching, providing visibility, control, a large amount of information, being an incentive in learning. The development of computer technology allows you to really individualize the educational process, strengthen positive motivation learning, activate cognitive activity to enhance creativity work like a child, and educator. The computer also helps me organize watching cartoons.
To develop full-fledged game communication, I use game situations that the character finds himself in. (Akbay, Miyau). Through the game plot, you can play out the process of a character's acquaintance with a new object, consider it in detail, study, examine it. The playable character provides educator the opportunity to put the child in the position of the subject cognitive activity. For older people, problematic game situations are most effective. In these situations, the adult draws the attention of the child to his emotional state and the state of other characters. Actively participating in situations-problems, the child finds an outlet for his feelings and experiences, learns to recognize and accept them.
To be effective in communicating with children Tatar language, we have prepared didactic material. Since all classes take place in the form of a game, the best way to consolidate topics is didactic games. We made didactic games: "Add to cart", "Treat Alsou and Bulat", "Invite to the house", "What changed?", "Boo who?", "Commander", "Helping Mom", "Magic Colors" and many others.
The purpose of these didactic games: development sound culture speech, activation and enrichment vocabulary children, coordination of parts of speech, development of fine motor skills of hands.
In order to develop and strengthen memory, I use word games, such as "Who is, who is not?", "Take a vegetable", "Shop", "What, what, how much?" and others.
For the development of fine motor skills, I spend finger games. For example,
Bu barmak - babay,
Boo barmak - bi,
Boo barmak - ti,
Bu barmak - no,
Bu barmak - Malay (kyz)
Didactic
Great importance in teaching a child the language have questions from the educator to the child. When teacher asks a question, the child thinks, thinks and selects the right word from his vocabulary. Thus, we train the child in mastering language. Experience shows that skillfully and on time questions asked change drastically in better side child's tongue: choice of the right word, logical speech.
Material for creating a language environment for teaching children the Tatar language.
"Add to cart"
"Treat Alsou and Bulat"
"What changed?"
Target:
Practicing the pronunciation of words Tatar language on the topics covered;
Formation of the ability to answer and ask question: "Nrs yuk?";
Development of attention and memory.
"Boo who?"
"Commander"
As mentioned earlier, the methods language learning is varied. Their diversity should be enjoyed educator to solve the tasks in the most accessible and interesting way for the child. The choice of methods is determined by age children and tasks to be solved. Need to build teaching the Tatar language in this way to exercise children in speech skills in order to form their first elementary knowledge about the environment.
Thus, the WMC provides unity educational, teaching and developing goals and objectives in the process of education children preschool age. It is built on age-appropriate activities and forms. work with children. It is also aimed at mutual understanding with the family in order to implement speech development. children. The use of non-standard methodological techniques contributes to the development of curiosity, activity and creativity every child. Audio and video applications, aesthetically designed visual and demonstration materials and handouts provide the maximum variety of children's activities.
Since September 2012, the introduction of new educational and methodological kits for teaching children the native, Tatar and Russian languages has begun in preschool educational institutions.
On September 1, 2013, we began to work on the implementation of these educational and methodological kits.
The main task educational and methodological kits - the formation of the initial skills and abilities of practical knowledge of the Tatar language in oral form.
The game is an effective and accessible form of activity in teaching Russian children the Tatar oral speech. Children do not even think that they are learning, without noticing it, they learn Tatar words, phrases, sentences much better, and on this basis they work out the correct pronunciation of specific Tatar sounds.
I implement my educational activities using the following methods and techniques:
1. To improve the efficiency of the educational process, I use information and communication technologies. For example, using a computer, I give children new information(slides), I consolidate the material covered with the help of various didactic games. For example, “Who is not there”, “Guess and name”, “Who is superfluous?”, “Count”, “Treat hares”, “Make a salad” and many others. With the help of 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 to raise the level of teaching, providing visibility, control, a large amount of information, being a stimulus in learning. The development of computer technologies makes it possible to really individualize the educational process, to strengthen the positive motivation for learning, to intensify cognitive activity, to strengthen the creative component of the work of both the child and the educator. The computer also helps me organize watching cartoons.
2. In the classroom, to develop full-fledged gaming communication, I use game situations, which the character gets into (Akbay, Miyau). Through the game plot, you can play out the process of a character's acquaintance with a new object, consider it in detail, study, examine it. The game character provides the teacher with the opportunity to put the child in the position of the subject of cognitive activity. For older children, game problem situations are most effective. In these situations, an adult draws the child's attention to his emotional state and the state of other characters. Actively participating in situations-problems, the child finds an outlet for his feelings and experiences, learns to recognize and accept them.
To achieve effectiveness in communicating with children in the Tatar language, I have prepared didactic material. Since all classes take place in the form of a game, the best way to consolidate topics is didactic games. Didactic games made by me - “Nәrsә artyk?”, “Kem yuk?”, “Bu nәrsә, niche?”, “Dores sana”, “Kunak syylau”, “Uenchyk sorap al”, “Ber-kүp”, “What color no?”, “Gifts of a bear”, “Find a couple”, “Magic bag”, “Show me right” and others.
The purpose of these didactic games: the development of a sound culture of speech, the activation and enrichment of the vocabulary of children, the coordination of parts of speech, the development of fine motor skills of the hands.
In order to develop and strengthen memory, I use word games, such as “Who is, who is not?”, “Take a vegetable”, “Call a cat”, “Deaf phone”, “What, what, how much?” and others.
I spend on the development of fine motor skills finger games. For example,
Bu barmak - babay,
Bu barmak - әbi,
Bu barmak - ati,
Bu barmak - ani,
Bu barmak - Malay (kyz)
In order to develop imagination, thinking, creativity, I use educational games. For example, “How many, name” or the game “What did I think (a)?”
Also in my work I use outdoor games, relay race games and many others.
3. In the classroom I also use visual methods. These include:
Observation;
Examination of paintings, natural objects;
Display of cartoons such as "Three Bears", "Funny Toys", "Who Loves What".
I also use visual methods for a secondary acquaintance with the object, consolidating the knowledge gained during observations, and forming coherent speech. To this end, I use methods such as:
Examination of pictures with familiar content to children;
looking at toys
4. I give a huge role in the classroom articulation method. It is very important that the child correctly pronounce sounds and words. For example,
Bu kurchak kechkenә.
Poppy poppy
Bir Mathur Shakmak.
Also, children complete tasks in workbooks.
The workbook is one of the main components of the UMK “We speak Tatar. A creative notebook helps a child to learn the vocabulary of the Tatar language, to consolidate the speech material, to attract parents to actively engage in the development of their baby. IN workbook tasks were given for naming, summarizing and comparing objects to determine their size, size, quantity. For example, “Offer the dishes to the bears”, “Find a pair of tea”, “Paint the clothes” and others.
In my work, I actively use folklore. Across folk rhymes, songs, fairy tales, finger games, I quickly manage to achieve contact with children in order to more successfully instill skills in them, it is more interesting to organize game activities.
The introduction of health-saving technologies into the educational process makes it possible to achieve positive changes in the health of children. With them I spend physical education, outdoor and educational games. Carrying out such games helps to improve the health of children. The rhymes of the song with movements are interesting. Quatrains about animals, nature, children are easy to remember and make physical education fun and useful. The texts that sound at physical education sessions are accompanied by movements of the arms and torso. I also do exercises for the eyes.
For convenient use, I prepared the UMK for work in the following way: after laminating, distributing the games, demonstration and handouts into envelopes, files, folders, indicating the name and purpose, and placed them in tight boxes.
Thus, the EMC ensures the unity of educational, teaching and developmental goals and objectives in the process of educating preschool children. It is built on age-appropriate activities and forms of work with children. It is also aimed at mutual understanding with the family in order to implement the speech development of children. In this training set, game, information, dialogue technology and technology of problem-based learning are widely used. 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 and demonstration materials and handouts provide the maximum variety of children's activities.
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1 Municipal Autonomous Preschool educational institution“Kindergarten of a general developmental type with priority implementation of activities in the cognitive-speech direction of development of pupils 97 “Bee” Analysis of the work done for the academic year (on the implementation of the annual plan) of the educator (for teaching children the Tatar language) Prepared by: educator (for teaching children the Tatar language) Halimova G.S. Naberezhnye Chelny 2017
2 In the school year for teaching children state languages The Republic of Tatarstan has the following goals and objectives: Purpose: to continue work on the implementation of the Law of the Republic of Tatarstan "On the state languages of the Republic of Tatarstan and other languages in the Republic of Tatarstan", improving the quality of children's knowledge through the implementation of the educational and methodological package; use the most effective and acceptable forms and methods of working with children, including the use of multimedia resources. Tasks: 1. Improving the quality of children's knowledge through the use of modern developing technologies. 2. Improve work with parents, children and teachers aimed at enriching the language environment in groups and increasing its effectiveness in accordance with the EMC. 2. Form a tolerant relationship between children and adults. 3. Spiritually moral education children through acquaintance with the culture, traditions of the Tatar people and the peoples of the Volga region. To implement these tasks, the preschool educational institution planned and carried out the following methodological activities: City workshop for educators on teaching children the Tatar language at KMO-6: “The use of ICT technologies in teaching children the Tatar language”; - study of guidelines on the use of UMK; - requirements for the use of ICT in preschool educational institutions; - study of workbooks; - acquaintance with the audio-video sets of teaching materials for newly arrived educators; - the role of the educator in creating a language environment in the preschool educational institution; - what recommendations can be given to parents on creating a language environment at home. open views organized educational activities: "Use of teaching materials "Tatarcha soylashabez" in educational activities of different age groups to consolidate the material covered (Kurkina E.V.. Webber M.M., Vychuzhina L.V. "In the Zoo", "Colors", "Shop", Khalimova G.S. "Kazangabarabyz". Presentation of the UMK "Tatarcha soylashabyz" at the parent meeting. The preschool educational institution held a review competition for the best design of the stand "We speak Tatar", a competition of outdoor games for the peoples of the Volga region, a festival of games on the UMK, a quiz among educators on watched cartoons, a business game, a lapbook competition for teaching materials, a quest game for educators. A pedagogical council was held: "Enriching the language environment in groups and increasing efficiency in accordance with the teaching materials." 97 Satisfactory conditions have been created for learning the Tatar language: there is a room for learning languages.The teaching and methodological package of the room for different age groups includes: al, audio-video disks, notebooks for individual work. There are ICT - games, desktop-printed, didactic games, puppet show, soft toys and other benefits. Watching cartoons is organized in the Tatar language classroom, in the music hall, in groups. The office is equipped with multimedia equipment. In preschool educational institutions, groups have a screen and a laptop, which are used by all group teachers, but not all teachers pedagogically competently use them in working with children according to teaching materials. It is recommended that groups 5, 11, 7 use ICT games to reinforce the material covered. All children of middle, senior and preparatory groups. Children actively and with great desire completed tasks on workbooks. The workbook is one of the main components of the UMK Speak Tatar, designed for children taking their first steps into the world of the Tatar language. A creative notebook helps a child: to learn the vocabulary of the Tatar language, to consolidate the speech material, attracts parents to actively engage in
3 developmental process of your baby. The workbook contains tasks for naming, summarizing and comparing objects, for determining their size, size, quantity. In all preschool groups 97 a developing subject environment has been created that promotes the development of children's interest in their native land, in the study of the state languages of the Republic of Tatarstan. In the national corners of "Tuganirem - Tatarstan" groups are represented visual materials about history and culture native land: books of writers and poets of the Republic of Tatarstan, sets of postcards and albums with sights of the cities of the Republic of Tatarstan, products of arts and crafts. dolls in national costumes are available in all groups, however, in some groups, dolls in a male costume are not represented. It is recommended to replenish the developing environment with dolls in a male Tatar and Russian costume: groups 10, 3, dolls in a female Russian costume of groups 8, 9. All groups have didactic games to get acquainted with the culture of their native land, but it is necessary to expand the didactic tasks of the games by including vocabulary work , I agree with the UMK projects for different age groups: 4, 3. The groups have albums on acquaintance with the culture of the peoples of the Volga region, it is recommended to replenish the corners of groups 2 and 4 with similar albums. In all groups, there is enough material about the wildlife of the native land, it is recommended to purchase visual and didactic materials on this topic. In addition, it is necessary to replenish the centers of local history in groups of senior preschool age with portraits of famous fellow countrymen writers, poets, composers, and scientists. All groups have audio recordings of songs in the Tatar language. It is recommended that all groups have ICT - games on the teaching materials: groups 4, 3. Planning for teaching children the Tatar language is based on the educational program of preschool educational institution 97. According to the schedule of organized educational activities, the Tatar language is taught starting from the middle group 3 times a week . I plan direct educational activities in accordance with the projects of teaching materials for each age group. The plan provides for the use of visual, audio and video materials of the UMK. All training is based on game techniques, elements of dramatization are used. I work closely with narrow specialists and group educators. In the plans of educational - educational work in groups, the work on the implementation of the teaching materials is reflected: vocabulary work is planned daily, a list of games for repeating and consolidating the material covered. The active vocabulary of children is fixed during the OD, in regime moments, when organizing mobile, plot and didactic games, leisure and entertainment. Educators maintain relationship notebooks for the implementation of teaching materials, which reflect the topic being studied, a dictionary, recommendations for individual and group work with children to consolidate the skills of Tatar speech. It is recommended (for Tatar-speaking children) to plan more speech games, physical education minutes in the Tatar language, to introduce reading rhymes, sayings and tongue-twisters of the Tatar people, to encourage children to use Tatar speech daily during routine moments (washing, dressing, table setting, etc.). The level of proficiency of Russian-speaking teachers in the Tatar language in the amount provided for by the TMC: All Russian-speaking teachers of preschool educational institution 97 were trained in the basics of the Tatar language in the amount provided for by the TMC "Tatarcha soylashabez", successfully passed the tests in the amount provided for by the Training Program of the Ministry of Defense and N of the Republic of Tatarstan, certificates are available. To consolidate knowledge, work is carried out to repeat and consolidate the material. After the classes, the teachers were asked to pass a test for knowledge of the Tatar language. All educators coped with the proposed tasks satisfactorily. A total of 14 teachers participated. Common Mistakes irregular declension of verbs, errors in the use of plural noun endings. To consolidate and repeat the vocabulary of the teaching staff, a dictionary of words and expressions of the Tatar language frequently used in regime moments was developed and distributed to educators. It is recommended that educators improve their knowledge of the Tatar language, use the Tatar speech when organizing regime moments. For teachers of the preschool educational institution, Tatar language courses were organized as part of the teaching materials during the academic year. 14 teachers successfully completed training on the basis of the preschool educational institution, passed the test. Educators use their knowledge in their work: they fix the material covered with the children in sensitive moments, on walks, in role-playing games. For group teachers, thematic dictionaries, plans for individual correctional work on teaching children the Tatar language in secondary, senior and
4 preparatory groups, different types of material were distributed: audio-video discs, as needed, teachers used demonstration and handout material from the Tatar language classroom, which helped to increase the level of mastering the Tatar language by children. This is reflected in the register of the issuance of CMD. Contests were held at the DOW Didactic games on UMK, Abstracts on UMK, Drawings on fairy tales. In all age groups, open events were shown to teachers and parents of preschool educational institutions. Language teaching was carried out not only in organizational forms training, but also during walks, regime moments, in individual and correctional work, during holidays and entertainment dedicated to the Tatar writers G. Tukay and M. Jalil. At the same time, the main attention was paid not only to memorizing individual words and grammatical constructions, but also the activation of vocabulary in colloquial speech children. For this purpose, the following entertainments were held with the children: Sombel, Day mother tongue, Navruz, Without Tukay onyklars, Sabantuy. Children actively participated in city competitions: Tatar kyzy, Tatar malae, Young readers (based on the works of G. Tukay). At the beginning of the school year, a survey was conducted with newly arrived Tatar-speaking parents, and during the year with all parents in middle, senior, preparatory groups, in order to identify weak links in familiarization with Tatar culture, language. According to the results of the survey, it turned out that the parents themselves do not know their native language and culture of Tatarstan well. To solve this problem and in order to show the importance of the native language in the personal development of children for parents, consultations were held on the following topics: The use of teaching materials in teaching the Tatar language to preschool children, The use of animation plots, multimedia technologies in teaching the Tatar language to preschool children. In the academic year, kindergarten educators were trained in the Tatar language on-line Ana TV. 14 teachers received certificates of all nine levels, and newly arrived 3 teachers pass these levels, 1 teacher is waiting for registration. In order to comply with the law of the Republic of Tatarstan “On the state languages of the Republic of Tatarstan and other languages in the Republic of Tatarstan”, the educational process, registration in the halls and groups of preschool educational institutions is modern, relevant, carried out in two state languages in equal volume. There are 11 groups in the preschool educational institution, of which one group is with the upbringing and education of children in the Tatar language. It organizes the teaching of children to the native language according to the new teaching and learning method “Tuganteldäsöyläshäbez” by Khazratova F.V., Zaripova Z.M. Information 2014/ / /17 1. Number of children of Tatar nationality in preschool institutions Number of Tatar groups Number of children in Tatar groups Number of Tatar preparatory groups Number of children in Tatar preparatory groups 6. Number of Tatar groups staffed in the new academic year 7. Number of children in them Coverage of upbringing and teaching children of Tatar nationality in their native language 34% 40% 23% The teaching staff seeks to synthesize the main areas of education that are significant for the entire republic, focuses on historical, national, labor traditions . The upbringing process is built on scientific foundations and the creative approach of teachers to instill in children love for their people, their culture, native land, family. The tasks of national education are being solved: feelings of pride, love for the native language, the region, spiritual and moral values. In all groups of preschool educational institutions there are Tatar corners, which are decorated in modern style, in accordance with the age of children and the requirements for the maintenance of the national corners "Tuganirem Tatarstan". Consultations for teachers and parents of the kindergarten of the city and region:
5 - "TCM: equipping the subject-developing environment"; - "Balalarny dәүlәt tellәrenә өyrәtkәndә ICT uennary kullanu"; - "Bilingualism in preschool childhood"; - “Learning the Tatar language using innovative technologies”; - "Creating a speech environment for teaching children the state languages", Performances at regional seminars in Nizhnekamsk: - Participation in the exhibition of didactic games on teaching materials; - printed material in the collection "The system of work of the preschool educational institution on the formation of practical skills in the Tatar language among preschoolers"; - "Role-playing game as a way to expand the social and communicative development of children"; - printed material in the collection "Familiarization of preschoolers with fiction»; - "Ecology, health-saving technologies"; - "Using the materials of the teaching materials at music lessons"; - “Mәktәpkәchә yashtәge balalarny halyk pedagogikasy nigezendә tәrbiyalәү”. There were educators of our preschool educational institution, the city of Almetyevsk, Mamadysh, Nizhnekamsk, Menzelinsk, Zainsky district for educators of the preschool educational institution of the city in preschool 12. The Tatar language classroom is decorated in the national style with a rich subject-developing environment, visual demonstration, handouts, equipped with a laptop and a screen for implementation of the WMC. A cycle of didactic, educational games, GCD plans, abstracts, development of activities with teachers, children, parents have been developed, presentations are being made to present work experience in teaching materials. The implementation of the teaching materials is reflected on the website of the preschool educational institution. The general educational program of the preschool educational institution includes a program for the teaching materials "Tatarchasoylashabez". During the year, competitions of drawings, crafts based on watched cartoons, poems, and fairy tales were held with children and parents. The results of using UMK in preschool educational institutions Children use the amount of vocabulary of Tatar words according to UMK in communication with peers and adults. Teachers in the educational process create a language environment for communication, use Internet resources in their work, including multimedia materials. Parents were actively involved in the development of their child through the use of workbooks, which make it possible to learn the vocabulary of the Tatar language, to consolidate speech material in game form to maintain interest in the language. The results of the diagnosis of the level of assimilation program material children according to the Educational and educational institution "Tatarchasөylәshәbez" at the end of the school year. Preparatory groups: 5.11. Examined: 34 Levels Russian groups 6.9 Tatar language Native language Number of children: 38 4 High 17-57% 2-50% Average 13-43% 2-50% Below average - - Senior groups: (4.7) Surveyed: 40 Russian groups 4.7 Tatar language Native language Number of children: 38 2 High 19-50% 1-50% Average 19-50% 1-50% Below average - -
6 Middle groups: 3.10 Examined: 48 Levels Russian groups 3, 10 Tatar language Mother tongue Number of children: 44 4 High 20-45.5% 2-50% Average 22-50% 2-50% Below average 2-4 ,5% - Collaboration with parents in teaching children languages In the preschool educational institution, purposeful work is being carried out to involve parents in the pedagogical process. The presentation of the UMC "Tatarcha soylashabez" was presented at parent meetings. On group parent meetings questions of studying the Tatar language were also raised. In groups, stands and folders for parents were arranged, containing information about learning the Tatar language: addresses of Internet resources for teaching children and adults the language, information about the new teaching materials, (what is included in the kit, on which site you can download cartoons in the Tatar language), a dictionary of Tatar words for each age group, an exhibition of children's drawings based on cartoons in the Tatar language (group 8,6,11), photographic materials (group 5,8). A review of stands for parents was held, as a result of which it turned out that the level of design of stands in all groups is approximately the same. It is recommended to continue replenishing the stand for parents on learning the Tatar language with recommendations for parents on teaching children the language, photographic materials, products of children's creativity. A survey was conducted among parents of senior and preparatory groups about their attitude to the Tatar language. A total of 65 parents participated in the survey. Russian-speaking families made up 51 families, Tatar families 2, mixed 12 families. 4 families communicate in the Tatar language at home, 6 families communicate in two languages. The rest are in Russian. Most parents are interested in learning the Tatar language for their children. Absolutely all parents consider it necessary for a child to learn the Tatar language. 65 people know well what kind of work is done in kindergarten, 52 people fix the learned words and phrases at home. 58 people are fully satisfied with the work of the kindergarten for teaching children the Tatar language, 7 people are partially satisfied. Conclusions and recommendations: In preschool educational institution 97, satisfactory conditions have been created for teaching children the Tatar language, implementing the teaching materials “Tatarcha soylashabez”, getting acquainted with the culture of the peoples of the Volga region: In groups and the Tatar language classroom, there is a subject-developing environment for consolidating Tatar speech, developing interest in the culture of the native region, but it is necessary to continue work on enriching the environment: - to expand the didactic tasks of games, including vocabulary work according to the projects of teaching materials for different age groups - in all groups; - It is recommended that all groups have ICT games for teaching materials. until June 30, 2017. Responsible group educators. When planning the educational process, it is recommended to pay more attention to the activation of Tatar speech in regime moments: to plan more speech games, physical education sessions in the Tatar language, to introduce Tatar-speaking children to rhymes, sayings and tongue twisters of the Tatar people, to encourage children to use Tatar speech daily during regime moments (washing, dressing, table setting, etc.). term constantly, responsible group educators. It is recommended that educators improve their knowledge of the Tatar language, use Tatar speech when organizing regime moments, and, if necessary, seek advice from the educator (on teaching children the Tatar language) Halimova G.S. term constantly, responsible group educators. It is recommended to continue work on teaching materials for teaching children the Tatar language. Wider use of audio recordings, video materials, both for performing tasks with children and when working
7 with parents. Expand the use of notebooks from the teaching materials kit to increase interest in the study of Tatar speech. term permanently, responsible educator (for teaching children the Tatar language Halimova G.S. and group educators. Raise the level of proficiency in Tatar speech to the minimum provided for by the TMC program for teaching the state languages of the Republic of Tatarstan. Based on the obtained diagnostic data, adjust work plans. school, responsible educators, educator (on teaching children the Tatar language Halimova G.S. Fill up stands for parents in groups: consultations on multicultural education, photographic materials from the life of the language learning group, children's drawings based on cartoons watched. To increase the level of assimilation of state languages For the new academic year of the Republic of Tatarstan, we set ourselves the following tasks: - to continue work on the implementation of the law on the state languages of the Republic of Tajikistan and other languages in the Republic of Tajikistan; - to improve the quality of preparing children for school in the context of the implementation of the Federal State Educational Standard; - to use teaching materials for teaching children the Tatar language These tasks push us to be in the constant search for new forms of work in order to form in children a steady interest in learning the state languages of the Republic of Tatarstan. Good results in teaching two state languages will appear only when the efforts of teachers and parents are coordinated. I would like to hope that soon all children will be able to communicate easily in both official languages. We will be confident in the success of our children. Conclusion: The preschool educational institution conducts systematic and high-quality work on the implementation of the Law on the State Languages of the Republic of Tatarstan and other languages of the peoples of the Republic of Tatarstan Problems, difficulties, ways to solve them: day. 2. Lack of support from parents in joint work in the formation of Tatar language skills in children. 3. Reveal best experience the work of preschool teachers in teaching materials. 4. Take an active part in the competitions of the Republic of Tatarstan for the implementation of teaching materials. 5. Facilitate the dissemination of peer-reviewed author's developments to group teachers. 6. Develop new forms of work with parents to jointly teach children the Tatar language, actively use the site of the preschool educational institution to promote the teaching of children in the Tatar language. Tasks for the next academic year: 1. Creation of conditions for the conscious attitude of teachers to the language as a national cultural value through the subject-developing and language environment based on the use of teaching materials. 2. Implementation and use of educational and methodological kits in all areas to improve the quality of teaching children the state languages of the Republic of Tatarstan. 3. Ensuring the quality of work on the continuity of national education and upbringing of children on the basis of the system "Kindergarten, family and school continuity and continuity in the upbringing and education of children in their native language." Tasks: 1. To improve the system of teaching preschoolers to their native, Tatar languages, by increasing the speech development of children, the competence of leaders and teachers of preschool educational institutions. 2. The use of educational and methodological kits, ICT - technologies in all areas to improve the quality of teaching children the state languages of the Republic of Tatarstan. 3. Use teaching materials in the formation of ideas about the professions of adults in children of senior preschool age.
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