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DEVELOPMENT OF STUDENTS' CRIMINAL EMOTIONAL-CIVIC
COMPETENCES BASED ON THE TECHNOLOGY "DEBATE" IN
NATIVE LANGUAGE EDUCATION
Arabboyeva Makhfuzakhon Akramjonovna
Doctoral student of Andijan State Pedagogical Institute
https://doi.org/10.5281/zenodo.15173811
The purpose of the subject of mother tongue is to form language-related
knowledge, skills and competencies in the student, to form logical, critical, and
creative thinking skills, to develop students' speech culture and communication
skills, at the same time, to form spiritual and moral qualities such as national
pride, patriotism, humanity, correctness, and honesty, to equip them with the
skills of adhering to literary and moral standards, to develop social, emotional,
and civic competencies in students and, through this, to understand their place
in society and civic duty, to form competencies such as a critical approach to
problematic situations, to develop skills aimed at turning students into active
participants in social life, to help students become mature individuals, that is, to
form qualities such as independent thinking, self-management, and setting life
plans in them, to take into account their individual characteristics, abilities,
needs, and interests, and to provide them with the necessary support for their
individual development. Achieving the goal of today's native language education
is a priority in the teaching of the native language.
The correct selection and application of various modern pedagogical
technologies and methods in the educational process in fulfilling the goals and
objectives of the native language is important for today's education. We would
like to propose the use of the "Debate" technology in the development of
students' social-emotional-civic competencies.
Description of the technology:
This technology serves to form social-
emotional and civic competencies in students by developing skills and
competencies such as independent and creative thinking, the ability to freely
express personal thoughts and opinions, the ability to critically and analytically
assess the situation, decision-making, teamwork, and respect the opinions of
their teammates, as well as a culture of debate.
When a lesson is organized based on this technology, students are divided
into small groups and tasks are completed individually and collaboratively.
The purpose of technology:
To help students take their place in society,
actively participate in the life of the state and society, to develop leadership
qualities, teamwork skills, independent and creative thinking, the ability to
freely express personal thoughts and opinions, critical and analytical assessment
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of the situation, decision-making, teamwork, respect for the opinions of
teammates, and the formation of a culture of debate, thereby forming and
developing social emotional and civic competencies in students.
Application of technology:
Can be used in native language lessons and
extracurricular educational hours. Technology-based educational sessions are
organized in classrooms based on dividing students into groups.
Tools used in the session:
Whatman paper, A4 white sheets of paper,
colored felt-tip pens, markers and glue.
The procedure for conducting the lesson:
• Before starting the lesson, the teacher introduces the students to the
requirements for conducting a discussion and the step-by-step procedure for
conducting the lesson.
• The teacher divides the students into groups based on certain criteria.
• Each group begins to work on the requirements and tasks set for their
problem and its solution.
• A discussion begins between the groups on the topic or existing problem.
Organizing a lesson based on technology:
Stage 1:
The teacher begins the lesson by announcing discussion questions.
For example, What is a culture of communication? How can a person achieve a
culture of speech? Is it important for a person to have a culture of speech in
order to take his place in society? Is a citizen of a state obliged to know the state
language? Can a person live in society without communication? The questions
are digitized and the group participants choose questions through closed
numbers at their own discretion. The teacher sets a time to prepare for the
discussion. Each participant of each group must write his personal opinion on
the questions selected for the discussion on the Whatman paper distributed to
the groups, sign his name and surname under the idea, and pay attention to the
correct construction of the sentence in each written idea, spelling and grammar
rules.
Stage 2:
Each group prepares the necessary materials using tracing paper,
A4 white paper, colored markers, markers and glue based on the questions they
have chosen. One person from the group members is selected by the group
members to present the prepared materials.
Stage 3:
When the groups are ready for the discussion within the allotted
time, each group is given a turn to present and the presentation time is set. The
group representative speaks on behalf of his or her team and expresses his or
her opinions based on the materials and evidence prepared on the given topic
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within the allotted time. Group members can add to the opinions expressed.
While one group is presenting, other groups should listen carefully and
respectfully to the opinions of the presenting group and prepare 1 important
question for the group based on the presentation.
Stage 4:
After everyone has presented, the groups take turns asking each
other the questions they prepared during the presentation. The remaining
groups take turns asking questions to the group that made the first presentation,
and there is no time set for preparing to answer. This process is repeated in each
group.
Step 5:
After listening to the presentations and answers of each group, the
teacher quickly collects the Whatmans and checks the written thoughts in terms
of style, grammar and spelling.
Step 6:
Summarizes the thoughts expressed by the groups and expresses
his/her opinions on these topics. Answers the questions asked by the groups.
At the end of the lesson, the teacher analyzes the activities of each group
during the training process, thanks them and concludes the training.
In conclusion, organizing educational processes on the basis of modern
pedagogical technologies helps to easily develop the knowledge, skills,
qualifications and competencies that a student should acquire through quality
educational processes. Properly selected educational technology creates the
opportunity to fulfill the requirements, goals and tasks of education in a holistic
manner.
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