Қазақ әдебиеті сабағының сапасы мен мұғалімнің құзыреттілігі: талдау негізіндегі ұсыныстар

Abstract

The article considers the requirements for the teacher of Kazakh literature and its reflection in practice, barriers in the development of necessary professional competencies. The content of the complex multi-component competence of the teacher of literature is defined in the National Academy of Education named after I. Altynsarin. I. Altynsarin. What should be the action of the teacher on the issue of quality literary education at school, on the basis of this content, which today is not fully realized? It is necessary not only to teach the subject, but also to develop on its basis meta-subject competences, such as familiarizing students with the national value, forming their emotional intelligence, teaching useful applications of information technology to students, saving time and effective application. In this regard, on the basis of conducting observations of literature lessons, gaps in the professional work of a young teacher of literature were identified. In addition, for Kazakh literature, as for any discipline in the field of education, it is stated that subject-content, pedagogical, didactic, psychological, methodological and interdisciplinary component, as well as ethical-philosophical, historical-cultural component in accordance with the specifics of the discipline. Based on these components, the mechanism of integrated teaching of artwork is developed and proposed, the effectiveness of which is also discussed between teacher and students. The article outlines the content and prospective works in this direction.