KIRISH: hozirgi zamonaviy ta’lim talablaridan kelib chiqqan holda davlat ta’lim standartlari hamda “Ta’lim to‘g‘risida”gi qonunlarga qator o‘zgartirishlar kiritildi. Ushbu hujjatlarda ta’lim oluvchilarda shakllantirilishi lozim bo‘lgan kompetensiyalar, xususan, kommunikativ va nutqiy kompetensiyalar muhim o‘rin egallaydi. Boshlang‘ich ta’lim tizimida faoliyat yurituvchi o‘qituvchining kasbiy kompetensiyalaridan biri — matn yaratish kompetensiyasi bo‘lib, u o‘quvchilarda nutqiy tafakkur, mantiqiy fikrlash va savodxonlikni rivojlantirishda muhim ahamiyat kasb etadi. Shu bois bo‘lajak boshlang‘ich sinf o‘qituvchilarining matn yaratish kompetensiyasini shakllantirish, uning mazmunini aniqlash va hozirgi holatini o‘rganish dolzarb masalalardan biridir. “Ona tili va uni o‘qitish metodikasi” fanining o‘quv dasturlarida matn yaratishga oid bilim, ko‘nikma va kompetensiyalar belgilab berilgan bo‘lsa-da, amaliyotda ularning qay darajada shakllanganligini tahlil qilish zarurati mavjud. Mazkur maqolada matn yaratish kompetensiyasining mazmuni yoritilib, bo‘lajak boshlang‘ich sinf o‘qituvchilarining ushbu kompetensiya bo‘yicha hozirgi holati tahlil qilinadi. MAQSAD: ona tili va uni o’qitish metodikasi o’quv dasturlarida belgilab berilgan matn yaratish kompetensiyasi mazmuni hamda bo’lajak boshlang’ich sinf o’qituvchilarning matn yaratish kompetensiyasining hozirgi holati batafsil tahlil qilishdan iborat. MATERIALLAR VA METODLAR: o’zbekiston Respublikasi “Ta’lim to’g’risida”gi Qonun, DTS, “Ona tili va uni o’qitish metodikasi” o’quv dasturlari va rejalari, o’quvmetodik majmualari kabi materiallar matn yaratish kompetensiyasi mazmunini tahlil qilishga xizmat qildi. Matn yaratish kompetensiyasiga oid esa, ilmiy maqola, monografiya, metodik qo’llanmalar hamda talabalarning yozma ishlari, matn namunalari tadqiqot materiali sifatida foydalanildi. Tadqiqot jarayonida esa nazariy tahlil, taqqoslash va kuzatish metodlari, diagnostik metodlar hamda kontent-statistik tahlil metodlaridan samarali foydalanildi. MUHOKAMA VA NATIJALAR: tadqiqot jarayonida bo‘lajak boshlang‘ich sinf o‘qituvchilarining matn yaratish kompetensiyasi holati tahlil qilindi. Olingan natijalar shuni ko‘rsatdiki, mazkur kompetensiya talabalarda muayyan darajada shakllangan bo‘lsa-da, uning tarkibiy komponentlari o‘rtasida nomutanosiblik mavjud. Xususan, bo‘lajak o‘qituvchilarning nazariy bilimlari (matn tushunchasi, uning turlari, tuzilishi) yetarli darajada shakllangan, biroq ushbu bilimlarni amaliy faoliyatda qo‘llash ko‘nikmalari sust rivojlangan. Tahlillar shuni ko‘rsatdiki, talabalar matnning mavzusi va asosiy g‘oyasini aniqlashda qiyinchilikka duch kelmaydilar, ammo mantiqiy izchillikni ta’minlash, fikrlar o‘rtasidagi bog‘lanishni mustahkamlash, nutqiy vositalardan o‘rinli foydalanishda muammolar mavjud. Ayniqsa, ijodiy va erkin matnlar yaratishda talabalarning leksik zahirasi va stilistik moslikni ta’minlash ko‘nikmalari yetarli emasligi aniqlandi. Shuningdek, bo‘lajak boshlang‘ich sinf o‘qituvchilarini tayyorlash jarayonida matn yaratishga oid topshiriqlar ko‘proq reproduktiv xarakterga ega bo‘lib, ijodiy yondashuvni talab etuvchi mashqlar kam qo‘llanilmoqda. Bu esa kelajakda ularning o‘quvchilarda mustaqil va ijodiy yozma nutqni shakllantirishdagi imkoniyatlarini cheklashi mumkin. NATIJALAR: Tadqiqot natijalariga tayangan holda quyidagi xulosalar chiqarildi: 1. Bo‘lajak boshlang‘ich sinf o‘qituvchilarining matn yaratish kompetensiyasi asosan o‘rtacha darajada shakllangan. 2. Talabalarda matn yaratish kompetensiyasining kognitiv komponenti (nazariy bilimlar) amaliy komponentga nisbatan ustunligi aniqlandi. 3. Ijodiy matn tuzish, fikrni mantiqiy izchillikda bayon etish va uslubiy talablarni hisobga olish bo‘yicha muammolar mavjud. 4. Matn yaratish kompetensiyasini rivojlantirish uchun ta’lim jarayoniga ijodiy yozma ishlar, muammoli vaziyatlar, interfaol metodlar va refleksiv mashg‘ulotlarni keng joriy etish zarur. 5. Maxsus ishlab chiqilgan metodik tavsiyalar va mashqlar tizimi bo‘lajak boshlang‘ich sinf o‘qituvchilarining kasbiy tayyorgarligini oshirishda samarali vosita bo‘lishi mumkin. XULOSA: olib borilgan tadqiqot va tahlillar natijasidan kelib chiqib shuni aytish mumkinki, bo‘lajak boshlang‘ich sinf o‘qituvchilarining matn yaratish kompetensiyasini rivojlantirish uzluksiz, tizimli va amaliyotga yo‘naltirilgan yondashuvni talab etadi. Bu esa kelgusida boshlang‘ich ta’limda o‘quvchilarning nutqiy, kommunikativ va ijodiy kompetensiyalarini shakllantirishda muhim ahamiyat kasb etadi.
INTRODUCTION: in accordance with modern educational requirements, amendments have been made to the State Educational Standards and the Law “On Education.” These legal documents emphasize the importance of developing competencies in learners, particularly communicative and speech competencies. One of the key professional competencies of a primary school teacher is text creation competence, which plays a crucial role in developing students’ speech thinking, logical reasoning, and literacy skills. Therefore, it is relevant to study the formation of text creation competence in future primary school teachers, determine its content, and analyze its current state. Although the curricula of the course “Native Language and Methods of Teaching It” define the knowledge, skills, and competencies related to text creation, it is necessary to assess the extent to which they are developed in practice. This article examines the content of text creation competence and analyzes its current state among future primary school teachers. AIM: to analyze in detail the content of text creation competence defined in the curriculum of the course “Native Language and Methods of Teaching It,” as well as the current state of text creation competence among future primary school teachers. MATERIALS AND METHODS: materials included the Law of the Republic of Uzbekistan “On Education,” State Educational Standards, curricula and lesson plans for “Native Language and Methods of Teaching It,” and methodological complexes. Scientific articles, monographs, methodological guides, as well as students’ written works and text samples were used to study text creation competence. The study employed theoretical analysis, comparison, observation, diagnostic methods, and content-statistical analysis methods. DISCUSSION AND RESULTS: analysis of the current state of text creation competence among future primary school teachers showed that this competence is partially developed; however, there is an imbalance between its structural components. Specifically, students possess sufficient theoretical knowledge about texts, their types, and structures, but the practical application of this knowledge is weak. The study revealed that students have no difficulty identifying the topic and main idea of a text, but they struggle with ensuring logical coherence, strengthening connections between ideas, and appropriately using speech tools. Especially underdeveloped are the skills for creating creative and free texts, effectively using vocabulary, and maintaining stylistic consistency. Additionally, text creation tasks in teacher training programs are mostly reproductive in nature, while assignments requiring a creative approach are insufficient. This may limit future teachers’ ability to develop independent and creative writing skills in their students. Key Findings 1. Text creation competence among future primary school teachers is generally at an average level. 2. The cognitive component of competence (theoretical knowledge) predominates over the practical component. 3. Difficulties exist in creating creative texts, presenting ideas logically, and adhering to stylistic norms. 4. To develop text creation competence, it is necessary to incorporate creative writing tasks, problem-based activities, interactive methods, and reflective exercises into the educational process. 5. Methodical recommendations and a system of exercises can effectively enhance the professional preparedness of future primary school teachers. CONCLUSION: the study shows that developing text creation competence in future primary school teachers requires a continuous, systematic, and practice-oriented approach. This is crucial for fostering speech, communicative, and creative competencies in primary school students.
ResearcherUz