Topical issues of modern didactics of regional professional education in native language teaching

Abstract

The article analyzes the actual problems of the methodology of professional education in the humanities field of knowledge, in particular, the Surgut dialect of the Khanty language in Khanty-Mansi Autonomous Okrug-Yugra. In modern vocational education, the study of native language becomes an integral part of national culture, which absorbs history, spiritual values, moral norms and models of speech etiquette. That is why it is important to preserve the native language of each ethnic group. There is an urgent need for the socialization and development of the student's personality as a subject of ethnicity and as a citizen of the Russian Federation. Preservation and development of native languages and traditional culture of indigenous peoples of the North is one of the state tasks facing Russia and Yugra as a subject of the Federation at the present stage. The absence of the uniform approved alphabet on the Khanty language and the educational-methodical complexes recommended by the Ministry of Education of the Russian Federation does not allow studying a native (Khanty) language in vocational education. We believe that it is unacceptable to study the subjects Native Language and Native Literature (subject area Native (Khanty) Language and Literature) at the expense of the academic time allocated by the educational organization within the framework of extracurricular activities and educational work. Hence, there is a need to develop the content and methodological organization of the educational process of the Native Language discipline at vocational and specialized secondary educational institutions and universities, as well as for the course training in Khanty-Mansiysk Autonomous Okrug-Yugra. Native language serves not only as a means of communication and cognition of the surrounding reality, but also as a means of recording, preserving national and cultural traditions and introducing them to future generations. That is why the quality of education of the native (Khanty) language at professional institutions in general depends on the quality of education of the modern generation of indigenous peoples of the North of the Russian Federation. We believe that the improvement of skills and development of abilities in the subject Native language will be successful if we implement an effective methodological system based on integration of phonetic, word-formation, lexical, grammatical and syntactical levels of Khanty language.