AZERBAIJANI LANGUAGE TEXTBOOKS AND IN TERMS OF INNOVATIONS OF METHODICAL TOOLS STRUCTURE-CONTENT ANALYSIS

Abstract

As it is known, the textbook "Azerbaijani language" for VI classes has been included in the teaching system since 2013. Until that time, the textbook "Azerbaijani language" for VI-VII grades published by Yusif Seyidov, Faig Shahbazov and Ganira Amiraslanova in 2005 was used in schools.

Although the textbook is compiled from the point of view of reform, it is in the traditional way. He has no methodological funds for the teacher. In other words, the curriculum is not a textbook, but is written according to the previous line of content.

How should the previous line of content be understood?

In traditional VI-VII classes, the "Azerbaijani language" textbooks taught methods on the "morphology" department,  parts of speech. Students had to know the linguistic properties of each of the parts of speech, be able to grammatically analyze them.

The spelling and orthoepy of each part of speech remained in the background, and its role in constructing expressions and essays. The fact that spelling, expression and essay took a place in the rear of knowledge in those classes, and parts of speech played an important role in the culture of speech, was not explained and required as it is now.

Thus, language–linguistics–basic, integration into speech-speech culture did not make anyone think. The methodology also worked as if with one horsepower. Morphology was not taught on a syntactic basis, etc.