PSYCHOLOGICAL SCIENCE
PEDAGOGICAL SCIENCE
Aim. Definition of pedagogical conditions of formation of independence among children. Methods. Analysis of literature, questionnaire survey, observation, time-keeping, the playing method. Results. The important pedagogical conditions for independent activity: training for independent activity, organization of objective-spatial environment, formation of skills to make role-play games, didactic games, etc.
Conclusions. The efficiency of formation and development of independent activity largely depends on the pedagogical guide.
In modern society, most schools are trying to move away from the traditional system, partly by changing the form and content of the educational process. The emergence of educational institutions of new type caused by the desire of modern society to overcome uniformity, purposeful orientation to the needs and interests of the population. There is a transition to an innovative type of educational process, new educational technologies and new educational content and educational work. It becomes obvious that the need of the scientific view of the activities of educational institutions not only from the point of view of solving the problems of education and targeted education of healthy generation. Recent years, both scholars and teachers working with younger students, actively looking for effective ways of physical development primary school children, at the same time, not all innovation processes in physical education of schoolchildren, can definitely be defined as positive. In terms of increasing the volume and intensity of training and cognitive activities of harmonious development body of younger students is impossible without optimal exercise. To date, there is an urgent need for science-based approaches identify issues in optimising physical activity for children of primary school age and finding solutions for them through proper assessment of the functional indexes of physical preparedness of schoolboys of elementary grades.
Aim. Discussion and definition of the problems and prospects of implementing the education standards of the second generation, pointing to the development of junior schoolchildren’ self-reliance, initiative and responsibility of the individual as a condition of self-actualization. Methods. Analysis of normative, psychological and pedagogical literature, summarizing the experience of implementing the standards, methods of analysis and synthesis. Results. The authors of the article determine the conditions of effectiveness of independence formation in learning of the junior schoolchildren. These conditions include – taking into account needs, capacities, abilities, knowledge and skills of the children, address to the methods of stimulating, encouraging, creating an atmosphere of openness and trust in the classroom, the integration of subject and educational material, the selection of the teaching technologies and others.
Conclusions. The aims of the standarts are not only the knowledge, personal results, but also the universal methods of action, the students' ability to self-organization, self-control, their ability to learn, initiative, selfdiscipline, sharing skills, and labour in different activities.
ТЕОРИЯ И МЕТОДИКА ОБУЧЕНИЯ
Aim. The aim of the article is to consider the problem of teaching the Russian Language to bilingual schoolchildren at the primary stage in accordance with the requirements of Federal State Edication Standart of Primary General Edication (FSES PGE) and to analyze the teaching materials, which are recommended for teaching Russian Language at Primary School in the Republic of Dagestan.
Methods. Theoretical, comparative, sociological and pedagogical analysis.
Results. The authors of the article analyze the educational-methodical complex “School of Russia” and “Rhythm” for primary schools of Dagestan; they identify the difficulties of using these tutorials. The authors analyze also the textbooks of the Dagestan authors for primary grades of the National Mono Schools of the Republic of Dagestan, they teach to use the skills obtained while learning native language.
Conclusions. It is necessary to proceed from the principle of bilingual education for formation the linguistic and communicative competence of the primary schoolchildren. This principle suggests the connected and uniform mastering of two languages (native and non-native) with the advance learning of the native language. The one of the techniques of this principle is the comprehensive work on the text.