Methods of teaching mother tongue and literature: present and future

In the social and economic development of the countries of the world, especially in the field of intellectual development, the 21st century is not a big transformation. The development follows education and calls for greater attention to itself. Today, training and skills development has become one of the most pressing issues facing the process. This, in turn, requires new approaches to the development of curricula and plans, the organization of the learning process. One of the key factors in developing the school education, especially in organizing the learning process, is the pedagogical skills. Because the educator knows how to work, if he likes his work, works hard to gain new experiences, and is looking for new ones, his teaching is highly effective in his class. The role of the system of retraining and professional development of the pedagogical personnel in raising and upgrading their professional skills is remarkable. The system of retraining and advanced training of pedagogical cadres creates a basis for achieving high results in improving the effectiveness of the education, as it sets out the types of professional development that each teacher can select based on his or her own needs.

It is well known that any pedagogical technology is organized in the "educational process - educator" relationship, that is, the educator and the trainee work in the same line of education. The facilitator creates conditions for the trainee to find himself, to find solutions to problems, to create a friendly atmosphere in the group, to make a logical conclusions, to express his / her opinion honestly and freely. The educator himself works as a facilitator, a manager, a guide, an observer, a supervisor, a friend, partner, and assistant of the student (the reader or the listener).

The organization of the training of teachers of the native language and literature of their specialty on the basis of modern educational technologies implies the following objectives:

• •    to develop and improve it taking into account the continuing growth of professional level of school teachers with specialization in native language and literature;

• •    step-by-step enrichment of pedagogical thinking;

• •    Formation and implementation of modern and information technologies, methodological knowledge, skills and qualifications that need to be used in the educational process;

• •    Implementation of international pedagogical experience and their application in the educational process;

• •    proper selection of methods, methods and tools for educating the needs and needs of trainees;

• •    organization of educational process on a projected basis, as well as organization of interactive lessons through a technological map.

The targeted organization of training courses of teachers of the native language and literature with the advanced pedagogical technologies is in line with the needs of specialists in this field, which sets out the following tasks:

• •    the organization of the professional development of teachers of the native language and literature with the requirements of modern education;

• •    Effective and appropriate use of modern pedagogical and information technologies in improving the qualifications of school teachers with specialization in native language and literature;

• •    rational use of distance learning methods in improving the qualifications of school teachers with specialization in mother tongue and literature;

• •    Access to educational and methodological resources for improving the qualifications of teachers in primary schools with their specialty;

• •    the exchange of experiences with the school principals, who have been trained in improving their professional skills in the language and literature of their mother tongue or literature, and publishing the best practices in the media.

The main objective of mother tongue education in general secondary schools is to increase the level of communicative literacy of students, to direct them to independent and creative thinking. To teach the idea of correct, fluent, reasonable expression of ideas. One of the strongest factors in its implementation is the development of effective text-creating technology, consistent implementation of the educational practice, directing students to research and discovery through problem-oriented teaching tasks, formulating their speaking abilities in expanding their vocabulary (interpreting linguistic meanings of the word) speech and text creation), which is designed to "know" and selectively use the word, to build up a vocabulary of skill and skill. But in students the skills to create text-intensive for the formation of a universal technology, they serve the same purpose, to create a text-tier system development and implementation of a special place. The key factor in sustaining and sustaining informative literacy is to develop the skills of consistent, accurate, fluent expression, rapid writing on the demand of speaking situations. In general, the full implementation of the DTS requires the development of a communicative literacy of the learners, developing a technology for developing independent writing skills in the mother tongue education, and systematic improvement. The intentional application of the knowledge, skills and skill skills that it has to make the independent text should become the main goal of every topic studied in mother tongue lessons. The logical continuation of textual writing is to study the textual language, logical and methodological level of studying and editing the text. , deficiencies are eliminated, and the level of communicative literacy of the learner is solved in the process of identifying the skills of textual writing. Improving the ability to search for new language expressions in the mother tongue, apply it to the classroom, observe, analyze, synthesize, analyze and synthesize creative thinking phenomena. The main content of the mother tongue is to encourage learners to work on writing texts in the following skills and skill: writing literary work - a textual idea: a painting, a story, a landscape, a person, an animal, a thing, an event etc. The methodology of the teaching of the subject is the same as the name of the person who teaches students how to approach, get acquainted with the literary literature, and analyze them. It is this science that introduces the interactive paths, methods, and exercises to organize literature lessons, builds students' verbal and written speech, broadens their perceptions, and educates their emotions. Thinking about the impact of mother tongue and literature on human psychology, Steve Exuzer explains: "There is only one problem in the world - people need to feel the sense of spiritual satisfaction from life. The heart becomes a stone without spiritual treasures. We are convinced that these ideas will only be sent to those skilled in the art who can bring these subjects to the level of education.