-

13
2013

2013
13
( - - )

..
..
..
..
.
.
..
..
..
..
..
.
..
..
..
..

, ( )
,
,
,
- ,
,
,
,
,
,
,
- ,
,
- ,
,
,

5763-

23 02 2005 .

(, ), , , , ,
, , ,
.., ..
..............................................................................................................
.. ...........................................................................
.., .. ............
.. - - .........
.. - .............................
.., .. ,
- ........................................................................................................
.., .., ..
.........................................................................................

5
8
10
20
22
26
29

( ): , ,
.., .
............................................................................................
.. ,
, ,
.................................................................................
. , -
..............................................................................................................................
. ...................................................................................................................
.. .................................
Dossybayev N.M. The ipad tablets as a means of methodical innovation in multilingual
education ...................................................................................................................................
.
- ....................................................................
Karimova Z.K. 18 developing intercultural competence in english language teaching ....
.., . -
...........................................................................................................................................
.. ..........................................................
.. .
.................................................................................................................
.. ............
. ., .. -
.......................................................................................................

37

39
47
52
59
64
69
73
77
80
88
93
98

, , ,
. - ..
.. ................
..
..........................................................................................................
.., ..
.....................................................................................................................................
.., ..
.......................................................................................
. 12
3

102
108
114
120
125
132

...........................................................................................................................
.., ..
..........................................................................................................................................
.., ..
2010-2015 ...........................................................................
. ......
.. -
.................................................................................................................
..
..................................................................
.., ., ., ., .,
. .......................
., ., ., ., .
.......................
.., .., ..
- ............................................................................................................................

139
141
143
149
152
155
157
161

(, , )
..
.........................................................................................................................................
166
.
................................................................................................................. 172
.. -
.................................................................................................................................. 177

, , ,
.., .. -
............................................................................................................
Vysotskaya E.V., Zharlykapova R.B. Application of the technology problem-based
learning in chemistry classes......................................................................................................
.. ...............................................................................
Karsheva K.O., Zharlykapova R.B. Modern technology training - segmentationconcentric training.....................................................................................................................
.. - .................................
...........................................................................................
..............................................................................................

180
182
184
190
177
198
199

(, ), , ,
, , ,
, ,

371.1
23


.. , ..
,

, ,
.
.. -2030 ,
, 2005-2010

.
,
-
.
- ,
, -
. , , - , -
. ,
,, -
,
.
,,
,
,
, ,

, ,

.

, ,
,
.
, ,
,
,
5

- - ,
.

,
, .

, ,
.


.
, ,
.

, ,
.
,
.
, ,
.
,
.
,

.
.. , -
,
- -
,, .
:
- - , , , ,
;
- ,
;
- - ,
(, -, , - , - , -
).
. ,
, ,- ,
, .
, , , ,
- .

,, ,
.
, .
, ,-
, .

.
-
6


. , -
, :
1. , .
2. .
3.- -
.
4. .
5. - ,
.
6.- -
.
, ,
,
,
. ,

.

. - ,
, , , . -
, ,
- .

, .
.
, .
,
, -
,
,
.
,
.
, ,
.
.
, ,
, .
.
,
, -
.

.
,
,
.
, , ,
.

.
7

 ,
, ,
.

-
.

.
,
.

. ,
, ,
.
:
1. . . . , . .
, . . , . . , . . ; -1999
2. .., . . . .,1980.
3. .., .., ..
. ., 1996 .
4. .., . ., 1999 .
5. .. . . I. .,1998 .
6. ( , ).
. ., . ., . ., . .; . -1998 .
7. . //
.-: , 2000. .13. . ., . .
.
, .

,
.
.
Annotation. In this scientific work covers education for physical education as an integral
component of a healthy lifestyle. Broadening the range of pedagogical research in the field of
physical culture and sport requires addressing uncertainties, training young athletes and nurturing
their personal qualities. One of them is the theory and practice of students ' self-education in the
sport.
373:516. 645

..
, .
-

. , , ,
, , .
.
8


. :
- ? ?
- ?
- ?
- . ? ?
- ?
- ?
- . ?
?
,
. 2004 100 .
, , 1904
1 , 1973 2
.
.

,
. , .

.
(1983) .
. .
, , . .
, ,
. , ,
.
1954-1956 - .
(1981) ,
, , . .
.
, ,
, , .. .

.
, , .
.
, ,
,
, ,
.

.
:
1. , .. . 2005.
2. , . . . 2006.
3. , . . . . 2006.
4. ( ). : .. ; , 1978.
5. .: , 1970 .
6. , - .: , 1974 .
. .
.
.

Annotation. In(To;At) article(item;clause) is considered(examinned) creative activity of the

artist But Kasteeva bound a propaganda present youth. It Is Told(Narrated) about(of;on;to;for)
Kazakhstan artist painter main(basic) dates to lifes and his(its)(his) creative activity .
378.14

.. , ..
, .
-

"
",
, , .
, .
, "
" .
.,
. "
"," "," "
,
- .
.
, ,
,
.
.
.
1.
- ,
: .
,
.
, - , - , - (
) . , .
.
. ,
,
. ,
. ().
, ,
.
. , .
, ,
, .
, .
( ).
2. , .
, , .
. .
, 20-25 .
.
10

 . . 80.
.

. ,
( ). . .
? ,
. ,
- , . , .
, , , .
-
, .
. .
, (
). , .
. , .
. , .
.
. ,
? ?
,
- . .
3. .
- , .
100 .
.
30 , 40 .
.
130 .
. .
. .
,
. , , . , 100
300 .
, , .
. .
. .
.
, ,
.
,
, .
. .
( 30 50 ).
, . ,
.
.
4. .
,
, . .
, .
. .

11

 ,
( ).
, ,
(
).
. .
.
. . , ,
. ,
( ) .

.
, .
5. .
,
. .
. . .
: , -.
(, , , ).

(-)
(, , ).
.
.
.
. ,
(, ,
). ,
, ,
. .
.
, ,
. , .
.
, . .
,
. ,
, ,
.
6. .
, . ,
. , ,
.
, .
( 1204 )
.
, , .
, . ,
, .
,
, .
12

, .
( ),
. , .
1242 . .
, , .
.
7. .
-
. , - .
-, . , .
.. , XIII
: , ..
. ?
, XI . XII , 13
, XI .
. .
.
. , .
.
,
, .
.
.
.
-, - ,
, .
.
,
( ) (, , ). , , .
.
, .
.
, , XII XIII
, - .
, ,
, .
, ( ),
. , .
. ,
, (
, , .). , ,
. , 13 ,
, ,
.
,
, , . (,
, , ) , .

1453 . , ,
,
( ), , ,
13

 , .
.

. , ,

( ). .
, -
- . , , (
) . -
. .
8. .
, .
, .
,
. ?
, . .
. .

, .
. (
XIII ) .

. ,
.
, ,
.
.
, .
. .
.
. (
, )
.
, , , .
, .

.
, ( XVIII
). ( ) ( ) .
. ?.
, . ,
, . .
.
, .
.
, , . I
, ( ).
I .
, . , ,
.
9. .

14

- ,
. .
-. ( )
, ,
.
- ,
. , ,
. .
. . - . ,
. ? !.
.
, .
, ,
, .
, , .
, . ,
. -.
10. - .
. .
. ,
- ,
.
, .
, . , .
, .

.

. , .
- ( )
- ( ).
. -
.
, ( ,
.) , .
,
. ,
. .
.
. , -, ,
(
). -,
, , .
, ,
. ,
.
, .
.
(
). - .
. ,
. , .
15

 ( ).
, ,
( ).
(
) . ,
.
. . ,
. , .
,
(,
, ).
- , ,
, - , ,
.
11. .
,
. , (
) . .
( ) ,
.
-, 12
, .
-,
. .
, .
,
.
, , ,
() (
). , .
, . .
, 30- XIII
- ,
, .
- .
. . .
, !
, .
. -
. -
.
.
. .
.
, , , . ,
(
).
.
(XV ). . ,
, .
. .
16

 -. ( )
III ,
(1480). (
). , .
,
. .
.
.
, .
.
, .
, .
. , ,
. (16-18 .)
. , , .
, .
, , , . ,
, . , -,
, , ,
. -,
. , .
,
.
-
. ( ) ,
. - .

. , ,
, .
. ( ),
. .
( ) . ,
, .
. .
. ,
.
.
.
, , .
,
. .
.
? . .
.
,
. . , ,
.
, , , .
, . -
- : ,
.
12. .
17


. , , ( ).
, - . .
, ,
. .
.
.
, (
) .
.
.
. :
, , . .
. (
). .
.
. .
. .
13. .
. . ,
. ?
, ( )
, .
.
. , . ,
. ,
, (, )
, .
, .
. , .
. ,
. (XIX .) .
. ,
.
.
- -.
, .
.
. .
.
.
III . ,
. ,
. , ? III
. .
, ,
.
. , ,
. ,
. .
, ( ).
, .
18

, ,
.
. ,
.

, . ,
. , -
.
, .
, .
.
. ,
.
. , ,
,
, .
.
, ,
.
, .
- ,
, .
,
, .
.
, ,
.
.
:
1. .. . . 1992.
2. .. : . . 1992.
3. .. . ., 1994.
4. .. . . . 2003.
5. .. . . . 1993.
. - . .
- ,

.
Annotation. This work has philosophy - methodoloqical character. Interaction between
entities are based on L. Cumileus etnophilosopy. And his eurasion methodology helps to new
view on international interaction, to get rid of some unreal opinions about this topic.

19

 371.214
62
- -
..
, .
.
,
,
. .
. 1989
(554-)

, , .. .
433 ( ) , ,
: : ,
, , , , , ,
. .
.

, . , .
. , ,
, ,
. , ,
3
: , , ,
, ,
.
- , .
.
, (, .. ) ,
, ()
. , ,
. .
, , , , , ,
, . . . , .
, . ,
, . ,
- . ,
, , , ,
, . -
. , , ,
. .
.
, , .
:
.
:
(, 2012 , 265 )
. .
20

 . ,
:
1. ?
2. :
3.
4. .
. - .
., ., .
(
2008- 2008) . - ,
.
, :
- :
, ;
.
,
.
.
-
,
.

.
- , .
: . ., . (,
1987 ), . (, 1995.) .
(, , 1987) . -
(1996 .)
.
. ,
. - .

. -
.
:
1. ( ) , 1989.
2. :
: . , 2012.
3. . . , 1987.
4. . . . -
. 2008.
. .
.
.
Annotation. The craft of the Kazakh people begins with national ornament. Practical tasks
and materials application gives students deeper knowledge. Application and technology of applied
automotive art shows prigotovlivanie.

21

 745/749
70
-
..
, .
, ,
. ,
- . ,
. , .
- , . -
. .
. , -
.
. , , ,
. ,
. .
,
. .
- . , - , .
. .
.
. .
. .
.
, .
, ,
.
2000 . , , ,

. .
-
.

.
.
. ,
- -.
. ,
.
. , -
,
.
: , , .
: , ,
.
.

, ,
. ,
, , ,
22

 .
,
.
[ 1 ].
1920
, , , , , .
,
.
,
. ,
, . 30
. :
.
, ,
. 50-

.
,
. . 50 . . .
, . , . , . , . ..
. ,
. ,
, ,
, .
. , ,
, .

. ..

. .
.
.
. .
. -

.
, .
.
, .
. . ,
.
.
, , ,
. ,
VII -
.
.. -
. :
: ,
, ,

23

 , .
[ 2 ].
.
.
. , Morinda citrifolia
. .
, - .
..
, .
.
,
:
.. -
. -
.
.
.
,

.
() ,
. ,
, ,
.
.
, .

.
V
.
. ,
. , ,
, , ,
. V ,
.
.
, , .
. 1811
. ,
- .
, .
, .
.
. tjap
. .
. .
,

. tjap ,
. ,
.

24

 . .
. -,
. ,
. :
, .
( ) . ,
., ,
. , ,
,
. , .
. .
, ,
. .
.
.

. .

. 8 .
. ( ) .
. -
.
. .
, V
.
, V
.
? ?
.
. ,
, ,
,
.
. .
. VII .
, (, )
. .
. ,
. .
. ,
, . ,
, , [ 3].
.
. ,
: , .. . 70
.
.

.
. ,

25

 . ,
.
:
1. ..; .. . .: , 2004
2. .. -: . .: ; 2004
3. . .: . ; 2004
. .
2000 . ,
, , , ,
. , :
, ,
, .
Annotation. Modern technicians of a list of fabric are very various. Art of a list of fabric arose
over 2000 years ago. In spite of the fact that it long since practised in China, Japan, India, the
countries of the Middle East and India, as its homeland consider Indonesia. The process consisting
of the following one for another of operations: covering hot wax dyeing the drying, repeating
for each color, differed complexity and duration, I demanded skill and patience.
94 (574)
,
- ...
.. , ..
.. , .
,
.
- ,
,
.
( )
, , , -,
, ,
, ,
, , ,
- .
.. :
, ,
.
,
[1] . ,
. , - ,
, .
,
, , ,
. .
. , ,
, .
, . ,
26

 . ,
.
, ,

.
.
, , , , , .. ,
. ,
, . ,
. ,
, , , . , ,
. -
, - , ,
,
, , ,
, -

. ,

, , ,
- , ,

.
. ,
,
. ,
.

, ,
[2]. , ,
. ,

, ,
, ,
. , ,
.
.: ,
,
,
[3], .
, ,
, . ,
. ,
,
, . , ,
.
, , ,
.
, ,

27

 . ,
.
, ,
,
, ,
, 99
.
.
,
.

30-
, .
, , ,
,
. ,
. ,
...
, , -, ,
.

, . , ,
,
, ,
. .: ,
. [4], . V
.
, ,
, - , , .
. ,
, . , ,
, ,
.
, ,
, , -
, .
, . ,
,
, .
:
1. .. . 1999
2. // 4 (60) 2012.
3. .
// 21.05.2012 .
4. . 1 2007
.
.
28

Annotation. In this article examines the history of the great which assumes our bright
future.
327.3 (574)
12

.. , .. , ..
, .
, 2000 ,
,
.
XXIII
" 2000 : , XXI
" (, 2000.).

.
( - ) ,
.

.
:
;
, ;
;
.

, 2030 ,

,
, ,
.

-
( 2010 .), ( 2030 .)[1].

.

.
1998
.
, 2001
, .
" " , "
" , , "
" .
, 1995
,
.
29

 5 1997 N 3395
.
1998
( - ).
1999
,
19 1999, N999.
19 2002 N 947
,
.

" ".
,
""("").

" ",
16 1998 N 4153,

2001-2005
,
14 2001
N 1207, .
.

.
12 2001 N 346
, ,
.
2003 "
",
.
,

.
-
.

.
, . IV 2003
11 , 9,5 %
.
16 .
, ,
-
.
.
.
, , ,
. ,
.
.

. .
.
30

 ,
,
- .
.

, ,
,
.

,
,

-.

.


:
,
.
,
.
"
: ".
,
. ,
.
:
-,
, ;
; ,
.
: -,
.
, ,
,
.

" ".

.

.
,
.


.

, .
, .
.
31

 ,
.

.
.
,
: ,
, .

:
, , . 29
2005
2006-2016 . 2006-2016
30
. 2010 10%.,
, .
,
.
,
,
.
30
, .
,
, , ,
.
20 ,
, ,
.

.
33,
.
.
60 . 2000
, ,
.
.
,
(,
, , ,
, ).

,
.
-
, .
.
. 3

.
22%

,
(2009.). .

32

 45 . ,
, . 61%
. , , ,
, ,
.
.
1998
. 19 1999 999
,
85 % .
300
, ,
, 150 - .
,
.
" "

.
.
, ,
. , , ,
.
3,7 . , 49% .4
2009 214-IV "
", , ,
, ,
,
- ,
, ,
. ,
, ,
.
, . ,
, ,
. 2004

[2].
.
, .
,
.
, .
(. 27) " , ,
".
" () "
- . - ,
,
[3].

.
, - , ,
33

 .
, , ,
,
, ,
.

,
.

,
.

.

.29 1998
.
. ,
,
.
.
, , .
60
.
2009 -

. 2011
() , 18 2012 .
,
, 1995
,
,
. 1998
,
.
.
: ,
, .

, 1995 .

.
.

.
, ,
.
, , .
. 150
.

,

34

 . ,
.

.
,
.
,
.
, -
, ,
, .

.
.
2003 ,

.
,
.

.
.
2006-2016 ,
30-
. 1 2011
46 055 (53 ),
- 46 .
, - - 18-19 .
: -,
, .
, , ,
.
. ()
, ,
, , ,
, , , ,
, ,
, ,
().
.

() .
,
.

,
,
,
, .

35

 :
1.http://rodnik.os.kz/kalejdoskop/koncepcia.htm
2.http://adilet.zan.kz/rus/docs/U040001460_
3.http://online.zakon.kz/Document/?doc_id=31102748
4. " - 2030".
5. :
6..., ..
7. - " .
: ,
.
, ,

.
Annotation: This article is dedicated to henderlicpolitician of Kazakhstan and
stabilitydevelopment, as two the most important social strategies of the modern world. Having
Proclaimed itself democratic, legal and social state, Kazakhstan hereunder has inferred obligation
keep the requirements international commonwealth for equality people.

36

 ( ): , ,
373:516. 645


.. , .
, .
- - -, -,
,
, .
, , -
. ,
-
, - ,
. , , , , ,

.
.
-
, .
- ( ..)
. , -, - ,
- ,
.
,

- ,
. V-I (II)

. . .
.
, . ,
. ,
.
:
- , ?
- .
. ,
. , .
, .
. ,
.
. .
- ,
.
, V-I (II) ,
, - .
-, - ,
37

 . ,
, - .
, ,
. , -
, ,
,
- .
, V-I (II)
- ,
- , ,
. - .

. .
, ,
-
. ,
(1991-2005 .) ,
.
.
.
- , -, ,
, .
- -
.
:
- ;
- ;
- ;
- ;
- ;
- ;
- ;
- ;
- ;
-
, , , ,
. ,
.
-, -
. ()
- - -
. -
,
. (I-IV)
, , ,
.
(V-V II), V III - I, -I (II) )
, -, , -
-, .
.
. -
, -
38

 . -
.
.
-, -
.
:
1. .. . ., , 1994.
2. . . .1998 (1-2 ).
3. .. . ., 2003.
4. . . 2002.
5. ... . . , 1956.
.
.
.
Annotation. In the article is studied cognitive and world outlook of function of
representational activity of the man. Literatur activity is considered as a phenomenon of material
and spiritual culture.
: 81.42:81.367:811.512.122
,
, ,


..
, .

, ,
-

-
,
.

, ,
, :
: , , ; , , ;
, , ; , ;
; ; , , ..
. :
, , , , , ,
, ..
,
, .
.
, , ,
, .

39

. ,
, ,
, , .
, : ,
, , , , ,
, . , -, -, -
. : , , ,
.. -,
, : , ,
, , , ..
: ; ,
; , ; , ;
; ..
: ,
, , , , ,
..
,
.
, ,
, . ,
, : ; ;
, , , , ..
: :
, - , - :
! , , ! , ,
. , - .
, ,
, .

, .
, .
, , , ..
. - .
.
: , ; ; ..
. : ,
, . , .
, -. ,
, .
, .
: : !..
!.. ,
, .
, ,
.
. :
. ,
, , ,
. ,
?

()
40

 . ,
.
() ,
.
- ( )
( ) .

, : , , ,
.. : ; , ;
; ; ; , ; ..
.
- :
, . .

,
, : ;
, ..
-, -, -, -
,
: , , ,
. ,
, . ,
, , , ,
, .. .
: , ,
(:
).
, .
, , , ,
, , -, ..
, : - ,
- , ,
.
. ,
,
. , ,
- , -.

( ), (),
.
, , (
) , - .
: )
) .
, ,
.
: : ,
; : , , . ,
, -. : :
; : ,
!

41

 .
; ,
; .
, , .
,
.
-
, ,

.
.

. , ,
,

.
, : (
), - ( ) ..,
.
. :
. : - .
, : -... . : ,
, ! : - :
, .

,
,
. ,
,
. : ; ;
; ; ; ;
.. ,
, .
,
.
: ; ;
; ; ;
, ..
,

, . : , ,
. ,
. , -, - ,
, , .
,
: - ,
, .
,
. :
, . ,
.

42

 , -
+ , + .
, + : , , ,
- , , , , ..;
+ + : ,
, , , ,
, , , ,
..; ++
: , ,
..; ++ : ,
; , ; ; ,
..
,
, -
: , -, -, -, -, -; : -, -,; :
-, -, -, -; : -, -, -, - ..; : -, -, -, -, -,
. : (); , (
); (); ( );
, ( ).
-
. : ;
, ;
; .
- . -
. ,
-
, - :
: , ,
.. .
-
, . : .
. , . , , ,
. , . ,
. . - , ,
: ) : ; ;
; ) : ,
?; ) : , -!
: )
: ..; )
: , ; ,
..
: , .
, . - ,
:
. , ... ,
, ;
: , ,
; ,
: ? ,
. - ,

43

, , ,
, , .
- : 1.
: ) , : . ..; )
, : .. . 2.
: ) , : ,
; ) , : ,
.. . 3. , : ,
. , -
, [1,103],

,
.
,
.
.
-
, , -.
,
, . : ,
. , .

: ,
, : --! -!-
, , , ,
, -, - , - !

. , , ,
.
( ) .
.

.
. , : , !
, !
. :
.
. ,
,
. : -
, , - . -
, : :
, . -
. ,
,
, : ?
, ?
, , ,

.
- . :
: .
44

 :
! .
:
,
, , .
. , , !
, , , .
, , : ,
. , .
- ,
,
.
.
,
: .
, , .
.
- . -
: )
; ) -
, ; )
, ,
, -, -
, , ,
.
- ,
, ,
, .
: -
. -
-,
,
. . . . -
. - . ,
. - ,
. : ,
. , . ,
,
. : -, ... , ...
. :
, - .
:
-
,
- , . : - . - .
. , ,
.
, -, , .
- - . ,
45

, - :
,- , .
, ,
, , , ,
.
- -
: , , .
- .
, .
: ,
.
, ?
: ,
,
. : , .
: , ,
. . , ... , ...
- ,
, :
, . - . -
. , . .
. ..; :
- . . , ..
.
-
, , .

.
,
,
- ,
[2,109]
, ,
,
.
:
1. .. . : , 1980.
2. . . : , 2001.
.
, ,
, ,

.
Annotation. In this article is investigated the morphological-syntactical colligation and
collocation structure of difftrents phraseological and proverbial units of Kazakh language. It
analysis the morphologicale, syntactical, semasiological, semantic development properties and
pecularities of phraseological units in the word-combination and sentences, their chang in all
paradigmatical and syntagmatical indexes in the contexts.

46

 441. 25:48
,
-
.
35 , .
() ,
,
, . , ,
, ,

,
.
. ,
, .
-. - -,
, ,
.
,
, -
,
. ,
,
- , ,
, , ..
, ,
.
,
.
.
, .
,
,
.
.. 1926 : -
, , ,
, . [1,40]. .. ,

( , .42).
..
, ,
, .

, , . . ,
,
.. ,
. ,
:
) (.. ) ;

47

) (.. )
;
) .
, ,
.
.
,
.
.
.
, - ( - ).
.
, , ,
,
. .
, .
,
,
.
. , ,
.
-
.
,
, .
- ,
. : ,, , , , ,
, .. () : , , ,
. [2, 320].
,
.
,
() ,
.
.
, ()
.
.
.

.
, , , .
13 . 16 .
17-18 ,
, .
:
) : , , , , , , , , ,
, , , , ;
) : , , , , , ,
, , , , , , , , , ,
, , , ;
) : , , , , ;
48

) : , , , , , ,
, , , , , ;
) : , , , , , ,
;
) - : , , , ,
, , ;
) : , , ;
) , , , ,
, : , , , , , , ,
, , , , , , , , ,
, , .
: , ,
, ,: , , , , ;
: , , , , .
,
,
, ,
, .

, ,
, . , ,
, ,
, , . ,
,
. ,

. , ,
, ,
.
- .
,
, , ,
,
.
.
, ,
. , , ,
, ,
( ),
.
,
(,
). ,
.
,
, .
- (. ), (.
) . ,
, .
, ,
.

49

 .

.
.

, ,
- .

.
:
,
.

,
, ,
.
, <, ,
, // <,
<, <, // <,
[3, 543; 4, 657].
()
.
[5].
.
- ,
., , ,
,

[6, 265-266].
- 1, :
(.. -..)- .
, ,
- , , .
,
, , .
:
.
.
, (
,
, , .).
.

, ,
. ( -)
, ,
, .

, .
,
, -
- .
,
50


.
,
.

.
,
- - .

, ,
.
,
. ,
, , ,
, ,
. , ,
, .
.
: -,
+ (, - , ).
, , , .
, - , .
, , ,
- .
.
,
, ,
.
, , ,
.. ,
- .
,
. ,
.
,
, , .
- , .
,
. ,
, (
) .
.. , . ,
, ,
. .
, ,
(, ).
, - . , -
,
. . ,
, - .
, .
51

 . ,
, :
,
. , ..
. ,
, .
:
1. .. . ., 2008.
2. ... - -
. - ,2004.
3. .. . ., 2010.
4. .. - . ., 2009.
5. .. //,2001.
6. ., ., . . - ,
2004.
: ,
: ; ; ;
-, , :
; , - -
;
;

; ,
-
.
nnotation: The language situation in the conditions of the multinational state demands indepth scientific study, forecasting, the direction. The main direction of development of bilingualism
is its improvement, approach to a full bilingualism. In our republic Russian is in interaction with all
languages, but among Russians meets owners of other language a little. The bilingualism is first of
all, the process proceeding during interaction of two heterogeneous societies (collectives or
societies) by use of two languages by them.
446. 28:48

-
.
35 , .
,
.
,
.
, ,
.
.

52

 ,
.
, ,
- .
,
.
. . ,
, , , ,
, .

(, )
. ,
( )
, , ,
, . () .
, ,
,
. ,
, ,
, (- ) ,
.
. () ,
,
( ) , .
, , ,
.
. , ,
.
, , , ,
, . ,
, ,
. ,
: , , , , , ,
, , , ..
, ,
.
, , , ,
. :
, ,
.
-. ,
.
:
, .
, , ().
, ,
. :
.
,
.
, ,
53

 , .
, ,
. ,
.
, - .
,

, .
: , , ,
, , ..
.

.
: , , .
, , : (
), , ( ), ,
(, ), [1, 177-178 .].
,

. ,
,
. ,
.
() .
, .
,
, , ,
,
, .
,
, ,
.
. .
( , , ..)
, , , , , , , (, ,
, , , , , ..).
: , , ,
() ( , ,
), - - (-, ), ( ,
, , , ) [2, 217 .].
.
: ,
. , . ,
.
-, -, -, - ,
: , , - [3, 362 .].
,
- ,
. .
[4] ,
- . :
54

1. ;
2. , ;
3. ;
4. - .
. : , , ,
, , , [5, 98 .], .
: , , , , , ,
. ,
.
: -
, , ,

,- , [6, 109 .].
. :
,
, ( , ),
(-, -, -, - ),
(, , ),
,
( ),
(-), (-),
( , , , , ...),
.
. : (-, -), (-, -), (, -,-, -, -, -), ( ), (, ,
) .
. -//-, - , ,

-,
-,
-,
- .
,
.
.
,
,
,
, .
, ,
. : ,
, -
. , ,
.
- .
, , ,
.
. ,
.

. , ,
. , ,
,
. .
55

 . .
. .
, ,
. , :
- . , -, ,
-, - , , , ,
. -,- ,
, .
, - .
. , ,
, .. ,
. ,
(. ).
(. .). . , -, , -, -, -, -, -, - ,
.
. , , ,
, - (-),-, - (-), -
,
.
, ,
, .
.
,
. .
, , . ,
, , . , ,
, .
.

:
)
;
) , -,
( ).
) - ;
) ( )
( )
,
.
- -
. ,
, .
,
, , -


.
, -
. ,
. , .
, - .
56

 , , , - ,
,
, - ,
. -
.
. :
1. ;
2.
, ;
3. ;
4. ;
5. .
- ,
, .

, .
. : ,
, .
. , , -
, .
- , . , , ,

. , , ,
, ,
,
- -
.
. , , , ,
, ,
. .

, - , -
, ,
. ,
, , ,
,
- -
.
,
, , (
, ),
, , ( ), , (), ,
( ) ..
.
: ,
, , , .. .
.
.
( ) ,
. , ,
, .
57

 .
, ,
.
,

. , , , .
, ,
, , -, .
- ,
.

,
. - :
(, , , , , ..),
( , , ..),
- ( ),
( - , ,
, , ) .
-
, .
.
: ,
, , - ,
, , , [8, 139 .].
:
1. . . , 2001.
2. . . : , 1992.
3. . . : , 2001.
4. . . , 1999.
5. . . , 2001.
6. . . . , 2002.
7. . , 1954.
8. . . : , 2009.
:
,
.
,
.

- ,

nnotation: The main direction of the functional grammar consists of the complex research
which defines the deep inner relations connected with each other from the content to the form, from
the function to the language form on the principle of the language forms. Taking into account the
main grammar categories constructed on the base of the functional semantic sphere units were
aimed at determining how the language units transform the content of its own thought. The spiritual
world of nation on the language image, the semantics of the appearance and colour names and the
level covering in different dictionaries of the appearance and colour names in the Kazakh language,
the functional-semantic sphere, its content clarity to people, it is necessary to deal with the new
direction of research work, thats why where investigated problem identifies the relevance research.

58

 317.245: 34

..
13 , , .

2010-2015

.
7, 93
, ,
,
4 2008 3186,
,
5 2009 4106.

,
,
.
.


.

. ,
,
, ,
()
.
..
,
.
,
.
, -
. , ,

.
( )
.

, .

,
, ,
, [1, 5].

.
,
() [2, 151].
59

 , ,
.
,

[3, 13].

,
. - ,
,
.

,
.
,
, : - ( ) .
, ,
. ,
,
,
.

,
.
. , ,
.

() () ,
.
.

.
()
(, , ). - ,
- ,
, , ,
.
-
,
.
2011-2020.
, ,
. , ,
,
,
.
,
(, ).

, , .
- ,
.
60

 , .
,
,
5,
6 .

- ,
.
. , , ,
. . . : ,
.

.. , .. .
, .. :
, , ,

,
,
,
,

[4, 31]. ,
.
, :
.
- .
,
,

,
, [5].
( )
, -
1953 (
,
1979 ). , . -
. 1 , ,
,
, .. , .. , .. ,
.. , .. , .. .
. , . , . , .
.
.
, .
, - . ,
..
, .. -
() .
---
60- . ,
, ,
61

, ,
.
() ,
. , ,
.
.
, , , [6, 22].
.
, ,
-, ,
, , , ,
, .
. ,
, .. ,
, , . .. ,

.
.. , ,
,
, ,
.
.. ,
, ,
, , ( )
. .. ,
- .
( )
( ).
, ,
,
.
.
, , .
.. (,
- ): 1) (, )
, ; 2)
(, ) ,
; 3) ,
, ,
; 4) (, )
. ,
, .
(, ,
) (
) , ,
.
. ..
, .
,
, ,
, ,
.
62

 , , , , ,
, ..

. , -,
, ,
.
,
, .
,
: , (,
, ), ( ).
, ..

, (
) , ,
.
,
...
,
- .

, , , ,
.
: ,
, . , ..
( ),
, ( )
,
. ,
( )
, (
)
.
:
1. ., .. : //
:
. .
., 2010.
2. ..
// : , . . - -,
2004.
3. .. : . ., 2009.
4. ..
10-11 . , 2002.
5. .., ..
// . ., 2002.
6... . - , 2008.
:
.. 2011 29-
63


.
nnotation: The situation of "language boom" in the modern world is characterized by need
becoming aggravated in the conditions of the market for expeditious and effective orientation from
subjects of communication in an information field. This requirement is caused by need for experts
in due time to receive the necessary information "first-hand" in the original. In the circumstances
the language personality capable quickly is demanded and effectively to be guided in a multilingual
information field, it is productive to participate in communication in conditions as dialogue, and
polyravine, flexibly and systemically to use the potential of linguistic (polilingvalny) education for
self-development and self-realization. It was emphasized more than once in the performances
before the public by the President N. Nazarbayev.

UDC 37:001.895
D 70
THE IPAD TABLETS AS A MEANS OF METHODICAL INNOVATION IN
MULTILINGUAL EDUCATION
N.M. Dossybayev
By Unuversity Suleiman Demirel, Almati city.
Intellectual capital, the man of work and innovative thinking are the main values of the new
Kazakhstan. The key to this task - to ensure the competitiveness of the nationality and the effective
entry into the world system of developed countries. The present state of society characterized by the
fact that many areas of human activity, including education, to a large extent developed through the
introduction of various innovations. Innovative education is intended not so much on the transfer of
knowledge, which time over time have become obsolete, but on the "receiving core competencies",
which allow to carry out further acquisition of knowledge itself[1, pp. 41-42]. In his programmatic
article on the idea of forming a society of universal Labor, the President has put forward a number
of important commissions to do about education. This once again shows great attention that the
Leader of Nation pays to social issues, education, teachers and young people.
Today, in the educational system of Kazakhstan there is paid insufficient attention to the
practical side of the training process, the individual characteristic of students isn`t taken into
account. The task set by the Head of State on the development of interactive education,
unfortunately, narrowly interpreted and implemented[2, Order 12]. The use of interactive
whiteboards - it's not all online education. Modern online training should include optional online
courses in either direct Internet communication of the teacher and students, and in the form of
specially designed interactive learning programs and games. According to the instructions of the
President of Kazakhstan since the 2013-2014 school year to provide for the increased use of
interactive forms of learning in the educational process in secondary schools and the
implementation of special education programs for online learning[3, Order 13]. In accordance with
the objectives set by the President, by 2020, 100% of Kazakhstanis have to speak Kazakh, 95% Russian and 25% - English. With this, to complete the order of the President on the implementation
of multilingual education in Kazakhstan systematic measures are carrying out. To increase the
quality and competitiveness of secondary education there is a need to continue the job on
implementing multilingualism. There are already 33 schools studying with three languages.
Subjects like mathematics, physics, computer science, chemistry, biology and geography studied in
English language. Universities are training multilingual teachers for secondary schools. With the
2013-2014 year, schools will start teaching English from the first grade[4].
We have heard not once from our friends or family members that English is one of the hardest
lessons, and sometimes they even fall asleep during the classes, but also there were those who
64

listened without taking his eyes from the teacher. It seems that we have everything we
need:blackboard, chalks, books and proven traditional methods of teaching. So what's the
problem? "Substantially the whole educational process is based on outdated methods"[2, Order
12]. In the century, where technology has changed many aspects of our daily lives, and where it is
almost impossible to find anyone who does not have the technological device that he uses every
day, it becomes impossible to meet the current standard of living of young generation withthe
traditional methods of teaching. Over the past 20 years, the world witnessed a stunning shift of
technology, which affected the whole sphere of life, without exception, education and science,
which, in turn, underwent some reforms. Certainly, Kazakhstan didn`t leave asideand will not! "We
have to use and lead thenatural attraction of "online-generation" to the Internet in a positive
direction by organizing interactive competitions, tournaments and training, etc."[2, Order
12]. While technology is revolutionizing the way we contact and interact with the world, in the
school learning processthe same should take place. With this, to implement the Message of the
President, to improve teaching methodologies of existing education system, we proposed to
introduce the use of the iPad in the teaching-learning process, as a means of methodological
innovation in multilingual education.
In order to evaluate the role and importance of the iPad in raising the level and quality of
knowledge and to identify the advantages and benefits of implementation of the iPad to the
teaching-learning process, a study was conducted in Kazakh-Turkish high school for gifted boysin
Taraz city, by support of the international school "NurOrda" which have some classes, where
lessons are held with constant use of the iPad by students.
The methods of investigation.
In the study were used the following methods - analysis based on scientific and educational
literature, information from printed and online publications dedicated to the research theme; the
study, generalization, theoretical understanding of teaching experience on the issue; questionnaire
forstudents, conversation, testing and pedagogical experiment. These funds are considered
acceptable and highly effective tools of modern science. As a theoretical framework has been used
the works of foreign scholars like Paul Heinrich, Melhuish K., Falloon G., Wembler A. etc. The
lessons of English were chosen for pedagogical experiment, where the teacher and the students used
the tablet iPad with new and innovative online and multimedia - technologies.
The main part.
It is necessary to provide the extension of basic principles, standards and strategies that have
to be accepted by administrative education authorities and educators on the district level to make
the use of innovative technologies at schools effective. One of the key factors which provide the
immediate implementation of a new approach or methods of education is the realization of them as
a relative advantage i.e. users understanding that the applied innovation is better than that
instrument or practice which its substitutes. Because of this, it is very important to carry out studies
and assessments that help to document the results of the work with ICT (Informational
Communication Technology).Therefore teachers will use new approaches, which have proved its
effectiveness in the process of teaching. Besides, relative advantage will become more obvious for
teachers if the integration of innovative computer technologies into the learning process will be
realized in the frame work of the implementation of current educational programs and
corresponding evaluation system. It is, in its turn, will provide extension and acceptation of
standards of the use of innovative computer technologies[5, p. 3-4]. So questions like whether the
technology provides the improvement of level knowledge is equal to the question whether the
experiments will improve scientific education. All depends on what technology implemented and
how it is used, its design and how teachers support its implementation[6].
Tablet iPad, come into our lives and quickly may seem like a long time. However, the first
iPad was released only three years ago, in early 2010. The iPad so quickly caught on, as if people
were only waiting for the last it will become invented, and as soon as a new product hit the shelves,
they immediately rushed to buy. This effect can be explained by the fact that Apple correctly
guessed the trend of technology development, people's latent needs and competently made an offer
65

we can`t refuse. Already at this time at the hands of men are about one hundred and twenty million
of iPad tablets [7]. The obvious question is - what people look for and find in that tablet, why
hundreds of millions of people want iPad, what they are going to do with it when they buy it, how
really useful iPad is and why it is becoming to replace the modern laptops and netbooks. Despite
the fact that the use of convenient computers such as laptops and netbooks is effectively
implemented in the school system and a great amount of literature confirms their value and impact,
the integration of iPads in the beginning of 2012 is in the innovative level of its development.
Nowadays there exist only a limited amount of research publications on the topic of the effect of
such digitals on the education and teaching process including works of Melhuish & Falloon (2010)
and Smith (2011) that demonstrates their advantage and innovative practical value which they had
generated[8, c. 6].
The most important difference of the iPad from notebooks and netbooks is its high mobility low weight and thickness which makes it like a magazine, which is not hard to take with you
anytime and anywhere. Picture`s brightness, 10 hours of continuous work and its faster download
speed is another trump card, which pushes iPad to becoming a standard usage tool. So, in the
ministries of many countries the use of laptops is prohibited, as the last one in the opened position
obstructs the view, and the tablets iPad, do not. Tablet iPad in education is
multifunctional. Especially, its important advantage is that the special educational and material
base, which is mostly in English (educational content - applications, e-books, online courses, etc.)
for the iPad is incredibly large. And that's not all. With the iPad, teachers can replace themselves
interactive whiteboard, textbooks, class register. They also have the ability to set and
checkstudent`s homeworkthrough online learning with iPad. For students the iPad - is primarily a
multifunctional tool. They will not need to carry separately pounds of books, rulers, protractors,
calculators, cameras, tape recorders, etc. Using the capabilities of iPad, children can receive instant
access to the latest information content, books don`t get old, and never wear down. Children can
create beautiful presentation directly in the classroom and share it with the world without leaving
their desks. List of how iPad tablets, continue to find their wide appliance in various fields can be
enumeratedwithout stopping. This are mainly fields like business, education and personal use.
The fact that the Apple products, especially iPad are rapidly gaining drive in the use in the
education of many developed countries should be honest cause to reflect on its implementation in
Kazakhstan. Therefore, in USA 1.5 million students actively learn using iPad. So for instance, in
Turkey at 52 schools, there was started the project "Fatih", where students as part of the program
use tablets in their learning throughout the pilot period and for at least 4 years, the state will be
distributing 16 million tablets to pupils and implementing their use in the educational process[9]. A
Lake Minneola is the first public school in Florida, which has purchased iPad for all their
students. School selected as a "proving ground" for the implementation of the government project to
reform teaching methods[10]. The field of education in Russian Federation also observed
modernization by introducing products of Apple. The budget of the Chelyabinsk region is
disbursing almost 1 billion rubles.Administration of Ulyanovsk region plans to spend 401 million
on it, 1.2 billion rubles will cost the modernization of education of Republic of Tatarstan. The
federal government of Mariya El Republic will provide 271 million rubles for these purposes, and
14,3 million - republic. Extensive government purchases planned in the Krasnodar region - there is
already allocated 1.8 billion rubles from the federal budget and local authorities are willing to spend
178 million[11].
The participants of the experiments were English language teacher and 25 students of the 7th
grade at the age of 12 to 14 years, whom for one month lessons were taught using the iPad, and
informational communication technologies. The class was equipped with all modern ICT facilities,
including a PC, a projector, interactive whiteboard, audio devices and wireless microphone. All it
was interconnected with one another andhad access to the Internet. During the lesson, the teacher
used the tablet iPad with pre-installed software applications. Mainly:
- Dropbox - - iBooks - - Quizlet- HangmanFriends - - PresentTimer - TeacherKit - - iTunesU - - Prezi- NameSelector - GiantScoreboard 66

- Doceri - Keynote - - Educreation - - GarageBand - Skype Upon completion of the experiments, the results of theoccurred changes compared with the
results of previous months, where classes were conducted without the tablet iPad.Significant
improvements were detected in the following areas:
Students became more competent in using English, since the whole content, interface of the
tablet iPad was in English language
The motivation of students for learning has increased overall
Motivation of teachers has increased. Because now the teacher wasn`t chained to the board,
but gained freedom of moving around the audience, which has improved its control over the
students, in the class there did not remain passive students, all were involved into the lesson
process.
The acquisition of new material has improved
Collaboration has improved
Students became more engaged during the lessons
With the help of application TeacherKit, for teacher it became convenient to record, and for
parents tomonitor performance and progress of students in an online way
Increased the average achievement of students, test scores became higher
Lessons held in live in an interactive format
According to the questionnaire results 50% of the students said that they want very much to
further study using the tablet iPad, 40% of students in relating positively to this type of training, and
the remaining 10% found it difficult to give answer.
Thus, the results of our studies conducted with the support of the international school NurOrda
do not contradict the results of studies by foreign authors. In a brief review of the results of
investigations conducted in Longfield Academy (Kent) the following was revealed: their study was
one of the most extensive yet regarding the use of tablet devices finds that with the majority of
pupils at the school now having iPads there has been a significant and very positive impact on
learning together with further significant and still developing changes in pedagogy. In particular it
was found that:
The overwhelming majority of teachers regularly use iPads in their teaching
iPad use is particularly strong in English, Maths and Science
There is high demand from students for iPad use to be extended further
Teachers have identified significant benefits for their workload and have also identified cost
savings
Use of the iPads is increasingly being developed for homework and beyond school activities
Students are more motivated when using iPads
The quality and standard of pupil work and progress is rising
Both staff and student feel they can work more effectively withiPads
Levelsofcollaborativeworkinghaveimproved
Appropriate use of Apps aids learning
All find the iPad easy to use
Minor technical issues have arisen, often due to user error, but are readily dealt with
Effective project management has been critical to the success of this development.
The outcomes at Longfield clearly demonstrate the value of the iPad as an educational tool and
the role that it can play in learning and teaching[12, . 4].
Conclusion
Thus, in students, who studied actively with iPads, formed high level of self-education skills,
self-orientation in wide range of information, ability to remark important, to make decisions. The
results of investigation showed that usage of iPad in learning process by students and teachers
supports multilingual education with its available extensive data content and applications programs
that makes learning process interactive. Usage of modern tablet iPad with ICT tools in learning
process increases general level of learning process, strengthen curiosity of pupils, constantly
supports educators to condition of creative searching for didactic innovations, promotes increasing
67

of pupils interest to learning subjects, organizes skills of independent productive activity, and the
most important supports with continuous learning anytime, everywhere and in motion
Critical review of the way how iPad can support learning, which based on results of
investigation, theory of learning, modern articles and electronic literature, shows that tool offers
exciting platform for consuming and creating a content in collaborative, interactive form. iPad
tablets as a result, may become a catalyst for fundamental changes in that how we perceive
education, but actuality and demand for learning should always control their usage, in support to
stable and bright future of our country.
Lits of liturature:
1...Magomedov. Innovationsineducation.Russianrealties // Innovativemethodsineducation. .:, 2008. P. 41-42.
2.N.A. Nazarbayev. Social modernization of Kazakhstan: Twenty steps to Society of General Labor
// Kazakhstanskaya pravda 10th of July 2012 y, - Order 12
3N.A. Nazarbayev. Social modernization of Kazakhstan: Twenty steps to Society of General Labor
// Kazakhstanskaya pravda 10th of July 2012 y, - Order 13
4. http://conferences.neasmo.org.ua/node/1787 (30.03.2013)
5. UNESCO Institute for InformationTechnologies in Education: ICT and competenceof the
teachers//Analytical NoteIITE- 2011October -p.3-4
6. R.Noss, Director of Technology Enhanced Learning, Research Programme // in UK Science &
Technology, issue 3
7. http://www.apple.com/pr/library/ (20.03.2013)
8. Paul Heinrich (2012) iPad as a tool for education // Naace report supported by 9ine Consulting, 9. http://fatihproject.com/ (25.03.2013)
10. http://www.idownloadblog.com/2011/07/30/florida-school-ipads/ Cody Lee , Jul
30,2011 (29.03.2013)
11. Paul Heinrich (2012). iPad as a tool for education // Naace report supported by 9ine Consulting,
Executive summary - 4 p.
. iPad
.
,
. iPad

"NAACE"

"9ine Consulting
Ltd"
"Longfield Academy"(Kent)
.
- -,
. iPad
, ,
.
.
iPad - .
,
.
iPad,
"NAACE" "9ine Consulting Ltd" "Longfield Academy"(Kent),
. -
(. ), (. ).
, iPad
, , , .

68

 378.002.5

-
.
, .

, ,
.
,

. -
.
-
. , . , . , . , . , . , . ,
.. . -
,
-
.
,
, .
,
: , ,, , ,
, .
-
,
.
1- - , ,
.
2- ,
.
3- .

,
,
.

- ,
. ,
, ,
.
- , ,
.
. :
, . :
1. , . .
2. .
3. . .
.. .. -
. ,
69

 ( ) ( )

, .

.

.
,
- .
, ,
, .. .

. :
- ;
- - :
- :
- ;
- ;
- ;
- ;
- , ;
- ;
- :
, , ,
.
, ,
.
, ..
.
:
, , , , ..
, , ,
, -
.
.
-
,
.

.
, ,
- .
.
. ,
, .
1.
2.
3.
4.
5.
6.
7.
8.
70

9.
10.
11.
:
. , ,
.
.
1. , ?
2. , ?
3. , ?
4. , ?

.
,
. , ,
.
,
.
,
-
.
,
.
-
:

-

.

- .
,
.
:

71

,
, ,
, ,
. , ,
. . .
, .

,
. -
. ,
. - . -
- ,
( ), , ,
.
,
,
.
:
1. ..
. 2003
2.. 1927
3.. 2002
4. . 2004
. ,

,,
.
, .
Annotation. In this article considered students creative, active and individual knowledge
in sphere of education. There fore to develop students knowledge using new technology.
Most research analise resulted that students creative action belong to from of ecucation.

72

 802
18 DEVELOPING INTERCULTURAL COMPETENCE IN ENGLISH
LANGUAGE TEACHING
Z.K. Karimova
By Unuversity Suleiman Demirel, Almati city.
The global development towards the 21st century which is characterized by the advancement in
science and technology with all their impacts on every aspect of life has made us aware of the
importance of language as a tool for global communication. The advancement in information
technology has caused almost all existing phenomena on the globe to become transparent and
interrelated so that interactions among nations have become stronger. The closeness of interaction
among nations has prompted the function of a foreign language to become very significant. As a
result, the teaching and learning of a foreign language has been placed in a very important position.
We all know that understanding a language involves not only knowledge of grammar,
phonology and lexis but also a certain features and characteristics of the culture. To communicate
internationally inevitably involves communicating interculturally as well, which probably leads us
to encounter factors of cultural differences. Such kind of differences exist in every language such as
the place of silence, tone of voice, appropriate topic of conversation, and expressions as speech act
functions (e.g. apologies, suggestions, complains, refusals, etc.).
The use of language in general is related to social and cultural values, language is considered
to be a social and cultural phenomenon. Since every culture has its own cultural norms for
conversation and these norms differ from one culture to another, some of the norms can be
completely different and conflict with other cultures norms. Consequently, communication
problems may arise among speakers who do not know or share the norms of other culture. To solve
the communication problems in the target language in the EFL classrooms the learners need to learn
the target culture within the syllabus, and the teachers should be sensitive to the learners fragility
so as not to cause them to lose their motivation.
What Is Culture?
In considering how cultures influence the teaching and learning process in foreign language
classrooms, it is useful to consider what culture is in the first place, and where it comes from.
Culture is the system of shared beliefs, values, customs, behaviors, and artifacts that the
members of society use to cope with their world and with one another, and that are transmitted from
generation to generation through learning. Culture (from the Latincultura stemming
from colere, meaning to cultivate) generally refers to pattern of human activity and the symbolic
structures that give such activities significance and importance. Cultures can be understood as
systems of symbols and meanings that even their creators contest, that lack fixed boundaries, that
are constantly in flux, and that interact and compete with one another different definitions of
culture reflect different theoretical bases for understanding, or criteria for evaluating, human
activity. Culture may mean different things to different people. In the anthropological sense culture
is defined as the way people live (Chastain 1988:302). Trinovitch (1980:550) defines culture as
...an all-inclusive system which incorporates the biological and technical behavior of human
beings with their verbal and non-verbal systems of expressive behavior starting from birth, and this
all-inclusive system is acquired as the native culture. This process, which can be referred to as
socialization, prepares the individual for the linguistically and non-linguistically accepted patterns
of the society in which he lives.
Language is the soul of the country and people who speak it. Language and culture are
inextricably linked, and as such we might think about moving away from questions about the
inclusion or exclusion of culture in foreign language curriculum, to issues of deliberate immersion
versus non-deliberate exposure to it.
In a word, culture is a way of life (Brown, 1994163). It is the context within which we exist,
think, feel and relate others. It is the glue that binds a group of people together. It can be defined
as a blueprint that guides the behavior of people in community and is incubated in family life. It
73

governs our behavior in groups, makes us sensitive to matters of status, and helps us to know what
others expect of us and what will happen if we do not live up to their expectations. Thus, culture
helps us to know how far we can go as individuals and what our responsibility is to the group.
Why Is Culture?
Sometimes, some teachers are hardly aware of the necessity of cultural orientation.
Communication is seen as the application of grammatical rules in oral and written practice. In some
case, learning about the target culture is taken as a threat to the native values, and the importance of
linguistically relevant information is neglected. Since having a close contact with the target culture
and its speakers is a rare opportunity for all language learners in our country, learners cannot
appreciate the importance of learning the cultural aspects of communication unless they visit a
foreign country and experience the difficulties. Non-verbal aspects of target culture are sometimes
picked up from TV serials, which are far from being helpful for communicative purposes or which
may sometimes impart faulty conceptions. It should not be forgotten that if the learning of the
cultural aspects were necessary for the learners survival abroad, the problem could be minimized;
but when the person faces problems in the comprehension, interpretation, translation and production
of written and oral texts, either as a learner or as a professional, the problem gets even more serious.
That is to say, an analytic look at the native culture is as important as the learning of the target
culture. On the other hand, problems that arise from the lack of cross-cultural awareness are not
limited to the verbal side of communication. The paralinguistic aspects and appropriate manners of
behavior are equally important factors in the communicatively competent learners performance.
The fact that culture-bound hand-signals, postures, mimics, and another ways of behavior can also
cause miscommunication is neglected.
What Is Cultural Awareness and How Do We Build It?
Cultural Awareness is the foundation of communication and it involves the ability of standing
back from ourselves and becoming aware of our cultural values, beliefs and perceptions (Stephanie
Quappe and Giovanna Cantatore, 2007). Cultural awareness becomes central when we have to
interact with people from other cultures. People see, interpret and evaluate things in a different
ways. What is considered an appropriate behavior in one culture is frequently inappropriate in another
one. Misunderstandings arise when I use my meanings to make sense of your reality.
Misinterpretations occur primarily when we lack awareness of our own behavioral rules and
project them on others. In absence of better knowledge we tend to assume, instead of finding out
what a behavior means to the person involved, e.g. a straight look into your face is regarded as
disrespectful in Japan.
Becoming aware of our cultural dynamics is a difficult task because culture is not conscious to
us. Since we are born we have learned to see and do things at an unconscious level. Our
experiences, our values and our cultural background lead us to see and do things in a certain way.
Sometimes we have to step outside of our cultural boundaries in order to realize the impact that our
culture has on our behavior. It is very helpful to gather feedback from foreign colleagues on our
behavior to get more clarity on our cultural traits.
Degrees of Cultural Awareness
There are several levels of cultural awareness that reflect how people grow to perceive cultural
differences. They are:
a. My way is the only way. At the first level, people are aware of their way of doing things,
and their way is the only way. At this stage, they ignore the impact of cultural differences. (Parochial
stage)
b. I know their way, but my way is better. At the second level, people are aware of other
ways of doing things, but still consider their way as the best one. In this stage, cultural differences
are perceived as source of problems and people tend to ignore them or reduce their significance.
(Ethnocentric stage)
c. My Way and Their Way. At this level people are aware of their own way of doing things
and others ways of doing things, and they chose the best way according to the situation. At this

74

stage people realize that cultural differences can lead both to problems and benefits and are willing
to use cultural diversity to create new solutions and alternatives. (Synergistic stage)
d. Our Way. This fourth and final stage brings people from different cultural background
together for the creation of a culture of shared meanings. People dialogue repeatedly with others,
create new meanings, new rules to meet the needs of a particular situation. (Participatory Third
culture stage)
Increasing cultural awareness means to see both the positive and negative aspects of cultural
differences. Cultural diversity could be a source of problems, in particular when the organization
needs people to think or act in a similar way. Diversity increases the level of complexity and
confusion and makes agreement difficult to reach. On the other hand, cultural diversity becomes an
advantage when the organization expands its solutions and its sense of identity, and begins to take
different approaches to problem solving. Diversity in this case creates valuable new skills and
behaviors.
In becoming culturally aware, people realize that:
We are not all the same
Similarities and differences are both important
There are multiple ways to reach the same goal and to live life
The best way depends on the cultural contingency. Each situation is different and may
require a different solution
In EFL classrooms, as we teach the language, we would automatically teach culture. The
forms of address, greetings, formulas, and other utterances found in the dialogues or models our
students hear and the allusions to aspects of culture found in the reading represent cultural
knowledge. Gestures, body movements, and distances maintained by speakers should foster cultural
insights. Students intellectual curiosity is aroused and satisfied when they learn that there exists
another mode of expression to talk about feelings, wants, needs and when they read the literature of
the foreign country. For depth of cultural understanding it is necessary to see how such patterns
function in relation to each other and to appreciate their place within the cultural system. If
language learners are to communicate at a personal level with individuals from other cultural
backgrounds, they will need not only to understand the cultural influences at work in the behavior
of others, but also to recognize the profound influence patterns of their own culture exert over their
thoughts, their activities, and their forms of linguistic expression.
The teaching of the target culture has to serve the development of cross-cultural
communication. The achievement of this goal is possible with the preparation of an organized
inventory that would include both linguistic and extra linguistic aspects of the target culture. This
way the language could build bridges from one cognitive system to another (Seelye, 1968). The
culture of people refers to all aspects of shared life in a community. A language is learned and used
with a context, drawing from the culture distinctive meanings and functions which must be
assimilated by language learners if they are to control the language as native speakers control it. If
language is described as a mode of human behaviour and culture as patterned behaviour, it is
evident that language is a vital constituent of culture. As mentioned earlier, each culture has a
unique pattern and the behaviour of an individual, linguistic or otherwise, manifested through that is
also unique. Foreign language will mean, therefore, changing the learners behaviour and injecting a
new way of life and new values of life into his already settled behaviour pattern (Lado: 1963: 110).
So, there is a close relationship between the language and culture. This relationship of language and
culture is widely recognized, communicative behaviour and cultural systems are interrelated, as
there is relation between the form and content of a language and the beliefs, values, and needs
present in the culture of its speakers.
It is also known that the students, who are in need of developing cultural awareness and
cultural sensitiveness, are normally those who are least disposed toward these goals. Teachers task
is to make students aware of cultural differences, not pass value judgments on these differences.
Students learning a foreign language have to assimilate many new categorizations and codifications
if they are to understand and speak the language as its native speakers do. This does not mean that
75

the native language of the students could not have established such distinctions for them. All
languages which have been closely studied seem to possess the potentiality for expressing all kinds
of ideas and making all kinds of distinctions (Rivers, 1982). Learners should be exposed to these
distinctions as much as possible in the foreign language teaching classrooms. Therefore, the reasons
for familiarizing learners with the cultural components should be to;
develop the communicative skills,
understand the linguistic and behavioral patterns both of the target and the native culture at
a more conscious level,
develop intercultural and international understanding,
adopt a wider perspective in the perception of the reality,
make teaching sessions more enjoyable to develop an awareness of the potential mistakes
that might come up in comprehension, interpretation, and translation and communication.
The fundamental function of language is to communicate. A successful English teaching is to
help language learners cultivate a good communicative ability. But nowadays we also can see that
after many years of English study, students still find it difficult to communicate with native English
speakers. The reason is that they lack the knowledge of western culture. Therefore, English teachers
are facing one problem: furnishing students with the knowledge of culture background and
improving their intercultural communicative competence in English teaching.
Language is an integral part of culture and plays an important role in it. Language cannot be
separated from culture. On one hand, without language, culture would be impossible. Culture
depends on language. On the other hand, language is culturally determined. In the broadest sense,
language is the symbolic representation of a people, and it comprises their historical and cultural
backgrounds as well as their approach to life and their ways of living and thinking. English teaching
is language teaching. Of course, it cannot be separated from culture education. If language is
separated from its cultural background language cant exist. Learning a foreign language well does
not simply mean mastering its pronunciation, grammar and vocabulary. In fact, the learning of a
language is inseparable from the learning of its culture. In developing cultural awareness in the
classroom it is important that we help our students distinguish between the cultural norms, beliefs,
or habits of the majority within the speech community and the individual or group deviations from
some of these norms. Students should be enabled to discuss their native culture with their foreignspeaking friends at the same time that they are provided with a real experiential content.
Lits of liturature:
1.Brown, H.D. 1994. Principles of Language Learning and Teaching. The USA: Prentice Hall
Regents.
2.Cakir, Ismail. 2006. Developing Culture Awareness in Foreign Language Teaching. Turkish
Online Journal of Distance Education-TOJDE July 2006 ISSN 1302-6488 Volume: 7 Number: 3
Article: 12Turkey: Kirikkale University.
3.Chastain, K. 1988. Developing Second-Language Skills. The USA: HBJ publishers.
4.Hymes, D. 1974. Foundations in Sociolinguistics: An Ethnographic Approach.
Philedelphia:
University of Pensylvania Press.
5.Lado, R. 1963. Linguistics Across Cultures. The University of Michigan Press.
6.Quappe, S. and Giovanna C. 2007. What Is Culture Awareness? United Kingdom. Retrieved on
May 15th, 2009 on www.iccm-online.de.
7.Rivers, W.M. 1981. Teaching-Foreign Language Skills, Chicago: The University of Chicago
Press.
8.Seelye, H.H. 1968. Analysis and Teaching of the Cross-Cultural Context. In Birkmair, E.M.(ed).
The Britanica Review of Foreign Language Education. Vol.1.Chicago, pp3781.
.
.
.
.
76

 3989 42/48

.. , .
, .
- ,
,
, ,
, !- .
, . , ,
, , . , ,
, .

, .
. -
.
. ,
. . ,
- .
, ,
,
, -,
, , - .
..
2006
. 2007
.
, - , , h
.
, .
,
- , ,
,
- ,
.
- ,
,
. , ,
.
.. II
,
. -
50 . , ,
.
. , ..
,,

77

,
, - .
- , . -
- ., , ,
.
? , ,
?
) (.). - .
. ,
, .
) .
, , .
. .
) , . - .

:

;
;
- , ;
;
;
.
, ,

,
. - .
-
.
, .
, .

. ,
.
.
, ,
, -, ,
. , ,

, ?
-, ,
. ,
- . ,

. .
,
, .

,
.
, .

78

 ,
. -
.
,
., ,
, .,
, . ,
, - , , ,
. ,- ,
, ,
,. :
.
,
. ,

,
.
, .
, ,
, , .
, , ,
.
, 50
. ,
. , .

.
, , , .

-
.
-
. -
, -

. , - ,
. ,
, .
:
1. 2011-2020 .
2. 2015
3. 12- .
.
.
Annotation.This article considers the role of multilingual in formation of national education
and the role teaching English at schools and Institutions.

79

 894.2.342
82

..
.. , .

() . -
.
- .


. : , ,
, . ,
(14,3 ) .

, - , -
.
,
.

. , -
,
.
.
- .
V -
, -
.
- ,
. .
- ,
- .
.

.
,
. ,
( ):
.
.

.
, ,
(19,55 ).
:
, ,
,
, , ,
.
,
80

 ,
, , ,
.
, ,
, (, ,
, , ) .
.
, . ,
, , ,

(8,158-159 ).
, -,
.
.
. - , , .
, , -
.
.
-
.. :
, ,
, ,
: , , - ,
,
, .
-
.
. , .
, ,
, .
,
, -
. , , ,
.
. ..
,
: 1. ; 2.
; 3.
(20). ..
.
..
.
,
.
, :
- , .
.
(9).
- .
( ) (5,20).

81

-
() , , ; , ,
.. (6).
- .
-
, (4).
- .
- .
(14).
- ( ) ,
, , ,
(4).
,
, .
? ,
,
, .
:
VI - .

: ()
, , , , , ,
, ,
, 200 , ()
, , ,
, , .. ,
, ,
, , . ,
(19,228 ).
,
.
//
.
---
. .

, .
--- -,
.
,
.. .
.
XV
-
.
.
,
, .
-, ,

(3,82-84 ) .
, .
82

 ,
. ,
, , .
.
, ,
.
. ,
.
. ,
, .
.
XX . ,
. , . XX
,
, , .
- ?!
, ,
. , ,
. , ( )
, . 90
1905 . 1917
. 1916
(12,40 ).
. 1913 12
? ?
. ,
.
, -
, .
.
, , ,
, (3).
.
. - ,
(3).
,
,
. ,

. , ,
, . .
, , .
, ,
.
1927 .
, - .
. , ,
, ,
. XX
, ,
.

83

- ,
.

.
: XX .
,
. XX
, - .
, . ,
-
- -
, .
,
1928-29 ,
, 1930 35 , 1932
, ,
5 , ,
1937-38
. ,
, .

: ,
, .
- , ,
, ,
. -
, , . - ,
.
. ,
.
, .
- . :
,
.
,
, - ,
:
,
- ...

. - . .
:
- ,
? - , ,
, , .
.. .
, , , ,
.
. ,
, .
84


.
,
. 1909
.. -
, .
.
,
.
,
, -
,
. . ,
, - .
:
, ,
, - -
, .
:
, ,
- .
, , ,
-, - , - .
. , , ,
.

.
. .
.
.
. 1922 .
, ,
. ,
, , -,
. ,
, , , , ,
.
,
.
, ,
, -
, .
, .
, , ,
, ,
. .
.
:
,
!
, ,
!
85

 ,
.
,
, !

. - ,
. ,
. :
,
.
;
, - ., , !
- . . -
. ,
.
, , ,
., ., ., ., . ..
.
. :
,
.
,
.
, - ,
, :
,
.
, , ,
.
,
, , .
,
?
, -
, ,
:
, , ,
,
, ,
?
- ?
.
, - .
, - ,
, .
-, -, -
:
,
.
, ,
86

 ..
,
,
.
,
.
1909 . -
, - ,
-, ! - .
,
. , !
- :
, , , ,
.
, , ,
-...
, ,
.
,
, - ,
- , , .
,
. ,
,
,
.
.
. ,
, .
-
, .

.
:
1. . . .. , 1991.
2. -. . -, . .
.., . . ... , 1906.
3. . . -., 1995.
4. .-. . . 2-. .
, 1992.
5. .. - : 2- . 2- . (
).., 1960.
6. .. . ., 1991.
7. .. // . . 5 ., .1. -,
1984, .280-286.
8. .. // . . 5 ., .2. -, 1985, .148-166.
9. .. - . , 1993.
10.- XVI-XVIII .. -, 1961.
11. ... -,1972
12. . . ,1999

87

 38:45 (634)
74
.

..
40 , .
, . ?
, . , ,
. . . :

. .
. . , .
, . . (21. 1989, 23 ), - 60
.
, ,
, . ,
,
,
, ,
. , ,

. , -
- , .
,
, .
. .
,
?
?
- , . , ?

,
. ,
, ? .
, . ,
, .
. (15. 1988, 31 .).

, , .
:
,
.
,
.
-//-// ! , ,
.
,
88

 . (3. 18 .).
, ,
. , .
.
.
, ,
?! ,
.
,
, .
,
,
, ,
.
.
,
.
,
.
, ,
.
,
, . (3. 50 .).

. ,
, -, , ,
:
,
,
,
.
, , ,
, .
, , ,
, , , , ?
, .
, ,
, - (3. 50-51 .)
. , ,
, .
. ,
, ,
.

, (, , , , ,
), ,
. (28. 410 .).
, , ,
,
.
89

 - - ,
. , .
,
,
, - .
, : , ,
, , , ,
, , , , , ,
, , , .. .
, .
:: ,
- - .
, - .
, , . .
,
- . (3. 411 .). ,
?
, (3.137.)
:
, ,

,
.

,
-
. . - , ,
, . :
,
.
,

,
,
? (3.138.)
? , ?
.

- . 70
,
? , ,
?!.
,
:
,
.
.
:
,
,
, -.
90

 ,
,
(3. 139 .) , .
.
:
,
.
?
- !
.
, . :
,
, . ,
. , ,
, ,
? , ,
. , , .
, .
(3. 411-412 .) ,
.
, .
, ,
. ,
.
, .
, . .
.
, -
.
, .
. ,
-, , ? ,
(, , )
, .
. :
, , ,
, , ()
, , .
(3. 436 .) -
. .
, , , ,
() (29. 39 .)
.
. , , ,
()
.
, , ,
.. , ,
,
- .

91

 : , , , ,
, , , , , , -,
, ..
,
,
.
. , ,
, - . ,
. ,
- -, - ,
.
,
, , .
: ,
, , ,
.

// -
.
, , , ,
, , .
, ,
, -
. . :
, . .
, , ,
, .
, ,
. , . , ,
, , , , - .
, , , , , ,
, , , - ,
, .
, .
, , ,
- ,
, ,
, ,
. ,
.
- - , , -
, ,
.
- , , , , ,
.
,
, ,
.
, .
, .

92

 :
1. . . . 1989.
2. . . , 1989 .
3. . . , 1992 .
4. . - . , 1992
., 21 .
5. . // 1990 ., 5 .
6. . . : .. .
, 1989
7. . . , . 1930
.
..
Annotation. In this article sozvuchenie is examined world literary directions of
simvolistichnykh tvorchestv M.Zhumabaeva.

82.08
-65


..
, .
i

- .
i


.
1. . :
; ;
; ; ; -
; , , ,
.

.

, :
;
;
Ox ;
;
- ;
;
.. .
2. ,
,
.
93

 ,
,
. i
,

.
3. ,

, ,
.
4. ,

,
.
5.
,
.
,

,
.
6.
.
7.
.

.
i

.
iii i, iii,
iii i, ii,
(1-6) i i
.
(, ..) i i
, i .
(1-16) i i
, i i
, (12-14) ii
i ii. 9 10
i i , ii
i i ii. ii 30-34
i i
i , i i
i iii .
7, 8 15 iii
i iiiii , 17-20
i i iii i.
ii
, i
i i. i

94

 i (11, 20) i
ii.
ii i ,
, , i
i ii , i
ii i iii
ii.
ii i , iii iii
.
i
i
.

3
ii i 0,1; 0,001;
5
0,0001; 0,00001 ii ;
1. )

) i i ii
.
2.

7
6
;

15 17

1
i i 1- ) ) i
7

.
3. i i, i ii i
i i ii
i i i i
ii .
4.

3
ii i i 0,1; 0,01; 0,001
17

ii , ii i
.

5
ii 0,01; 0,001; 0,0001 i i -
21
5
i . i
i
21
5.

16
296
3
; 0,59 ;
ii i 0,001 i i.
500
5
27
16
0,5926
i-i ?
27
6.

7. i i i :
) i ii iii , iii i, iii i i i,
i i ..;
) i i ;
) i ii iii , iii- i, iii- , iii i
...
i ,
.
8. i : 4,131131113111131;
23,1327878787; 0,37551751751751; 0,1001000100001; 5,756335; 345,28753; 5,3(28).
9. i 0,8 (3 ) ;

6,25 ; 49,00 ; 6,25 ; 2,1(2) ;

i i .
95

5

7

10. i
2 ; 3 ; 1,1(6) ; 7 i i
.
z 2 3 ; z 2 5 ; z 3 7 ; z 3 7 z 1 0 ii
11.
i.
12.

41
5
;
; 0,(227); 0,2272277227772; 0,227(7) i-
180 22

13. 0,313313331...;

14
47
; 0,313131...; 0,1313313331...;
;
15
150

0,3131131113... iii i ii.

2
; 0,3434434443...; 0,395 ; 0,32322322...
14. 2,2147 ;
45

?
N , Z , Q, I , R , R
15.

5 N ; 5 Q ; 6 Z ; 3, (1) I ?
16.
i
iii

:
0
2 , (4) I ; 2 , (4) Q ; 2 , (4) R ; 2 R ; 16 I ; lg 10 Q ; sin 30 I . -i
i i, ii ii:
4

4
2 41
7 9
2
9
; )
1
7 ;
5
9
4
9
2
1
4
) 2 2 1 0 ; ) 3 2 5 0 ; )

;
2 2 2 2
17. )

3 4 4 2 ; ) 3 3 2 1 3 3 2 2 3;
5 7 3
) 3 34 3 3 1;
) 7

2 ;
3
5
3 1
;
19. ) tg 3x 10 6 ;
) sin( 3x 1)
2
) cos 2x 5 sin x3 0 ;
) 3 cos 2 x 4 sin x cos x ; ) cos x cos 2x 2 ;
20. ) 4 1 2 12 12;
) 5 7 12 ;
18. )

1 log

2
x
2

(0,64)
) log 1 (2 9) log x 2 (23 6 x) ; ) (1,25)
i ii i:
21. ) 3;
) 5;
) 15 ; ) 3 5 ;
22. ) 3 2;
23. ) lg 5;

) 3 3 ;
) lg 2 ;

2 log

) 3 5 ;
) log 2 5 ;

24. , b ,
lg 5 0, (3) ?
25. lg 5 lg 2 1 3

+ b ?

3 0,5

2, (7) 3 .

lg 5 lg 2 (1 3) (2, (3) 3) ?
26.

, z 0 ,

ii i.
96

, z,

z
,
z

27. i .
28.

, z

, z , , , z

?
29. sin 10 0 , cos 20 0 , tg10 ii -i.
30. 0,312000102 0,31199016 5,2 3 5,23(4) -
ii.
31. b , b , i b iii
i c
i.

32. b iii - i
i.
33. i i
i.
34. i i 1000 i
?
35. 5- ii x
ii ii.
36. 0,2 - , x 2,1 ii;
0,01 - , x 2, 3 ii;
1 - , x 2,1 ii;

2
- , x 0 ii ii
5

.
37. ii , i -i
ii:
) 2 3 ;
) 3 2 5 ;
) 2 6 ;
) 2 3 2 ;

) 2 5 6 ( 2 5 6) ; )

1 1
;

1 1

38. i i ii:
) sin x sin x 2 ;
) tgx tg 2 0 ;
) cos x cos x 3 0 ;

) ctgx ctgx 4 ;

:
1... . .
. . . , 1999. 6 .
2. .. -
.- . , 1984, 6.
3. ..
: ...... - , 1972.
.
.
Annotation. Describes basic didactic upronenij system requirement.

97

 42/48
-

. . , ..
, .

.
,
.
, , ,
.
,
, ,
,
.
.
,
, , ,

,

. ,
,
, ,
.
.
.
, ,
.
(, )
.
,
.


.
,
,
.
, .

, , .
.
16
, .

1872 1875

.
98


, .
, ,
, ,
,
. 1971 , , , ,
:
,
- .


,
. . , . , . ,
. , ., . , .. .. .
.. ..
.
- .,
., .

10 ,
. 2001 ..

.

( ), ,
,
.
,
. ,
, , ..
.
, ,

.
,
, , , ,
, , ,
,
.

, , .
, , , ,
, , , .. ,
, , Honesty is the best policy (
.) .
: , , : All
work and no play makes Jack a dull boy ( , )
.
, ,
, . ,
, , , ..
.
99

 , .
, : , ,
: Long hair, short wit., Every woman would rather be
beautiful than good. -. : -,
:
Not all that glitters is gold - . : ,
: Good health is above weaith
A friend in need is friend indeed - .
, ,
,
. , , , ..
, .
: Ceasor's wife must be abose suspicion.
, ,
,
.
, ,
.
, , ,

,
. , ,
, ,
, , , .
, . ..
,
.
,
.
20 60
,
,
. ,
, , ,
,
,
. ,
() ()
.
,
, , , ,

,
.
: ,
-
.
,
, .

, , , ,
.
100

 :
1.. , 2000
2...
, ..2005
3... .
, 2004
4.., . , .
, 1986
5.. , 1989
6.Mieder, Wolfgang. 1994. Wise Words. Essays on the Proverb. New York: Garland.
7. . -. : , 2004
8.The Oxford Dictionary of English Proverbs. Third Edition. Revised by F.R. Wilson. Oxford,
1992.
9.Satinova V.F. Read and Speak about Britain and the British. Minsk, 1997
. .
,
.
Annotation. This article considers the semantics of English and Kazakh proverbs. Proverbs
are a colorful and fascinating aspect of any language. Some proverbs are supplied with concise
notes giving information about their origin and historical background.

101

, , ,

471.23: 22
-

.
- 7, .
,
, ,

.
" " .
:

, ,
.
, .

, ,
,
[1, .8].
.. 2012 ,
-
.
, .
.
, 20 , .
,
, -
, .
,
. 20- ,
,
[2, .1-4].

,
, ,
.
.

12- , ,

, .
,

.
102


.
, ,
'' '',
,
3896 18.05.1998 . " ,
" " "
30 2005. 905, "
", ,
,
, , ,
.
" -
", ,
- .


,
. ,

.

, , ,
, . ,
,
.
,
. : , , .
,
. ,
. ..
, 16,9% 8 9 , .. .
.
, -
. ,
- : ,
, , . ,
- :
- , , ( );
- ;
- , , .
:
- ;
- ;
- ;
- ;
- ;
- .
, , .
, ,
, ,
,
. .
103

 ,
. ,
,
, .
,
.
2011-2020
2010 124
, . - . ,
, 85% - .
,
, , .
,
,
.
, ,
. ,
. .
, , ,
, , ,
, .
, ,
, .

.
.
,
.. . ,
,
,
.

, . , ,
, ?
, . ,
.
.
,
. ,
.
,
.
. ,
,
.
, , , ,
. .
:
- 90% ;
30-35% , , ;

104

- , ,
,
;
80 %
.
,

,
.

.
, , , .
, .., .., ..,
.., .
, ,
,
,
.

, ,
, .
, ,

.
-
, ,
, , .
,
,
, . , ,
, : ...
. , , ,
.
, .
: ,
, ,
, ,
,
, , .
,
.
,
, : .
, : ,
, ,
; - .
, : ,
, .
,
: ,
, , ,
105

 ( ).
.
.
3- (, ),

. ,
, , .
,
, , .
.
. ,
. ,
, ,
.

. , ,
, ,
.
:
, .
,
. ,
(1 ...) , -
, .
- ,
.
,
,
.

(1 .).
.
, , ,
- .
,
,
. -, ,
(), , , , , ,
,
.

, .

. , 300 ,
, ,
,
,
.
,
. : ,
, , ,
, .
106


, .
, ,
-,
- .
: ,
, , , , ();
: . ,
, - ();
, (.); ,
() ..
,
,

.
, , , ,
,
, .
.
:
1. 2011-2020
. . 2010.
2. .. . ., 2008.
3. .. . ., 2010.
4. .. . ., 2009.
5. .. . ., 2009.
: ,
.
,
.
, 21
.
.
nnotation: The considered problems of formation healthy way of life, as one of priority a
direction of development modern society causes scientific-theoretical and practical researches in the
field of its preservation, formation and development. Formation of a healthy way of life of pupils
should become one of the basic directions of a modern education system. One of the ways of the
decision of the put forward problem use is conducted by the means of healthysafe technologies,
approaches of development healthysafe technologies in formation of a healthy way of learners life.

107

 312.28: 25

..
, .
.. -2050
. .
, , ,
. ,
.
.
, .
.
. , , ,
. :
, .
.
.
: ,
.
, .
, .
.
. ,
, .
.
.
. , -
. , - , ,
... [1, 45 ].
. ,
. , ,
.
-
.
. ,
,
, , , , ,
.
, ,
-,
, , -,
,
.
, , , , , ,
, , , , , ..
.
, ,
, ,
, .
108

 , , , , ,
- .
, , , ,
, , , , , ,
, , , , -,
, . , -,
.
-
- . -
, ,
. , , , ,
, . -
,
. -
.
.
:

.

[ 2, 78 ].
- , ,
, , . ,
- , .
-, .
. -
.. .
. ,
.
, . -
- ..
- .
, ?
. , ,
. ,
- , ,
, .
, ,
.
, .
.
.
?
. , .
, -
.
, .
, , .
? ,
. ,
. ,
109

 , . .
, ,
, ,
, -
. .
. ,
, ,
.
. .
.
.
.
,

-
.
. -
.[3, 36 ].
- - .
, - ,
, , , , -
, , ,
,, , ,
, , - , ,
,
, , , , ,
.
- ,
. , , .
.
,
, ,
. - -, -
, .
. :
- , ?- .
- , ,- . :
- , , . , -
, , , ,
,- [4,70 ].
- - -
. - , .
- , . , , , !,
,
, ,
. ,
, , ,
.
,
, -
.
,
110

 .
, - .
- ,
,
- ,
- , , - , XI , , -,
. -
. , , -
. -
, [5, 24 ].
- . -
. .
,
. :
. , , ,
. , - , ,
, , , , , ,
, , , ,
, , , ,
, . ,
, , , .
. ,
. :
, .
. XIX
.
- , - -, -
. ,
. -,
:

, .
,
.
,
- [6, 15 ].
, , .
. . , .
, - .
, , .
, .
.
:
,
, .
.
, .
. . -
,
. , -
111

. , ,
, . ,
.
, , -
. .
.
. , ,
-, , -, ,
, , , -, -
, ,
. - ,
.
, , ,
. ,
. , , ,
, .
, - .
- .
. - .
.
- ,
, - () ,
. , , ,
, , , .
, .
,
, ...
- .
, , ,
, -, ,
, , .
.
, , .
, , , .
-, . -
, - .
- , [7,
15]. -, ,
, - -,
- . - . ,
. . ,
, [8, 12 ].
- , .
, , . , ,
, , , , .
.
. . .
-, .
, , , ,
. ,
. - -
112

 -,
. , ,
, , - .
, ,
, ,
- .
. ,

. , . - ,
, .
. .
, , , ; ,
, ; ,
, .
, .
[9, 45 ].
.
, -, , -,
, , .
, .
,
- ,
, , ,
.
, , -
, - .. .
, - .
, - . . . , , .
, .
, , - , -
, . , -
, : - , ,
, .
, .
, , , ,
. ,
.
. .
, .
.
, .
. .
.
.
:
1. . - , .: , 2008.
2. . , : , 2009.
3. . // . :
, 2010.
113

4. .. ii - ii.
: 2008.
5. .. , . ,
2010.
6. -. . 2008.
7. . ii
,: 2001.
8. . // 2010. 4
9. .. . : , 2008.
:
. ,
,
.
nnotation: Among significant values for the person one of leading places is occupied by a
family. The family role in society can't be compared on the force, to any other social institutes as in
a family the identity of the child is formed and develops.

322. 45:14


..
39 , , .

, -
. :
, ,
,
, , .. .
.
, , ,
, .
,
-
, - .

, ,
. .: ii
, ,

, - .[1].

,
.
114

 , ,
-
,
.
,
, .
, - ,
-
. - -

.
, ,
.

: (., . , .., .., .,
.. ), ,
(., ., .., .., ..) .
-
. , ..,
,

, . ..

. ..
,

. ..



.
.
,
.
- .
i i i, ,
i , - i
, i ii i
.
i - ii i .
i , , ,
i
[1]. i i

.
.. i i ii i,
i

i, ii ii. [2]
.. i
iii i i i i.
..i

i-
i - ii ,
115

 i-
ii ii i
. [3]
.. i ii i.
i i
i ii i
i i ii
ii [4].
, - iii
i , i- i
i . , ,
iii,
i , ii, ii
i i-
i i i. i
iii .
.. i - i
ii ii i ii
i [5]. iii, ii i
i , i i
i , i
. iii , ,
i iii - , i
iii iii ii ii i

iii.
i , iii
ii .. , .. i, ..
i, .. , .. i i.
.. , .. i iii, i
i ii : , , ,
. , ii iiii, i
i - i ..
- i ii i , ,
, iii i i . i
iii i i .
iiii ii. i
i i ii i ii:
1. i i, , i,
i i i ii

iii , i .
2.

-
ii, i i , iii ,
i , i iii
, , iii, ,
i .
3. , i, i,
i , i , ,
,

ii ii,
-i
i i .
4. i i i
, i, i
116

 , ii ,
i- .
5. ,

i
i,

- ii i ,
i i , i
i ii i
i . i
i , , i , i i-,
ii iii i ii
, ii ,
iiii, ,
- .
ii i ii i ii
- -i , , i,
iii ii . iii, , , i ii
. i i :
1. : i i
ii, , , , i
iiii i i ;
2. : iii i
i ,
i, -
i ;
3. : , ii
ii
ii
;
4. - i - i: i

i i
i-, , i i ,
i;
5. - : i
i, i
i;
6. : i
i , ii
i i
i.
, i , -, i
:
1. i - -
,
i ii
i, ii i ii;
2. - - i
i i, i ii i,
i i;
3. i - - i
, iii i
ii.
i , i i ,
i ii i
ii, iii .
117

 i , , i
i . , .. :
i i i, ii i, i i-i
,- i. i : i
,
i i i i , ,
- i
ii , iiii i.
.. , i
ii i i ii i
.
i i ii, i
ii, ii, i ii
i i i i. i ii ii
i i , , ,
, , , i
iii, i- iii, - ii ii ,
iii i .
ii, ii ii i
i i iii,
ii i ii. - , iii
ii ii
, i i , ii ,
, i ,
ii i
iiii:
1. , , ii ,
, i i ,
;
2. , , , i,
i ii i .. i i .
i i :
1)
ii;
2)
iii -;
3)
-;
4)
-iii;
5)
;
6)

i :
i
i ii , i i ii i
i ,
i
ii i i , -
, i i
i .
i ii iiii .
i , i ,
, ii , i , i ,
i , i ,
i.
i iiiii ,
ii i . i
118

 i , ii, i
iii iii , ii
, i- i .
i i- i ii
i iii iii i .
iii ii , ,
,
,
, , iii i .
i

iii ii
i .
.
.
. .
-i .i
i-i i i-
.
i i-ii -ii ii
.
, -
- ,
.

:
1) :
- - i i ii
i
;
- - ;
- -
, ;
- -, - -, -
;
2) :
- - ;
- , -
;
3) -:
- , ;
- ;
- - -
.
-
, i
.

.
.
.
:
1. .. , ,
2010.

119

2. ... . 2011
. .
. 30 , 2011.
3. .
, 2008.
4. . . .
, 1996.
5. . : 2009.
6. .. :
. , , 2002.
.
.
, , .
nnotation: In modern society the help of social teacher is needed for work with teenagers.
Work of social teacher, it is work and with children, parents, students.

476.18: 22

.. , ..
. , ., .
-,
XXI .

, ,
, ,
,
[1,2]. ,
,
, , - .
,

-
.
2011-2020 .
, ,
,
, [3].

, ,
, - .
-
-
,
.
, , ,
,
120

 , ,
, .
, ,
- [4, .69].

.
1968 .
, 1972 ,
.
-, ,
, -
. ,
(, , , ,
.

, , -
,-. , - ,
, ,
.
. - ,
, .
, ,
, .

, -

, ,
, ,
.

, , ,
.
,
, ,
, ,
..
,
,
.
,
,
,
50%.
. , , ,
.
, ,

.
,
, ,
[5].

,
121

,
, ,
. ,
:
.

: ,
, , .
,
.
.
,
, ,
.
, ,
. ,
,
, .
, ,
.
: ,
, , .
, ,
, ,
( .

, , .
XXI
,
, . ,
XX :
.

: [6].

:
1) ,
-
;
2) ,
, .
,
,
.
-:
- ;
- ,
;
- .
( ) - ,
, .
, . ,
122

 ,
, , .

,
, , - . -

, ,
, , , ,
, ,
, .

, ,
. , (..),
-
. ,

.


2011-2020. .
, .
- , :
, , , ,
, ,
, 20052010 ,
().
- ,

, ,
, , ,
. , , ,

.
: - ,
, , ,
.
,
- . ,

- . ,
,
,
, , , .
, , .
,
.
..,
-
, ,
, , ,
,
.

123

 .
. , ,
, - -.
,
, ;
, ,

.
,
.
,
.
, , .

:
1. 2015 // , 12, 15 2010.
2. .., .. 12- //
.- : , 2009
3. 2011-2020
// , 16 2010.
4. : / . . ..,
.., ..- ,2010.
5. .. : .- .: 2001.
.

: ; ; ; (- ), ..
.

.
nnotation: rofessional culture of the teacher is considered by many researchers in system
of the concepts "the person-the person", "person-a community", "person-the professional
environment", "person culture". Profession as the developed welfare phenomenon, possesses the
difficult structure including a subject, means and result of professional activity. In the course of
historical development of society professions change also. One of them get new welfare forms,
others change slightly, the third undergo essential changes. The pedagogical profession, extremely
conservative in recent years, doesn't meet the increased requirements of society, the state and needs
for today serious.

124

 37:39 (574)
86


.. , ..
- , .
, .

. -


, ,

[1, 5].

,
, - [2, 8].
,
,
.
.
, ,
, , .
. ,
. . ; .
; ; .
; . ; - .
. -; .
; .
. ; . , ..
.
. , , .
: , ,
, , , , , . .
, , , ,
. . :
,
( ) ,
, -
[3, 11].

VIII ,
. . (1689 - 1744), (1744 - 1803),
(1689 - 1755), (1712 - 1778)

. , .
125

 : - .
( , ,
(. udaimonia) ) . I
.

. ,
. , ,
, .
.

, ,
( , ), ,
, , -
( , ) [4,86].
, ,
. ,
,
. , , ,
.
. ... ,
. - -
.
. - , : 1) , 2) , 3) -, , 4) , 5) , -
[4, 89]. .
.
... ,
. . ,
, - [5, 91].
.
, .
,
. .
.
, , , , .
-
.
.
. -
. , - -
, , ,
. -, -

. ,
. ,
,
.
, -, - . -
,
. , , ,
-, -, .
126

 .
. . , ,
.
, -; , -;
, ; , ,
.. ,
, , , .

, .
,

, .
.
- . - -
,
. , , ,
, .
,
-, ,
- .
, , -
.

. ,
, , , -
.
- .
, -.
1. -, , , - .
2.
3. .
- . .
, [6, 120].
.. (1887-1950)
. , -

.
- ..
- . ,
, .
, , .
, ..
() : , , () ,
[7, 74]. ,
:
,
, ,
.

.
127

 :
-
.
. :
, , , , , -
.
1-. :

,
,
,
.

,
,
,
,
,
..

,
, ..

, ,
,
,
..

,
,
:
,
,

, ,
,
, ..

,
,
,
..

ii
ii ,
i i i -
i .
.
-

.
- :

. , -
, , , ,
.
. : .., . ,
..,- ,
.
, ii : ...
i... i i i i. ,
. i i , ii, . i
-ii i, - ii . ii
i. . ,
128

, ..,- i-
.
.. .

.


.
, .
, ,
.

.
, .
-
, , - - ,
- .
-
- .

. - i
. .
i i
ii.
. ,
-
, , , .,
. , ., ., ., ., . .
.
.. , .
, .. , .. , . .
i i
ii- . .
, .. . ii, i i
i i.
,
.
,
. 60-70
,
.

,
,
.
. , . , . ..
, .
, ..
. : ,
, , ,
.
[8, 62].
129

 .
: -
..
..
.

.
.
,

.
.
- ,
( ) . -
: , , , ,
, , , ,
.

, , ,
.
.
, -. ,

.

.
-
.
- , ,
,
. ,
. . .
.
, ,
.
,
[8, 12]. , ,
,
, . .
ii : ... .
,
..,
, 2030 : ...ii ii i-ii
i. ii ii i i.
ii, ii i i, ii .
i i , ii
i ..., .
. - .
- .
, , , -, -,
, , -,

, , , , ,
130

 . :
- , - ,
,
, .. .
, .:
, ,
. , , -
, -, , .
- -
.
, , - ,
.
:

. ,
,
- - ,
[5].
-: , ,
, .
, ,
.
, . ,
, .
:
1.
2.
3. . . . .
(). 1940. . 323-324
4. .., . ., .. :
. : , 2001 . 222-.
5. . . . // . 38
(2938) 23.09.2005.
6. . : . ,
2000.
7. . .
. . 2003.
8. . // .
.
.
Annotation. In the article examined bases of theoretical educations to the students of
etnokul'turnoy value.

131

 412. 56:23
12

.
.. , .

- ,
, ,
.
, .

. ,
. 2005-2010

.
.
, -
, .
-, ,
.
-
,
, ,
.
: , ,
, - , ,
.
- ,
, , 12
. 12
- .
, - ,
,
. 12
-

.
,
. 12
, -
. 12 :
- - ;
- ;
- ;
- , . [
12 -
, -
, , - , -
, 132

 , . 12
, , , , ,
. -
,
.
, .
12
:
- 12 , , ,
,
;
- 12 -
;
- , ;
- , ;
- ;
- , , ;
- , ;
.:
- ;
- , ;
-
;
- - ;
- ;
- - ; ,
.

,

,
, .
.
-
.
.
: ;
; ; - ;
- .

. -
.
- , ,
.
,
, .

. -
.
, .
- ,
, .

133


: , , ,
, ,
, ,
, ,
, -
.
?
. .
. -
.
, .
: ,
, ,
.
,

.
12 , ,
- ,
, - ,
, , , , - , -
, - , .
, ,
, -
.
12 :
;
- ;
;
;
.
-,
- .
, - , , , -
., -
..
, -
, .
.
, .
, ,
. -, ,

. 12
, - ,
,
.
.
134

 - - -
, , .

,
. ,
. ,
,
. ,
, .
. - ,
,
,
.
12
, ,
- ,
; ,
.

, ,
.
,
.
, ,
, .
- ,
. ,
:
;
;
( );
;
;
, ;
,, .
,
.
. .
-
.
135

 , , ,
, . :
, , , -
, -
. , ,
- .

. .
, ,
.
, ,
.
,
.
, ,
, ,
, .
, :
,
, , .

12 ,
,
,
, ,
,,,, , -
, - , - , ,
. ,
,,
:

136


i , .
.


, ,
.
,
.
.
- , i i i
,
,
, .

, .

, . :
1. ;
2.
;
3 -
.
4. ,
.. (
),
. ,
,
. ,
.
.., .., ..,
. , ..
:
1. ( , )
2.

(,
,
,
)
3. ( , , ,
). ,
.
137

.. ,
:
- (
, , );
; ,
.
. -, ..
..
, , .
.
.

, ,

. ,
. .. ,
.
, , , .

, .
.. (1) (2-)

1-
138

 :
1. . . 2011.
2. .
. 2.003. - 2008
2008 19 616 // 12 /12-
. -4- 2009
3. . ., , : - 2011.
4. .. . , : , 2010.
5. .., .. . .
, 2011 .
6. ., ., . : - 2010
: .
.
.
Annotation. The article describes questions of informational culture of teachers. The use of
informational technology at educational process is aktual. The teachers of new information should
know how to use new informational technologies.
37.018
14

.. , ..
, .
,
. , .
,
.
, ,
. ,
. , , ,
,
.
, ,
, . , ,
.
.
,
.
, .
, , , ,
, .
, ,
.
, .
, , , , ,
.
- ,
: . ,
139

, , . ,
.
, . ,
, .
.
.

. .
.
. , , ,
. , ,
. ,
.
, ,
, ,
. ,
( , :
; ;
; , ,
, ..)
, .
,
. , ,
.
. ,
.
, .
, , , , ,
- .
,
, .
:
, , ,
, ..
, ,
, , , ,
.,
. ,
.
.
,
.
.
, ,
.
,
, , .
, , , ,
, .
.
,
,
140

,
.
:
1. ., ., . - : ,
1998
2. . - : 1995
3. . . : , 1997
. .
-
Annotation. This article is devoted to the education of Kazakh girls in our present days. Also
it includes some opinions about this problem.
001. 895
12

2010-2015
.. , ..
, .
2005-2010 .
. ,

.

2009-2011

,
.
2010-2015
,

.
,
e-learning.

, , ,

. , ,
, , e-learning 80%
.

, .
, ,
-
.
141

 :
1.
(, , , .)
.
2.

,
.
3.
: , ,
, ,
.
4.
, ,
.
5.
(, , ),
.
6.

, ,
.

.
,
.

.

.

, .

.
(., ,
,
-,
,
-
) -
52%.. -



:
1.
, : 2012-2013 1 , 40 %
, 2015-2016 2
, 90 % .
2. ,
: ,
4 10 /, :
2013 - 40 % ,
2015 - 90% ;
:
2015 4 ;
:
3 - 10 ,
2015 - 5 ;
142

 ,
, :
2013 50 %,
2015 80 %;

- : 2015
- 80 %.
:
1. 2010-2015
2. //
. 2011. 28 .
3. ..
,3 2011 .
4. 2011 2020
// . 2010. 199-200.
. 2010-2015 . .
, .
.
Annotation. This article is devoted to the system of E- teaching in sphere of education. Some
functions of E- teaching are characterized in this article.
415. 23: 54


.
.. , .
.
, , ,
.
, ,
, .

. .. ,
, , -
.
. , , , ,
- ,
. , ,
.

. -
.
,
, , -
.

143


.
, .
, -
. ,

.
.. :
-
.

,
. 2010-2015

.
.
,
. ,
, ,
. , ,
. , , ,
, , - .

, -
.
. -
.
- -
,
, .
: :
1) ,
;
2) , ;
3) , ;
4) ;
5) .
-
- . -
,
.
, .
-

.
.
,
.

, ,
- ,
144

 , , -,
.
. -
, ,
.

.
.
.
:
1) ,
;
2)
, ;
3)
;
4) .

.
:
- ;
-
;
- ;
- ;
- .
- - , , ,
, . , .

. , ,
, . , ,
.
.. -2050
, , ,
. ,
, .
, , , , ,
, , - , ,
. -
. , ,
.
, .
- ,
, .
. -,
.
- .
, -
145

 . - ,
,
.
-, , -
, -
. -
,

,
.
, - -
,
, -
..-
, , .

.
.
. ,
- .
. ,
.
.
,
.
, ,

. , , . ..
, , , ,
, , .
, (,
) , ,
.
-
, , , , ,
.. : - -
. ,
, .
, . :
, :
,
.. :
.
-
.
.
, , . ..
- - .
, - ,
. ,
146

 : ,
, , ,
, , ,
. ,
.

- .
, -
.
, .

, , , ,
- .
,
.
. .
.. .
:
1) , . ..,
.., .., .. ;
2) ;
3) , , .

.
50- -
.
.. . :
- , , - ;
- ;
- ;
- ;
- , -, , ;
- .
:
- ;
- ;
- .. .
-
. :
) ;
) :
- ;
- .
) - :
- ;
- ;
- -;
- - .

:
- ;
- ;
- , .
147

 :
- ;
- ;
- ;
- ,
- ;
- ;
- ;
- .
- , ,
.
:
- , , . ,
;
- -;
- , -.
.. .
,
, .
,
.
:
- ;
- ;
- ,
.
...
:
- ,, ;
- ;
- .
:
- , , ,
, ;
- -, ;
- , ;
- , , ,
;
- .

, ...
.
:
- , ;
- , ;
- , ,
. , ,
;
- - ;
- : , ,
-;
148

- , ;
- (
) ;
- , , ;
- .

:
- ;
- :
;
-
- ;
- ;
- .
- . :
- ;
- ;
- - .
, ,
, .
-
, ,
.
:
1. / /
. , 2011. - 5.
2. . 30 1995.-3.
3. .., .., .. : . ., 2011. -30-35.
4. //. 2, 2012. -45-47c.
5. .
// : ... ..... : 2010.
-20-26.
: .
nnotation: he article considers the issues of innovative approach in the teachingeducational process.
371
62
-

..
, .
-

. -
149

 - .
i
.
. :
- ;
- -;
- ;
- - ;
- i ;
- ;
- ;
- ;
- ;
- .
- .
- -
.
. -
.
, , , , ,
- .
- i
.
.
i
.
,
.
,
, .
.
- . i
. ,

, , -
, - .

.
. i

,
.. .
, -
.
.
i
,
.

150

 i
-
. , -
.
- , .
i i
i
.

.
.
.
i
ii
.
-
i

.
,
.
i

.
. i

. ,
,
,
.
-
.
.
, ,

. ,
. ,
- ,
.
i
,
- - ,
, -
.

,
.
- ,
, , -
.
, i

151

 , , -
.
-
- .
:
1. ..
. .
1, , 1999.
2. .. -
: . ... ... .: 1986.
3. .. -
: . . ... ...- ., 1987.
4. .. :
... ...-.: 1975.
. .
Annotation. In article the basic description of professional and pedagogical training of future
teachers.

001.895
94


..
- , .
, ,

.
, , ,
.
.
,
.
,

- , .


, ,
,
.
,
.
152

, ,
, - .
- ,

,
.

-
.

, .
. ,
, ,
, ,

.
.
.

(- , ),
,
.
,
.

. ,
,
- ,
. ,
,
, ,
, ,
, .

,

,
, , ,
- .
, ,
, -
, .
.
,

, ;
, ; ,
, .
,
,
.
153

 : ;
, ;
, , .
,

, .
,

.

. -
,
.
- .
,
,
, ,
.
- -
,
-
.
.
, , , ,
.
10 ,
18-24 . , ,
,
.
:
1. , .. :
(70- 90- . XX .) .: . .
/ . . . - ., 2003.
2. , ..
.: . .
/ . . . ., 2001. -204 .-.: . 189-200. - 14676--01.
3. , . . / . . ..: , 2001.
.
- .
nnotation. This article focuses on the comparative analysis of innovative educational
systems of higher education developed countries

154

 37
29

.. , . , . , . , . , .
, .

,
.
:

, .
,
,
, , .

:
1. " ".
5. ,
.
7. " , " ......
9. (

).
11. - .....
12. .
13. , , ,
.
17. " ".
155

18. , , ,
.
20. ,
.
21. , "
"?
24. - ....
25. .....
26. ,
, : - .
27. "" - ......
28. .
:
2. : , ,
, ,
, , , ,
.
3. .. ", ....".
4. .
6. . .
8. ?
10. .. , ,
, - ....
11. -
....
14. .
15. ,
.
16. , : - , , , .
19. ,
. ......
20. "", - ......
22. .
..
23. - - .

:
1.
5.
7.
9.
11.
12.
13.
17.
18.
20.
21.
24.

:
2.
3.
4.
6.
8.
10.
11.
14.
15.
16.
19.
20.
156

25.
26.
27.
28.

22.
23.

:
1. .. . .: , 1987.
2. .. //
. 1994. 4.
3. ..
. .: , 1990
4. .., .. //
. 1999. 5. .107-112
5. .. ?// .
6. .. , //
.
7. .. , / .. . .,
1990.
8. .. ..// .
1997. 11 .
: ,

-,

, ,
.
Annotation: Thematic Crossword is dedicated to teachers pedagogical skills, to his personal
qualities, to Soviet educators and innovators and their works, to an outstanding teachers of
Kazakhstan, to pedagogical tact and ethics of a teacher.
37
29

., ., ., ., .,
, .
.
,
. , .
,
, .
: ,
, , ,
. ,
, .

157

 :
5. , XX .
-.
8. - , 5 .
10. , .
12. XVIII ., .
16., , .
18., .
19. , , ,
.
21. - .
, .
22. .
23. , , , , , ,
,

.
24. .
25. . -.
26. . .
27. , -
. ....
31. .
33.
.
158

37. .
38. ,
.
39. .
40.,
.
41.,
.
42. ,
.
:
1.

.
2. , , ...
3. . ...
4. , ,
. , . . .
6. ,
.
7. , , ,
.
9., ; , , ,
, , ,
.
11.- .
13., , ..
14. ,
.
15. .
17. : ...
20.
.
28. ,
.
29. ,
.
30. -, , ,
, , .
32. I , .
34.
,

,
()
.
35., -
36. ,
- .. .

159



5.
8.
10.
12.
16.
18.
19.
21.
22.
23.
24.
25.
26.
27.
31.
33.
37.
38.
39.
40.
41.
42.

1.
2.
3.
4.
6.
7.
9.
11.
13
14.
15.
17.
20.
28.
29.
30.
32.
34.
35.
36.

:
1. . . // . 2007. 3 (44).
2. .. , / .. . ., 1990.
190 .
3. .. . 1998.
4. .. . . 1999.
5. .., .. . . 1986.
Annotation: The thematic crossword is dedicated to pedagogical profession, personality of
the teacher, personality quality of the teacher, prominent soviet and kazakhstan teachers and their
works.
: , ,
, ,
.

160

 258.35
-
.. , .. , ..
, .
,
.
.
, , ,
, . ,
, ,.
, , . ,
?
, . , , ,
. ,
. , ,
,
. ,
.
. - - ,
, .
40- . 20 .
. -.
,
. .
,
. . -
.
, .
,
, .
, , -
, ,
, , ,
. -
, .

. .
,
. .
,
, ,
.
.

,
.

161

 ,
.
, ,

.
- ,
.
, .
, , , ,
.

. , , , ,
, , - .
( - )
.
, . , ,
, .
, , ,
.
, ,
, . ,
, ,
.
.
, .
, ,
.
, , ,
,
.
,
, , ,
. , ,

.
,
, .
, .
, .
,
, . ,
,
.
, -
. , .
,
. ,
, , ,
, .

, , ,
.
162

 ,
- ,
, . -
30 80 , ,
, 35 12 . .
, .
, , . ,
, ,
.
:
1. : ,
: , , , .,
, ;
2. ,
, . -
. ,
(, );
3.
. , .
, ,
, ;
4. ,
. ,
.
?
, , : ,
, , .
- .
, , ,
.
:- , ;
- , ( ).
.
, , ,
,
, , ,
,
. ,
, , .
, .
, .
, , -
, ,
. , ,
. ,
.
.
, .

.
-:
-
163

 .
, ,
, , ,
,
.
-

.
, .
, ,
. : ,
, , , (,
).
, .
, ( )
, .
.
,
40-50 .
. .
.
.
, , ,
.
, ,
, ?
, -
. :
, , , . !
,
. , , , -
.
,
:
1) .
2) .
3) ( ,
, ).
4) , .
5) , ,
.
6) ( ).
7) (
).
, .
, ( ,
..) . ,
, ,
, .. ,
, , .., .

, .
. ,
164

 , , ,
.
: , ,
. .
-, ,
. .
. -
; ;
. -
, ,
. - ,
.
, , . ,
- .
:
1. - / ../ ., 2009.
2. - / ../ ., 2007.
3. . .. ... ., 2000.
4. /. . . ../
., 2002.
5. /. . ./ ., 1996.
6. ... . ., 1986.
7. .., ... . ., 1992.
8. http://inflora.ru/diet/diet177.html
9. http://www.koob.ru/art_therapy/
. .
-

.
Annotation.This article is devoted to the problems of psychological health of the children.
The combination of using theory of educations knowledge and arttherapy can help to balance the
emotional and subconscious condition.

165


, ,
517.2
31


..
, .

,
,
, ,
,
.
.
,
,

-
.
, ,
,
.
,
,
- .
. ,
i
,

.

.
- , ,
.

, ,
.
,
,
. , . ,
( y ky) ( y 2 y ) 0

.
,
, , , .

. .
166



,
. .
1-. , w
. M -, R - ,
.
. r r r (r R, r r R)
. 2rr ,
m

M
R

2rMr
. V r . ,
R
2

k
:

V
2rMr 2 r 2 M 2 3
k m

r r.
2
2
R 2
R2
2

k M 2 3

r,
r R 2

M 2 3
r.
2
R

M 2r 3
MR 2 2
dr
.
4
0
R2

.
2-. Oy
.
.
xdy ydx 0 ,
d ( y x) 0 . xy c .

,
.
,

, .
,
. ,
:

y sin 2 3x

( y )2 36 y 2 36 -
( -
).


.
3-. ,
.
167

. V ky , y ky, y y (t ) t

.

.
.
:
1) y e kt . .
2) u

y e kt . :

u
kt

u ekt u ekt ku ekt e u ku 0.

kt

u
u

0
c, u ce kt .
kt
kt
e
e

.
( )
.
:

1) y ky,

1
1
1 dy
ky, x , x ,
x
ky
k y

ln c y kx,

2) y ky,

1
ln y ln c,
k

y c e kt ..

y
k ,
y

(ln y) k , ln y kx ln c,

y c e kx .

i -
.
- ,
.


,
,
.
.
.
4-. 400 / 20 100 /
. ,
.
. ,

mV k V 2 . .
1

( ) :
1 dV 1 1
1

dV
dV
kV 2 ,
c V 400 ,

, t
1
dt
dt
k V 2 k V

kV 2

1 1

c 0, c1
, t
400
k 400 1
168

1 1
1
400

, V
.
1 400kt
k V 400

dV
kV 2
dt

400

1 400kt
1 d (1 400kt) 1
S
ln c(1 400kt)
k 1 400kt
k
. t 0 S 0 , c 1 ,
1
S ln( 1 400kt) .
k
V

. , .
, 0,2
?

1
0,2 ln( 1 400kt) , 1 400kt e0,2k .
k

400
400
, 100 /

1 400kt e0,2k
400
, e0,2k 4 , k 5 ln 4, 1 400kt 4 ,
100
e0, 2 k

3
3

0,00108.
400k 400 5 ln 4

-, , -

. ,
.
5-. R - , H -
S - . t1
, ?
, 3t1 .
,
,
. V
h - .
,
, (
)
.
-
, .
,
. (
)
.

169

. V
V k 2 gh -, g -
, h - , k -
.
t;t t .
h - ,
(h h) - , h (,
). V ,
h h , R 2 ,

V R2 h.

S - .
t; t t .

k 2gh -, k 2g (h h) - . t ,
h - ,
. t; t t
k 2 gh t - . , t; t t
:

V k 2gh t S
, , t; t t
.

R 2h k 2 gh S t
.
t -

R 2h k 2 gh S
.
, .
. ,
,
. , , .
,
. :
, ,
.
,

ht

1
,
th

a
R 2 .
, a
h
k S 2g

dh
2a h c .
h
h - t -.
t a

170

 ,
ii.

t 0 h H t 2a h c c 2a H
, t 2a( H h ) . t t1
2
H
3

2
t1 2a H
H

2a

t1

H 1

2
3

3t1
2
1
.
3
H

3t1 ( H h )
2
.
1

3
H

-
, h 0

2
.
t 3t1 1

t 3t1 t 6t1 ,

:
1. .. -
. :
. . ... . .. - .: 1980.
2. ..
. .:
/
. -, 1982.
3.
. : , 2000.
.
.
Annotation. The article deals with the establishment of mathematical models through
differential equations.

171

 378.02:37


.
35 , .

. , . -
.
, ,
.
1997 22 ..
3645
. .

,
.

. , ,
,
,
,
.
.
, -
. ,

.


.
.
, - , . .
,
,
, .
,
.
- ()
., .. .. .
-

. ,
, , ,
, ,
. .

.
172


, , ,
, ,
.

.
-

. -
, ,
, ,
. ,
,
- ,
, ,
.
- ,
. , -
.
.
- .
- .

. ..
. :
1.
:
. , (
);
2.
- :
.
- ( ).
;
3.
: -
( ). -
, .

.. .

. - - . , , - .

, :
, ,
, , , .

,

. , :
- .
.
.

173

- .
, -
.
, .
.
- .

.
- .

;
- .
, ,
, :
-
;
-

;
-
, , ;
- .
.., .. ..
, :
- ,
,
;
- ,

;
- ,

. ,
, ...


,
(1-).
,

.

174

,


.

,
,
.


.

,
,
.

()

.
, ,
, .

,

.

1-.

175

1- ,
, .
1

:
-
,
.
.

. .

,
.

(
).

.

.
,

.

.
-
-
.

:
1. //
. , 2010..281-283.
2.
// , 2007. 1.
3. - //
, , 2009.
4. Macromedia Flash
// - .
2009.2.
5. - //
-2009 - . ,
2009.
: - ()
,
,
.
, , ,
. ,
-
.
nnotation: Development of information-communication technologies (ICT) has led to
information blast whereby people are unable to find and process large volumes of information
necessary for professional or educational purposes. Education system has always been based on
scientific and technological achievements which leads to their further development. So the modern
education system must be based on newest achievements in information-communication
technologies.

176

 002:372.8

-
..
, .
,

[1].
, - ,
.
,
.
, ,
.
.
:
- ,
;
- ,
;
-
( ).
8-11
,
. .
.

[3]. ,
.
.

.
, .
,
.
-
. -
, .
,
, .

, ,
. ,
- .
- web- .
.
- web- ,
. web-

177

 -
web- .
Web- -
.

. [1]:
. . .
(, , ,
).
- () .
: , , .
, .
: ,
.
, .
.
: , , , ,
..
.
.
,
,
, , , ,
.
: , , , , .
, web :
1. .
2. .
3. .
4. .
5. .
6. .
7. .
8. .
9. .
10. - .
11. .
12. , .

[7]:
- . .
- . , , , .
- , .
- .
, ,
:
1. .
2. .
3. , .
4. .

178

 . Web-
.
.
: , Delphi
- ; ; ,
; , ;
.
. ,
- . ,
:
1. .
2. .
3. .
:
1. http://window.edu.ru/window_catalog/pdf2txt7p_idH4196
2. .. http://www.rusedu.info/PrintArticle101.html
3. .. . : . . .
/ . .. . ., 2003.
. -
.
Annotation. This article discusses the use of programme-simulators in
programming.

179

, , ,

: 910.1/2
33
-
.. , ..
, .
,
,
.
.
, ,
, 80- . 0,3
, 2 % .
272 . 222
, 27 . ( 90 %
), - -,
. , --
.
: ,
52 . ., - , 48
52 . ., - ( 48. .),
.
-
. ,
,
. 25-30
. , 1,5-2,0 %
, ,
.
, , , ,
, .
,
200 . ,
, ,
. 20
500 .
.

. , .
- .
, .
.
, ,
, .
180


. , -
.
. 1954 . 1953
11 .
, 1954-1960 .
25 ,
.

, , .
.

.
, 1961-1986 .
11 , ,
- .
, .
- .
- , .
18 , 70
/, 3,5 , 2
.


, .
60 , ..
15 . -
,
,

.
- 100
.
, , -
.
, .
,
,

,
- , .
.
:
1. .., .. . , 2006.
2. .. . .: . . -, 1986.
3. - . . . .. .:
. 1999.
4. .. , , . .: . 1980.
5. .. - . ., ,
1990.
6. .. . ., 1986.
7. .. . , 2004.
8. .., .. . ,2001.

181

.
, -
,
.
.
Annotation. This article discusses the current environmental problems caused by human
handling and irrational use of natural resources is an impact on the state of soil in Kazakhstan. The
destabilization of the ecological situation has led to the degradation of the soil coil cover in all
natural zones of the country.

UDC 371.311:54
APPLICATION OF THE TECHNOLOGY PROBLEM-BASED LEARNING IN
CHEMISTRY CLASSES
E.V. Vysotskaya, R.B. Zharlykapova
Taraz State Pedagogical Institute, Taraz city.
Our time- time of change. New trends have come with the new 21st century and in education.
New approaches to the age-old problems have appeared: how and what to teach, new educational
technologies, techniques, methods, new perspectives on the relationship between teacher and
educability, teacher and student. It is especially important to develop students cognitive activity,
generate interest in the process of knowledge, methods of searching, learning, processing and use of
information, which would be the subject of teaching students, easy to navigate in todays rapidly
changing world. New technologies appear, new methods of teaching develop, there are nonstandard forms of lessons, variety programs and textbooks. Success depends on the skill of the
teacher. However, the desired result cannot be achieved, unless you consider the individual
characteristics if the child.
Modern chemistry teacher must not only possess subject knowledge, instructional techniques
and modern educational technology, but also to apply them in practice, modeling and analyzing the
different pedagogical situations. [1]
The concept of technology has become firmly established in the public consciousness in the
second half of the XX century, and became a kind of control of scientific and practical thinking. It
encourages both academics and practitioners in all areas, including in education, to use the best
science and experience to get a guaranteed result, building activity in the intensive optimal basis;
pay attention to forecasting and planning activities in order to avoid improvisation and profanity
during use, use increasingly advanced information tools. [2]
There are a lot of learning technologies, aimed at developing key competencies of students.
From the variety of modern educational technology, problem-based instruction was used the most.
[3,4]
Problem learning - is an organization of the pedagogical process, when a student is
systematically included by a teacher in search of new solutions to his problems. The structure of
problem-based learning process is a system of interconnected and increasingly complex problem
situations.
In the psychological and educational literature problem teaching is considered as a form of
active learning, which is based on psychological laws, as learning, in which students are
systematically included in the process of problem solving and problem tasks, built on the content of
the program material, the type of developmental education, which combines systematic independent
search activity of students with the assimilation of ready knowledge.

182

Each of the definitions reveals one aspect of problem-based learning, and in the amount of
highlights the main features that are at the basis of modeling lessons online problem-based learning
technologies:
1) the creation of problem situations
2) training of students in problem-solving
3) a combination of search activity and learning in finished form.
The problem situation - a state of intellectual difficulties, which requires the search of new
knowledge and new methods for making them. Problem situations vary in an unknown situation,
the level of concern, apparently a "mismatch" of information on other methodological features. [56]
Situation intellectual difficulties are most often created with problematic issues. In the
educational literature, the following distinctive features of the problem (productive) questions:
1) The complexity is in the form of contradiction
2) the content of a capacious
3) form a fascinating
4) available to the student level of complexity
In the process, the teacher uses the most problematic issues in the form of cognitive (problem)
problem. Special attention should design methodology problematic tasks proposed IJ Lerner.
The problem with parameters and conditions of the solution can be presented to the subject
from the side. In all cases, the problem turns into a challenging task as it is commonly called.
Challenging task is the problem being solved under specified conditions or parameters, and is
different from the problem that, in the first known to be limited to the search solutions. [7,8]
Algorithm for solving the problem of the problem includes four stages.
In the first phase the students awareness of the problem reveal contradictions inherent in the
question, what are the gap in the chain of cause-and-effect relationships. This contradiction can be
resolved by the hypothesis. Formulation of a hypothesis is the second stage. The third stage of
solving the problem - the proof of the hypothesis. Finding ways to prove the hypothesis require
students reformulation task or issue. Ends addressing the general conclusion that studies the causeeffect relationship deepened and revealed new aspects of the known object or phenomenon. This is
the fourth stage of the problem.
Collection of purposefully designed tasks that create problematic situations, aims to ensure the
main function of problem-based learning - the creative assimilation of educational content, learning
experiences of creativity.
Technology problem-based learning was applied by passing the state pedagogical practice in
multi-gymnasium 41 AS Pushkin in teaching organic chemistry, directly into 11 "Ne" class in
the study of a class of saturated and unsaturated hydrocarbons.
The use of this technology in theory and in practice has shown that the effectiveness of
training due to the fact that it is set on the psychological premise that thinking is not confined to
operating existing knowledge, it is a productive process, the creating new knowledge, as this
technology teaches students purposefully acquire knowledge independently.
According to the results of the lessons of chemistry technology problem-based learning has
shown that at the beginning of practice teaching quality level of knowledge was 65% by the end 78%. Based on the data it can be concluded that the level of quality of knowledge gained by 13%.
Thus, the use of problem-based learning technologies in chemistry classes strengthens
motivation learning activities of students, stimulates their cognitive activity, contributes to the
intellectual capacity and personal orientation of the educational process.
It is worth noting that this technology, in spite of the high efficiency, as well as any other, it is
impossible to universalize and consider only acceptable for teaching the subject, because the
effectiveness of the training depends on the skilful combination of different technologies. Teachers
should remember not in any simple question to see the problem.

183

You also can not raise the trainees are very complex tasks that are too much for their
performance, as they require special knowledge and special training. Problem learning is to offer
the students to solve harder task that would lead them to their own "discoveries."
List of literature:
1. Kiryushkin, MD Methods of teaching chemistry textbook for pedagogical institutes DM
Kiryushkin, VS Polosin. - M.: Education, 1970.
2. General methods of teaching chemistry / ed. LA Tsvetkov. In 2 v. V. 1. - M.: Education, 1981.
3. Seleucus GK Modern Educational Technology: Learning handbook.-M., 1998.
4. Lerner IJ Problem-solving training. - M.: Knowledge, 1974.
5. Makhmutov MI Organization of problem-based learning pedagogy M. 1977.
6. Ilnitskaya IA Problematic situations. - M., 1985.
7. Matyushkin AM Problem situations in thinking and learning pedagogy M. 1972.
8. Skatkin MN Problems of modern didactics M. Pedagogy 1980.
.
, .
.
, , ,
.
342.45:17

-

..
17 , . , .

,
, ,
, .
, ,
,
.


..
.. ,
,
, ,
.

, , .
.

( ) ( ),
, (, , ), ,
( ),
184

(
, ).


, .
,
. . .

( 2). , ,

,
. ,
,
.
.
- 2
. .

.
, ,
,
. , ,
: ,
.
,
.
,
.
,
, ,
. (. . , . . , . . , . .
)
.
, .
, , .
, , ,
.

.

,
.
-
, .

185

 . . .

.
. (. .
)

. ,
, ,
;
,
;
;

.
,
: , ,
.

,
:
, ,
,
; ,

.
,

.
, ,

. . .
:
,
.

.
,
,
(
, ),
, , , ,
.
: ,
.
. ,
, .

.

(,
, . .)
.
, .
186


.


.
, , , ,
,
.
.
,
.

, : , . .
, , ,
, .

.
,
:

,
;

,
;

.
.
,
:

,
;

: ,
.


,
.
.

.

, ,
.
,
,
. , ,

(, , . . ),
. , .
187

 .
()
.
, (
) .
. ,
, .

.

,
.
.
, .
,

.
-
.
,
.
,
,
,
. , , -
.
. , ,
. ,

.


, ,
.

.
.
.

.
,
:
1. .
2. .
3.
.
4.
.
5.

188

1 .
(
;
, ).

( : , , , )

:

,
- ,

,
,

,
,

. ;

, ,
.
189


.
:
1. "" . -, 2010. -47 .
2. 3.07.0242011. -, 2011.
3. // 25.04. 2011.
4. .. . .
. . , 2009. 160 .
5. ..
. . ... . 2008. 345.
6. .. / .. , .,2010. -133.
7. .. "DEMOSHIELD"
. //
: . . VIII
. - :. 2011 . - .66-67.
: ,
.
nnotation: In article didactic basics of teaching of chemistry, use of information
technologies at chemistry lessons are covered.

UDC 371.311:54
MODERN TECHNOLOGY TRAINING - SEGMENTATION-CONCENTRIC TRAINING
K.O. Karsheva, R.B. Zharlykapova
Taraz State Pedagogical Institute, Taraz city.
To train - means doubly to study.
Z.Zhuber
There lived the wise man who knew everything. One person wanted to prove that the wise
man knows not everything. Having clamped in palms a butterfly, he asked: "Tell, the wise man,
what butterfly is at me in hands: dead or alive? " But he has already decided that if the wise man
tells alive, he will kill it, if he tells dead, he will let out". The wise man thought and answered:
"everything is in your hands".
There is everything in teachers hands too: opportunity to create such atmosphere at a lesson
that it will be comfortable and interesting for children; to create conditions for self-affirmation of
the pupil. And the lesson won't pass in vain, it will have obligatory positive result.
The most important objectives of educational system are: creation of necessary conditions for
development and professional formation of the personality on the basis of national and universal
values, achievements of science and practice. [1]
According to the long-term program of a development of education till 2020 the general
education school has to form new system of encyclopedicknowledge, abilities, skills, and also
experience of independent learning and a personal responsibility of students. [2]
Realization of objectives is promoted by introduction and effective use of new technologies of
the training, allowing providing fast adaptation of education to changing requirements of society.
One of such technologies is segmentation-CONCENTRIC TRAINING.

190

When designing SCT the author, Babich Irina Mikhaelovna, the prize-winner of the republican
competitions "Non-standard Lesson", the delegate of the I republican congress of teachers of
chemistry and biology adhered to the main positions of a technique of full assimilation [3], personal
-focused approach [4], technology of cooperation [5] and technologies of modular training [6].
As well as in the majority other modern technologies [7-12] including in the technology of
modular training (TMT), in SCT studying of each subject consists of three main stages:
introduction and motivation, cognition and evaluation [12]. Unlike TMT the introduction segment
of SCT includes only understanding of the purpose of studying of a subject with the accurate
formulation of what to know, what to learn, what is the reason of studying and what is the way to
reach it.
As well as in technology of modular training [6,12] main structural unit is the theme. But SCT
doesn't provide introduction lecture of teacher, and all work of pupils is directed on independent
(group) working out the information list(IL).
Independent work of pupils is preceded only by presentation (an interactive, video), allowing
to actualize knowledge of pupils and to provide their motivation.
The Information List (IL) is the central segment to which pupils regularly come back
throughout all cognition stage, up to the evaluation one. SCT is the all-didactic technology suitable
for teaching of any subject, constructed by the concentric principle.
SCT is personal-and object-oriented technology, which is based on psycho-pedagogical theory
stage formation of mental actions. A. J. Halperina [13], the didactic principle of developing
education and integral principle of the unity of personality, mind, consciousness and activity
SCT is educational technology with prevalence of 3 types of training: training in cooperation
(including game training), the differentiated training, training through a dialogue.
Essence of the concentrated training is deep studying of a subject through the division of a
subject into the separate segments promoting stage-by-stage formation of mental actions.
Estimation of knowledge happens on system as a result of work on each segment: one segment
- one assessment but if the segment lasts 1-2 lessons, and quantity of estimates can vary from 1 to 3.
Much attention is paid to formation of skills of an objective self-assessment and a mutually
assessment of pupils.
This technology was applied during school practice at gymnasium No. 41 in 11form.
When using this technology there was no need to force students to listen to the teacher,
violently "to lead by the hand" during the preparing of exercises and the solution of tasks.
SCT provided development of the pupilsintellect, independence, a group-working, ability to
operate educational and informative activity.
Using of SCT technique on chemistry lessons developed individual abilities of each pupil,
taught to reach independently specific goals in educational and informative activity, to define level
of assimilation of knowledge, to see gaps in knowledge and abilities, to carry out self-government
by educational activity.
The analysis of own experience of application at lessons of segmentation-CONCENTRIC
TRAINING (SCT) showed that it fully meets all demands made to modern technologies, and allows
to reach objectives. It proves students results. For the beginning of practice the level of quality of
knowledge of chemistry was 72%, by the end of practice 83%.
Carrying out control of knowledge and abilities of school students in chemistry after using
SCT on lessons we were convinced that the level of quality of knowledge increased by 11%. Also
we draw the conclusion that the level of educational motivation increased for 22%.
Thus, application of segmentation-CONCENTRIC TRAINING allows resolving a problem of
formation of key competences in need of assimilation of large volume of information on a subject
and deficiency of school hours. SCT allows to create conditions for the successful, vigorous and
conscious activity of pupils, to develop their creative abilities and interest to a subject.
Development of experience can consist in further improvement of a technological chain of
SCT, working out of practical receptions of teaching of other subjects according to SCT, search of

191

diagnostic techniques for definition of level formation of key competences at pupils and criteria of
an assessment of results of work, multimedia and interactive complex.
Life doesn't stand still: you will solve one problem, there will be another. But on the other
hand, the road will master going !
List of literature:
1 . The law of the Republic of Kazakhstan of 27.07.2007 N 319-3 "About education", Article 11
2 . The long-term program of a development of education till 2020 (Astana, 2008)
3 . J. Kerrol, B.S.Blud. Model of full assimilation. - Moscow, Omega, 1996
4 .YakimanskyI.S.Lichnostno the focused training at modern school. - Moscow, Bustard 1996.
5 .V.Polat. Technology of cooperation.4 lectures. - Moscow, Knowledge, 1999
6 .Bespalko V.P. Composed pedagogical technology. - M, 1989.
7 .Davidov V. V. Problems of developing training. - M, 1986.
8 .Dyachenko V. K. Cooperation in training. - M, 1991.
9 .Zakharova I.G. information technologies in education. - M, 2003
10 .Clarain of M of Century. Innovative models of training in foreign pedagogical searches. - M,
1994.
11 .Clarain of M of Century.Pedagogical technology in educational process. - M., 1989 .
12 .Selevko G. K. Modern educational technologies: Manual. - M, 1998.
. -
. - () ,
,
.
. - .
, -
,
.

574
78
-
..
, .
( 12 )
-, .
,
. ,
( ) ,
. . ,
, ,
, , ,
.
,
. . -
. .
192

 , ,
, , , , ,
.
, . ,
.
. , .
, ,
.
, ,
. , .
, ,
, . , .
, .
( )
, .
, .
.
.
. .
,
.
,
.
. ,
, - .
.
.
, ,
, .
, .
() , . ,
. , 1-3 ,
5 . ,
, , . ,
, , .
, .
,
.
.
. ,
.
, .
, , .
.
.
.
- . ,
, .
, - [, , ,
() ] . 15
. ,
.
193

 .
. ,
, .
, . -
. .
, . , , ,
, , , , , , () 7-10 , ,
, () 12-14 .
. , .
,
. . (1 2 )
, . .
. ,
, .
,
. , 1020 . , ,
. ,
4-5 ,
.
()
. ,
. ,
, .
. ,
.
, ,
.

,
.
- . ,
, - , ,
, .
, .
, ,
, . , .
. ,
.
, ,
.
, , ,
. .
.
-.
(
) 15-20 .
, , ,
. ,
. , ,
.
.
.
194

 . ,
.
,
. , .
, - ,
, (300
10 ), 5 ,
.
,
.
. ,
. .
.
, ,
.
.
15 ,
, , .
.
,
. , .
, - . ,
. ,
.
, ,
. ,
. , , .
, 3
.
(, , , , ) ,
10 15 ,
. 10 3
, .
, ,
, .
,
: ,
.
, ,
- , ,
.
,
() ,
( ) .
.
. , , 8-12
; , , , ; , ,
() ( - )
. : , , ,
.

195

 ,
(), ,
.
. ,
(, , , ) 1-2 , - ,
2-3 , - , 4-5
. ()
. .
- ,
, .
, , .
, -
. ,
.
8 40
, , .
,
. , , , , ,
.
- , 3-4 15-20
. (1-5 ) ,
, 10-15 , 7-10 ,
20-30 .
. -
, 3-4
.
,
25 . .
. ,
, . , , .
.
,
, 20- .
8-15 .
, - .
, .
- .
.
, ,
.
, ,
.
, ,
.
,
.
5-6
. 0,3
( 30 ), 0,15 , 0,5 .

196

 ! , , , , , .. .
.

.
600 6-10 . ,
, , ,
.
2 ,
.
, .
2-3 , .
,
. , ,
.
-
. ,
.
, ,
. 25- ,
,
. 15-20- ,
, 25-30- . ,
. , -.
2-3 50-60 , .
- 1 , 3
, 1-3 .
, .
4-5
. -,
. . .
, .
, 10-12 . .
. .
. 1-2-,
20- . , -
() - .
, . , , , ,
, 3-4 ,
. .
.
- , , - 20-30 , 10-12
, . 15
, .
, , ,
. ,
, .
,
. ( )
. .
Annotation. In this article considers working in the spring garden.
197


:
) ( )
) ( );
) ;
) ;
) (5-10);
) .

.
Microsoft Word 2003
4-10 4
1 , .
.
: KZTimes New Roman, 12,
1; - Times New Roman, 12,
1. 2.
:
-
.
.
.
. .
- ,
;
- : , , , , ,
, e-mail.
:
- () , , ,
( ) ,
, .
- () ,
, .
() [10,81.]. : 10. ..
. .: , 1990. 175 . .
() .
(, , ) 4
() .
.
Microsoft Equation , .
. 5 .
.
,
. 3- .

198


:
) ( )
) ;
) ()
) ;
) ( 5 10 );
) .

.
: 4-10 4, , ,
. .
KZ Times New Roman, 12,
; Times New Roman, 12,
; - Times New Roman,
12, . 2 .
Microsoft Office Word.
:
- , , ()
( ),
( ).
, .
, .
.
.
- ,
;
.
- : ..., , , ,
e-mail.
:
- , , (),
,
, .
- .
10 .
, .
, .
. :
: [10, . 81]
( ): 10. .. . .: ,
1990. 175 .
- () .
(, , )
() 4.
Microsoft Equation..
( 5 ).
, ,
.
,
. .

199



-


-
13
2013
( - - )
:

..

..,
..,
..

..

11.03.2013 . .
20.03.2013 .
210 297 1/16. .
. 14; 12
100 . 375
11.03.2013 .
20.03.2013 .
210 297 1/16. .
. . .. 14; ... 12
100 . 375

,
080000, ., ., 62

200