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106деятельности учащихся. Информатика предлагает каждой из дисциплин, изучаемых в начальной школе, новый и совершенный инструмент, который позволит учителю, умеющему пользоваться этим инструментом, глубже и эффективнее раскрыть перед школьниками сущность своего предмета.
Особо актуальным и противоречивым на данный момент остается вопрос: «Кому учить?», так как анализ образовательной практики позволяет констатировать наличие проблемы обеспечения школ квалифицированными учителями информатики для начальной школы. По нашему мнению, современное образование настоятельно требует всесторонней качественной подготовки по информатике учителя начальных классов. Учитель начальных классов должен уметь ориентироваться в динамическом информационном пространстве, быть готов внедрять инновационные процессы, осуществлять интегративное обучение младших школьников информационным технологиям, учить широко использовать их на различных уроках. Такая подготовка должна стать важным компонентом профессиональной подготовки учителя начальных классов к практической деятельности.
Список литературы
1. Постановление кабинета Министров Республики Узбекистан. № 187 «Об утверждении государственных образовательных стандартов среднего и среднего специального, профессионального образования». г. Ташкент, 6 апреля 2017 г.
2. Литвинович О.И. Методическая система подготовки учителей начальных классов к преподаванию пропедевтического курса информатики: Дис. ... канд. пед. наук. М., 2007.
OVERCOMING PROBLEMS IN TEACHING WRITING TO ESP
(ENGLISH FOR SPECIFIC PURPOSES) STUDENTS
1 1 Nizamova R.A.1, Mamatova Z.M.2
1Nizamova Ra 'no Akhmadjanovna - Teacher, TEACHING LANGUAGES DEPARTMENT, MANAGEMENT IN PRODUCTION FACULTY;
2Mamatova Zarnigor Matnunbek qizi - Student, CHEMICAL TECHNOLOGIES DEPARTMENT, CHEMICAL TECHNOLOGIES FACULTY, FERGANA POLYTECHNIC INSTUITUTE, FERGANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion describes the problems encountered in teaching writing to students of ESP. The author of the article discusses the main factors affecting on the development of writing skills of students and suggest several strategies to improve writing competence of ESP learners.
Keywords: writing, encountered, problems, skills, competence, ESP, context, transfer, address, native speakers, language, knowledge.
ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting or computer science to tourism and business management. The ESP focal point is that English is not taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a subject matter area important to the learners [1, p.p. 140-143].
Ability of writing in a foreign language is the most challenging area for most students. Even with simple writing tasks, students often lose interest and do not complete them. Research on this issue indicates that creating a good piece of writing is considered an extremely difficult skill, even for native speakers. One reason why writing is so difficult is the fact that, in addition to
knowing the appropriate grammar and vocabulary, a writer's ideas must be presented clearly and well organized structure. This is the big challenge for second language learners and of course dilemma for us, teachers who are responsible to look for successful and effective ways to teach the skill. Writing considered as a difficult skill to master and students are often discouraged by the lack of motivation, which is notable characteristic of some second language learners. As we know, motivation is a complex construct, and there are many factors that might inspire students to master a foreign language.
Similarly, social media, inconsistent feedback from teachers, learners' lack of analytical and evaluative approach, and large and unmanageable class sizes also negatively impact the structural and communicative accuracy of the students' texts. Most of the students find it very challenging to obtain sufficient and relevant sources of information, paraphrase or summarise information, and use an appropriate academic writing style. It is caused by delayed essay writing instruction, large classes, students' negative attitude towards their academic English course, L1 transfer, and lack of dialogue between students and teachers about the constructive steps that need to be taken to address these problems.
Students' writing ability can be improved by fostering their interest, motivation and enjoyment for writing, through technology. Similarly, some metacognitive, cognitive and socio-affective strategies could also be used for enabling the students to know and practically exercise the writing process. Further, the teachers can adapt their pedagogic approaches and can mutually design such tasks that could motivate and encourage students by giving them liberty of choosing topics of their interest. It will reshape their writing patterns, presumably, through extended practice and by involving physical and cognitive skills. In addition, it will be convenient for language and content teachers to monitor their students from broad perspectives.
There are some general strategies in improving writing skills:
• View the improvement of students' writing as your responsibility.
Teaching writing is not only the job of the English department alone. Writing is an essential tool for learning a discipline and helping students improve their writing skills is a responsibility for all faculty.
• Let students know that you value good writing. Stress the importance of clear, thoughtful writing. Faculty who tell students that good writing will be rewarded and poor writing will be penalized receive better essays than instructors who don't make such demands. In the syllabus, on the first day, and throughout the term, remind students that they must make their best effort in expressing themselves on paper. Back up your statements with comments on early assignments that show you really mean it, and your students will respond.
• Regularly assign brief writing exercises in your classes. To vary the pace of a lecture course, ask students to write a few minutes during class. Some mixture of in-class writing, outside writing assignments, and exams with open-ended questions will give students the practice they need to improve their skills.
• Provide guidance throughout the writing process. After you have made the assignment, discuss the value of outlines and notes, explain how to select and narrow a topic, and critique the first draft, define plagiarism as well.
• Don't feel as though you have to read and grade every piece of your students' writing.
Ask students to analyze each other's work during class, or ask them to critique their work in small groups. Students will learn that they are writing in order to think more clearly, not obtain a grade. Keep in mind, you can collect students' papers and skim their work [2, p.p. 90-91].
Here's my advice for addressing problems with writing:
1. Don't give up. Writing is work and work can be hard. If you give up, you will never finish an assignment correctly or succeed as a writer.
2. Whenever possible, write about a topic that interests you. Sometimes you have no other choice but to write about something that you are not interested in, but even in a situation like that, you have to convince yourself that there is something interesting about it. If you have to write about something relatively boring such as tractor tires, for instance, discover something about the subject that you can relate to and focus on that.
3. Don't worry about what other people think. Just write. You need to have something written in order to improve it and very few people write something perfectly on the very first try. You wouldn't believe how often I revise my own work. In fact, the version of the page you are reading right now will likely change.
4. Write as much as you can and then stop. Later, when you return to what you have written if might be easier to see the areas where you can improve your writing or fix mistakes.
5. Look at examples of good writing. They're everywhere. We learn how to improve by watching what other people do and then figure out for ourselves how to take our own approach.
6. Practice writing every day. Keep a journal, a diary, or a blog. You teach yourself how to improve your own work by writing regularly.
7. Learn to recognize common mistakes.
References
1. Peter W. Teaching of English as an International Language. Cambridge, 1998. P. 140-143.
2. RaimesA. Techniques in teaching writing, Oxford University Press., 1983. P. 90-91.
ТЕОРИЯ И МЕТОДИКА ОБУЧЕНИЯ ЕСТЕСТВЕННО-МАТЕМАТИЧЕСКИМ ДИСЦИПЛИНАМ Ярашева Ф.К.
Ярашева Фотима Киемовна - преподаватель математики, школа № 56, Гиждуванский район, Бухарская область, Республика Узбекистан
Аннотация: в статье рассмотрены некоторые аспекты истории и методологии математики, различные подходы к математике, такие как логицизм, интуиционизм, формализм и теоретико-множественный подход. Также подробно представлены великие математики, последователи различных подходов, их противостояние, попытки построения математики, выявляемые противоречия. Поскольку в настоящее время математика продолжает развиваться и остается эффективной, авторы приводят значение прикладной математики.
Ключевые слова: математика, теоретико-множественный подход, прикладная математика.
Предметом чистой математики, как говорил Ф. Энгельс, являются количественные отношения и пространственные формы окружающего нас мира, но эти отношения и формы рассматриваются в математике вне их содержания в абстрактной форме. Со времен Ф. Энгельса предмет математики претерпел сильные изменения, поскольку преобразовалась сама математика. В настоящее время математика представляет собой фундаментальную науку, предмет которой определить не просто. Метод дедуктивных рассуждений и интуиция, с помощью которых можно получить новые математические результаты, благодаря силе человеческого разума обеспечили такое бурное развитие математики, что даже невозможно стало говорить о ней как о единой науке. Математика утратила определенность, в ней обнаружились логические противоречия. Многие математики пытались разрешить эти противоречия. Курт
