Volume 05 Issue 10-2024
89
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
89-92
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
This article cites several suggestions and techniques aimed at increasing the mediacompetency of Primary School
students in teaching foreign languages hususan English and at the same time preventing them from following various
misinformation.
KEYWORDS
Components, tendency, media textbook, interactivity, didactic study, primary school, lesson process, animation.
INTRODUCTION
Currently, the school is on the way to form an
educational
information
system.
With
the
development of technological progress, the process of
obtaining information has changed. The genre of the
printed word is being transformed.
The media education introduced into the school
curriculum makes it possible to restructure the
education system towards the democratization of the
educational process. Students are mastering technical
means of communication, developing conscious
perception and critical attitude to media reports.
METHODS
From many methodologies in works dedicated to
Media and mediate used. To do this, first of all, the
adoption of the media, assessment and youth it is
required to have an idea of the development of their
audience Students need to know the practical skills of
working with media equipment well. Children are
interested in media technology, which means that it is
necessary to satisfy their needs
–
to teach them how to
photograph, make films on film, mount, voice them,
etc. Students can choose and evaluate the media text
correctly according to their needs. It is necessary to
help students extract maximum ractical benefits from
the media in accordance with their needs.
Research Article
INTEGRATING MEDIA EDUCATION INTO TRADITIONAL LEARNING
WHEN TEACHING ENGLISH IN ELEMENTARY GRADES
Submission Date:
October 12, 2024,
Accepted Date:
October 17, 2024,
Published Date:
October 22, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-10-15
Valiyeva Shakhlo Akmalovna
Namangan State University, department of Department of foreign languages Inter-Faculty teacher,1st
year student of PhD, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 10-2024
90
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
89-92
OCLC
–
1242041055
Publisher:
Master Journals
Pedagogical strategy: the study of the technical device
of the media equipment and the formation of practical
skills in using this equipment, including for creating
your own media texts. The main goal of media
education is to protect students from the manipulative
influence of the media, to teach them to navigate the
information flow of a modern democratic society. The
main content of media education is the influence of
media through so called "codes" (symbol conventions,
for example, in TV commercials). Pedagogical strategy:
analysis of the influence of media texts on the
individual and society, the development of "critical
thinking" of students (mainly at college level and
above) in relation to media information. Students
(schoolchildren, students) should be given a guideline
in the conditions of an overabundance of diverse
information, taught to correctly perceive it,
understand it, analyze it, have an idea of the
mechanisms and consequences of its influence on
viewers, readers and listeners.
RESULTS
The media is capable of manipulating public opinion
very strongly, including in the interests of a particular
social class. The main content of media education:
political, social and economic aspects of media.
Pedagogical
strategy:
analysis
of
numerous
contradictions that contain political, social and
economic aspects of media from the point of view of a
particular class.Media-audience relations: media offers
rather than imposes interpretation of media texts. The
audience is always in the process of dialogue with
media texts and evaluating them. The audience does
not just "read" media information, but puts various
meanings into perceived media texts and analyzes
them independently. The main goal of media education
is to help students understand how media can enrich
the perception, knowledge, etc. of the audience. The
main content of media education: the "key concepts"
of media education, the roles that stereotypes spread
through the media play in society.
The media and information worldview, in our opinion,
is based on several ideas of a global civilizational
nature. This:
• The idea of freedom,
• The idea of diversity,
• the idea of variability,
• the idea of a polylogue,
• the idea of partnership,
• the idea of interdependence,
• the idea of interaction,
• the idea of recognizing individuality,
• the idea
of development,
• The idea of critical solidarity and self
-criticism
DISCUSSION
When attending an English lesson at an ordinary
school or university, it is not uncommon to see
students passively sitting at their desks and trying to
speak only when they are called by the teacher. Due to
the fact that most students do not have the
opportunity to speak a foreign language outside the
classroom, learning English turns into memorizing
grammatical forms and vocabulary, exercises for
translating from Uzbek into English and vice versa.
With the spread of new information technologies,
teachers have the opportunity to use various media to
enrich the language environment of their class.
In the lessons of English as a foreign language, the
media rather perform the function of technical
teaching tools (teaching aids, audiovisuals). For
example, in the intensive English course at the
University of Central Florida, the method is widely used
Volume 05 Issue 10-2024
91
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
89-92
OCLC
–
1242041055
Publisher:
Master Journals
CALL-Computer Assisted Language Learning, which
implies the student's independent work with a
computer program, while the teacher can display on
his monitor what each student is currently working on,
answer his question, correct or simply emphasize the
mistake made.
Learning a foreign language using computer software
and methodological complexes has its advantages and
disadvantages, so discussions on this issue do not stop.
On the one hand, learning takes place autonomously,
students work at the time and at the speed that suits
them, the learning atmosphere is less more stressful
than in a regular classroom. One of the undoubted
advantages of most such programs is that they provide
a complex set of information in a fairly simple form
(even for beginners in the computer world) text, sound
and visuals. On the other hand, research has shown
that there are a number of disadvantages. For
example, a survey conducted among
Uzbek pupils studying English revealed the following
shortcomings: mistakes are corrected without
explanation, there are not enough diverse, interesting
types of work, it is better to master spoken language
with a real, rather than a virtual teacher Other
common uses of computer technology in English as a
foreign language lessons are similar the fact that they
are used in any subject areas. Teachers post their
course program, necessary information resources, etc.
on the Internet site. Teachers together with students
conduct online forums, e-mail exchange (diaries, Q&A,
homework), students make individual or group
presentations at Power Point. With this approach to
integrating multimedia into foreign language teaching,
some goals of media education are achieved related to
the students' abilities to find, prepare, transmit and
receive the required information, however, such
important components of media literacy as the ability
to interpret, analyze, "read" media messages, and the
development of critical thinking remain unclaimed. In
this regard, the attempt to create an integrated English
language course combining the actual educational
goals of the subject and media educational goals is of
scientific and practical interest and can serve as a start
for further research in this area.
CONCLUSION
Media education, in our opinion, has many points of
contact with the study of the English language, which
is becoming especially relevant in the modern world,
where American media products dominate. The media
is the source of the vast majority of information from
which students gain knowledge about a foreign
language and culture. Few schoolchildren and students
have the opportunity to regularly visit the country of
study language. Mostly, schoolchildren and students
travel virtually using television, video or a computer. It
is obvious that both a school\or a higher educational
institution and the mass media take part in the process
of learning and personal development. Knowing that,
how "media functions, how we interact with them and
how we can use them to the maximum benefit" it
becomes a necessary component of modern human
literacy. In addition, media education tasks and forms
of work stimulate the training of reading, writing,
listening and speaking skills. Finally, they develop
critical thinking, creative abilities of students and
significantly increase cognitive interest. During the
lessons pupils try to use dictionaries,internet sourses
at the same time .They can easily find any news any
information;our goal is to protect them the news
which can harm their behavior,character,knowledge.
REFERENCES
1.
Zhilavskaya, I. V. (2009). Mediaobrazovanie
molodezhnoj auditorii [Media education for youth
audience]. Tomsk: TIIT (in Russian) [Жилавская, И.
Volume 05 Issue 10-2024
92
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
89-92
OCLC
–
1242041055
Publisher:
Master Journals
В. (2009). Медиаобразование молодежной
аудитории. Томск: ТИИТ]
2.
Alona Pluhina “ Methods of Forming Media
Competence of Future Primary School Teachers”
Traektoriâ Nauki = Path of Science. 2020. Vol. 6. No
9
3.
Borchers, J.O. (1999) "Electronic Books: Definition,
Genres, Interaction Design Patterns". Conference
on Human Factors in Computing Systems, CHI99
Workshop: Designing Electronic Books, Pittsburgh,
May
4.
Bostock, S. (1998) Courseware Engineering - an
overview of the courseware development process.
University of Keele
5.
Носирова,
С.
М.
О‘quvchi
yoshlarning
mediakompetentligini rivojlantirish muammosini
yechish yо‘llari / С. М. Носирова. —
Текст :
непосредственный // Молодой ученый. —
2019.
—
№ 51 (289). —
С. 513
-515.
—
URL:
https://moluch.ru/archive/289/64890/
(дата
обращения: 01.02.2024)..
6.
Babadjonov S. S. Yosh avlodni voyaga yetkazishda
axborot texnologiyalari va mediakompetentlikning
roli.// Xalq
ta’limi. —
Toshkent, 2016. № 6. —
B 126
7.
Nodira Qurbonaliyeva “. Boshlang'ich sinflarda
ingliz tili o'qitishning innovatsion usullari”
«SCIENTIFIC PROGRESS» Scientific Journal ISSN:
2181-1601 ///// \\\\\ Volume: 1, ISSUE: 6 B 439
8.
Erkinova Odinaxon Ko
zimjon qizi ” Boshlang’ich
sinf o’qituvchilarini media savodxonligini oshirish”
Journal of new century innovations Volume
–
38_Issue-2_October_2023 B 171-177
9.
.Borchers,
J.O.
(1999)
"Electronic
Books:
Definition, Genres, Interaction Design Patterns".
Conference on Human Factors in Computing
Systems, CHI99 Workshop: Designing Electronic
Books, Pittsburgh, May
10.
.Sh.Valiyeva “Ingliz tili darslarida media
kompetentsiyasini
shakllantirishning
nazariy
asoslari” Ta’lim va innovatsion tadqiqotlar /BuxDu
xalqaro
ilmiy metodik jurnal //№9/2024 sentabr
