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торайғыров университетінің

ХаБарШысы

Педагогикалық сериясы

1997 жылдан бастап шығады

вестник торайгыров университета

Педагогическая серия

Издается с 1997 года ISSN 2710-2661

№ 2 (2021)

Павлодар

Торайғыров университетінің ғылыми журналы

научный журнал Торайгыров университета

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научный журнал Торайгыров университета

Педагогическая серия выходит 4 раза в год СВиДЕТЕлЬСТВО

о постановке на переучет периодического печатного издания, информационного агентства и сетевого издания

№ KZ03VPY00029269 выдано

Министерством информации и коммуникаций Республики Казахстан

Тематическая направленность публикация материалов в области педагогики,

психологии и методики преподавания Подписной индекс – 76137 https://doi.org/10.48081/GSYO5936 Бас редакторы – главный редактор

бурдина е. И.

д.п.н., профессор

Заместитель главного редактора Абыкенова Д. Б., PhD доктор Ответственный секретарь Нургалиева М. Е., PhD доктор

редакция алқасы – редакционная коллегия Пфейфер Н. Э., д.п.н., профессор

Жуматаева Е., д.п.н., профессор Абибулаева А. Б. д.п.н., профессор

Фоминых Н. Ю., д.п.н., профессор (Россия) Снопкова Е. И., к.п.н., профессор (Белоруссия) Мирза Н. В., д.п.н., профессор

Донцов А. С., доктор PhD

Шокубаева З. Ж., технический редактор

_______________________________________________________________________

За достоверность материалов и рекламы ответственность несут авторы и рекламодатели Редакция оставляет за собой право на отклонение материалов

При использовании материалов журнала ссылка на «Вестник Торайгыров университета» обязательна

© Торайгыров университет

мазмұны

заманаУИ ТЕХнОЛОГИЯЛаР ЖӘнЕ ОҚыТУ ӘДІСТЕмЕЛЕРІ

абаева н. Ф., мустафина Л. м., абаев Р., мустафина Б. м.

Математикадан білім сапасын арттырудағы

кәсіби бағдарлаудың рөлі ...9 Сарыбаева Д. Ж.

Сөйлеу дағдысын дамыту құралы ретіндегі тыңдалым ...20 Уразбай К. Р., ниязова а. Е.

Шетел тілі практикалық сабағындағы

аутенттік бейне материалдар ...30 абдиева Ш. а., Қызырбек м. а., акшолакова а. м.

Электр тізбектерін компьютерлік модельдеу –

қазіргі білім беру процесінің құрамдас бөлігі ...37 анесова а. Ж.

Болашақ педагог маманның басқарушылық қабілетін

қалыптастыру мәселесінің генезисі ...48 аубакирова С. С., Жумабекова Г. а., артыкбаева Г. Т.,

Искакова з. С., Жаябаева Р. Г.

Кәсіпкерлік білім берудің дамуы мен рөлі ...61 ашуров а. Е., Калманова Д. м.

«Ғарыштық техника және технологиялары» мамандығы бойынша қашықтықты оқытудың ерекшеліктері мен проблемалары ...77 аязбаева С. С., Есекешова м. Д.

Шетел тілі арқылы білім беруде мәдениетаралық

қарым-қатынастың дамуы ...89 нургалиева С. а., Cайлыбаев Б. а., Ерназарова Г. Ш.,

Койшибаев м. н., Байболова Д. Т.

Математикалық модельдеу білім беру мекемелерінде

Stem-тәсілді іске асыру бойынша оқыту стратегиясы ретінде ...98 Ризаходжаева Г. а., Оңғарбек а. а.

Пікірталас – шетел тіліндегі білім білімділігінің

дағдырларын дамытудың тиімді әдісі ретінде ...109 Туймебекова а. Т., Габдуллина а. Т.

виртуалды әлемді білім беруде қолданудың тиімділігі ...119 Шукурбаева а. К.

Химия сабақтарында оқытудың жаңа тәсілдері...130

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ИнКЛЮзИВТІ БІЛІм БЕРУ мордвинцева И. Ю., Санай Г. Е., Бекембетова Л. И.

Даму мүмкіндіктері шектеулі балалардың

психоәлеуметтік мәселелері ...138

БІЛІм БЕРУ ұЙымДаРынДаҒы ПЕДаГОГИКаЛыҚ ҮДЕРІСТЕГІ ИДЕОЛОГИЯ ЖӘнЕ ТӘРБИЕ Жұмағұлова Г. Ш., мунашова Д. Б., Садирмекова Ж. Б., мамбеталиев Т. м. Оқу-тәрбие процесінің оқушылардың әлеуметтік және азаматтық белсенділігін қалыптастыру бойынша жетілдірудің педагогикалық факторлары ...149

Жәнібекова Г. О., Тусеев M. У., Есмұратова У. а., Колдас Г. Б. Оқушыларды азаматтық және патриоттық тәрбиелеудің психологиялық-педагогикалық негіздері: жаңа тәсілдер ...157

Кульшарипова з. К., Бисембаева н. а., мажит С. м. Педагогикалық басқару әлеуметтік мектепте білім беру үрдісін басқару. ...165

Оспанова Б. Б., Тулекова Г. м. Педагогикалық үдерістегі қарым-қатынас түрлерінің мазмұны ....180

Желдибаева Р. С., Сапаргалиева а. Ж. Болашақ педагог-психологтардың кәсіби құзіреттілігін дамытудың өзекті мәселелері ...192

Авторлар туралы ақпарат ...202

Авторларға арналған ережелер...216

Жарияланым этикасы ...229

СОДЕРЖанИЕ СОВРЕмЕнныЕ ТЕХнОЛОГИИ И мЕТОДИКИ ОБУЧЕнИЯ абаева н. Ф., мустафина Л. м., абаев Р., мустафина Б. м. Роль профессиональной ориентации в повышении качества знаний по математике ...9

Сарыбаева Д. Ж. Аудирование как средство развития речевых навыков ...20

Уразбай К. Р., ниязова а. Е. Аутентичные видеоматериалы на практических уроках английского языка ...30

абдиева Ш. а., Қызырбек м. а., акшолакова а. м. Компьютерное моделирование электрических цепей – составная часть современного образовательного процесса ...37

анесова а. Ж. Генезис проблемы формирования управленческих способностей будущим учителем ...48

аубакирова С. С., Жумабекова Г. а., артыкбаева Г. Т., Искакова з. С., Жаябаева Р. Г. Развитие и роль предпринимательского образования...61

ашуров а. Е., Калманова Д. м. Особенности и проблемы дистанционного обучения по специальности «Космическая техника и технологии» ...77

аязбаева С. С., Есекешова м. Д. Развитие межкультурной коммуникации в образовании через иностранный язык ...89

нургалиева С. а., Cайлыбаев Б. а., Ерназарова Г. Ш., Койшибаев м. н., Байболова Д. Т. Математическое моделирование как стратегия обучения по реализации Stem-подхода в образовательных учреждениях ...98

Ризаходжаева Г. а., Онгарбек а. а. Учебная дискуссия – средство формирования коммуникативной компетенции ...109

Туймебекова а. Т., Габдуллина а. Т. Эффективность применения виртуального мира в образовании .119 Шукурбаева а. К. Новые подходы к обучению на уроках химии ...130

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ИнКЛЮзИВнОЕ ОБРазОВанИЕ мордвинцева И. Ю., Санай Г. Е., Бекембетова Л. И.

Психосоциальные проблемы детей с ограниченными

возможностями развития ...138 ИДЕОЛОГИЯ И ВОСПИТанИЕ В ПЕДаГОГИЧЕСКОм

ПРОЦЕССЕ В ОРГанИзаЦИЯХ ОБРазОВанИЯ Джумагулова Г. Ш., мунашова Д. Б.,

Садирмекова Ж. Б., мамбеталиев Т. м.

Педагогические факторы совершенствования

учебно-воспитательного процесса по формированию

социальной и гражданской активности школьников ...149 Жанибекова Г. О., Тусеев м. У., Есмуратова У. а., Колдас Г. Б.

Психолого-педагогические основы гражданского

и патриотического воспитания школьников: новые подходы ...157 Кульшарипова з. К., Бисембаева н. а., мажит С. м.

Педагогический менеджмент в практике управления

учебным процессом в начальной школе ...165 Оспанова Б. Б., Тулекова Г. м.

Содержание видов общения в педагогическом процессе ...180 Желдибаева Р. С., Сапаргалиева а. Ж.

Актуальные проблемы развития профессиональных

компетенции будущих педагогов-психологов ...192

Сведения о авторах ...207 Публикационная этика ...229

Content

Modern teChnologies and teaChing Methods abayeva n. F., Mustafina l. M., abaev r., Mustafina B. M.

The role of vocational guidance in improving

the quality of knowledge in mathematics ...9 sarybayeva d. Zh.

Listening as a means of developing speech skills ...20 Urazbay K. r., niyazova e. a.

Authentic video materials in the practical lessons of English ...30 abdieva sh. a., Kyzyrbek M. a., aksholakova a. M.

Computer simulation of electrical circuits –

an integral part of the modern educational process ...37 anessova a. Zh.

Genesis of the problem of forming management ability

by a future teacher...48 aubakirova s. s., Zhumabekova g. a., artykbaeva g. t.,

iskakova Z. s., Zhayabaeva r. g.

Development and role of entrepreneurial education ...61 ashurov а. Ye., Kalmanova d. M.

Features and problems of distance learning

on the specialty «Space equipment and technologies» ...77 ayazbayeva s. s., Yessekeshova M. d.

Development of intercultural communication

in education through a foreign language ...89 nurgaliyeva s., sailybayev B. a., Yernazarova g. sh.,

Koishibaev M. n., Baibolova d. t.

Mathematical modeling as a learning strategy for implementing

the Stem-approach in educational institutions ...98 rizahodjayeva g. a., onggarbek a. a.

Educational discussion as an effective method

of developing communication skills in a foreign language ...109 tuymebekova a. t., gabdullina a. t.

effectiveness of using the virtual world in education ...119 shukurbayeva a. K.

New approaches to teaching in chemistry lessons...130

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inClUsion

Mordvintseva i. Y., sanay g. e., Bekembetova l. i.

Psychosocial problems of children with disabilities ...138

ideologY and UpBringing oF the pedagogiCal proCess in edUCational institUtions dzhumagulova g. sh., Munasheva d. B.,

sadirmekova Zh. B., Mambetaliev t. M.

Pedagogical factors of the educational process improvement

on the formation of social and civic activity of schoolchildren ...149 Janibekov g. o., tuseev M. U., eshmuratova U. a., Koldas g. B.

Psychological and pedagogical foundations of civil

and patriotic education of schoolchildren: new approaches ...157 Kulsharipova Z. K., Bissembayeva n. a., Mazhit s. M.

Pedagogical management in the practice of managing

the educational process in primary school ...165 ospanova B. B., tulekova g. M.

The content of types of communication in the pedagogical process ...180 Zheldibayeva r. s., sapargaliyeva a. Zh.

Relevant issues of future pedagogue-psychologists

professional competence development ...192

Information about the authors...212

216

Publication ethics...229

СОВРЕмЕнныЕ ТЕХнОЛОГИИ И мЕТОДИКИ ОБУЧЕнИЯ

SRSTI 14.35.09

https://doi.org/10.48081/TDMN8232

*n. F. abayeva1, l. M. Mustafina2, r. abaev3, B. M. Mustafina4

1,2Karaganda Technical univertity, Republic of Kazakhstan, Karaganda;

3university College London, uK, London;

4Al-Farabi Kazakh National university, Republic of Kazakhstan, Almaty

the role oF voCational gUidanCe in iMproving the qUalitY oF Knowledge in MatheMatiCs

The role of vocational guidance in teaching mathematics in the educational process of economic specialties students is presented. The importance and necessity of obtaining high-quality knowledge of the mathematical approach by students of economic specialties is demonstrated.

Today’s students, and in near future: specialists in the field of economics should be able to meet the high standards of the modern labor market; they must be interested in obtaining a higher level of knowledge.

The issue of improving the quality of mathematical knowledge is quite acute, and as one of the ways is to stimulate the study of mathematical disciplines, the authors consider the introduction of a professionally- oriented textbook into the educational process. The article provides the structure of this textbook, which contains all the necessary theoretical material, key concepts, and questions for self-assessment, a list of references and a large number of professionally oriented tasks.

Keywords: vocational education, teaching mathematics.

Introduction

On September 5, 2012, the head of the Republic of Kazakhstan visited Nazarbayev university and delivered a lecture to the students, where he noted that our country is moving towards a post-industrial world ruled by the triad

«education – science – innovation». Nursultan Nazarbayev emphasized: «There

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is one more enduring value, the pursuit of knowledge. World experts predict an acute shortage of qualified personnel. According to forecasts, by 2020 the world labor market will need an additional 40 million workers with higher education.

Look, following countries as Japan, China, South Korea, Singapore, Malaysia are thriving thanks to the skill of the execution of their ideas and technologies, their perseverance and work. Your knowledge is the result of your work. If you work, strive for self-education more, you will learn more. We regard knowledge as an economic resource of the state, factor of production. We are consistently modernizing the national education system, bringing it closer to international standards».

President of the Republic of Kazakhstan N. A. Nazarbayev on June 16, 2006, in his address to youth at the L. N. Gumilyov (Nur-Sultan) at the lecture «Towards the knowledge economy through innovation and education» outlined: «It is necessary to qualitatively change the level of teaching at the applied departments of the mathematical direction in all universities. Everyone should be proficient in mathematical methods of data analysis. As world practice shows, a high level of mathematical training of personnel will provide a qualitative breakthrough in all industries. Educated, literate people are the main driving force of human development in the 21st century».

An economist to successfully apply mathematical methods in further professional activity, to model various economic processes; first of all, he must obtain the necessary knowledge and be able to correctly handle the mathematical apparatus. Mathematical methods play an increasingly important and necessary role in the training of specialists in the field of economics, since they allow to analyze the results of theoretical and practical activities with a sufficient degree of reliability. They are used to process observational and experimental data that are not only susceptible to measurement errors and random interference, but also to the influence of internal variability.

Materials and methods

At Karaganda Technical university, the mathematical training of students of an economic profile is considered as an important component in the system of basic training of a modern specialist in this field, the primary task of which is high-quality training of students, focused on developing the ability to obtain and apply knowledge in professional practice independently.

However, as practice shows, the role of mathematics in the process of preparing a future economist is inconspicuous, since in all cases, economic disciplines are naturally brought to the fore, and theoretical disciplines, including mathematics, are depended on the background. This is due to the fact that the educational process of the university does not take into account the rapid mathematization of

all industries, including the economy, which is based on the introduction of new computer technologies, methods based on mathematical achievements in the field of economics. This leads to misunderstanding and neglect of students’ study of mathematics. Thus, economics students underestimate the role of mathematics in their future professional career.

Improving the quality of mathematical knowledge is a problem faced by teachers of the disciplines «Mathematics in Economic» and «Additional chapters of mathematics». For this purpose, we analyzed psychological and pedagogical literature in order to identify ways and means of increasing the level of mathematical knowledge. Among the variety of ways and means developed by practice for the formation of sustainable cognitive interests, they are following:

– passionate teaching,

– the novelty of the educational material,

– demonstration of the practical application of knowledge in connection with the life plans and orientations of students,

– the use of new and non-traditional forms of education, – alternation of forms and methods of teaching, – problem learning,

– heuristic learning,

– the use of interactive computer tools, – testing knowledge, skills, and etc.

Considering the above, the formation and development of interest in mathematics among students studying in economic specialties is a task of value importance, the intellectual development of students, the development of basic methods of thinking, the formation of cognitive abilities and research skills are achieved on the solution.

To educate an economist student’s interest in mathematics, to achieve knowledge of the subject, to promote the development of his creative abilities, skills and abilities is the task assigned to the teacher of mathematics.

Therefore, we consider solving this problem, it is necessary:

1) to increase attention to teaching methods: methods that stimulate the activity of students, educate them the skills of independent work, should receive the maximum development;

2) revise the methodology of presenting lectures and practical exercises in order to strengthen interdisciplinary connections on special disciplines in the educational process of the university.

To solve this problem, the process of studying the discipline «Mathematics»

was studied in detail. The educational literature is analyzed, since it is through the textbook that the process of assimilating the content of education is organized both

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in terms of cognitive, independent creative activity, and in the emotional-value relation. The textbook is designed to form the ability of students to accumulate personal social experience, to form his ability to evaluate the phenomena and events of the surrounding reality, to determine their place in life.

Results and discussion

After analyzing the educational literature on mathematics for students, economic specialties, we came to the following conclusion: the change in the role of mathematics in education, its approval as a language and the most important tool for learning and solving practical problems should be reflected in the entire system of higher economic education. Mathematics in this education system has stepped over the level of general education discipline and should, on the basis of interdisciplinary ties with special economic disciplines, become an integral part of professional training.

As a result of studying a course in mathematics, a future economist must master mathematical knowledge as an apparatus that helps to simulate economic problems and to solve the constructed mathematical model, as well as analyze the obtained solution; and to use computer technology if it is necessary. He must also master mathematical methods that make it possible to study and predict economic processes.

The basics of economic and mathematical modeling, which an economist student must master, give an idea of economic and mathematical modeling, its language and symbols, methods, algorithm, periods of development of economic and mathematical modeling; be able to build models of real economic processes, study these processes according to these models, design applications of models;

get acquainted with the role of economic and mathematical modeling in the modern economy.

An economics student needs to have a thorough knowledge of the theory of probability and mathematical statistics; be well acquainted with linear and nonlinear programming methods, dynamic programming, game methods, network planning, problems of queuing theory and other economic and mathematical methods and models, as well as econometric methods. But, despite of the need for mathematical knowledge, it is quite difficult for a first year student to study mathematics to explain why he needs mathematical knowledge.

To improve the desire to study mathematics, it is necessary to develop the student’s need to engage in cognitive activity, which means the student-economist must find attractive aspects so that the learning process contains positive charges of interest in the study. Therefore, the solution of professionally oriented problems in the process of studying mathematics demonstrates the degree of need for

possessing mathematical knowledge; tasks of this type are solved on practical knowledge, for example:

1 The bank operates in 6 branches of the city. The bank has recruited 3 new employees who need to be assigned to these branches. There are many ways to do this if you can add only 1 new employee to each branch.

2 This branch of the bank employs 12 people. 8 people as 4-year students came to the bank for internship, which must be distributed among the bank’s employees. Define how many ways this can be done if only 1 student can be assigned to one bank employee.

3 The probability of obtaining a mortgage loan subject to all the conditions of the bank is 0.9. Find the probability that 154 out of 180 clients receive a mortgage.

4 During the financial control, 5000 clients of the bank were checked. Of these, 7 clients had a lower rate, 53 clients had violations of the debt repayment schedule, 4 clients had errors in paperwork, 5 clients had no loan repayment, 21 clients had early loan repayment, 3 clients had lost documents. Find the distribution law of the identified shortcomings in the bank’s work.

5 The occurrence of violations in the work of the planning and economic department at a certain enterprise is estimated by the probability 0.7. Draw up the binomial distribution of the probabilities of the occurrence of violations in six randomly taken cases of the work of the planning and economic department.

Over the past two years, in the educational process, we have been using the professionally oriented textbook "Probability theory and mathematical statistics for students of economic specialties», approved by the academic council of the university. The structure of this textbook is composed as follows: at the beginning of each chapter, the necessary theoretical material is set out, which will allow the student to successfully prepare for classes, all content is accompanied by professionally oriented examples (Fig. 1).

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Figure 1 – Theoretical part

The presentation of the theory ends with key concepts (Fig. 2),

Figure 2 – Key concepts Questions for self-control (Fig. 3),

Figure 3 – Questions for self-control A list of literature (Fig. 4),

Figure 4 – References

And a large number of tasks; which allows to use the textbook as a book of tasks (Fig. 5).

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Figure 5 – Tasks

The introduced educational process developed by us with the textbook

«Probability theory and mathematical statistics for students of economic specialties», this textbook allows to prepare for both lectures and practical classes, as well as to engage in extracurricular independent work.

The structure of the textbook also implies the preparation of the student for the exam. The exam is conducted in the form of a written test, which consists of professionally oriented tasks and theoretical questions.

Conclusions

Based on the above, we can state owing to the professional orientation of the course «Additional chapters of mathematics» at all stages of training, as well as the introduction into the educational process of the professionally oriented textbook developed by us «Probability theory and mathematical statistics for students of economic specialties», the overall level of student performance for the last 2018–2019 and 2019-2020 academic years increased by an average of 9 % in the following economic specialties of our university: economics, accounting and audit, management, marketing.

Regerences

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u studentov tekhnicheskogo vuza // Vestnik Pavlodarskogo gosudarstvennogo universiteta im. S. Torajgyrova, 2019. – № 3. – P. 15–21.

2 Abayeva, N. F., Mustafina, L. M., Yerakhtina, I. I., Zhurov, V. V., Alimova, B. Sh. Development of cognitive interest in the study of mathematics among students majoring in mining // Option journal, university of Zulia, ve,.

Venesuela, Año 33. – No. 85. – 2019. – P. 344–361.

3 Golovachyova V. N., Vafin, A. S. Osobennosti razrabotki smart- tekhnologii monitoringa znanij i povysheniya kvalifikacii professional’nyh kadrov predpriyatiya // Vestnik Pavlodarskogo gosudarstvennogo universiteta im. S. Torajgyrova. – 2019.

– № 4. – P. 95.–102.

4 Zhumazhanov, S. K. Problemy formirovaniya kompetencij pri obuchenii v vysshej shkoly // Vestnik Pavlodarskogo gosudarstvennogo universiteta im.

S. Torajgyrova, 2018. – № 4. – P. 132–135.

5 Abayeva, N. F., Mustafina, L. M., Zhurov, V. V., Yarullina, A. R. Some features of the mathematical knowledge formation of technical university students // Vestnik Pavlodarskogo universiteta im. S. Torajgyrova, 2021. – № 1. – P. 12–20.

6 David C. Geary, Daniel B. Berch, Kathleen Mann Koepke. Chapter 1 – Introduction : Cognitive Foundations for Improving Mathematical Learning.

Cognitive Foundations for Improving Mathematical Learning Learning, Vol. 5 in Mathematical Cognition and Learning. – 2019. – P. 1–36. – https://doi.org/10.1016/

B978-0-12-815952-1.00001-3

7 Carolyn, A. Maher, Robert Sigley, Peter Sullivan, Louise C. Wilkinson.

An international perspective on knowledge in teaching mathematics. The Journal of Mathematical Behavior, Vol. 51. – September 2018. – P. 71–79. – https://doi.

org/10.1016/j.jmathb.2018.05.002

8 Ann Dowker, Foreword: Cognitive Foundations for Improving Mathematical Learning. Cognitive Foundations for Improving Mathematical Learning, Vol. 5 in Mathematical Cognition and Learning 2019. – P. 13–20. – https://doi.org/10.1016/

B978-0-12-815952-1.09988-6

9 Alison Clark-Wilson, Celia Hoyles. From curriculum design to enactment in technology enhanced mathematics instruction – Mind the gap! International Journal of Educational Research. – Vol. 94. – 2019. – P. 66–76. – https://doi.org/10.1016/j.

ijer.2018.11.015

10 Sigve Hogheim, Rolf Rebera. Supporting interest of middle school students in mathematics through context personalization and example choice, Contemporary Educational Psychology. – Vol. 42. – July 2015. – P. 17–25. – https://

doi. org/10.1016/j.cedpsych.2015.03.006

11 Anita Pipere, Inta Mieriņa. Exploring non-cognitive predictors of mathematics achievement among 9th grade students, Learning and Individual

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Differences. – Vol. 59. – October 2017. – P. 65–77. – https://doi.org/10.1016/j.

lindif.2017.09.005

Material received on 28.06.21.

*Н. Ф. Абаева1, Л. М. Мустафина2, Р. Абаев3, Б. М. Мустафина4

1.2Қарағанды техникалық университеті, Қазақстан Республикасы, Қарағанды қ.

3Университет колледжі лондон, Ұлыбритания, лондон қ.

4Әл-Фараби атындағы Қазақ ұлттық университеті, Қазақстан Республикасы, алматы қ.

Материал 28.06.21 баспаға түсті.

МатеМатикадан БіліМ саПасын арттырудағы кӘсіБи Бағдарлаудың рӨлі

Экономикалық мамандықтар студенттерінің оқу процесінде математиканы оқытуда кәсіби бағдарлаудың рөлі көрінеді.

Экономикалық мамандықтар студенттерінің математикалық аппараттан сапалы білім алудағы маңыздылығы мен қажеттілігі көрсетіледі. Бүгінгі студенттер, ал болашақта экономика саласындағы мамандар қазіргі заманғы еңбек нарығының жоғары стандарттарына сай болуы үшін олар жоғары білім алуға мүдделі болуы керек.

Математикалық білімнің сапасын жақсарту мәселесі өте өткір және авторлар математикалық пәндерді оқуда ынталандырудың бір әдісі ретінде оқу процесіне кәсіби бағытталған оқу құралын енгізуді қарастырады. Мақалада осы оқу құралының құрылымы келтірілген, онда барлық қажетті теориялық материалдар, түйін сөздер, өзін- өзі бақылау сұрақтары, әдебиеттер тізімі және көптеген кәсіби бағытталған тапсырмалар бар.

Кілтті сөздер: кәсіби бағытталған оқыту, математиканы оқыту.

*Н. Ф. Абаева1, Л. М. Мустафина2, Р. Абаев3, Б. М. Мустафина4

1,2Карагандинский технический университет, Республика Казахстан, г. Караганда;

3Университет колледж лондона, Великобритания, г. лондон;

4Казахский национальный университет имени аль-Фараби, Республика Казахстан, г. алматы.

Материал поступил в редакцию 28.06.21.

роль Профессиональной ориентации в ПовыШении качества знаний По МатеМатике

Представляется роль профессиональной ориентации при обучении математике в учебном процессе студентов экономических специальностей. Демонстрируется значимость и необходимость в получении качественных знаний математического аппарата студентами экономических специальностей. Для того чтобы сегодняшние студенты, а в будущем – специалисты в области экономики, отвечали высоким стандартам современного рынка труда они должны быть заинтересованы в получении более высокого уровня знаний.

Вопрос повышения качества математических знаний стоит достаточно остро, и как один путей стимулирования при изучении математических дисциплин авторы рассматривают внедрение в учебный процесс разработанного профессионально-ориентированного учебного пособия. В статье приводится структура данного учебного пособия, которое содержит весь необходимый теоретический материал, ключевые понятия, вопросы для самоконтроля, перечень литературы и большое количество профессионально- ориентированных задач.

Ключевые слова: Профессионально-ориентированное обучение, обучение математики.

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SRSTI 16.31.51

https://doi.org/10.48081/DHVJ2676

*d. Zh. sarybayeva

Al-Farabi Kazakh National university, Republic of Kazakhstan, Almaty

listening as a Means oF developing speeCh sKills The article is dedicated to the analysis of listening as one of the most significant skills in the organization of speech activity. The article describes the features of listening for students at levels A2 and B1. When mastering this type of speech activity, the student understands and reacts to what is said in a foreign language, transforming his ideas in reply. This is the base of dialogical speaking. The speech characteristic of listening as a kind of communicative action plays a specific role at different phases of developing the English language, so therefore each fresh teacher or pedagogue of the English language must include listening assignments in his lesson.

Keywords: listening skill, listening exercises, listening strategies, listening practice, conversational discourse.

Introduction

Today, the process of reforming is under way in Kazakhstani education.

Domestic schools and universities are gradually switching to multilingualism, where the leading languages are Kazakh, Russian and English. In a pilot mode, in a number of schools in Kazakhstan some of the subjects such biology, physics, chemistry are trained in English language, the subject of history of Kazakhstan and geography are trained in the Kazakh language, and also world history and literature are trained in Russian. This reform began in 2007, when N. A. Nazarbayev, who is the Republic of Kazakhstan first president proposed the idea of transferring the national education system to trilingualism.

Today, as practice shows, most schools are trying to apply new approaches to teaching and are faced with certain difficulties.

Multilingual education presupposes the formation of basic language acquisition skills – reading, writing, speaking and listening. In a comparative aspect, listening is the most difficult. This is due to both individual and social factors that affect language acquisition. Economic factors also play an important role here. It is well known that the formation of listening skills involves the use of various technical

means (headphones, voice recorders) and language laboratories. While most schoolchildren today have mobile phones (which are suitable for listening), there is still a lack of audio equipment in schools, especially in rural areas.

Listening as a receptive type of speech activity is also leading for the formation of writing and speaking skills.

Good ability in listening means having competence to comprehend information during listening activities or transfer the information in written or oral communication. It relates to the ability of understanding, communicating, and responding what is listened. Having good ability in listening is one of the main skills that have to be mastered by language learners because it tightly relates to the communication process. Listening can be helpful for students in running successful communication. The students’ communicative competence successfully runs together with good listening skill of students. In other words, communication will not run well if it is not supported by good ability in listening.

To have good listening skill in English needs listeners to enrich themselves with basic language knowledge, such as vocabulary, grammar, pronunciation, and other language components. There are two kinds of knowledge used in listening;

linguistics and non-linguistics knowledge. Linguistics knowledge in listening comprehension relates to students’ abilities in understanding phonology, syntax, lexis, semantics, and discourse structure. Then, the non-linguistics knowledge is knowledge about topic, context, and general knowledge. Both of them are really needed in the process of comprehending aural information because listening is complex process that involves the students to activate their knowledge for reaching their listening purposes. Another factor that may influence the learners’ ability in listening activities relates to their ability to know the pronunciation every single word correctly because communication process cannot be separated from the activities of pronouncing words, phrases, and sentences. So, it is a must for the learners to keep improving their basic language knowledge to support them in listening activities. In other words, during the listening comprehension process, listeners will deal with those components.

Listening activities do not only need the learners’ ability in mastering basic language knowledge and knowing various issues, but they also have to prepare listening strategies in order to help them in figuring out some problems that they will face in the process of listening, for example; when the learners get difficulties to complete some listening tasks that relate to the students’ listening comprehension skill, they may apply a strategy that can support them in completing the task. In this case, the students may apply note taking strategy to notice important points from the audio. Then, they can answer all the questions by using the notes that they had written.

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Teachers’ roles in teaching and learning activities in the class will also lead the students’ success in completing listening activities. There are some efforts that teachers can do such as running and presenting listening activities in the class interestingly. English language teachers have to be able to provide the learners with intensive listening class that guide them to beat all challenges in listening activities.

On the ground observation in some schools, commonly English students’ listening strategy, style, and proficiency levels. In short, the students should have the capability to apply teachers do not often involve the students in listening practice. Many teachers try to skip listening activities in the class because of various reasons, such as lack of sources, tools, electricity, and others. The students get familiar how to develop their reading, writing, speaking skills, but they get harder problems in listening due to lack exposure of the skill.

In this case, providing various activities, sources, and information to help students to improve their listening skill as good as other skills is teachers’ responsibility in the classrooms. The students had been trained since they were at Elementary until High Schools. unfortunately, students’ voices about their problems in listening are still found in many English Language Classrooms.

Materials and methodology

In formal, non-formal and traditional it is not possible to think listening education apart from speaking in education. Our society has valued listening more than speaking, especially in the public and besides adults. In other words, it has created a predominant tendency to encourage passive listening.

Poet Alice Duer Miller considers listening as not simply listening what the other group in the discussion has to tell and listening indicates taking a keen interest in what we are told [1]. From here it comes that the students are not interested in the topic that is said in listening. Therefore, in order to always pass listening well, you need to delve into the topic and be interested. Then, students will have good listening skills.

Nichols in 1948 noted the definition of listening as the comprehension of expository materials presented orally in a classroom situation [2]. It implies that pupils or students should first of all understand the materials, and not just listen to them.

But unfortunately nowadays in schools and universities there is such a problem that students just simply learn, but do not understand the material.

Rivers in Hasyuni says that listening is a creative skill [3]. This means that the student perceives the sound he hears and through this the student processes this material in his own way. That is, each student, in his own way, processes this material, while imagination is also included here. For example, when students hear some listening activities sitting in the classroom, each student presents the material in their own way.

For instance, in listening task there is a discussion between two people in a cinema and then each student presents the whole picture in his own way. And due to this, students

answer in different ways. Since, creativity and imagination are included. Therefore, listening is considered as a creative skill.

Rebeccal in 1993 stated listening as a basal language experience, however it is frequently disregarded by second language and foreign teachers [4]. When all three skills are taught in schools, in universities every day, when students read, talk, write, and thus develop these three skills day after day. But the skill of listening in most cases is ignored. However, this confirmation has its own reasons. In many cases, teachers want students or pupils to develop their listening skills themselves, through music and through films. But many students actually don’t. So, on the contrary, teachers need to pay attention to listening rather than other skills. Because the rest of the skills are easier to get around. That is, a person from an early age can read, write, and speak.

But listening skills need to be taught, trained and developed by the student. Teachers should pay more attention to this.

A set-listening test was adapted from IELTS listening section 1, which contains basic skills in note taking simple information such as names, day and dates, general basic vocabularies and some multiple choices questions on simple words. This formulation of test allows this research to look into simple listening skills of the students.

upon the initial test data collected, questionnaire was brought up to gather further information on the students’ skills, as the test data could not represent the information on individual and group basis. The information to collect in this tool was possible external factors, facilities and learning strategy. The data were aimed to connect with the result and to probe of any possible relevant information to the skill the research participant skills.

The research took place online due to the pandemic and among 12 students whose English level was pre-intermediate. They had different test dates with four weeks of the early December 2020. The first and second week were allocated for listening test and examining the result. In week three, questionnaire was handed out to seek further information on the test result. In the last week is allocated for open ended questions.

Purposive sampling was adopted in selecting the sample. It is one of the methods to choose a sample that refers to the researcher’s point of view to be representative of a given population.

Results and discussion

It is now known that English is an international language. Therefore, the demand is growing day by day. In Kazakhstan 10 years ago it was not obligatory to study English. Now on the contrary it is obligatory. As the demand increases, so does the demand for learning English language. Of course, in order to speak English well, a number of conditions must be met. Not just speaking, but reading, listening, and writing. In this regard, it was conducted a series of online tests for 12 students in

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«Assyl Education» English course, prepared by the well-known IELTS to test these abilities. Listening testing consists of three parts (A, B, C): short, long dialogues and a monologue of 30 tasks.

12 students which passed the test in listening mostly faced problems like not knowing the main words. Students tried to understand every word; they tried to understand even every insignificant word. However, they lost their attention and could not answer. They also failed to pay attention to the main words, trying to understand every word.

There was also such a gap, as the students did not realize the sense of the speeches, because they did not take note to the present words, because they kept thinking about the previous words that they had missed. Thus, they were unable to concentrate on the question. Also, many of these 12 students could not recognize and could not remember those words that they even knew, because they were lost in the process of listening.

In addition, there was also such a problem that all pupils and students had different accents, so the pupils understood some words differently and accordingly they answered incorrectly. There was such a case that the students lost themselves due to the noise from behind listening, because they paid all the time their attention to the noise from the back rather than to the questions.

In addition to these nuances, several students also had hearing problems. That is, they did not understand the words, even if they knew. But due to the fact that these students had poor hearing, they were given low scores. Because of all these problems, it was observed that it was difficult for students to write answers, it was difficult for them to enter in listening process; it was hard for them to follow task, simultaneously to pen, simultaneously to remember them and simultaneously to comprehend. That is, after the experiment, it was clear that teachers still need to work with students and need to teach listening skills.

Here are a few examples of listening tasks that develop an upstream learning process for listening:

a) Students listen to positive and negative statements and choose the appropriate form of agreement.

Table 1

Students hear: Students choose the right answer:

That’s a beautiful flower camera Yes No That was one, not a very bad Yes No

That tea wasn’t cold Yes No

This meat is absolutely disgusting Yes No

аудармасы:

Қандай әдемі гүл. Иә / жоқ

бұл өте жаман болған жоқ. Иә / жоқ бұл шай суық емес еді. Иә / жоқ бұл ет тым жағымсыз. Иә / жоқ

b) Students listen to questions with two possible informational «tricks» and use stress to determine the corresponding «focus». (Trick words in italics).

Students hear: Students verify the information:

The office ’s in the city centre is closed tonight Where When Is the city bank open on Monday? Where When I was going to the cinema yesterday Where When

аудармасы:

Қала орталығындағы кеңсе бүгін кешке жабық. Қайда / Қашан дүйсенбіде қалалық банк ашық па? Қайда / Қашан

Кеше кинотеатрға барайын деп жатқанмын. Қайда / Қашан

As for the «top-down» approach to learning listening, when using it, students use their background knowledge to understand the meaning of the message being audited. While the upward process goes from language to meaning, the downward process goes from meaning to language. Basic knowledge can take various forms.

This can be previous knowledge of the topic of discourse, situational or contextual knowledge, or it can be knowledge in the form of «schemes» or «scenarios» – plans for the general structure of events and the relationships between them.

Exercises that are based on a downward listening text processing process develop a student’s ability to perform the following actions:

– use keywords to build a discourse scheme;

– see the situation in general terms;

– determine the role of participants and their goals;

– determine the causes or consequences;

– output unknown details of the situation;

– anticipate issues related to the topic or situation.

The following exercises develop top-down listening skills.

– students ask a relatively large number of questions, the answers to which they expect to hear in the auditioned text;

– Students create a list of those objects or concepts that they already know about the topic, and about what they would like to learn more about. then listen to the text and compare;

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– students read part of one speaker in a conversation, predict part of another speaker, then listen and compare;

– students read a list of key issues that will be covered in the audited text, and then listen to see which ones were mentioned;

– students listen to part of the story, finish it, then listen and compare the endings;

– students read news headlines, guess what happened, then listen to the news and compare [6].

In the real world of listening, the ascending and descending processes are usually carried out simultaneously, and the degree to which this or that approach prevails depends on the degree of familiarization of the listener with the topic and content of the text being listened, the density of information, the type and purpose of listening. An experienced chef, for example, can listen to another chef speaking on the radio describing a chicken recipe and compare a chef’s recipe with his own.

He has his own recipe for cooking and he listens to the radio to capture similarities and differences. In this case, more is used downstream listening process. A novice cook, listening to the same program, can listen with much more attention, trying to identify each step in order to write down the recipe. It requires a much deeper listening process, such as bottom-up.

Successful listening instruction can also be seen in terms of the strategies the listener uses when listening. Does the student focus mainly on the content of the text, or does he or she also focus on how to listen? The question «how to listen», raises the following questions about the learning strategies for listening.

Strategies can be defined as effective ways to actively control the listener listening process. These strategies are designed to ensure that students are involved in the listening process [8].

There are various schemes for incorporating strategies into listening practice.

Here is the most common and understandable learning scheme for listening to a lesson in a foreign (English), consisting of the so-called steps [9]:

Step 1. Preliminary listening.

Students in pairs predict the possible words and phrases that they can hear.

They write down their assumptions. They can write a few words in their own language.

Step 2. First listening.

Listening to the text, students emphasize or circle those words or phrases (including equivalents in their native language) that they correctly predicted. They also record new information that they hear.

Step 3. Discussion in pairs.

In pairs, students compare what they understand and explain how they came to understand. They identify those parts of the text that are not understood or not heard, and mark those parts of the text that require attention in the second hearing.

Step 4. The second audition.

Students listen to parts that they did not understand or hear before and take notes about any new information that they hear.

Step 5. Discussion with all students.

The teacher conducts a discussion to ensure that students understand the text correctly.

Conclusion

In recent years, sundry researches and speculations have caused to review the treatments connected with audition in the learning of a external language, in addition to reconsider the training of audition itself [10]. The technique, based on a comprehension of the grain of audition, defines how audition leans on different kinds of information - either cultural, contextual and linguistic - and underlines the necessity to support students comprehend and make use of the aloft and downstairs operations in studying to listen, and make use of efficient audition strategies. Efficient approaches to studying to hear should clearly distinguish between learning and testing, and provide students with a focused practice of using the appropriate listening skills for specific listening purposes depending on their needs and level of proficiency.

References

1 Richard Nordquist. The Definition of Listening and How to Do It Well – 2019. – P. 1.

2 Debra, L. Worthington & Graham, D. Bodie. Defining Listening: A Historical, Theoretical and Pragmatic Assessment – P. 2.

3 [Electronic resource]. – http://repo.iain-tulungagung.ac.id/2692/3/

CHAPTER%20II.pdf – P. 12.

4 [Electronic resource]. – http://thesis.univ-biskra.dz/1696/11/chapterII.

pdf – P. 22.

5 Korolev, E. V., Kalmikova, J. R. using strategies in teaching listening in English lessons. In: Actual problems of linguistics and methods of teaching foreign languages – Cheboksary : Chuvash State Pedagogical university. – 2015.

– P. 129–134.

6 Richards, J. C. Teaching Listening and Speaking – New York : Cambridge university Press – 2008. – P. 67–85.

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7 Galskova, N. D. Modern methods of teaching foreign languages – 2000.

– P. 57.

8 O’Malley, J., Chamot, A. Learning Strategies in Second Language Acquisition. – Cambridge university Press, 1990. – P. 88.

9 Arkhipova, E. I. Pedagogical cooperation in teaching English in the professional sphere in a technical university: experience and prospects. – Education and Science. – 2015. - No. 5. – P. 149–165.

10 Gryzulina, A., Pavlovsky, D. Two more techniques for teaching listening – 2000. – P. 25.

Material received on 28.06.21.

*Д. Ж. Сарыбаева

Әл-Фараби атындағы Қазақ ұлттық университеті, Қазақстан Республикасы, алматы қ.

Материал 28.06.21 баспаға түсті.

сӨйлеу дағдысын даМыту қҰралы ретіндегі тыңдалыМ

Зерттеудің көрсеткені бойынша, тыңдалым – ағылшын тілін шет тілі ретінде оқытудың негізгі тілдік дағдыларының бірі.

Бұл шеберлік өте маңызды болса да, әдетте оған жеткілікті көңіл бөлінбейді. Коммуникативті іс-әрекеттің осы түріне ие бола отырып, адам өзіне айтылғанның бәрін түсінеді және ойын жауапқа айналдыра отырып әрекет етеді. Бұл диалогтың негізі болып табылады. Коммуникативті іс-әрекеттің бір түрі ретінде тыңдалым ағылшын тілін меңгерудің әртүрлі кезеңдерінде ерекше рөл атқарады, сондықтан ағылшын тілінің заманауи кез-келген мұғалімі немесе оқытушысы міндетті түрде өз сабағына тыңдау тапсырмаларын қосады.

Кілтті сөздер: тыңдалым дағдысы, тыңдалым жаттығулары, тыңдалым стратегиялары, тыңдалым тәжірибелері, сөйлесу дискурсы.

*Д. Ж. Сарыбаева

Казахский национальный университет имени аль-Фараби, Республика Казахстан, г. алматы.

Материал поступил в редакцию 28.06.21.

аудирование как средство развития речевыХ навыков

Статья посвящена анализу аудирования как одного из самых важных навыков формирования речевой деятельности. В статье описаны особенности аудирования для обучающихся на уровнях А2 и B1. При овладении данным видом речевой деятельности, обучаемый понимает и реагирует на сказанное на иностранном языке, трансформируя свои мысли в ответ. Это основа диалогической речи. Речь, характерная для слушания как вида коммуникативного действия, играет определенную роль на разных этапах развития английского языка, поэтому каждый новый учитель или педагог английского языка должен включать в свой урок задания на аудирование.

Ключевые слова: навыки аудирования, упражнения на аудирование, стратегии аудирования, практика аудирования, разговорный дискурс.

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SRSTI 14.35.09

https://doi.org/10.48081/FQuX3848

*K. r. Urazbay1, e. a. niyazova2

1Kazakh Ablai khan university of International Relations and World Languages,

Republic of Kazakhstan, Almaty;

2L. N. Gumilyov Eurasian National university, Republic of Kazakhstan, Nur-Sultan

aUthentiC video Materials in the praCtiCal lessons oF english

The fast development of innovation has brought numerous advancements to instruction, especially within the instructing of languages.

In addition to textbooks and other activities, foreign language teachers use a variety of audiovisual tools to create successful classrooms. In this article attempts to explore the purpose of using video in English as a foreign language classroom and discussed the benefits of using authentic video materials when teaching a foreign language. The features of working with authentic video materials are also considered. According to the author of the article, authentic video materials allow students to improve their speech comprehension skills and enter into a discussion. Also, special attention is paid to the selection of video materials that may be interesting, understandable and relevant to the modern reality of a foreign language society. The article emphasizes the broad possibilities of Internet resources.

Authentic video materials stimulate interest and also expand students’

knowledge of the linguistic characteristics of the target language. The use of authentic video materials in teaching a foreign language opens up great opportunities for teachers and students to master the language.

Keywords: video material, authentic video materials, foreign language, authenticity, skills.

Introduction

During the past decades, teaching a foreign language has gained much more attention in most countries around the world. As a result looking for fitting and compelling instructing materials involves extraordinary space of educates considering. Therefore, most of the language teachers think whether it is enough

to teach the language using the course book tasks, which are regarded artificial because they are designed for teaching purposes only, or if they should adopt using authentic materials to scaffold learners learning process in general and develop writing skills in particular. Subsequently, when students are concerned with making a difference their students to create composing aptitudes, they ought to think approximately strategies of instructing being utilized and materials being instructed to students. Writing tasks should provide learners with a high level of independence when writing in a foreign language in a real life context, which in turn means, using actual authentic materials. Within the supposition of Russian methodologists, authentic materials are materials that «native speakers create for native speakers, that’s unique writings made for genuine conditions» [1].

Materials and methods

Larsen Freeman states that one of the characteristics of communicative dialect educating is using authentic video materials [2]. Recently, using authentic materials in teaching English in ESL classes, gained much attention from teachers.

Moreover, states that these days there are a part of voices recommending that English language displayed to the students within the classroom, ought to be authentic in arrange to upgrade students’ learning handle. There are numerous references to authentic materials in ELT writing. Talks about are still seething on why they ought to or not be included in lessons, and how they are to be utilized or best abused. Reading such literature, it is obvious that those authors who support to use of the authentic materials have one thought in common: ‘exposure’, or in other words, the advantage students get from being uncovered to the dialect in authentic materials. Really there are a part of etymologists, who energize the utilize of authentic materials in instructing since of their positive impacts on students.

According to Carter & Nunan authentic materials are the kind of «texts» that are not designed for «teaching» [3].

Different studies on the application of recordings at the English lessons demonstrate their effectiveness, and hence, numerous researchers suggest using this activity on progressing premise. Students acquire a foreign language when they actuate their foundation information of the world and its concepts, talk, as well as the language system.

The best quality of any video, being a programme or a movie, is grabing the viewer’s attention and evoking different emotions, so that everybody will definitely remember what he/she has watched and, at the same time, subconsciously enrich English vocabulary, consisting of lexis used on the video. Authentic video aids can be used at the English lesson to:

– draw in students’ attention;

– motivate and inspire;

Сурет

Figure 1 – Theoretical part
Figure 5 – Tasks
Table 1 – The concept of «management» in pedagogy The concept of
Table 2 – Components of the educational system Goals (meaning) of the
+2

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