UNDERSTANDING, ASSIMILATION OF MORPHOLOGICAL CONCEPTS, ITS CONSCIOUS APPLICATION IN SPEECH PRACTICE

Abstract

The acquisition of morphological concepts depends on two main factors. One of them is the comprehensive disclosure of the main features of the presented concept, the given studies allow to accurately characterize the concept. Another factor is the teacher's correct way of teaching that concept. Because, when separate morphological concepts are clearly explained, not only their signs, but their main possible signs are conveyed to students, the task of mastering becomes easier, students get more conscious and accurate information about that concept.

Understanding and assimilation of morphological concepts ensures its conscious application in speech practice. One aspect of success in mastering morphological concepts is the selection of the content of the educational material according to the unique level of the students, and the other aspect is the correct orientation of the methodical competence of the activity in this process. The teaching of morphological rules activates the cognitive sphere of students, and in the process of mastering knowledge and skills, logical thinking principles such as analysis, synthesis, comparison, grouping, systematization, explanation, proof, fact are used, and morphological rules are of great educational importance at this time.

Active intellectual work of students is ensured both in the explanation of new materials and in the execution of independent work, and individual differences are taken into account. The more actively and independently the student acquires knowledge, the more thoughtful and solid this acquired knowledge is. The concept of individual interactive lesson referring to the new pedagogical thinking of curriculum training reflects the stages of orientation, thinking and understanding according to cognitive phases.