Мақола табақалаштирилган таълимнинг талабалар паремиологик компетенциясини ривожлантиришдаги самарадорлигига бағишланган. Мазкур мақолада турли қийинчиликдаги мақол ва маталларни ҳар хил усулда, хусусан мунозара, синонимларни келтириш, Телеграм мобиль иловаси воситасида жумбоқли мақол кўринишида талабаларнинг паремиологик комптенциясини шакллантириш, ўзлаштирилган билимларни Фоер моделини қўллаган ҳолда мустаҳкамлаш тавсия этилди.
Мақола табақалаштирилган таълимнинг талабалар паремиологик компетенциясини ривожлантиришдаги самарадорлигига бағишланган. Мазкур мақолада турли қийинчиликдаги мақол ва маталларни ҳар хил усулда, хусусан мунозара, синонимларни келтириш, Телеграм мобиль иловаси воситасида жумбоқли мақол кўринишида талабаларнинг паремиологик комптенциясини шакллантириш, ўзлаштирилган билимларни Фоер моделини қўллаган ҳолда мустаҳкамлаш тавсия этилди.
Статья посвящена эффективности дифференцированного обучения в развитии паремиологической компетентности студентов. Исходя из уровня сложности пословиц и поговорок, рекомендуется улучшить паремиологическую компетентность учащихся с помощью различных методов и техник, включая обсуждение, синонимы, викторину с зашифрованными пословицами с помощью мобильного приложения Telegram, а также применение модели Фоер для закрепления знаний студентов.
This article is devoted to the efficiency of differentiated education in developing students' paremiological competence. Based on difficulty level of proverbs and sayings it is recommended improving students’ paremiological competence through different methods and techniques, including discussion, synonyms, scrambled proverb quiz by using mobile application Telegram as well as applying Foyer Model to consolidate learners’ awareness.
| № | Author name | position | Name of organisation |
|---|---|---|---|
| 1 | Boyxanov S.. | 1 | Tashkent State Pedagogical University named after Nizami |
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|---|---|
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