The use of elements of ethnodidactics for the formation of cognitive skills of students when teaching chemistry in a modern school

Abstract

  This article discusses the definition of the content, the development of methodology and theoretical and experimental substantiation of the content-cognitive component in the formation of cognitive activity of students through the materials of ethnodactic ideas of folk pedagogy in the process of teaching natural disciplines. It is shown that the construction of an educational and training system using the means of folk culture in a variety of forms of life of schoolchildren in modern society makes it possible to create an integral educational process in the environment, the formation of a rich morally educated personality capable of realizing himself both at school and in the microenvironment. The authors consider one of the didactic conditions for using the ideas of folk pedagogy in improving the forms and methods of teaching is the enrichment of the content of educational material by including elements of ethnic culture in its composition. Effective ethnodidactic means are games, folk sayings, proverbs, riddles, fairy tales, counting books, tongue twisters, etc. The choice of a particular tool is determined, first of all, by its main functions. The formation of students' pedagogical worldview of pedagogical culture and general professional competence on the basis of studying the general foundations of ethnopedagogy of Kazakhstan should be aimed at mastering common cultural values, at creative mutual enrichment of ethnic cultures, at stimulating the development of each ethnic group inhabiting the Republic of Kazakhstan