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.
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