Features of the organization of pre-school training of bilingual children in the Republic of Tajikistan

Лидия Алексеевна Каирова, Наталья Николаевна Лукьянова
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Abstract

Представлен анализ опыта работы с билингвальными детьми шести лет в условиях предшкольной подготовки для русских школ, открываемых в Республике Таджикистан. Описаны особенности организации деятельности детей дошкольного возраста, которые будут обучаться в соответствии с Федеральным государственным образовательным стандартом начального общего образования Российской Федерации. Объяснены причины возникновения сложностей в обучения детей-билингвов. Представлены этапы организации предшкольной подготовки будущих первоклассников, рассмотрены существенные направления данной работы, в том числе языкового и математического содержания, охарактеризованы особенности двуязычных шестилеток, описаны трудности в проведении занятий. По итогам работы в условиях предшкольной подготовки сделаны основные выводы, которыми могут руководствоваться учителя начальных классов. The article presents an analysis of the experience of working with bilingual children of six years in the conditions of preschool training for Russian schools opened in the Republic of Tajikistan. The educational process in these schools will be carried out in accordance with the Federal State Educational Standard of Primary General Education of the Russian Federation. The features of the implementation of the pre-school training program, developed in accordance with the requirements of the preschool education standard and tested in classes with bilingual children, are described. The features of bilingual six-year-olds are determined. The methods of organizing educational and play activities of preschool children who have mastered the Russian language at different levels are described, which in the future may cause difficulties for students in achieving subject and meta-subject results determined by the educational program. The speech environment is characterized, which has formed a natural bilingualism in the child and does not contribute to enriching the speech experience of a preschooler. The reasons for the difficulties in teaching bilingual children are explained. The reasons of difficulties in conducting classes on pre-school preparation, which arise both in children and in the teacher, are revealed. The stages of the organization of preschool training of future first-graders are presented, the essential directions of this work, including linguistic and mathematical content, are considered. Based on the results of work in the conditions of preschool preparation, the main conclusions are made that can guide primary school teachers implementing the educational process in Russian schools of the Republic of Tajikistan.
塔吉克斯坦共和国双语儿童学前培训的组织特点
在塔吉克斯坦共和国开设的俄罗斯学校的培训条件下,提供了对6岁双关语儿童的经验分析。描述了根据俄罗斯联邦小学一般教育的联邦公共教育标准,为学龄前儿童组织活动的具体情况。他们解释了双林儿童教育的困难。这些步骤包括语言和数学内容在内,概述了这一工作的基本方向,描述了两种语言6岁孩子的特点,描述了课程中的困难。学前教育的工作得出了小学教师可以指导的基本结论。在塔吉克斯坦共和国的一所教学学校里,有一个6岁的孩子在为俄罗斯训练。在那所学校里,教育事业将与俄罗斯联邦联邦教育大师级教育标准一起被培养出来。教学教学大纲的概念,在课堂上与比尔纳古尔的孩子们一起发展,是一种被排斥的感觉。bilingual six- olds的恐惧。由学前班的学生组成的学前班由学前班的学生组成的学前班由学前班的学生组成。speech environment是受欢迎的,当孩子们和他们的孩子不受欢迎的时候,他们是受欢迎的。这是一个为文盲儿童展览而设计的区域。在预科学校的课堂上,孩子们的吵闹和泰勒的吵闹,是对的。《未来牧师训练手册》的编年史是独一无二的,这篇文章的本质方向,语言学和数学内容,是一致的。在普法学校的基础上,主要的conclusions是俄罗斯泰基斯坦共和国教育学院的一所教学学校。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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