БҚМУ жаршысы - Вестник ЗКГУ ЗКГУ. Вестник, 1-2019 | Page 115

БҚМУ Хабаршы №1-2019ж. UDC 37.013.2 Sdikova G.Zh. – candidate of chemical sciences, docent of WKSU M.Utemisov Iskakova A.Zh. – master student of WKSU M.Utemisov E-mail: [email protected] THE SPECIAL CHARACTERISTICS OF BILINGUAL TEACHING OF CHEMISTRY OF SECONDARY SCHOOL PUPILS IN RK Annotation. In the modern system of education the problems of a bilingual study are actual. The article presents the problems of the formation of the chemical language of pupils in the process of bilingual chemistry teaching. And also the methods and methodical techniques of bilingual chemistry teaching for the secondary school of the RK are considered. Keywords: Bilingual education, method of chemistry teaching, multilingual education, methods and methods of bilingual education. According to the state program of functioning and development of languages on 2011-2020, as well as the cultural program "Trinity of languages" in the Republic of Kazakhstan since 2015, the preparation for the implementation of teaching in three languages. Multilingualism is a basis for the formation of a multicultural personality. In Kazakhstan, the education system in several languages has been preserved since a Soviet period and continues to develop. We can briefly mention some of main approaches used today in the bilingual education of the Republic of Kazakhstan: the use of two languages at the same time within one lesson aimed at mastering the material of any subject discipline; the use of two- and three - language textbooks and language manuals [1]. The entry of Kazakhstan into a world educational space in a special way actualizes the problems of the bilingual education. In this regard, there is an urgent need to bring into a single system of a fragmentary practice of the bilingual education in schools of the Republic of Kazakhstan, which will ensure the continuity of educational programs, will determine the high quality and effectiveness of the formation of bilingual personality. According to B.Khassanov: "For the individual, his bilingualism is a means of expressing of thoughts, learning of reality and means of communication in a multilingual society: its main component (the native language) is a characteristic component of the national, while the other component (the second language) is a means of cognition of individuals. Revealing the essence of some principles of bilingual education, it is worth noting the need for consistent, concerted implementation of all principles: 1) the principle of co-development of communicative and cognitive skills of students; 2) the principle of a multicultural focus in the study of a foreign language; 3) the principle of activity and sequence of work; 4) the principle of communicative orientation [2, p. 28]. The linguistic aspect, as noted by Y.D. Desheriyev and I.F. Protchenko, deals with the analysis of the relationship between the structures and structural elements of two languages, their interaction and interpenetration at different levels of the language. A study of linguistic aspects of bilingualism was engaged by Bertagayev T.A., Yu.A. Zhluktenko, Yu.V. Rosenzweig, M.M. Mikhailov, N.A. Karagoshchina, etc. The psychological aspect of bilingualism mainly reflects the specificity of speech psychophysiological mechanisms of a person using two language systems in communication. The psychological aspect of bilingualism was investigated by L.S. 114