Unofficial translation
In accordance with subparagraph 13) of paragraph 15 of the Regulations on the Ministry of Science and Higher Education of the Republic of Kazakhstan, approved by the Decree of the Government of the Republic of Kazakhstan dated August 19, 2022 No. 580 "On Some Issues of the Ministry of Science and Higher Education of the Republic of Kazakhstan", I HEREBY ORDER:
Footnote. Preamble-as amended by the Order of the Minister of Science and Higher Education of the Republic of Kazakhstan No. 314 dated July 13, 2023 (shall be enforced ten calendar days after the day of its first official publication).1. To approve:
1) a model curriculum of the general educational discipline "History of Kazakhstan" for organizations of higher and (or) postgraduate education in accordance with Annex 1 to this Order;
2) a model curriculum of the general education discipline "Philosophy" for institutions of higher and (or) postgraduate education according to Annex 2 to this order;
3) a model curriculum of General education discipline "Foreign language" for institutions of higher and (or) postgraduate education in accordance with Annex 3 to this order;
4) a model curriculum of the general education discipline "Kazakh (Russian) language" for institutions of higher and (or) postgraduate education according to Annex 4 to this order;
5) a model curriculum of the general educational discipline "Information and communication technology" for institutions of higher and (or) postgraduate education according to Annex 5 to this order;
6) a model curriculum of a module of socio-political knowledge for institutions of higher and (or) postgraduate education according to Annex 6 to this order;
7) a model curriculum of the general educational discipline "Physical culture" for institutions of higher and (or) postgraduate education according to Annex 7 to this order.
Footnote. Paragraph 1 as amended by the order of the Minister of Science and Higher Education of the Republic of Kazakhstan dated December 13, 2022 No. 185 (shall be enforced ten Calendar days after the day of its first official publication).2. The Department of higher and postgraduate education of the Ministry of education and science of the Republic of Kazakhstan in accordance with the legislation of the Republic of Kazakhstan to ensure:
1) the state registration of this order in the Ministry of justice of the Republic of Kazakhstan;
2) within ten calendar days from the date of the state registration of this order to send a copy in paper and electronic form in the Kazakh and Russian languages to the Republican state enterprise on the basis of the right of economic management "Republican center of legal information" for official publication and inclusion in the Reference control bank of the regulatory legal acts of the Republic of Kazakhstan;
3) placement of this order in the Internet resource of the Ministry of education and science of the Republic of Kazakhstan after its official publication;
4) within ten working days after the state registration of this order to submit the information to the legal service Department of the Ministry of education and science of the Republic of Kazakhstan on execution of the activities, specified in subparagraphs 1), 2) and 3) of this paragraph.
3. Vice-Minister of education and science of the Republic of Kazakhstan K. A. Aymagambetova shall be authorized to oversee the execution of this order.
4. This order shall be enforced upon expiry of ten calendar days after its first official publication.
| Minister of education and science | |
| of the Republic of Kazakhstan | E. Sagadiev |
| Annex 1 to the order of the Minister of education and science of the Republic of Kazakhstan dated October 31, 2018 No. 603 |
Model curriculum of the general educational discipline "History of Kazakhstan" for organizations of higher and (or) postgraduate education
Footnote. Annex 1-as amended by the order of the Minister of Science and Higher Education of the Republic of Kazakhstan No. 185 dated December 13, 2022 (shall be enforced ten calendar days after the day of its first official publication).
Chapter 1. General Provisions
1. The model curriculum of the general educational discipline "History of Kazakhstan" for organizations of higher and (or) postgraduate education (hereinafter referred to as the Program) has been developed in accordance with subparagraph 13) of paragraph 15 of the Regulations on the Ministry of Science and Higher Education of the Republic of Kazakhstan, approved by the Decree of the Government of the Republic of Kazakhstan dated August 19, 2022 No. 580 "On Some Issues of the Ministry of Science and Higher Education of the Republic of Kazakhstan" and shall define the objective, objectives, structure, content of education.
Footnote. Paragraph 1-as amended by the order of the Minister of Science and Higher Education of the Republic of Kazakhstan dated July 13, 2023 No. 314 (shall be enforced ten calendar days after the day of its first official publication).2. The program is intended for students of undergraduate educational programs of organizations of higher and (or) postgraduate education of the Republic of Kazakhstan.
3. The duration of training in the discipline in accordance with the structure of the educational program of higher education shall be 150 academic hours (5 academic credits).
Chapter 2. Purpose, objectives and expected learning outcomes
4. The purpose of the discipline shall be to give objective knowledge about the main stages in the development of the history of Kazakhstan from ancient times to the present.
5. Tasks of the discipline:
1) to acquaint students with fundamental source studies and historiographic materials, as well as the achievements of modern historical science of Kazakhstan;
2) determine the role of the history of Kazakhstan in the system of humanitarian knowledge;
3) to identify the specifics of the object and subject of the history of Kazakhstan for the analysis of topical problems of the current stage of development.
4) creation of a scientifically based concept of the history of Kazakhstan, based on a holistic and objective coverage of the main stages of the ethnogenesis of the Kazakh people, the evolution of forms of statehood and civilization on the territory of the Great Steppe;
5) systematization of knowledge about the main events of the modern history of Kazakhstan.
6. Learning outcomes:
1) to demonstrate knowledge and understanding of the main stages in the development of the history of Kazakhstan;
2) to correlate the phenomena and events of the historical past with the general paradigm of the world-historical development of human society through critical analysis;
3) to possess the skills of analytical and axiological analysis in the study of historical processes and phenomena of modern Kazakhstan;
4) to be able to objectively and comprehensively comprehend the immanent features of the modern Kazakh model of development;
5) to systematize and give a critical assessment of historical phenomena and processes in the history of Kazakhstan.
Chapter 3. Structure and content of the program
7. The program consists of 5 thematic blocks: Ancient people and the formation of a nomadic civilization, Turkic civilization and the Great Steppe, Kazakhstan in a new era (XVIII-early XX centuries), Kazakhstan in the Soviet period, and Independent Kazakhstan.
8. Methods and technologies of teaching used in the process of teaching the discipline:
1) interactive and digital technologies;
2) project teaching methods;
3) problem-based learning technology;
4) gamification.
9. Prerequisites and postrequisites of the program shall be established independently by the higher education institution.
Main part
Block 1. Ancient people and the formation of a nomadic civilization
Prehistoric human evolution
Periodization of the historical process. Landscape and climatic changes on the territory of Kazakhstan in the Stone Age. New data on anthropogenesis. Modern theories of the origin of man and the problem of the ancestral home. The territory of Kazakhstan is one of the centers of the formation of homo sapiens. The concept of glottogenesis. The concept of rhythms of cultural genesis.
Discovery of archaeological sites of the Stone Age on the territory of Kazakhstan. Economy and life of the ancient man.
The culture of prehistoric man. The beginnings of art and religious ideas in the early Paleolithic. Features of anthropo-and zoomorphic images on the monuments of primitive art. The development of language, rational knowledge, and the reconstruction of religious ideas in the Mesolithic, Neolithic, and Eneolithic. Rock art-petroglyphs (Mynshunkyr, Olenty, Enbek, Tesiktas, Shatyrtas, Akbidaik, Akbaur, Bayanzhurek).
Prerequisites for the emergence of nomadic civilization in the era of ancient metallurgy
Eneolithic and Bronze Age in the Great Steppe. Ancient metalworking technique. Formation and stages of a producing economy based on cattle breeding. Botai culture of Northern Kazakhstan. Kazakhstan is the oldest territory of horse domestication. The historical significance of the formation of the culture of horse breeders in the development of the civilization of Eurasia. Analysis of the osteological material of the finds of Northern and Central Kazakhstan. Characteristics of the silicon industry. The diversified nature of the economy. Flake tool-making technique. The rise of the carving craft. Development of the oldest horse transport communication in Eurasia. The steppe zone is one of the centers of development of ancient wheeled transport.
Aridization processes in the region. The area of distribution and the problem of the origin of cultures of the Bronze Age. Anthropological type of ancient inhabitants of Kazakhstan. Art of the Bronze Age: petroglyphs. Rock paintings of the Eshki- Olmes complex, Tamgaly.
Paleoeconomics of the Bronze Age. Formation of metallurgical centers on the territory of Kazakhstan. Material culture. Burial practices and funeral rites. Settlements and housing. Development of pottery in Central Kazakhstan. Social structure and spiritual culture. The problem of linguistic attribution of the ancient inhabitants of Kazakhstan. The territory of Kazakhstan in the system of the Eurasian steppes (Indo-European migration). Carriers of the Yamnaya culture. The problem of correlation of cultures and ethnic groups. Proto-urban culture. Monuments of monumental architecture. New approaches to the study of the Eneolithic and Bronze Age on the territory of ancient Kazakhstan in the context of the culture of early nomads. Ethnocultural continuity of the tribes of the Late Bronze Age and the Early Iron Age. Discovery of the Kolsai archaeological culture of the Late Bronze Age on the territory of Zhetysu.
The genesis of equestrian culture
Periodization of the history of nomadism. Prerequisites for the emergence of nomadism: natural-geographical and socio-cultural factors. Increasing role and importance of cattle breeding. Forms of livestock farming: yard, yailage, pastoral, transhumance, etc. Horsemanship. Wells. Horse equipment. Development of steppe, semi-steppe and desert regions. The species composition of the herd. Social organization and social structure.
Chronology and monuments of archaeological cultures of the Early Iron Age. Tasmolinskaya culture: date, area, features of barrows and material culture. Written sources. Study of the Early Iron Age in Kazakhstan. Ethnopolitical and social history of the tribes of the Early Iron Age. Saki. Massagets. Sauromatians and Sarmatians. Political formations of the Saks and Sarmatians. The culture of the tribes of the early Iron Age: chronology, funeral rites, weapons, bridle, and the art of the animal style. Ancient antique cities. Relations between the Saks and the Achaemenid Empire. Participation of the Saks in the Greco-Persian Wars. The struggle of the Saks against the conquests of Alexander the Great.
Sarmatian-Alanian tribal union. Aorses and Roxolans. The territory of the settlement. State of Yancai. Relations with the Huns and the Kangju.
The initial stages of the formation of statehood, urbanization and interaction between nomadic and sedentary cultural zones on the territory of the Great Steppe (3rd-century BC-2nd century AD)
cultural genesis proto-and early Turks. Questions of ancient contacts between pratürks and pramongols. Culture of slab graves. Korgantas burials of Central Kazakhstan. Reports from Chinese sources about the Xiongnu. Archaeological data. The problem of the origin and ethnic history of the Xiongnu. The political history of the Hunnu (Xiongnu) empire.
Ethnopolitical associations of the Usuns of Semirechye and Tian Shan. Problems of ethnic and linguistic affiliation of the Usuns. Ethnopolitical formation of the Usuns in the Semirechye and the Tian Shan. Mutual relations of the Usuns with neighbouring peoples and states.
The historical and cultural heritage of Kangju. Origin and Ethnic History of the Kangju. Territory and places of Kangju nomads in the 2nd century BC-the first third of the 5th century AD. Early stages of urbanization. Household ceramics as an indicator of ethnicity. Textile production. Significance of the Zhetyasar tribes in the ethno-cultural history of the Kangyui. Formation of the Turkic ethnic community on the territory of the Eastern Aral Sea. Trade relations with Byzantium, Iran, Syria and China.
Main literature:
1. Taimagambetov Zh.K., Baigunakov D.S. The Stone Age of Kazakhstan (history of research and main issues).-Almaty: Kazakh university, 2008.-266 p.
2. Toleubaev, A. T. Early Saka Shilikta culture: scientific publication/A. T. Toleubaev.-Almaty: IE "Sadvakasov A.K.", 2018.-528 p.
3. Seibert V.F. Botai culture.-Almaty: Kazakhparat, 2009.-576 p.
4. History of ancient Kazakhstan. Ed. Baypakov K.M.-2nd ed.-Almaty: Rauan, 1996.-112 p.
5. Ismagulov O., Ismagulova A. Origin of the Kazakh people. According to physical anthropology. Almaty, 2017.-196 p.
6. Harari Yu.N. Sapiens. Brief history of mankind. – M.: Sinbad, 2019. – 512 p.
7. Kitov E.P., Tur S.S., Ivanov S.S. Paleoanthropology of the Saki cultures of the Tiyanshan region (VIII-first half of the II century BC).-Almaty: Hikari, 2019. -300 p.
Additional literature:
1. Akishev A. Art and mythology of the Saks. Institute of History, Archeology and Ethnography of the Academy of Sciences of the Kazakh SSR.-Alma-Ata: Science, 1984.-176 p.
2. Akishev K.A., Kushaev G.A. The ancient culture of the Saks and Usuns of the Ili River valley.-Alma-Ata: Publishing House of the Academy of Sciences of the Kazakh SSR, 1963.-298 p.
3. Akhinzhanov S.M., Makarova L.A., Nurumov T.N. On the history of cattle breeding and hunting in Kazakhstan.-Alma-Ata: Gylym, 1992.-217 p.
4. Ismagulov O., Ethnic anthropology of Kazakhstan: (Somatol. research.)-Alma-Ata: Science, 1982.-231 p.
5. Margulan A. Kh., Akishev K. A., Kadyrbaev M. K., Orazbaev A. M. Ancient culture of Central Kazakhstan.-Alma-Ata: Science of the KazSSR, 1966.-435 p.
6. Samashev Z. Berel.-Almaty: Taymas, 2011.-236 p.
7. Omarov G.K. Sak -Scythian archaeology: an anthology.-Almaty: Kazakh University, 2021.-342 p.
8. The land of the ancient Uysin. China data and studies. Sh. Akhmetuly.-PRC Urumqi, "Xinjiang People's Printing", 2005.
Block 2. Turkic civilization and the Great Steppe
Stages of ethnocultural integration of the Turkic-speaking ethnic groups of Central Asia in the pre-Mongolian period
The development of nomadic state and cultural traditions in the era of the ancient Turks. Data from written and archaeological sources. The problem of the origin of the Turks. Territory. Education, structure and political history of the Turkic Khaganate. Relations with neighbouring states: Byzantium, Sasanian Iran, and the state of Ephthalites. Western Turkic Khaganate (the people of the "ten arrows"): education, territory, ethnic composition. Socio-economic development. Political history. Relations with the Tang Empire. Formation and strengthening of the Türgesh state. Arab-Chinese confrontation in Zhetysu and South Kazakhstan. Battle on the Talas River (751). Strengthening influence in Semirechie. Turkic-Sogdian cultural synthesis. Information of historical sources about the Karluks. Political history of the Karluk state: education, relations with neighbouring tribes and states. The territory of settlement and tribal composition of the Karluk tribes. The role of cities in the economic and cultural life of the state. The beginning of the penetration of Islam and the establishment of international relations of the Turks with the Muslim world. Appearance of Khojas ("kozha") among the Turks.
Turkic factor in the ethnopolitical history of Kazakhstan in the IX-XII centuries. State of the Syrdarya Yabgu. Oral historiology and archaeological data. Problems of the ethnic history of the Oghuz and their role in the ethnogenesis of the Kazakh people. Continuity of the ancient Turkic socio-political traditions in the state structure of the Kimaks. Karakhanids on the territory of medieval Kazakhstan. Information about the Karakhanids in Arabic and Persian sources. Karakhanid statehood as a new stage in the evolution of Turkic statehood. The adoption of Islam and the place of the Karakhanid state in the Muslim world. Features of trade, economic and cultural ties. The role of the Karakhanid state in the system of international relations in Central Asia. The invasion of the Karakitays and the establishment of their power in Semirechye and Maverannahr. Information from narrative sources and genealogical legends about the Kipchaks. The collapse of the Kimak state. Migrations of nomadic tribes. The problem of the origin and ethnic history of the Kipchaks. Triad of ethnopolitical associations: Kimaks, Kipchaks, Cumans. Tribal migrations and their influence on ethnic processes. The spread of the political hegemony of the Kipchaks. The formation of the Kypchak Khanate as the final stage in the development of the Turkic nomadic state and socio-cultural traditions. The relationship of the Kipchaks with the Kimaks, Khitans, Oguzes, Khorezmshahs, and Russian principalities. The period of the military triumph of the Turks in the space of Central Asia. The language and literary monuments of the Kipchaks. Information of sources about Naimans, Kereites, Merkits, and Jalairs. The problem of ethnic history and linguistic affiliation (concepts of Mongolian and Turkic origin).
Turkic civilization and the Great Silk Road. The interaction of two economic and cultural types: settled and nomadic (the "city-steppe" system). Cities and settlements as centers of military-administrative life, culture, trade and crafts. Architectural monuments of medieval Kazakhstan of the Turkic period. The prosperity of the urban culture of South Kazakhstan and Semirechye. Kazakhstan routes of the Great Silk Road. Money turnover. Significance of the Great Silk Road in the era of late antiquity and the Middle Ages.
Orkhon-Yenisei (runic) writing as a civilizational marker of the ancient Turkic civilization. Ancient beliefs and cults, the spread of Buddhism, Nestorianism, Manichaeism and other non-autochthonous religions along the Silk Road. Ways and forms of integration of the Turkic world into Islam. The role of H.A. Yasawi in the development of the Turkic-Islamic synthesis. Oral tradition in Turkic culture. Al- Farabi, Y. Balasaguni, M. Kashgari, H.A. Yasawi.
The Great Steppe in the period of the Golden Horde (XIII-XV centuries)
History of the Golden Horde. Genghis Khan and the formation of the Mongol Empire. The subjugation of East Turkestan and Semirechie by Genghis Khan. Medieval written sources and historiography-the conquest of the territory of Central Asia and Kazakhstan by the Turkic-Mongols. Kazakhstan as part of three Mongolian uluses. Batukhan's campaign in Eastern Europe. Formation of the Golden Horde as a Eurasian empire: territory, ethnic processes, cultural symbiosis. The development of the ulus system. Rulers of the Golden Horde. The imperial policy of Uzbek Khan. Declaration of Islam as the state religion. The establishment of diplomatic relations with the Mamluk Sultanate in Egypt, and the growth of the authority of the empire in the medieval world. Campaigns of Amir Timur to the Golden Horde. Plague pandemic in Eurasia. A complex of external and internal factors led to the weakening and disintegration of the Golden Horde. Ulus fight. Formation of the Chagatai state.
Medieval states in the XIV-XV centuries. State of Ak-Orda (late XIII-early XV centuries). The rivalry of the Chingizid dynasties for the Syrdarya region. Relations with Central Asia and Khorezm. The struggle with the rulers of Maverannakhr for lands and cities along the middle reaches of the Syr Darya.
Moghulistan (mid-14th-early 16th centuries). State formation. Territory and ethnic composition. Conversion to Islam of the Chagataids and descendants of the newcomer Mongols, the revival of Muslim culture in Semirechye. Relations between the Mughals and the Chagataids Maverannahr. The union of the rulers of Moghulistan and Ak Orda against the expansion of the state of Amir Timur. Vassal dependence of Moghulistan on the state of Timur. Consolidation of power under Muhammad Khan. The struggle of the sons of Uwais Khan Yesen -Buqa and Yunus for the throne of Moghulistan. Military raids of the Mongols Oirats. Weakening and disintegration of Moghulistan.
The state of nomadic Uzbeks (1428-1468) or the khanate of Abulkhair. Territory and ethnic composition. The coming to power of Abulkhair Khan. Struggle for power in Desht-i-Kypchak. Military campaigns of Abulkhairkhan in Central Asia. The struggle for the Syrdarya cities. The defeat of Abulkhair from the Oirats (1457). Migration of the sultans Janibek and Kerey (1459). The collapse of the Khanate.
Nogai Horde. Territory and ethnic composition. Rulers of the Nogai Horde. Titles biy and myrza. Relations between the Nogai Horde and adjacent states. The political crisis, collapse and fall of the Nogai Horde.
Territory, ethnic composition, and economy of the Siberian Khanate (late XV-XVI centuries). Fall of the Siberian Khanate.
Cultural and civilizational heritage of the Golden Horde. The prosperity of urban planning, and new archaeological discoveries about the level of cultural development of Desht-i-Kypchak in the imperial period of the Golden Horde.
Education of the Kazakh people. The ethnonym "Kazakh". Kazakh zhuzes
Historical prerequisites for the formation of the Kazakh people. Ethnic processes on the territory of Kazakhstan. Formation of the nation in the post-Mongolian period. Formation of an ethnic territory, a single language. Common economy, material and spiritual culture. The factor of state education and its influence on the ethnic process. Correlation of ethnonyms "Uzbek" and "Cossack" (Kazakh). Social, ethnic meaning and content of the term "Kazakh". The effect of ethnopolitical and economic factors in the formation of Kazakh zhuzes. The emergence of the Senior, Middle and Junior zhuzes.
Kazakh Khanate in the XV-XVI centuries.
Periodization of the era of the Kazakh Khanate. Formation of the Kazakh Khanate, its course and main events. The role of the Khans Kerey and Zhanibek. The historical significance of the formation of the Kazakh Khanate. Strengthening of the Kazakh Khanate. The struggle of the Kazakh Khanate for cities and regions along the Syr Darya during the reign of Burunduk Khan and its course and completion.
The socio-economic and political situation of the Kazakh Khanate at the beginning of the XVI century. Tribal composition. Economy: cattle breeding, agriculture, cities, trade. The political and economic significance of the Syrdarya lands. Campaigns of Muhammad Shaybani against the Kazakh Khanate. Death of Shaibani Khan.
Weakening of the political foundations of Moghulistan. The transformation of the Kazakh Khanate into one of the strong states of Central Asia. Joining Zhetysu to the territory of the Kazakh Khanate. Expansion of the territory of the khanate under Kasymkhan. Campaign of the Shaibanids against the Kazakh Khanate. Temporary weakening of the Kazakh Khanate by the middle of the XVI century. Kazakh Khanate in the second half of the 16th century. The struggle for the throne and its consequences. Mamash and Tahir Khans. Kazakh- Mogul relations. Ahmed, Tugum and Buydash Khans. Kazakh-Nogai relations.
Rise of the Kazakh Khanate. The reign of Khak-Nazar. Kazakh-Nogai relations. Kazakh Khanate and Shaibanids Maverannahr. The struggle of the Kazakh Khans against the union of Bukhara and the Siberian Khanate. Death of Khaknazar Khan. Shigay Khan, Taukel Khan and his politics. Campaigns on the territory of Maverannahr and their results. Completion of the formation of the ethnic territory of the Kazakh Khanate.
Kazakh Khanate in the 17th-early 18th centuries.
The socio-economic and political situation of the Kazakh Khanate in the XVI century. Yesimkhan's struggle for the Syrdarya cities. Relations between the Kazakh and Bukhara Khanates. The emergence of the Dzungar Khanate and the first Kazakh- Dzhungar relations. Characteristics of the Kazakh- Dzungarian relations in the second half of the XVII century. The growth of the influence of batyrs and biys in Kazakh society. Zhanibek Khan and the Battle of Orbulak. Kazakh Khanate under Zhangir Khan.
"Unknown years". Sairam war 1652-1680.
The reign of Tauke Khan and his policy. Increased tension in Kazakh-Dzungarian relations. "Jety-Zhargy" by Tauke Khan. Institute of Biys. Foreign policy and diplomacy of the Kazakh state: ties with Maverannahr (Shaybanids, Ashtarkhanids), Iran, attempts to establish ties with the Ottoman Empire, Kazakh-Russian contacts.
The culture of the Kazakhs in the XIV-early XVIII centuries.
The traditional nomadic culture of the Kazakhs. Types of nomadic economy, and their features. Tools. Armament. Crafts and home crafts. Trade and trade routes.
Spiritual culture of the Kazakh people. Completion of the formation of the Kazakh-Muslim religious tradition within the framework of the Central Asian Sunni-Hanafi school. The authority of the Koran and the Sunnah among the Kazakhs. Relics of ancient Tengrianism, preservation of Nauryz and its adaptation to the realities of nomadic life. The role of the mausoleum of Ahmed Yasawi and the sacred city of Turkestan in the spiritual life and ideology of the Kazakh Khanate.
The cult of poetry and eloquence, the oral-verbal heritage of the Kazakhs.
The urban culture of Kazakhstan. The relationship between the city and the steppe. The structure of cities in different regions of Kazakhstan. The decline of urban culture in the 17th – early 18th centuries.
Oral historiosophy, its features and significance. Written historiography, the significance of the outstanding works of Muhammad Haidar Dulat, Kadyrgali Kassym-uly Zhalair.
Main literature:
1. History of Kazakhstan (from ancient times to the present day). In 5 volumes.-Volume 2.-Almaty: Atamura, 1997.-345 p.
2. Kumekov B.E. The state of the Kimaks in the 9th-11th centuries.-Alma-Ata, Nauka, 1972.-695 p.
3. Karibaev B.B. The history of the establishment of the Kazakh Khanate. – Almaty: "Sardar" baspa uyi, 2014.-520 p.
4. Sultanov T.I. The ones raised on a white felt mat. Khans of the Kazakh steppes. Astana: Astana Damu, 2006.-256 p.
5. Klyashtorny S. G., Sultanov T. I. States and peoples of the Eurasian steppes. Antiquity and the Middle Ages. St. Petersburg: Petersburg Oriental Studies, 2004.-368 p.
6. History of Kazakhstan (Kazakh eli). Books 1-2.-Almaty: Kazakh University, 2016.-458 p.
Additional literature:
1. Bartold V.V. Works. V.1: Turkestan in the era of the Mongol invasion.-M.: Publishing house. of east. literature, 1963.-760 p.
2. Akhinzhanov S.M. Kipchaks in the history of medieval Kazakhstan.-Alma-Ata: Gylym, 1989.-296 p.
3. Safargaliev M.G. The collapse of the Golden Horde.-Saransk, 1960.-252 p.
4. Orazbayeva A.I. The formula of statehood of the Kazakhs. – M.: IE Lysenko A.D. "PRESS-BOOK.RU", 2017.-376 p.
5. Kinayatuly Z. Kazakh state and Zhoshi Khan.-Almaty: Eltanym, 2014.-360 p.
6. Baypakov K.M. Medieval cities of Kazakhstan on the Great Silk Road.-Almaty: Gylym, 1998.-216 p.
7. Kenzhetai D. Worldview of Khoja Ahmet Iasaui. – Turkistan, Yasaui Alemi. 2004-341 p.
8. May T. The Mongol conquests in world history.-London, Reaktion Books: 2012,-173 p.
9. History of Kazakhstan in Arabic sources. V. 1.– Almaty: Dike-Press, 2005.-711 p.
10. History of Kazakhstan in Persian sources. V. IV.-Almaty: Dike-Press, 2005.-625 p.
11. Turkish data on the history of Kazakhstan. V.1.-Almaty: Dike-Press, 2005.-240 p.
Block 3. Kazakhstan in a new era (XVIII-early XX centuries)
Foreign policy situation of the Kazakh Khanate in the first quarter of the XVIII century.
Kazakhstan in the era of modern times: new methodological trends in the study. Periodization. Historiography and sources. Kazakhstan in the system of international relations with the Russian Empire, the Central Asian Khanates, Bashkiria, and the Kalmyk Khanate. The Rise of the Dzungar Khanate: A Strategy for the Conquest Policy of the Dzungars. Years of "Aktaban Shubyryndy", "lkakol sulama". Congresses in Orda Basy - the way to mutual agreement and preservation of territorial integrity. The election of Khan Abulkhair as the head of the Kazakh militia. The liberation struggle of the Kazakh people against the Dzungarian conquerors. Significance of the victory at Bulanty. Anrakai battle. The role of Kazakh batyrs in the history of the liberation struggle of the Kazakh people. The military art of Kazakhs and Dzhungars: a comparative analysis. Kazakh -Bashkir, Kazakh -Kalmyk relations.
The beginning of the era of colonialism in Kazakhstan
The diplomatic mission of Koybagar Kobyakov. Embassy of Khan Abulkhair headed by Seitkul Koydagulov and Kutlumbet Koshtaev. Russian embassy headed by Murza Kutlu Mukhammed Tevkelev. The course of negotiations and the struggle of various political groups around the issue of citizenship. I.K. Kirilov's project. Organization and activities of the Orenburg expedition. Taking the oath from the Kazakh Khans and influential sultans of the Younger and Middle Zhuzs (40s of the 18th century). The policy of the governor of the Orenburg province I.I. Neplyuev. Aggravation of relations between Abulkhair and the Orenburg administration. Negotiations of the tsarist government with Abulkhair in the late 1740s. Death of Abulkhair. Legitimization of Khan's power. Approval of the Khan's title of Sultan Nuraly (April 13, 1749).
Dzungar-Kazakh war 1739-1741. Abylai's relations with Dzungaria, China and Russia. The Diplomatic Art of Sultan Abylai. Embassy relations between China and Kazakhstan. Kazakhs and Bashkir rebels.
Kazakhstan and the Central Asian states at the end of the 18th century.
Central Asia in the system of politics of the Russian Empire. Khiva campaign of 1839 and its results. Creation of the Syrdarya borderline.
Acceptance of Russian citizenship by the Sultan of the Senior Zhuz, Suyuk Abylaikhan-uly. Diploma of Alexander I on the acceptance of the Kazakhs of the Senior Zhuz into the citizenship of Russia. Acceptance of citizenship of Russia by the sultans of Semirechye in 1846. Colonization of the Trans-Ili Territory. Creation of the Alatava district. Campaign of V. Perovsky to Kokand (1853). The uprising of the Kazakhs against the Kokand domination in 1858. Military operations in 1860 in Semirechye. Uzun- Agash battle. Capture of Aulie-Ata, Merke, Turkestan. The Supreme Decree on the formation of the advanced Novokokand line under the command of Major General Chernyaev. The capture of Chimkent, Sairam. The entry of Semirechie and South Kazakhstan into the Russian Empire. Accession of Kazakhstan to the Russian Empire.
Kazakhstan in the context of Russian policy: administrative reform (last quarter of the 18th-early 20th century)
Reform of the Orenburg Governor-General O. Igelstrom: the project of introducing the chief foreman and the elimination of the khan's power in the Younger Zhuz. Establishment of a border court and reprisals. The communicative role of "Tatars" in the process of reforming the Steppe. Reforming the institutions of power and introducing a system of territorial-administrative management in the territory of the Junior and Middle zhuzes. Elimination of the Khan's power. Institute of the Sultanate in the Steppe (20-60s of the XIX century). The status of senior sultans, sultan-rulers, volost sultans, foremen, biys, and honorary Kazakhs according to the legal norms of the Russian Empire.
Activities of the Steppe Commission. The introduction of temporary regulations on administration in the Semirechensk and Syrdarya regions (1867) and administration in the steppe regions of the Orenburg and West Siberian governors-general (1868). Changes in the judicial system and taxation. Regulations on the administration of the Turkestan region (1886). Administrative structure. Regulations on the management of the Steppe regions (1891). Changes in the land arrangement of the nomadic and settled population. The last reform of the Russian Empire in the Steppe General Government: the introduction of the institution of peasant chiefs (1902).
Formation of the Bukeev Khanate (Inner Horde): features of the management system, territory. The reign of Bukei Khan. The reign of Jangir Khan: new forms of land tenure and land use. Educational policy of Jangir Khan. The abolition of the Khan's power and the establishment of the Provisional Council for the management of the Inner Horde. Governor Adil Bukeikhanov. Reorganization of the Provisional Council. Creation of new administrative-territorial structures: Primorsky districts, Kalmyk, Torgun, Talov, Kamysh-Samar, and Naryn parts. Institute of Sultans-rulers in the Inner Horde.
Land issue
Construction of border lines, land acquisition. Military Cossack colonization: Ural, Orenburg, Siberian Cossack troops. The Cossack estate and its status.
Migration issue in the 60-90s of the XIX century. Temporary rules on the resettlement of the Russian peasantry in Kazakhstan. Features of the settlement of Russian peasants in Kazakhstan. Resettlement of Uighurs and Dungans in Semirechye. Occupations of immigrants and their socio-economic status. Expropriation of communal lands and its impact on the traditional economy of the Kazakhs. Kazakh deputies of the State Duma about the plundering of Kazakh pastures. The process of transition of the nomadic Kazakh aul to agriculture. Zhatachestvo. Ethno-demographic characteristics of the population of Kazakhstan at the end of the nineteenth century. Migration policy and Stolypin modernization in Kazakhstan at the beginning of the 20th century. The content of the temporary rules on the resettlement of rural inhabitants and petty-bourgeois farmers and instructions (1904). Formation of a multi-ethnic society in Kazakhstan.
The social organization of nomadic society
The system of material production of the Kazakh nomadic society. Extended and minimal community. Travel routes. The social structure of traditional Kazakh society. The evolution of the status of the estate of the Kazakh sultans. Formation of Kazakh officials in the system of local government. Transformation of the social organization of the Kazakh nomadic society: new estates (officialdom, nobility, honorary citizenship).
Social engineering of the Kazakh nomadic society: training of Kazakh youths in cadet corps, gymnasiums and universities of the Russian Empire. Formation of the Kazakh intelligence: social composition, education. The emergence of Kazakh merchants, traders.
Orenburg Muslim Spiritual Assembly and the Kazakh steppe. Withdrawal of the spiritual affairs of the Kazakhs from the muftiate. Construction of mosques and Kazakh mullahs. The influence of the enlightening ideas of Jadidism and the opening of schools in the Steppe.
The missionary activity of religious confessions in the Kazakh steppe.
People's liberation struggle of the Kazakh people against colonialism.
The participation of the Kazakhs in the uprising of E. Pugachev. Rebellion of Kok-Temir. People's liberation movement in the Younger Zhuz under the leadership of batyr Syrym Datov, The Movement of the Sultans of Karatai and Aryngazy (1816-1821). The protest movement of foreman Zholaman Tilenshi (1822-1824). The uprising of the Kazakhs in the Bukeev Khanate led by Isatai Taimanov and Makhambet Utemisov (1836-1838): driving forces, character, stages of the uprising, its significance. Movement of the Sultans of Qasim Abylaikhanov, and Sarzhan Kasymov on the territory of the Kazakhs of the Siberian department. People's liberation movement of the Kazakhs under the leadership of Sultan Kenesary Kasimuly (1837-1847): driving forces, course, main stages and causes of defeat. Khan Kenesary in historical literature. Rebellions of Dzhankhodzhi Nurmukhamedov and Eset Kotibarov. Causes, nature and course of the uprisings of the Kazakhs in the Turgai and Ural regions (1868-1869) and Mangystau (1870).
The Kazakh Steppe during the First World War: Decree of June 25, 1916, on the requisition of foreigners for rear work. Central Asian national liberation uprising of 1916, its causes, driving forces, beginning, course and main stages. The role of Amangeldy Imanov, Tokash Bokin, Bekbolat Ashkeev, Abdigafar Zhanbosynov and others in the organization of the rebel armies. Repressive measures of the government and military actions of punitive troops. The military art of the rebels. The reasons for the defeat and the historical significance of the uprising. The first wave of the mass immigration of Kazakhs to China (Kulja region, Kashgaria), Afghanistan. Evaluation of the 1916 uprising in domestic and world-historical literature.
Culture of Kazakhstan (XVIII-early XX centuries)
Oral creativity of the Kazakhs. Study of Kazakhstan by European and Russian scientists. Expeditions of P.S. Pallas, I. Georgi, N.P. Rychkov.
The role of folk akyns in the liberation struggle of the first half of the 19th century. The creativity of Makhambet Utemisov, Tattimbet Kazangapuly and others. The contribution of Russian exiles (G.S. Karelin, M.M. Muravyov-Apostol, F.M. Dostoevsky and others) to the culture of Kazakhstan. The study of the productive forces, life and culture of Kazakhstan by Russian scientists: A.I. Levshin, V.I. Dal and other European travellers about the Kazakh Steppe. Sh. Ualikhanov and his scientific heritage in the history, geography, economy and culture of Kazakhstan. Significance of educational activity of I. Altynsarin. The historical role of Abai Kunanbaev in the culture of the Kazakh people. Abay and E.P. Michaelis.
Musical creativity of Kurmangazy Sagyrbaev (1818-1889), Dauletkerei Shygaev (1829-1882), Birzhan-sal Kozhagulov (1832-1895), Akhan -seri Koramsin (1843-1913), Zhayau -Musa Baizhanov (1835-1929) and others.
Kazakh literature. Protest and religious-eschatological ideas and motives in Zar-zaman poetry: Dulat, Shortanbay, Murat, Abubakir Kerderi. Russian-Kazakh literary relations.
The emergence of scientific societies. The significance of the activities of departments and subdivisions of the Russian Geographical Society (Orenburg, Semipalatinsk, Turkestan departments). Statistical committees and their activities. Society of History, Archeology and Ethnography at Kazan University. Orenburg Scientific Archival Commission. The first periodicals in the Kazakh language. The role of the newspapers "Kazakh", "Vakyt", "Shuro", "Akmulla", and the magazine "Aikap" in the formation of the national identity of the Kazakh people. The creativity of Mukhamedzhan Seralin, Spandiyar Kubeev, Sultanmahmut Toraigyrov and others.
Periodical press. A. Baitursynov, A. Bukeikhanov, M. Dulatov and the all-Russian Muslim movement. Muslim charitable societies in Kazakhstan. Enlightenment and reformist direction in the culture of Kazakhstan in the late nineteenth and early twentieth centuries. Heritage of the Kazakh intellectual and spiritual elite. Mashkhur-Jusup Kopeev and his activities in the preservation of Kazakh folklore and genealogical traditions.
Movement "Alash" and the idea of a national state.
Interaction between the intellectual elite of the Turkic-Muslim peoples and the Russian Empire. Formation of the Muslim movement in the Russian Empire. Participation of representatives of the Kazakh elite in the all-Russian Muslim congresses. The role of "Ittifak-el-Muslimin" (Union of Muslims) in the formation of the socio-political movement of Russian Muslims. The doctrine of Russian Turkism and its influence on the formation of the Kazakh national movement. Muslim charitable societies and their activities. The beginning of the emergence and development of patronage. Formation of Marxist, liberal-democratic, Kadet groups and trends.
February bourgeois-democratic revolution in Russia and its impact on Kazakhstan. New tasks of the national liberation movement in connection with revolutionary changes. The call of the Kazakh political elite to the formation of Kazakh committees. Regional Kazakh congresses and their significance. Activities of representatives of the national intelligence in the bodies of the Provisional Government. The political crisis of the summer of 1917. July all-Kazakh Congress and the decision to form the Alash party. Elections of deputies of the all-Russian Constituent Assembly and the Alash party. New approaches in the study of political, cultural and educational activities of Kazakh intelligence.
Main literature:
1. History of Kazakhstan (from ancient times to the present day). In 5 volumes. V.3.-Almaty: Almaty kitap, 2010.-312 p.
2. Abuseitova M.Kh. Kazakhstan and Central Asia in the XV-XVII centuries: history, politics, diplomacy.-Almaty: Dike-Press, 1998.-592 p.
3. Erofeeva I.V. Symbols of Kazakh statehood (late Middle Ages and modern times).-Almaty: Dike-Press, 2001.-256 p.
4. Erofeeva I.V. Khan Abulkhair: commander, ruler, politician.-Almaty: Dike-Press, 2007.-456 p.
5. Masanov N.E. The nomadic civilization of the Kazakhs: the foundations of the life of the nomadic society.-Almaty: Horizon, 1995.-320 p.
6. History of Kazakhstan (Kazakh Eli). Book 3: Kazakhstan in a colonial and totalitarian system.-Almaty: Oner, 2018.-265 p.
Additional literature:
1. History of Kazakhstan in Russian sources of the XVI-XX centuries. In 10 volumes.-Almaty: Dike-Press, 2005-551 p.
2. Campbell I W. Knowledge and the Ends of Empire, Kazak Intermediaries and Russian Rule on the Steppe. 1731-1917. Cornell University Press, 2017.-288 p.
3. Abdirov M.Zh. History of the Cossacks of Kazakhstan.-Almaty: Kazakhstan, 1994.-160 p.
4. Alimbay N.A., Mukanov M.S., Argynbaev Kh.A. The traditional culture of life support of the Kazakhs. Essays on theory and history. – Almaty: Gylym, 1998. – 233 p.
5. Kasymbaev Zh.K. Kenesary Khan. – Almaty: Ana tili, 2002.-200 p.
6. Martin V. Law and custom in the steppe: Kazakhs of the Middle Zhuz and Russian colonialism in the 19th century.-Almaty: KazATiSO, 2012.-692 p.
7. Khafizova K.Sh. Steppe rulers and their diplomacy in the XVIII-XIX centuries.-Nur-Sultan: KazISS under the President of the Republic of Kazakhstan, 2019.-480 p.
8. Epistolary heritage of the Kazakh ruling elite in 1675-1821. V. 1,2.-Almaty: ABDI Company, 2014.-1032 p.
9. Sartori P., Shablai P. Experiments of the empire: adat, shariah and knowledge production in the Kazakh steppe.-M.: New Literary Review, 2019.-280 p.
Block 4. Kazakhstan in the Soviet period
Kazakhstan during the years of civil and political confrontation
October revolution and political life of Kazakhstan. Establishment of Soviet power. Publication of the Declaration of the Rights of the Peoples of Russia (November 15, 1917).
December All-Kazakh Congress. The decision on the formation of the Alash autonomy. Formation of the government of the Turkestan autonomy (Kokand autonomy). Memoirs of Mustafa Shokay. Liquidation of the authorities of the Alash and Kokand autonomy. The Kazakh region is a confrontation between "whites" and "reds". The actions of the Kazakh national army of the Alash Orda government. Spread of hostilities on the Kazakh territory. The policy of "war communism". Announcement of amnesty to the government of Alash-Orda. Criticism of the Bolshevik ideas in the letters of A. Baitursynov to V.I. Lenin. Formation of the Kirghiz (Kazakh) Autonomous Soviet Socialist Republic (hereinafter referred to as ASSR). Command-administrative solution of the problems of the territorial boundaries of the Kirghiz (Kazakh) ASSR. Kazakh ASSR and Turkestan ASSR. Muslim Bureau and the Turk commission: the struggle for political power. The defeat of the idea of a united Turkestan. T. Ryskulov and M. Sultangaliyev. Basmachis movement. Anuar Pasha and A.Z. Validov. The formation of the Bolshevik regime in Kazakhstan. Land and water reform in Kazakhstan. New Economic Policy (NEP) in Kazakhstan. The content of the NEP and the features of its implementation. Famine in Kazakhstan 1921-1922. The struggle of the Kazakh intelligence against famine. The struggle of the Kazakh regional party committee against "Kazakh nationalism". The national-state delimitation of the republics of Turkestan is the collapse of the idea of a single Turkestan. Unification of Kazakh lands as part of the Kazakh ASSR.
Implementation of the Soviet model of state building
Strengthening the power and influence of the Communist Party in public life. The idea of "Small October" of F.I. Goloshchekin: essence and consequences. Decisions of the Kazakh regional party committee on the land issue. The beginning of the repression of the Kazakh intelligence. Discussions about the ways and methods of industrialization of Kazakhstan. Positions of Kazakh public figures on the issue of industrialization. Features of industrialization in Kazakhstan.
Division of pasture lands and hayfields and its results. The policy of Sovietization of the Kazakh aul - the destruction of the traditional society of the Kazakhs. Confiscation of Bai farms and its political and economic consequences. The forced transition of nomadic and semi-nomadic Kazakh households to settled life. Methods and rates of collectivization. Consequences of famine. The plight of agriculture in Kazakhstan in the second half of the 1930s. Consequences of the class-party principle in social and political life, culture, education and science. The political position of supporters of national interests- S. Sadvakasov, S. Kozhanov, Zh. Mynbaev. The political activity of M. Shokay in exile.
Administrative- territorial division of Soviet Kazakhstan. Stalinist repressions, their scale and grave consequences. Political mistrust and forced deportation of people to Kazakhstan - an example of belittling national honour.
Creation of the Soviet educational system. Destruction of the national and cultural foundations of society. Weakening of the positions of the Kazakh language. The transition from Arabic to Latin, then to Cyrillic. Socialist realism in literature and art. The creative activity of writers and composers of Kazakhstan. Creation of the Kazakh branch of the Academy of Sciences of the Union of Soviet Socialist Republics (hereinafter referred to as the USSR).
The main directions of foreign and domestic policy of the Soviet state on the eve of the Second World War. Socio-political, socio-economic and cultural situation in Kazakhstan. Evacuation of peoples, industrial enterprises and cultural objects to the regions of Kazakhstan. The participation of Kazakhstanis in front-line actions, in the partisan movement. The displayed courage of home front workers during the Patriotic War. The fate of prisoners of war History of the Turkestan Legion. Activities of M. Shokay in exile in Western Europe. Results and lessons of the Second World War. Science, culture and public education during the war.
Contradictions and Consequences of Soviet Reforms in Kazakhstan in the Second Half of the 20th Century
Kazakhstan in the postwar years. Difficulties of transition to peaceful construction. Problems and difficulties in the national economy of Kazakhstan. Nuclear tests on the territory of Kazakhstan and their consequences.
Positive changes in education and science. Education of the Kazakh Academy of Sciences. Tendentious voluntaristic actions in party decisions. Criticism of the period of the "cult of personality" of I. Stalin. Political rehabilitation of state and public figures and assessment of its "half-hearted" nature. Reform of N.S. Khrushchev in the system of party-state administration and its superficial nature. Strengthening restrictions in the national question. Events in Temirtau. Incomplete character of reform actions. Contradictions in the resolution of the territorial dispute in the Kazakh Soviet Socialist Republic (hereinafter referred to as the Kazakh SSR). Return of Kazakh repatriates to Kazakhstan (1955, 1962).
Command-administrative measures to improve agriculture. Changes in the system of higher party-state administration. The incompleteness of the economic reforms of 1965-1966. ideological crisis. Hidden confrontation of the intelligence, the activities of dissident circles.
The contribution of Kazakhstan to the development of industry in the USSR. Deepening contradictions in the agricultural sector as a result of administrative management. The ethno-demographic policy of the center: internal migration, passport regime as an obstacle to Kazakhs moving from village to city, "registration", language discrimination and other ways of implementation. Depreciation of money and shortage of basic consumer goods. "Shadow economy", the spread of criminal gangs.
Ecological crisis. Culture and science. Deepening contradictions in cultural and spiritual life as a consequence of strengthening the command-administrative rule. Signs of a spontaneous revival of the national identity of the Kazakhs: "Zhastulpar" and other informal organizations of student youth, the first Kazakh dissidents. The creativity of M. Shakhanov, A. Kekilbaev, M. Magauin, O. Suleimenov, I. Esenberlin and others.
The policy of "perestroika" in Kazakhstan
Large-scale changes in ideology, economic and political life. Reforms of M.S. Gorbachev. National conflicts in the Union republics against the background of glasnost and democracy. Economic crisis. The impact of "perestroika" and "glasnost" on the country's economy. Return to the national republics of individual state-owned enterprises under the system of union administration. The Afghan war and the participation of Kazakhs in them (1979-1989).
The activity of D.A. Kunaev. December events of 1986 in Alma-Ata and other cities of the republic. Official rehabilitation of the leaders of the Alash movement. Formation of new public organizations and parties. Elections of the Supreme Soviet of the Kazakh SSR. Adoption of the "Law on Language" and its significance. Declaration on State Sovereignty of the Kazakh SSR. August coup of 1991. Termination of the activities of the Communist Party of the Soviet Union. The collapse of the USSR and the formation of the Commonwealth of Independent States (hereinafter referred to as the CIS).
Main literature:
1. Omarbekov T.O. Actual problems of the history of Kazakhstan in the 20th century.-Almaty: Oner, 2003.-552 p.
2. Koigeldiev M. Alash movement.-Almaty: Mektep, 2017.-656 p.
3. Abylkhozhin Zh.B. Post-Stalin period in the history of Soviet Kazakhstan: a series of doomed reforms and failed declarations (1953-1991).-Almaty, KBTU, 2019.-465 p.
4. History of Kazakhstan (from ancient times to the present day). In 5 volumes. V. 4.-Almaty, Almaty Kitap, 2010.-312 p.
5. History of Kazakhstan (from ancient times to the present day). In five volumes. Volume 5.-Almaty: Atamura, 2010.-680 p.
6. Alash movement. From the history of the study of the problem. Collection of documents and materials. 1918-2007 yy. Alash movement. From the history of the study of the issue. Collection of documents and materials. 1918-2007 Almaty: "El-shezhire", 2007. Vol. 4.-472 p.
7. Koigeldiev M.K. Stalinism and repressions in Kazakhstan in 1920-1940s.-Almaty, 2009.-448 p.
Additional literature:
1. Nurpeyis K. Alash and Alashorda.-Almaty: Atatek, 1995.-256 p.
2. Abylkhozhin Zh.B. Essays on the socio-economic history of Kazakhstan. XX century.-Almaty: Turan, 1997.-360 p.
3. Omarbekov T.O. Population uprisings of 1929-1931: study.-Almaty: Arys, 2018.-480 p.
4. Omarbekov T.O. Actual problems of the history of Kazakhstan in the 20th century.-Almaty: Oner, 2003.-552 p.
5. Kamzabekuly D. Alash's spiritual base.-Astana: Elshezhiresi, 2008.-360 p.
6. "I absolutely do not plead guilty!": from the history of the protest movement in Kazakhstan in 1960-1980. (Collection of documents and materials). Comp. M. Koygeldiev.-Almaty: Arys, 2019.-256 p.
7. Koigeldiev M. Those who passed the day of unsafety. My life in science. (Scientific Schools of Kazakhstan. Literature): Monograph.-Almaty: Arys, 2019.-304 p.
8. Red terror: from the history of political repressions in Kazakhstan (Collection of documentary materials of political repressions in the 20-50s of the XX century). Comp. M.K. Koygeldiev, V.I. Polulyakh, Sh.B. Tileubaev.-Almaty: "Alash Baspasy", 2013. – 384 p.
Block 5. Independent Kazakhstan
Declaration of independence of Kazakhstan and the state system of the Republic of Kazakhstan
The socio-political situation in Kazakhstan on the eve of gaining independence. The first national elections of the President of Kazakhstan. Constitutional Law "On State Independence of the Republic of Kazakhstan".
Definition of the state strategy for the development of independent Kazakhstan. Strengthening the process of democratization of society.
Formation of the state structure of the Republic of Kazakhstan. Formation of the domestic and foreign policy of the state. Creation of the foundations of the constitutional order of society. Approval of the symbols of the Republic of Kazakhstan-flag, coat of arms, anthem. Law on the Creation of the Armed Forces of the Republic of Kazakhstan. Creation of a national army.
Introduction of a national currency. Determination of the state borders of the Republic of Kazakhstan. Results of delimitation and demarcation of the state border of Kazakhstan. Strengthening of national security. Formation of state identity, strengthening of civil peace and political stability.
National referendum, adoption of the current Constitution of the Republic of Kazakhstan. Development of parliamentarism in Kazakhstan. Modernization of the public administration system within the executive vertical. Decentralization, delimitation of powers between the center and regions, and levels of government. Law on local self-government. Education of law enforcement agencies (court, prosecutor's office, police, special security services). Legal reform and humanization of laws. Optimization of the law enforcement system Strengthening the protection of the rights and freedoms of citizens. Law of the Republic of Kazakhstan "On the combat against corruption" and its results.
"Kazakhstan-2030" strategy. Transfer of the capital of Kazakhstan. "Kazakhstan-2050" strategy".
Kazakhstani model of economic development
Difficulties on the way to sovereignty: economic crisis, social difficulties, declining living standards, rising unemployment and crime. The main stages of the transition from a planned economy to a market economy. The transition to a market economy, the creation of private property institutions and the formation of domestic business. Difficulties and shortcomings in the formation of a new economic system. Introduction of a national currency. Formation of the National Fund.
Creation of national companies in Kazakhstan. Prospects for the development of industrial, agricultural and financial and banking sectors of the economy. Modern directions of reforming the economy of Kazakhstan.
United Nations (hereinafter referred to as the UN) Development Program, Human Development Reports, Human Development Index. The first edition of the Kazakhstan Human Development Report.
Foreign economic cooperation of the Republic of Kazakhstan with large companies from the United States of America, Western Europe, Southeast Asia and the Middle East. Implementation of programs "Nurly zhol", and "100 concrete steps".
Economic development in the post-pandemic period. "National Development Plan" until 2025. national projects.
Socio-political and spiritual development
Convocation of the First World Kurultai of the Kazakhs and its historical significance. Congresses of the World Kurultai of the Kazakhs (1992-2017). Forum of the Peoples of Kazakhstan (1992). The formation of social movements in the Republic of Kazakhstan and the formation of a multi-party system. Changes in the migration, demographic and ethnic composition of the population of Kazakhstan.
Population censuses for the years of independence and their results (1999, 2009, 2021). Interethnic harmony of Kazakhstanis - a guarantee of strengthening independence and democracy. The development of democratic processes, the introduction of a proportional system of elections to the Parliament and the results of elections based on party lists. Development of civil institutions. Civic forums and their significance. Information policy of the Republic of Kazakhstan, development of mass media. Activities of the National Council of the Republic of Kazakhstan. A permanent organization under the Mazhilis of the Parliament, preparing proposals for the development and democratization of civil society. Activities of the National Commission for Democratization and Civil Society. Youth policy of the Republic of Kazakhstan. Improving the work of law enforcement and judicial bodies. Commission on Human Rights under the President of the Republic of Kazakhstan and its activities. Representation of the Republic of Kazakhstan for Human Rights (Ombudsman).
The historical significance of the article of the President of the Republic of Kazakhstan K. Tokayev "Independence is above all". The policy of democratization and modernization of the political system of the country. The concept of the "Hearing State".
January Events. Messages of the President of Kazakhstan K. Tokayev "New Kazakhstan: the path of renewal and modernization."Creation of a new Kazakhstan and a radical reform of the political system.
Referendum to amend the country's constitution. Expansion of democratic reforms. Increasing the role of the Parliament in Kazakhstan and changes in the political system of the country. Formation of the National Kurultai.
Reforms in the system of education and science. Bolashak program. The transition of healthcare to a market economy.
State programs "Cultural heritage", "People in the flow of history": purpose and main stages. Creation of the Humanitarian Education Fund in the state language. Fundamentals of the idea of "Mangilik El". The revival of historical consciousness. "Seven Facets of the Great Steppe".
The confessional policy of independent Kazakhstan. Congresses of leaders of world and traditional religions. Fight against the threat of terrorism and extremism. Operation "Zhusan".
Foreign policy and international relations of the Republic of Kazakhstan
The main factors in the formation of the foreign policy of the Republic of Kazakhstan. The influence of geopolitical and geo-economic factors on the formation of the main principles of the foreign policy of the Republic of Kazakhstan. Participation of Kazakhstan in the integration processes in the post-Soviet space. CIS. Accession of the Republic of Kazakhstan to the UN. Proposals of Kazakhstan to the UN. Kazakhstan and the Organization for Security and Cooperation in Europe. Characteristics of the relationship of the Republic of Kazakhstan with the Russian Federation, the United States of America, and the People's Republic of China. Cooperation of the Republic of Kazakhstan with international financial institutions: European Bank for Reconstruction and Development, Asian and Islamic Development Banks. New directions of the European vector cooperation. Relations between the Republic of Kazakhstan and the Central Asian Republics. Position of the Republic of Kazakhstan on the international legal status of the Caspian Sea and relations with the Organization of Petroleum Exporting Countries (OPEC). Policy of Kazakhstan in the Middle East. Relations with Arab countries and international organizations of Turkic-speaking states. The modern direction of integration of the Turkic world. Relations of the Republic of Kazakhstan with the countries of South and Southeast Asia. Cooperation of Kazakhstan with international and regional organizations in the field of security. Initiatives to strengthen mutual trust, dialogue in the face of growing global threats and international terrorism. Initiative of the Republic of Kazakhstan to organize a Conference on Interaction and Confidence Building Measures in Asia. Shanghai Cooperation Organization. The Republic of Kazakhstan and the North Atlantic Alliance (NATO). New geopolitical security issues. Countering new external threats.
Main literature:
1. History of Kazakhstan (Kazakh country): 4 books: Independent Kazakhstan: prerequisites and formation.-Almaty: Kazakh university, 2022.-570 p.
2. Abylkhozhin Zh.B. Country in the heart of Eurasia: Plots on the history of Kazakhstan.-Almaty: Kazakh University, 1998.-280 p.
3. Nazarbaev N. A. The era of independence.-Astana: Atamura, 2017.-508 p.
4. Tokaev K.K. Under the Banner of Independence: Essays on the Foreign Policy of Kazakhstan.-Almaty: Bilim, 1997.-736 p.
5. History of the Great Steppe: textbook. Kan G.V., Tugzhanov E.L.-Astana: Zhasyl Orda, 2015.-328 p.
6. Toqaev K.K. Diplomacy of the Republic of Kazakhstan.-Almaty, 2002.
Additional literature:
1. Abenov E.M., Arynov E.M., Tasmagambetov I.N. Kazakhstan: the evolution of the state and society.-Almaty: Atamura, 1996.-390 p.
2. Nazarbaev N.A. On the verge of the XXI century.-Almaty: Atamura. 1996. – 256 p.
3. Nazarbaev N.A. Critical decade.-Almaty: Atamura, 2003-240 p.
4. Ayagan B.G., Abzhanov Kh.M., Seliverstov S.V., Bekenova M.S. Modern history of Kazakhstan.-Almaty: Raritet, 2010.-432 p.
| Annex 2 to the order of the Minister of education and science of the Republic of Kazakhstan dated October 31, 2018 № 603 |
Model curriculum of general education discipline "Philosophy" for organizations of higher
and (or) postgraduate education
Chapter 1. General provisions
1. This model curriculum of the general educational discipline "Philosophy" for organizations of higher and (or) postgraduate education (hereinafter referred to as the Program) has been developed in accordance with subparagraph 13) of paragraph 15 of the Regulations on the Ministry of Science and Higher Education of the Republic of Kazakhstan, approved by the Decree of the Government of the Republic of Kazakhstan dated August 19, 2022 No. 580 "On some issues of the Ministry of Science and Higher Education of the Republic of Kazakhstan" and shall define the objective, objectives, structure, content, teaching methods.
Footnote. Paragraph 1-as amended by the order of the Minister of Science and Higher Education of the Republic of Kazakhstan dated July 13, 2023 No. 314 (shall be enforced ten calendar days after the day of its first official publication).2. This curriculum shall be aimed at studying the updated content of the general education discipline "Philosophy", forming students' openness of consciousness, understanding of their own national code and national identity, spiritual modernization, competitiveness, realism and pragmatism, independent critical thinking, a cult of knowledge and education, and learning such key ideological concepts as justice, dignity and freedom, as well as the development and strengthening of the values of tolerance, intercultural dialogue and culture of peace.
3. Duration of the training under this curriculum in accordance with the structure of the educational program of higher education shall be 150 academic hours (5 academic credits).
Chapter 2. Goal, objectives and expected results of the curriculum
4. The goal of the curriculum shall be to form the students’ holistic view of philosophy as a special form of knowledge of the world, its main sections, problems and methods of studying them in the context of future professional activity.
5. The objectives of the curriculum shall be:
1) mastering the fundamentals of philosophical, ideological and methodological culture in the context of understanding the role of philosophy in modernization of public consciousness and solving global problems of modernity;
2) formation of students' philosophical reflection, skills of self-analysis and moral self-regulation;
3) development of research capabilities and formation of intellectual and creative potential.
6. According to the results of mastering the curriculum, the student shall have the following learning outcomes:
1) to describe the main content of ontology and metaphysics in the context of the historical development of philosophy;
2) to explain the specifics of the philosophical understanding of reality;
3) to justify the worldview as a product of philosophical understanding and study of the natural and social world;
4) to classify the methods of scientific and philosophical knowledge of the world;
5) to interpret the content and specific features of the mythological, religious and scientific worldview;
6) to substantiate the role and significance of key ideological concepts as values of the social and personal being of a human in the modern world;
7) to analyze the philosophical aspect of media texts, socio-cultural and personal situations to substantiate and make ethical decisions;
8) to formulate and competently reason their own moral position in relation to the actual problems of modern global society;
9) to conduct research relevant to identify the philosophical content of problems in the professional field and present the results for discussion.
Chapter 3. Structure and content of the curriculum
7. This curriculum shall begin with an overview of the goals and objectives, methods and technology of training, learning outcomes, prerequisites and post requisites of the discipline.
8. The content of the model curriculum of the general education discipline "Philosophy" for organizations of higher and (or) postgraduate education, including the content of the discipline, the topics of seminar (practical) classes and independent work of students shall be given in the annex to this curriculum.
9. Methods and technologies of training used in the process of the curriculum implementation shall be:
1) student-centered learning based on a reflexive approach to learning on the part of the learner;
2) competence-based learning;
3) role plays and educational discussions of various formats;
4) case study (analysis of certain situations);
5) project method.
10. Prerequisites and post requisites of the curriculum shall be established by the university independently.
| Annex to the model curriculum of the general education discipline "Philosophy" for organizations of higher and (or) postgraduate education |
The content of the model curriculum of the general education discipline "Philosophy"
for organizations of higher and (or) postgraduate education
№ | Content of the discipline | Themes of seminar (practical) classes | Themes of independent works of students | Number of hours |
The emergence and development of philosophy | ||||
Week 1-2: The emergence of a culture of thinking. The subject and method of philosophy | ||||
1 |
Culture of thinking. Artistic reflection. Philosophy as a love of wisdom. Dialogue of philosophy and its heuristic capabilities. Philosophical thinking as a critic and doubt. Critical attitude to the past as a condition of spiritual modernization and changes in the national consciousness of modern Kazakhstan. The personal nature of philosophical problems. | The subject, functions and tasks of philosophy | Preparation of analytical work (essay, abstract, report) on the theme "The role of philosophy in the implementation of the third modernization of modern Kazakhstan." | 10 |
Basics of philosophical understanding of the world | ||||
Week 3: Consciousness, soul and language | ||||
2 |
Soul, reason, mind, spirit. The cosmology of the soul and mind in ancient philosophy. Aristotle "About the soul." The concept of the soul in the tradition of Falsafa: Ibn Sina about the soul. Theological interpretation of the soul and spirit in the era of the Middle Ages. Gnosiological models of consciousness. The concept of innate ideas and the status of cogito in modern European philosophy. Transcendental foundations of mind in German classical philosophy. Three truths of Shakarim. Shakarim about the soul. The nature of the spirit and spiritual activity of man. Body and spirituality. Consciousness as an ontological problem. Facts of consciousness. Phenomena of consciousness. Factors determining the formation of consciousness. Anthroposociogenesis. The origin and essence of consciousness: basic concepts. The problem of consciousness in Eastern philosophy. The structure of consciousness. Unconscious, conscious, superconscious. The basic concepts of the unconscious in philosophy (Z. Freud, C.G. Jung). Consciousness as a text in postmodern philosophy (J. Derrida, J. Deleuze). Consciousness and self-consciousness. Consciousness and national identity. National identity in the context of the spiritual modernization of modern Kazakhstan. | Consciousness and the unconscious: a comparative analysis of philosophical concepts. |
1. Preparation of analytical work (essay, abstract, report) on the theme "Allegory of the cave: modern interpretation" (it is recommended to use the work by Derek Johnston "A brief history of philosophy"). | 10 |
Week 4: Beingness. Ontology and metaphysics | ||||
3 |
Beingness and existence. Essence and things in existence. | Evaluation of the substantial concept of beingness and analysis of the basic categories of ontology. | Preparation of creative work on the theme: "The main concepts of M. Heidegger's ontology." | 10 |
Week 5: Cognition and creativity | ||||
4 |
Knowledge as a problem of philosophy. Definition of the essence of knowledge in various philosophical concepts. The subject and object of knowledge. Opportunities and limits of knowledge. The question about the fundamental knowability of the world: cognitive optimism, skepticism and agnosticism. Natural philosophy of Milesian thinkers and skepticism of Anacharsis Scythian. Skepticism of D. Yum. Classical agnosticism of I. Kant. Dialectical method of G. Hegel. "Subjectless" epistemology of K. Popper. | Cognition as a philosophical problem. | Prepare a comparative analysis of inductive and deductive thinking using the example of the work of one thinker (optional). | 10 |
Week 6: Education, science, technique and technology | ||||
5 |
The success of modern science and its causes. Problem of method. The main methods of knowledge. Methods of scientific knowledge and specificity of scientific truth. The problem of demarcation of scientific and non-scientific knowledge. Values of science. Science as knowledge, activity and social institution. Classification of sciences: Aristotle, Al-Farabi, Ibn Sina, F. Bacon, G. Hegel, O. Conte. The philosophy of science of Shokan Ualikhanov. |
1. The problem of method in science. Science and technique. |
1. Drawing up of a "knowledge-information" comparative table based on a gnoseological analysis of the functioning of information in modern culture in the context of the article by N.А. Nazarbayev "Glance into the future: modernization of public conscience." | 10 |
Philosophy of a human and value-based world | ||||
Week 7: A human being | ||||
6 |
A human being and the Universe. The world of things. The specifics of the philosophical approach to the consideration of a human being. A human being in ancient Indian religious and philosophical teachings. A human being in the system of Confucianism and Taoism: male and female principle (Yin / Yang). Images of a human being in the history of ancient philosophy (Pythagoras, Plato, Protagoras, Socrates, Aristotle, etc.). Christian anthropology: a human being - the image and likeness of God (A. Augustine, F. Aquinas). Individualistic interpretation of a human being in the Renaissance (Pico della Mirandola). The mechanistic anthropology of the New Time: a human being - the "body" and a human being - the "machine" (J. Lametri). B. Pascal: a human being - a “thinking reed”. Anthropologism of L. Feuerbach. Marxist understanding of the essence of a human being. The Superman’s Idea in F. Nietzsche. A man and his beingness in the world; existentialism. An active man: pragmatism. Man as a symbolic animal: E. Cassirer. The man playing: I. Huizinga. One-dimensional man: G. Marcuse. | Comparative analysis of the problem of a human being in modern philosophy. |
1. Preparation of an essay on the problem of a human being in the philosophy of Abai Kunanbayev. | 10 |
Week 8: Life and death. Life purpose | ||||
7 |
Categories of human existence (happiness, faith, life and death). Ontological and axiological content of life. A human being, his mortality and immortality. The relationship of fundamental philosophical problems with the questions of life and death: metaphysics and moral philosophy. Understanding of the finitude as attainment of the purpose. Time, eternity and purpose. The problem of immortality in the worldview of Korkyt. Life purpose. The search for the life purpose. The problem of the life purpose in the history of philosophical thought: fatalism, hedonism, voluntarism, functionalism. The life purpose as the main category of Kazakh philosophy. | The most important aspects of the search for the life purpose in practical experience: a philosophical analysis. |
1. Preparation of the research project "The Problem of the life purpose as one of the main topics of Kazakh philosophy", based on a comparative analysis and commented reading of original sources on Kazakh philosophy. | 10 |
Week 9: Ethics. Philosophy of values | ||||
8 |
Axiology and morality. Historical types of ethical teachings. Fundamentals of the theory of values. The concept of value. Things in existence and the due. Ethical and legal norms. Ethical categories (duty, good, things in existence and the due, conscience, freedom). The golden rule of morality of Confucius, I. Kant's categorical moral imperative. Approaches to understanding the origins of human morality. Utilitarianism and deontological theories (theories of debt). Utility and principles. The nature of value-based consciousness. An ethical dimension in the falsafah tradition. The problem of justice in the philosophy of Jusup Balasaguni. Categories "ќӘт", "ќанақат", "тҚуба", "Қділет", "сабыр". |
1. Ethical dilemmas: situational analysis. |
1. Preparation of essay-reasoning on the topic "Ethical values of modern Kazakhstani youth." | 10 |
Week 10: Philosophy of freedom | ||||
9 |
The concept of freedom in the history of philosophy. Man and his freedom (B. Spinoza). | Understanding and interpreting the problem of free will | Preparation of creative work (essay, abstract, report) on the theme: "The role of traditional values in modern society." | 10 |
Week 11: Philosophy of art. | ||||
10 |
Philosophy and art. The peculiarity of art as a phenomenon of culture, its personal and social functions. The subject of artistic creativity. Man in the world of art. | Consideration of formation of musical aesthetics as an essential component of modern culture | Preparation of essay-reasoning on the theme "The role of art in the life of modern man" | 10 |
Week 12: Society and culture | ||||
11 |
Society as a philosophical concept. |
1. The phenomenon of social consciousness: forms, structure, essence. | Preparation of creative work (essay, abstract, report) on the theme "Philosophy of pragmatism in the context of priorities of modern development of Kazakhstan." | 10 |
Week 13: Philosophy of history | ||||
12 |
History as a subject of philosophical understanding. Relationship of ideas about time with the understanding of history. The "time" of the myth. Antique understanding of time and cyclicality of history. The regressivity of the historical process in Hesiod. The concept of "sacred history" in Christianity, eschatologism. Historosophy of Augustine. The theory of the historical cycle of D. Vico. Desacralization of history: educational concepts. Philosophy of the history of G. Hegel. Marxist understanding of history and its driving forces. "Critical" philosophy of history: V. Dilthey, G. Rickert, K. Jaspers and the concept of axial time. Historiosophy of O. Spengler and A. Toynbee. Anti-historicism of K. Popper. |
1. Analysis of problems of historical development in the Kazakh philosophy. |
1. An analytical review of the basic concepts of the development of the modern information society, based on a commented reading of primary sources and a comparative analysis of their content. | 10 |
Week 14: Philosophy of religion | ||||
13 | Definition of religion. Religion and philosophical knowledge. Religion and art. The phenomenon of "world religions." Early forms of religion. The diversity of approaches to the problems of early religious forms: evolutionism (E. Taylor), structuralism (C. Levi-Strauss). Buddhism, its main directions. Christianity, the history of its rise and the main forms. Islam. The history of formation of Islam, its dogma and historical forms of existence. Sufism (Al-Ghazali, Khoja Ahmed Yassawi). The problem of possibility of existence of religion as a philosophy in the XIX century, its causes. Religious and philosophical concepts of German romantics (F. Schleiermacher). Religious philosophy of S. Kierkegaard. | Philosophy of religion in modern culture |
1. Preparation of a research project on the theme: "The role and possibilities of philosophy in understanding and solving global problems of our time." | 10 |
Week 15: "Mangilik el" and "Rukhani zhangyru" – philosophy of new Kazakhstan | ||||
14 |
The categories "Mangilik el" and "Uly Dala" in the space-time continuum. Modernization processes in modern Kazakhstan: socio-political, economic and cultural aspects. The main directions of modernization of public consciousness. Spiritual rebirth. Problems of formation of national identity in the XXI century. | Strategy "Mangilik el" and the project "Rukhani zhangyru" as new vectors of historical development of Kazakhstan | Development of a research project on the topic: "Actual philosophical problems (areas of professional activity)" | 10 |
Note: 1 academic credit = 30 academic hours | ||||
Literature: Basic: | ||||
| Annex 3 to the order of the Minister of education and science of the Republic of Kazakhstan dated October 31, 2018 № 603 |
Model curriculum of general education discipline "Foreign language" for organizations
of higher and (or) postgraduate education
Chapter 1. General provisions
1. This model curriculum of the general educational discipline "Foreign Language" for organizations of higher and (or) postgraduate education (hereinafter referred to as the Program) has been developed in accordance with subparagraph 13) of paragraph 15 of the Regulations on the Ministry of Science and Higher Education of the Republic of Kazakhstan, approved by the Decree of the Government of the Republic of Kazakhstan dated August 19, 2022 No. 580 "On some issues of the Ministry of Science and Higher Education of the Republic of Kazakhstan" and shall define the objective, objectives, structure, content, teaching methods.
Footnote. Paragraph 1-as amended by the order of the Minister of Science and Higher Education of the Republic of Kazakhstan dated July 13, 2023 No. 314 (shall be enforced ten calendar days after the day of its first official publication).2. This curriculum shall be designed to train students on general education discipline "Foreign language" as one of the compulsory subjects of general education course.
3. The duration of the course in accordance with the structure of educational program of higher education shall be 300 hours (10 academic credits).
Chapter 2. Goal, objectives and expected results of the curriculum
4. The goal of the curriculum shall be the formation of intercultural communicative competence of students in the process of foreign language education at a sufficient level (A2, common European framework) and the level of basic sufficiency (B1, common European framework). Depending on the level of training, the student, at the time of completion of the course, shall reach the level B2 of common European framework of reference if the student, at the start, has the level of common European framework of reference above B1.
5. Objectives of the curriculum shall be:
1) learning of vocabulary and linguistic features of a foreign language and development of communicative-functional competence;
2) formation of intercultural competence as the ability to cross-cultural communication in the person, defined as a subject of intercultural communication.
3) development of skills of argumentation in a foreign language and understanding of linguistic and cultural peculiarities of a country of the target language.
6. Upon completion of the course, the student shall have the following learning outcomes:
1) systematizes conceptual foundations for understanding the communicative intentions of a partner, authors of texts at this level;
2) compares and selects the forms and types of speech/communication appropriate to the communicative intention with the logical structure adequate to the type of speech;
3) adequately expresses his own communicative intentions with the proper selection and appropriate use of appropriate linguistic resources with regard to their conformity to socio-cultural norms of the target language;
4) classifies the levels of use of real facts, links to authoritative opinion; verbal behavior is cognitively and communicatively justified;
5) reveals laws of development of a foreign language, paying attention to the study of stylistic originality;
6) knows the methods of linguistic description and analysis of the causes and effects of events in the texts of scientific and social character;
7) expresses in a foreign language the possible solutions to modern problems based on the use of evidence-based information;
8) conclusively uses the linguistic material with the linguistic means sufficient for this level, timely and independently corrects the mistakes made in case of 75% of error-free statements;
9) knows the strategy and tactics of building a communicative act, makes correct intonation in his speech, relying on the lexical adequacy within speech topics and grammatical correctness.
Chapter 3. Structure and content of curriculum
7. This curriculum shall begin with an overview of the goal and objectives, a thematic plan of the discipline, teaching methods, and assessment criteria, learning outcomes, prerequisites and postrequisites.
8. The content of the general educational discipline "Foreign language" for organizations of higher and (or) postgraduate education shall include the content of the discipline, themes of seminar (practical) and independent works of students, given in the Annex hereto. Subject content shall be presented in the form of cognitive-linguistic and cultural complexes consisting of spheres, themes, subtopics and typical situations of communication.
9. Methods and techniques of teaching, used in the curriculum implementation process shall be:
1) student-centred learning, based on reflective approach to learning on the part of the teacher and students;
2) interactive practical class (topical themes, discussion platform, a "Press conference", "Questions-answers-discussion");
3) an interactive roundtable, a seminar, role plays;
4) case study (analysis of specific situations);
5) project method (production and transformation of their own experience and competence).
10. Educational-methodical complex of the curriculum shall include:
1) the syllabus (curriculum);
2) guidelines for organization of independent works of students, timetable for their implementation, guidelines;
3) a brief subject content;
4) training materials for seminars (practical), laboratory classes;
5) a map of instructional and methodical security of the discipline;
6) a program of the final exam in the discipline.
11. Competency evaluation of students shall be carried out according to the following criteria: demonstration of understanding of linguistic material in the texts on the course, a glossary, use of the obtained knowledge.
Minimally adequate level (corresponding to the level A1 under the common European framework of reference).
11.1. The formed competence at the stage of minimally adequate level shall be the cognitive and communicative competence.
11.2. The modelled forms of speech and types of speech communication at the stage of minimally adequate level shall be: the dialogue of etiquette nature; dialogue-questioning.
The types of oral and written communication shall be: a description, a narration.
The types of written speech works shall be: a note, a private letter, a greeting card, a questionnaire, a form, a customs declaration, a plan of a message.
11.3. Descriptors of the minimally adequate level shall be:
- in the area of oral and written forms of communication:
- willingness and ability to convey information, to inform the interlocutor; to wonder, to inquire, to interrogate, to question; to advise, to recommend; to persuade, to warn, to characterize using value judgments; to express sympathy, antipathy, interest, indifference, hope, compassion.
- during a dialogue to conduct a simple conversation, based on prepared speech with the use of repetition, paraphrase and other means, to share short remarks to keep the conversation going, to communicate on familiar topics related to everyday life and studying speech topics (family, leisure time, etc.), use the formulas of speech etiquette (cliche) to begin, continue and end the dialogue.
in monologue speech:
To describe in simple phrases, his family, education, place of residence, fellow students, the daily routine, weather, seasons, etc., to make a brief message about yourself, your activities and interests.
During a written communication: using simple sentences to describe relatives, others, their occupations, home (apartment) and etc. based on the speech topics, to convey communicative intent in compliance with the normative requirements of the structure.
During listening:
- to understand the objective, the speech of the teacher and their fellow students;
- to perceive and to understand simple everyday expressions of everyday use;
- to understanding articulated and slowly spoken questions and instructions, prescriptions or simple short instructions of the teacher;
- in fragments (at the level of words, phrases and simple phrases) to guess the subject;
During the reading the following skills are formed:
- read and highlight familiar names, words, simple phrases in the proposed texts;
- read the pragmatic texts that regulate the daily lives of people in the target language country; menu, and signboards, routes and maps of the roads, different signs and warnings, schedules, and notices – the information that produces an indicative basis of the action in a new sociocultural environment.
Criteria for assessment of competence for minimally adequate level:
Level of assessment: the optimum, high, medium, low.
The content of the criteria of assessment levels shall be:
Compliance with the rules of organization of a foreign language text. The content and volume of a written text (the accuracy of the transmitted information, compliance with the regulatory requirements).
Lexical richness, grammatical structure (right structure of etiquette formulas, rules of spelling and punctuation).
Optimum level:
- understanding of the communicative intentions of a partner at this level, pointing to the object of speech with gestures;
- the ability to express their communicative intentions at this level, using the visibility in case of a shortage of words;
- selection of form and type of speech/ communication at this level, expressed verbally and visually;
- expression of communicative intention using real facts reflected in the photo or pictures;
High level:
- the common understanding of the communicative intentions of the partner with the use of detailing.
- the ability to adequately express their communicative intentions in a sufficiently correct conformity to socio-cultural norms of the target language;
- selection of form and type of speech/communication with insufficient logical structure to the adequate type of speech;
- the lack of completeness of the communicative intention at a high enough degree of evidence with the use of some facts and references;
Medium level:
- only a rough understanding of the communicative intentions of the partner;
- adequate enough expression of their communicative intentions with the use of a limited volume of lexical units;
- selection of form and type of speech does not always correspond to the communicative intention;
- the lack of completeness of communicative intention, the use of separate facts is distorted due to interference;
Inability to join in the discussion at the required level. Verbal behavior is communicatively and cognitively insufficiently expressed.
11.4. A sufficient level (corresponding to the level A2 under the common European framework of reference).
The formed competence at the stage of a sufficient level shall be the cognitive, socio-cultural and communicative competence.
The modelled forms of speech and types of speech communication at the stage of a sufficient level shall be:
- a dialogue on the exchange of information in the social, socio-cultural, educational and professional spheres;
- a dialog – a call to action.
The types of oral and written communication shall be: a description, a narration with the elements of reasoning.
The types of written conversational works: a description, a narration.
The types of written conversational works: a detailed note, a private letter, a greeting card, a questionnaire, a form, a customs declaration, a plan of a message with the elements of reasoning.
Descriptors of a sufficient level shall be:
in the area of oral and written forms of communication:
- ability and willingness to vary and combine the language material, focusing on solution of specific communicative tasks in the most common standard communication situations provided for by the curriculum;
During the dialogue:
- to cope effortlessly with simple everyday situations in communication with a teacher, classmate, and other person;
- to use simple phrases and sentences in a dialogue to exchange information in social, socio-cultural and educational-professional spheres;
- to respond to the offer and to take the initiative and call the interlocutor to action, argue or agree with the partner;
in monologue speech:
- using a series of phrases and expressions to make a more detailed description of his friends, living conditions, food preferences, their leisure time, orientation in the city, current national and family holidays, etc.,
- to describe a picture;
- to retell briefly the content of the text read with expression of his position at the elementary level,
- to make a short report (10-15 phrases) on the studied topic.
During a written communication:
- to write a simple short note, a short personal letter, to complete the form in compliance with the regulatory requirements of the structure, to compose and record your daily routine, simply describe your preferences, biography, current events, etc.,
- to make and write down a plan to the text read and brief points of his speech on the text, topic.
During the listening:
- to understand the general content of the speech of another person in direct contact, if they speak on familiar topics;
- to rely on background socio-cultural knowledge, the studied lexical and grammatical material, as well as on the contextual semantic guess;
- to understand phrases and frequent vocabulary, related to the areas of immediate personal communication, for example, basic personal and family information, shopping, activities);
- to understand main points in short and simple messages and announcements.
During a reading:
- to read texts in the form of instructions for performance of tasks of a low level of operational complexity in the studied topic;
- to work with bilingual dictionaries and other reference books, to be well-informed in them;
- to apply to their own reading experience, including in their native language;
- to develop linguistic and semantic guess;
- to develop independent reading skills.
Criteria for assessment of competence at a sufficient level (A2) shall be:
Levels of assessment: the optimum, high, medium.
The content of the assessment criteria levels:
- to understand the general content of the text of advertising audio texts, radio ads, TV, at the airport, at the train station (the answers to the questions of a general nature, doing the tests of multiple choice).
Optimum level:
- understanding of the communicative intentions of the partner, authors of texts at this level;
- the ability to adequately express their communicative intentions at this level;
- selection of the form and type of speech/communication at this level with the logical structure adequate to the type of speech;
- sufficient completeness of expression of communicative intentions, using real facts, links to authoritative opinion;
High level:
- the general understanding of the communicative intentions of the partner with the use of clarifications;
- the ability to adequately express their communicative intentions in a sufficiently correct record of their conformity to socio-cultural norms of the target language;
- selection of the form and type of speech/ communication with the logical structure insufficient to the adequate type of speech;
- the insufficient completeness of expression of the communicative intention at a rather high degree of evidence with the use of some facts and references;
Medium level:
- only a rough understanding of the communicative intentions of the partner;
- adequate enough expression of their communicative intentions with the use of a limited volume of lexical units;
- selection of the form and type of speech does not always correspond to the communicative intention;
- insufficient completeness of expression of the communicative intentions, the use of some facts is distorted due to interference;
Inability to join in the discussion at the required level. Verbal behavior is communicatively and cognitively insufficiently expressed.
11.5. The level of basic sufficiency – (corresponding to the level B1 under the common European framework of reference):
The formed composition of competences at the stage of formation of the basic sufficiency level shall be: linguo-culturological, socio-cultural, cognitive, communicative competence.
The modelled forms of speech and types of speech communication at the stage of formation of the basic sufficiency level shall be: a dialogue – questioning; a dialogue - an exchange of views; a dialogue - conversation.
The types of oral and written communication shall be: a description, a narration, reasoning, communication with elements of argumentation, an explanation, a definition, an evaluation.
The types of written speech works shall be: e-mail of a personal nature, a text, a message, a statement, curriculum vitae, CV.
Descriptors of the basic sufficiency level shall be:
- the mastering of the language system and the ways of its use in intercultural communicative activities;
- the mastering of the speech system and communication as the willingness and ability to perform the following communicative acts:
- to explain, to persuade, to provide evidence-based information in the framework of the studied functions and themes, to express their opinion on art and culture problems (theater, films, books, music);
- to express their opinon on the topic for discussion and interpretation through own experience of perception, assessment system (socio-domestic, socio-cultural sphere);
- to hold a conversation or discussion (to take part without preparation in a conversation on a familiar topic in a specific situation, follow the conversation and understand clearly the spoken speech addressed to him, to ask again if necessary, to express their own emotions and react to them (annoyance, sadness, interest, indifference).
- in the area of oral and written forms of communication:
- willingness and ability to convey information, to inform the interlocutor; to wonder, to inquire, to interrogate, to question; to advise, to recommend; to persuade, to warn, to characterize, using value judgments; to express sympathy, antipathy, interest, indifference, hope, compassion.
- during a dialogue, the ability to hold the attention of a partner; to show interest; to solve the problem of shortage of words due to their approximate replacement, gestures, facial expressions; to exercise self-correction in the case of reservations; to speak clearly and slowly and, if necessary, to repeat the said things; to make phrases, combining simple groups of words with the conjunctions;
- in monologue speech:
- to describe situations or events in the form of a series of sequential statements within basic themes of social, socio-cultural, educational and professional spheres of communication with interpretation through own experience of perception;
- to retell the plot of a book or film and describe his reaction to it with the reasoning of his point of view;
- to make a simple pre-prepared report on a given topic.
During a written communication:
- to write simple connected text;
- to describe familiar things/ objects or real events within the themes and subtopics;
- to write short simple essays on the topics of interest;
- to write short reports, simple in form and content with the actual information of everyday nature and explanation of the necessary actions;
During the listening the ability to understand:
- simple information messages on the theme of professional life;
- a conversation on familiar topic under the condition of a clear normative pronunciation; to monitor the addressed speech of the interlocutor;
- information on radio and television program in the recording with a clear normative pronunciation;
- the main provisions of the news reports on the radio and the basic texts on familiar topics in record of a slow pace;
- most of the TV programs on topics of interest (interviews, short lectures, news reports);
During a reading, the skills:
- to view the text in the electronic and paper forms and to find the information they need;
- to find and understand the needed information in everyday material (letters, brochures, short official documents);
- to set the logic of the arguments on the topic of the text without details;
- to identify the basic provisions of a simple newspaper article on familiar topic;
- to read and understand simple texts with factual information on the topic of interest;
- to understand the technical rules set out in simple language (safety rules);
- to read and extract the necessary information from booklets, catalogs, brochures, menus, schedules and to take it for action or information.
Criteria for assessment of completeness of competences at the basic sufficiency level (B1):
1. Implementation of the communication plan
2. Logical-structural integrity
3. Mastering of subject content of the speech
4. Compliance with the linguistic and cultural norms of native speakers
5. Linguistic correctness of speech; mastering of metalanguage.
Levels of assessment: the optimum, high, medium, low.
The content of assessment criteria levels: Optimum level:
- a complete understanding of the communicative intentions of the partner, authors of texts at this level;
- the ability to adequately express their communicative intentions with the proper selection and appropriate use of appropriate linguistic resources with regard to their conformity to socio-cultural norms of the target language;
- selection of the appropriate communicative intention of the form and type of speech/ communication with the logical structure adequate to the type of speech;
-maximum sufficient completeness of expression of communicative intention, evidence sufficient for this level, using real facts, links to authoritative opinion, etc.; verbal behaviour is cognitively and communicatively justified;
- correct mastering of the strategy and tactics of building a communicative act;
- the correct use of language means in speech, the ability to correct mistakes timely and independently in case of 75% of mistake-free statements; correct intonation of the speech, lexical adequacy within the speech topic of the level and grammatical correctness.
High level:
- lack of complete understanding of the communicative intentions of the partner with the use of counter-questions to clarify;
- the ability to adequately express their communicative intentions with the selection and not always appropriate use of appropriate linguistic resources at a sufficiently correct record of their conformity to socio-cultural norms of the target language;
- selection of the appropriate communicative intention of the form and type of speech/communication with the logical structure inadequate to the type of speech;
- the lack of completeness of expression of the communicative intention at a high enough degree of evidence with the use of some facts and references;
- correct mastering of the strategy and tactics of building a communicative act;
- the correct use of language means in speech, the ability to correct mistakes timely and independently in case of 50% of mistake-free statements; correct intonation of a speech, lexical adequacy within the speech topic of the level and grammatical correctness.
Middle level:
- only a rough understanding of communicative intentions of the partner with constant use of counter-questions to clarify;
- adequate expression of communicative intentions, using simple structures and a fairly limited volume of lexical units;
- the selection of the form and type of speech does not always correspond to the communicative intention;
- the lack of completeness of expression of communicative intention at a fairly low degree of evidence with the use of some facts;
- the lack of proper mastering of the strategy and tactics of building a communicative act;
- the lack of correct use of language means in the speech in case of 25% of mistake-free statements; not quite correct intonation, lexico-grammatical structure of the speech.
Low level:
Inability to join in the discussion at the required level. Verbal behavior is communicatively and cognitively insufficiently expressed.
11.6. The basic standard level – compliance with the B2 level of the common European framework of reference:
The formed composition of competences at the stage of formation of the basic standard level shall be: linguo-culturological, socio - cultural, cognitive, communicative competence.
The modelled forms of speech and types of speech communication at the stage of formation of the basic sufficiency level shall be: a conversation, an interview, a discussion.
The types of oral and written communication shall be: a description, a narration, reasoning, a communication, reasoning.
The types of verbal statements shall be: an explanation, a definition, an evaluation, a summary, an interpretation, a comment.
The types of written speech works shall be: CV, Fax, an official letter, thesis, and essay.
Descriptors of the basic standard level shall be:
- the mastering of the language system and the ways of its use in intercultural communicative activities;
- the speech system and communication as:
- the willingness and ability to perform the following communicative acts:
- to hold a fluent conversation on a variety of topics: general, academic, professional, and concerning free time;
- to communicate without preparation, avoiding grammatical errors, without apparent restrictions of speech styles;
- to engage in dialogue quite fluently and without preparation;
- to emphasize a personal interest in any matter, to explain and support his point of view with the necessary arguments;
- to convey emotions in a conversation.
- in the area of oral and written forms of communication the students demonstrate the willingness and ability:
- to perceive and understand the message while listening and reading in the studied areas and speech topics,
- to find out, clarify;
- to supplement the statements of the interlocutor;
- to put forward a controversial thesis, hypothesis;
- to explain; to express awareness;
- to inspire to action and encourage a partner;
- to offer assistance and respond to it;
- to allow the intervention of the partner;
- to improve, to make comments, guidelines;
- to interrupt the interlocutor;
- to respond with a counter-question;
- to encourage co-reflection (individual activities);
- to substantiate their opinion; to oppose different points of view; to summarize;
- to express: compassion, regret; satisfaction / dissatisfaction;
- joy, sorrow;
- doubt, disappointment, frustration;
- confusion, fear, anxiety;
- recognition of falseness of their own statements.
- to contact and to hold a conversation, observing neutral, formal, informal styles of communication:
- to engage in conversation; to hold it;
- to express a lack of understanding, to ask to repeat it, to change the subject of conversation;
- to end the communication;
- to give rather detailed descriptions on a wide range of the issues of interest;
- to develop and support their point of view by rather detailed additional statements and examples;
- to explain their point of view on a topical issue, pointing out the pros and cons of the proposed situation;
- to make a pretty clear message on the most common issues almost without preparation;
- to make clear, logically structured report, highlighting important points, giving the pros and cons of a particular point of view, talking about the pros and cons of different options.
- to convey communicative intention with regulatory requirements (formal letter, essay, etc.);
- to state in writing the facts, events of the read, heard and viewed (text, picture and video), as well as to express his attitude to the actions of actors, to the described facts and events;
- to write an essay or report to develop any position, arguing for and against a certain point of view and explaining the pros and cons of the solutions;
- to catch a large part of what is being said around and to participate in discussion;
- to understand the main provisions of lectures, conversations, reports and other types of thematically and linguistically quite complex performances, related to educational and professional activities;
- to understand announcements and messages on specific topics, if they are spoken at normal speed;
- to understand information in the language in the noisy recording;
- to understand the recorded speech;
- to determine the point of view of the speaker, his attitude to anything and identify information contained in the speech;
- to understand the radio documentary and other materials, broadcast on the radio or in record;
- to understand the television news and programs about current events;
- to understand the content of the documentaries, etc.
- to skim a fairly complex text, highlighting the important details;
- to quickly get the content of the article and determine the relevance of news, article or message on the programe range of topics;
- to read independently and understand the texts selectively using the necessary references (rare idiomatic expressions can cause difficulties);
- to highlight the most important facts and events from newspaper and magazine articles; - to emphasize the main thought, idea;
- to accurately and adequately understand the content of text;
- to determine the meaning of unfamiliar words by context and word structure (linguistic and contextual guess);
- to find in the text the realities and words with the national-cultural component of semantics;
- to select culturally relevant information;
- to critically interpret the information received, to evaluate facts and events;
- to express their attitude to the events, to actions of characters;
- to skim the texts of small forms in search of the necessary information;
- to extract the necessary information from a material of a pragmatic nature (advertising, brochures, programmes, information leaflets, brochures);
- to read correspondence on the issues of interest and easily understand the main idea.
Criteria for assessment of formation of competences at the basic standard level:
1) Implementation of the communication plan;
2) Logical-structural integrity
3) Mastering of substantive content of the speech
4) Compliance with the linguistic and cultural norms of native speakers
5) Linguistic correctness of speech; mastering of metalanguage. Levels of assessment:
the optimum, high, medium, low.
The content of the evaluation criteria levels:
The optimum level:
- a complete understanding of the communicative intentions of the partner, the authors of the texts at this level;
- the ability to adequately express their own communicative intentions with the correct selection and appropriate use of appropriate language means, taking into account their compliance with the social and cultural norms of the target language;
- selection of the form and type of speech / communication appropriate to the communicative intention with the logical structure adequate to the type of speech;
- the maximum sufficient completeness of expression of the communicative intention, the evidence with the use of real facts sufficient for a given level, references to authoritative opinion, etc., verbal behavior is communicatively and cognitively justified;
- proper mastering of the strategy and tactics of building a communicative act;
- correct use of language means in speech, the ability of timely and independent correction of mistakes made in case of 75% of unmistakable statements; correct intonation of speech, lexical sufficiency within the framework of speech theme of the level and grammatical correctness.
High level:
- incomplete understanding of the communicative intentions of a partner, using counter questions for clarification;
- the ability to adequately express their own communicative intentions with selection and not always appropriate use of appropriate language means with a sufficiently correct record of their compliance with the socio-cultural norms of the target language;
- selection of the form and type of speech / communication appropriate to the communicative intention with the logical structure insufficient to the adequate type of speech;
- insufficient completeness of expression of communicative intention with a sufficiently high degree of evidence using certain facts and references;
- proper mastering of the strategy and tactics of building of a communicative act;
- correct use of language means in speech, the ability of timely and independent correction of mistakes made with 50% of unmistakable statements; correct intonation of speech, lexical sufficiency within the framework of speech subjects of the level and grammatical correctness.
Medium level:
- only a rough understanding of the communicative intentions of the partner with the constant use of counter-questions for clarification;
- sufficiently adequate expression of their own communicative intentions using, however, the simplest structures and a fairly limited amount of lexical units;
- selection of the form and type of speech does not always correspond to the communicative plan;
- insufficient completeness of the expression of the communicative intention with a rather low level of evidence using certain facts;
- insufficiently correct mastering of the strategy and tactics of building of a communicative act;
- insufficiently correct use of language means in speech with 25% of unmistakable statements; not enough correct intonation, lexical and grammatical structure of speech.
Low level:
Inability to enter into the discussion at the required level. Speech behavior is communicatively and cognitively unsufficiently expressed.
Language proficiency requirements
A1 level
Mastering of the language system and the ways to use it in intercultural and communicative activities:
Phonetic material:
- further improvement of listening and pronunciation skills applied to new language material.
Lexical material:
- consolidation of the most common vocabulary, reflecting a wide specialization;
- expansion of vocabulary due to the learning of 800-1000 lexical units;
- word compatibility: free phrases, morpho-syntactic and lexical-phraseological phrases;
- familiarization with phraseological and combinatorial dictionaries.
Grammar material
The English language:
- Articles: zero article, definite article, indefinite article;
- Pronouns (Relative, Possessive, Reflexive);
- Present simple, or continuous;
- Adverbs of frequency;
- Gerund or infinitive?;
- Present continuous (future);
- Future forms: will / going to;
- Past simple (regular / irregular);
- Comparative/Superlative Adjectives;
- Phrasal verbs (verb+preposition, verb+particle, verb + particle + preposition);
- Modals verb;
The German language:
- Aussagesatz Wort – und Satzfrage. Imperativ "Sie" Konjugation Präsens;
- Artikel Negation Possessivartikel;
- Akkusativ Verben mit Vokalwechsel Modalverb "möchten";
- Trennbare Verben Modalverben "Können", "müssen", "dürfen". Uhrzeit;
- Demonstrativpronomen;
- Indefinitpronomen. Ortsangaben;
- Possessivartikel. Modalverb "sollen". Imperativ 2;
- Person Singular und Plural. Perfekt: Struktur und Beispiele;
- Perfekt: alle Verben. Richtungsangaben. Personalpronomen im Akkusativ;
- Wechselpräpositionen;
- Dativ. Komparativ und Superlativ (prädikativ);
- Demonstrativpronomen im Akkusativ;
- Genitiv;
- Artikel + Adjektiv + Nomen. Artikelwörter "dieser", "mancher", "jeder" / "alle";
- Reflexive Verben mit Präpositionalergänzung. Fragewörter und Pronomen "wofür?", "dafür". Konjunktiv II;
- Steigerung und Vergleich Passiv.
The French language:
- L’article determiné et indeterminé;
- L’ordre des mots;
- la mise en relief;
- le présent des verbes réguliers et irréguliers;
- la négation;
- l’interrogation (qui, que, quand, où);
- les pronoms et ses types;
- les adjectifs et ses types;
- les formes et les sens de la conjugaison pronominale;
- le présent progressif – le future proche – le passé récent.
Language proficiency requirements
A2 level
Mastering the language system and ways of its use in intercultural and communicative activities.
Phonetic material:
- further improvement of listening and pronunciation skills in relation to new language material.
Lexical material:
- consolidation of the most common vocabulary, reflecting a wide specialization;
- expansion of vocabulary due to the learning of 800-1000 lexical units;
- word compatibility: free phrases, morpho-syntactic and lexical-phraseological phrases;
- familiarity with phraseological and combinatorial dictionaries.
Grammar material
The English language:
-Articles: zero article, definite article, indefinite article;
- Pronouns (Relative, Possessive, Reflexive);
- Present simple, or continuous;
- Look or look like?;
- Adverbs of frequency;
- Gerund or infinitive?
- Present continuous (future);
- Future forms: will / going to;
- Past simple (regular / irregular);
- Comparative/Superlative Adjectives;
- Phrasal verbs (verb+preposition, verb+particle, verb + particle + preposition);
- Modals verb;
- Zero & First Conditionals.
the German language:
- Aussagesatz Wort – und Satzfrage Imperativ "Sie" Konjugation Präsens;
- Artikel Negation Possessivartikel;
- Akkusativ Verben mit Vokalwechsel Modalverb "möchten";
- Trennbare Verben Modalverben "Können", "müssen", "dürfen" Uhrzeit
- Demonstrativpronomen. Indefinitpronomen. Ortsangaben
- Possessivartikel. Modalverb "sollen". Imperativ 2.;
- Person Singular und Plural. Perfekt: Struktur und Beispiele;
- Perfekt: alle Verben. Richtungsangaben. Personalpronomen im Akkusativ;
- Wechselpräpositionen;
- Dativ. Komparativ und Superlativ (prädikativ);
- Demonstrativpronomen im Akkusativ;
- Genitiv;
- Artikel + Adjektiv + Nomen. Artikelwörter "dieser", "mancher", "jeder" / "alle";
- Reflexive Verben mit Präpositionalergänzung. Fragewörter und Pronomen "wofür?", "dafür".
Konjunktiv II;
Steigerung und Vergleich Passiv;
the French language:
- le présent des verbes réguliers et irréguliers;
- l’impératif;
- le complément;
- les adverbes et ses types;
- les pronoms et ses types;
- le participe présent;
- le participe passé;
- le passé composé;
- l’imparfait;
- le futur simple;
- les adjectifs et ses types;
- les formes et les sens de la conjugaison pronominale;
- les articles partitifs;
- les mots exprimant la quantité (assez-trop);
- le présent progressif – le future proche – le passé récent;
- le discours direct et indirect;
- les verbes à l’infinitif;
- l’adjectif;
- les comparatifs et les superlatifs;
- le subjonctif présent.
Language proficiency requirements
B1 level
Phonetic material:
Improvement of pronunciation skills and abilities to correctly understand what was heard, as well as correctly pronounce the words and phrases, including "speech rate", mastering the most common intonation patterns.
Lexical material:
1200 lexical units characterized by high usage, broad compatibility and reflecting both neutral style of speech and the elements of everyday-conversational and publicistic styles of speeches. Particular attention is drawn to the non-equivalent and background vocabulary for use in all types of speech activities within the specified areas of communication and speech topics.
Grammar material:
The English language:
Articles: zero article, definite article, indefinite;
- Pronouns (Relative, Possessive, Reflexive);
- Present Simple, Future Simple, Past Simple;
- Modals verb;
- Gerund;
- Active& Passive Voice;
- Reported speech;
- Conditionals (Zero, First, Second and Third);
- Quantitative and ordinal numerals, fractions;
- Present perfect + yet / already / just;
- Present perfect or past simple?;
- Participle I;
- Participle II.
the German language:
-Genitiv der Nomen;
-Präteritum der Modalverben;
-Passiv mit Modalverben;
-Infinitivsatz: Infinitiv mit "zu" Präteritum;
-Konstruktion mit "es";
-Nebensatz: Relativsatz. Relativpronomen;
-Präpositionalpronomen;
-"lassen" + Infinitiv;
- Indirekter Fragesatz . Infinitiv mit "um zu". Nebensatz mit "damit";
- Präpositionen "außer" und "wegen". Ausdrücke mit Präpositionen
- Reflexive Verben Unbetonte Akkusativ – und Dativergänzungen. Reziprokpronomen;
- Verben mit Präpositionen und Pronominaladverbien;
- Temporalsätze (als, wenn);
- Die Position von nicht;
- Konjunktiv II: irreale Wünsche und Bedingungen;
the French language:
- Le temps plus-que-parfait;
- le conditionnel présent;
- Concordance des temps: l’antériorité – la postériorité – la simultanéité;
- l’expression du futur et de projet (futur proche);
- l’expression de la comparaison;
- les expression de l’identité, de la ressemblance et de la différence;
- la voix active et la voix passive;
- la forme pronominale аu sens passif;
- la forme impersonnelle;
- les constructions adverbials;
- le gérondif;
- les propositions participiales;
- les propositions compliquées;
- les propositions subordonnées;
Language proficiency requirements
B2 level
Phonetic material:
Phonetic phenomena: palatalization, assimilation, lateral explosion, nasal explosion, loss of an explosion, reduction.
Lexical material:
1500 lexical units, characterized by high usage, wide compatibility and reflecting both neutral style of speech and the elements of everyday-conversational and publicistic styles of speeches. Particular attention is drawn to the non-equivalent and background vocabulary for use in all types of speech activities within the specified areas of communication and speech topics.
Grammar material:
The English language:
- Articles: zero article, definite article, indefinite;
- Pronouns (Relative, Possessive, Reflexive);
- Present Simple, Future Simple, Past Simple;
- Gerund;
- Present continuous (future), invitations: Would you like to …?;
- Future forms: will / going to, present continuous, might / may + inf;
- Past simple (regular / irregular);
- Comparatives and superlatives as … as;
- Connectors: although, however/ despite;
- Present perfect + yet / already / just;
- Present perfect or past simple?;
- Phrasal verbs (verb+preposition, verb+particle, verb + particle + preposition)
- Passive voice;
- Modals verb: might, could, must, can’t, ought to /Should / shouldn’t;
- Zero, First, Second and Third Conditionals;
- Clauses;
- Reported speech: statements and questions; imperative and requests;
the German language:
- Genitiv der Nomen;
- Präteritum der Modalverben;
- Passiv mit Modalverben;
- Infinitivsatz: Infinitiv mit "zu" Präteritum;
- Konstruktion mit "es";
- Nebensatz: Relativsatz. Relativpronomen;
- Präpositionalpronomen;
- "lassen" + Infinitiv;
- Indirekter Fragesatz . Infinitiv mit „um zu“. Nebensatz mit „damit“;
- Präpositionen „außer“ und „wegen“. Ausdrücke mit Präpositionen
- Reflexive Verben Unbetonte Akkusativ – und Dativergänzungen. Reziprokpronomen
- Verben mit Präpositionen und Pronominaladverbien
- Temporalsätze (als, wenn);
- Die Position von nicht;
- Konjunktiv II: irreale Wünsche und Bedingungen;
the French language:
- le conditionnel passé;
- cohérence du texte: nominalisations – pronoms personnels et indéfinis;
- l’expression du but, de la condition et de la restriction;
- l’expression de l’hypothèse;
- l’expression de la cause;
- l’expression de la consequence;
- l’expression de l’opposition et de la concession;
- les expression de l’identité, de la ressemblance et de la différence;
- la forme pronominale аu sens passif;
- la forme impersonnelle;
- les constructions adverbiales;
- les propositions participiales;
- les propositions subordonnées relatives;
| Annex to the model curriculum of the general education discipline "Foreign Language" for organizations of higher and (or) postgraduate education |
The content of the general education discipline "Foreign Language" for organizations of
higher and (or) postgraduate education
At the minimum sufficient level (A1) the following topics are implemented: | ||||
Weeks | Content of the discipline | Themes of seminar (practical) classes | Situations for independent work of students | Number of hours |
Social sphere of communication: My home and I | ||||
1 | Greeting, saying goodbye, instroducing yourself in a formal and informal situation, nationality, countries, languages, family, marital status, family composition, kinship, appearance, character, personal qualities, daily routine. | Greetings | You have arrived at another university for academic mobility. Introduce yourself to a new group, tell about your country, nationality, language, etc. | 10 |
2 | My family | You entered a university in another country and live in a family. Email a friend in your city about the family you live with. Describe the appearance, character, personal qualities of family members. | 10 | |
3 | Daily routine | Study the daily routine of successful people. Write a life hack of successful people about the correct daily routine. | 10 | |
Socio-cultural sphere of communication: | 10 | |||
4 | Food and drinks, food products, types of snackbars, cafes, restaurants, fast food, salads, vegetables, fruits, dessert, sweets, purchase, prices, food store, shopping center, discounts, design, size | Food | In the microblock, offer a recipe for your favorite dish. Name the necessary products and describe the cooking process. | |
5 | Shopping | You need to buy clothes. Consult with a consultant in a boutique about the design, size, color and quality of clothing. | 10 | |
Social sphere of communication: Man and his health | ||||
6 |
Man, health, sport, nature and man, climate, weather, ecology, healthy food, leisure, hobbies, sports, healthy lifestyle, physical education, sports games | Man and his health | Work on the project on the topic "Tasty, healthy and not expensive: the perfect menu for a student" | 10 |
7 | Sports in human life | Life hacks for students about a healthy lifestyle. | 10 | |
8 | Leisure time | Together with a friend study movie posters and events, the schedule of performances, concerts and exhibitions. Select the events you want to attend (work in pairs) | 10 | |
Socio-cultural sphere of communication: Motherland | ||||
9 |
Native country and country / countries of the target language, geographical location, climate, weather, capital, their attractions. Urban / rural living environment, housing, house, apartment, garden, furniture, furnishings, living conditions, household appliances, equipment. | Motherland | describe your country / country of the target language, its geographical location, climate, capital, their attractions | 10 |
10 | Traveling | In the summer you are planning a cruise in Europe (Asia, other countries). Plan your trip by day. Describe how many countries and which places you are going to visit. Tell us what you can and cannot do in those countries. | 10 | |
11 | Tourist attractions of the city | Prepare a guide to the native land "Welcome to our city!" Make a selection of the most interesting places in the city. | 10 | |
12 | My home! | Imagine yourself as a designer and try to design your new home. Offer several options for interior design. | 10 | |
Socio-cultural communication: the environment | ||||
13 | Environmental protection, nature and environmental problems, Healthy lifestyle, modern gadgets, applications, Internet, radioactive waves | Protection of environment | Conduct a survey on the topic "Attitude of students to the problem of protection of environment." Present the results of your research on the bargraph. | 10 |
14 | Nature and ecology problems | Environmental organizations regularly publish recommendations for all who wish to contribute to the protection of the environment. The basic principle of such recommendations is: "Anyone can do it." Offer your list of advice, based on these recommendations to university students. | 10 | |
15 | Modern learning and gadgets | Explore the possibilities of using modern gadgets in the learning process. Offer iPad apps that can be used by teachers in a foreign language class. | 10 | |
Note: 1 academic credit = 30 academic hours | ||||
At a sufficient level (A2) the following topics are implemented: | ||||
№ Weeks | Content of the discipline | Themes of seminar (practical) classes | Situations for independent work of students | Number of hours |
Social sphere of communication: my family and I | ||||
1 |
Nationality, countries, languages, family, marital status, marriage, family composition, family ties, family relationships, appearance, character, personal qualities. | My family and I | Describe the appearance and character of your family members. Do you believe that sides of the character can be identified by appearance? | 10 |
2 | Modern young family | The composition on the topic "The dispute of generations: together and apart." Try to identify the causes of disagreements between family members. | 10 | |
3 | Relationships between different generations | Conduct an empirical analysis of the relationship between representatives of different generations in modern society. Present your findings in the form of a report. | 10 | |
4 | My home is my strength | Try yourself as an expert in design and find the obvious mistakes that designers have made in the design of your home. Suggest home improvement options for comfort. | 10 | |
Social sphere of communication: Man and his health | ||||
5 |
Man, health, sport, nature and man, climate, weather, ecology, healthy food, leisure, hobbies, sports, healthy lifestyle, physical education, sports games | Man and his health | Work on the project on the topic "Tasty, healthy and not expensive: the perfect menu for a student" | 10 |
6 | Sports in human life | Life hacks for students about a healthy lifestyle | 10 | |
7 | Leisure | Together with a friend, study movie posters and events, the schedule of performances, concerts and exhibitions. Select the events you want to attend (work in pairs) | 10 | |
Socio-cultural sphere of communication: the world map | ||||
8 | The world map, geographical location of Kazakhstan and the country of the target language, nationalities, city, transport, orientation in the city, sights of the city, flora and fauna. | The world map | Make an ethnographic map of the world. List the main countries, briefly describing them. | 10 |
9 | Geographical location and boundaries | Name the most important features of the geographical position of Kazakhstan (the country of the target language) and prove that they determine the main features of the nature of the country’s territory. | 10 | |
10 | Tourist attractions of the city | Prepare a guide to the native land "Welcome to our city!" Make a selection of the most interesting places in the city. | 10 | |
Socio-cultural sphere of communication: customs and traditions | ||||
11 |
Holidays, traditions, customs; family customs and traditions of celebrating a birthday and other events in a person’s life; national holidays, their significance, traditions of celebration | Traditions and customs of the Republic of Kazakhstan and the country of the target language. | The project "Traditions and customs associated with the birth and upbringing of a child in the Republic of Kazakhstan and the country of the target language". | 10 |
12 | Cultural and national holidays | Ask the interlocutor about the traditions of celebrating various events, national holidays in his country. | 10 | |
Educational and professional communication: Future profession | ||||
13 | Education, studying at university, student life, study subjects, daily routine, the faculty where I study, my future profession, employment, volunteering, professional qualities, professional growth, career. | My education | Take the test "Determination of the type of future profession." Tell us what type of profession you are offered to achieve success in your future career. How much do you agree with the test result? | 10 |
14 | My university | Skype-conversation with foreign peers about the organization of academic work, academic disciplines, university life in two countries: identify similarities and differences. | 10 | |
15 | Future profession | Work on the project on the topic: "What should a real professional be?" | 10 | |
Note: 1 academic credit = 30 academic hours | ||||
At the level of basic sufficiency (B1) the following topics are implemented: | ||||
№ Weeks | Content of the discipline | Themes of seminar (practical) classes | Situations for independent work of students | Number of hours |
Social sphere of communication: Family in modern society | ||||
1 | Family in modern society; modern young family and its problems; types of modern families in the world; family relationships; budget of a young family and main expense items | Family in modern society | Suppose that in a family your loved ones do not share your hobby. Talk to your parents and convince them of the correctness of your choice. | 10 |
2 | Budget of a young family | Prepare a report for participation in the round table "What are the main conditions for stability of marriage." Describe the conditions of existence of a happy family. | 10 | |
Social sphere of communication: Modern housing | ||||
3 | Housing construction; types of housing (urban, rural house, apartment); modern design; architecture; home improvement; interior decoration | Types of housing (urban, rural house, apartment) | You have arrived on internship in a foreign university. Place an ad about renting an apartment. | 10 |
4 | Modern design | You built a country house. Ask the designer for advice on the arrangement of a country house. | 10 | |
Socio-cultural sphere of communication: leisure | ||||
5 | Recreation organization; active, passive recreation; tourism; recreation and recovery; entertainment; travelling | Vacation planning | "You want to visit the country of the language you are studying. At the travel agency, ask in writing the conditions of the trip." | 10 |
6 | We invite you to an exciting journey! | Make up an advertising booklet for those who want to visit your country. Develop a route of visiting the attractions of the country. | 10 | |
Socio-cultural sphere of communication: Cultural and historical background | ||||
7 |
History; the formation of the state; cultural and historical background of the national symbols of the countries; state flag, national emblem, national anthem; slogans, emblems, state and political system, branches of the economy. | Spiritual renaissance (Rukhani Zangyru) | The report "The revival of traditions in modern Kazakhstan." Identify key aspects of the Cultural Policy Concept of Kazakhstan | 10 |
8 | State structure, legal institutions of the Republic of Kazakhstan and the country of the target language | Info-poster about the most developed branches of the economy of the Republic of Kazakhstan and the country of the target language. Identify the strategic development benchmarks. | 10 | |
Socio-cultural sphere of communication: Cultural and historical background | ||||
9 | National, state, professional and other holidays in the Republic of Kazakhstan and the country of the target language and memorable days; their historical significance; holiday rituals, cultural projects | Holidays of the Republic of Kazakhstan and the country of the target language | To analyze the similarities and differences of the calendar of holidays in the Republic of Kazakhstan and the country of the target language. | 10 |
10 | Nauryz - the holiday of the birth of spring! | Your foreign peers at the Nauryz holiday. Guests are interested in the traditions and customs of this holiday. | 10 | |
Educational and professional sphere of communication: Education | ||||
11 | Education system, levels of education, higher professional education, educational program of specialty, academic mobility, selection of university, specialties, standards of enrollment, educational trajectory, individual curriculum | The education systems in the Republic of Kazakhstan and the country of the target language | Project: "Features of education systems in the Republic of Kazakhstan and the country of the target language" | 10 |
12 | Selection of university. | "Your foreign friend would like to study in our university. Publish the information about your university on the website. | 10 | |
Educational and professional sphere of communication: My profession | ||||
13 |
Future profession, professional competence; professional qualities of a specialist; true professional; advantages and disadvantages of various professions, demand for professions; wage; team atmosphere; risk of depression and stress; labor productivity | Professional competencies | The family council discusses the correctness of your career choice. Give the arguments for your career choice and list the necessary professional competencies. | 10 |
14 | Advantages and disadvantages of the chosen profession | Essay "What mode of student work seems to be the most rational?" | 10 | |
15 | Demand for the chosen profession in the labor market | Conduct a blitz survey "How to become a true professional?" | 10 | |
Note: 1 academic credit = 30 academic hours | ||||
At the level of basic standard (B2) the following topics are implemented: | ||||
№ Weeks | Content of the discipline | Themes of seminar (practical) classes | Situations for independent work of students | Number of hours |
Social sphere of communication: Man and nature, environmental problems. | ||||
1 |
Man, nature, environment, environmental problems, pollution, scientific and technical progress, innovations, expert platform, science commercialization, renewable resources of the Republic of Kazakhstan and the country of the target language. | Man and nature | Consider the global environmental problems of today and their solutions. What are the causes and consequences of environmental disasters? | 10 |
2 | scientific and technical progress. | Work on the project "Scientific heritage of EXPO-2017: green future against hydrocarbon present. How to choose a balance between renewable energy, oil and coal?" | 10 | |
Social sphere of communication: News, media, advertising | ||||
3 | News, media, advertising, banner, racks, outdoor advertising, signs, business cards | World media | Review the world's media and prepare a report on the latest world events. What type of media do you prefer? | 10 |
4 | Advertising | Make a selection of advertising / billboard for children. Experiment with the kids. How did these advertisements / billboards affect children? Do we need to make a selection of advertisements for children? Present your findings in the form of a video report. | 10 | |
Socio-cultural sphere of communication: Cultural and historical background | ||||
5 | History; the formation of the state; cultural and historical background of the national symbols of the countries; state flag, national emblem, national anthem; slogans, emblems, state and political system, branches of the economy. | Spiritual renaissance (Rukhani Zangyru) | A report "The revival of traditions in modern Kazakhstan." Identify key aspects of the Cultural Policy Concept of Kazakhstan | 10 |
6 | State structure, legal institutions of the Republic of Kazakhstan and the country of the target language | Informational poster about the most developed branches of economy of the Republic of Kazakhstan and the country of the target language. Identify the strategic development benchmarks. | 10 | |
Socio-cultural sphere of communication: Cultural and historical background | ||||
7 | National, state, professional and other holidays in the Republic of Kazakhstan and the country of the target language and memorable days; their historical significance; holiday rituals, cultural projects | Holidays of the Republic of Kazakhstan and the country of the target language | To analyze the similarities and differences of the calendar of holidays in the Republic of Kazakhstan and the country of the target language. | 10 |
8 | Nauryz - the holiday of the birth of spring! | Your foreign peers at the Nauryz holiday. Guests are interested in the traditions and customs of this holiday. | 10 | |
Socio-cultural sphere of communication: Art, music, literature | ||||
9 | Art, music, literature, prominent figures. | Art, music, literature of the Republic of Kazakhstan and the country of the target language | To make texts of advertisements about cultural events held. | 10 |
10 | Outstanding cultural figures of the country of the target language | Prepare a presentation on outstanding figures of the Republic of Kazakhstan and the country of the target language. Determine their contribution to the development of society and the country as a whole. | 10 | |
Educational and professional sphere of communication: Education | ||||
11 | Education system, levels of education, higher professional education, educational program of the specialty, academic mobility, selection of university, specialties, enrollment standards, educational trajectory, individual curriculum | The education system in the Republic of Kazakhstan and the country of the target language | Project: "Features of education systems in the Republic of Kazakhstan and the country of the target language" | 10 |
12 | Selection of university. | "Your foreign friend would like to study in our university. Publish the information about your university on the website. | 10 | |
Educational and professional sphere of communication: My profession | ||||
13 | Future profession, professional competence; professional qualities of a specialist; true professional; advantages and disadvantages of various professions, demand for professions; wage; team atmosphere; risk of depression and stress; labor productivity | Professional competencies | The family council discusses the correctness of your career choice. Give the arguments for your career choice and list the necessary professional competencies. | 10 |
14 | Advantages and disadvantages of the chosen profession | Romance and everyday routine of the chosen profession. Explore the characteristics of your chosen profession, and identify the necessary professional competencies. | 10 | |
15 | Demand for the chosen profession in the labor market | Hold a job fair. Determine the modern view of youth on employment and the state of the labor market. | 10 | |
Note: 1 academic credit = 30 academic hours | ||||
Literature: | ||||
| Annex 4 to the order of the Minister of education and science of the Republic of Kazakhstan dated October 31, 2018, No. 603 |
Model curriculum of general education discipline "Kazakh language" for organizations
of higher and (or) postgraduate education
Chapter 1. General provisions
1. This model curriculum of the general educational discipline "Kazakh language" for organizations of higher and (or) postgraduate education (hereinafter referred to as the Program) has been developed in accordance with subparagraph 13) of paragraph 15 of the Regulations on the Ministry of Science and Higher Education of the Republic of Kazakhstan, approved by the Decree of the Government of the Republic of Kazakhstan dated August 19, 2022 No. 580 "On some issues of the Ministry of Science and Higher Education of the Republic of Kazakhstan" and shall define the objective, objectives, structure, content, methods and learning outcomes.
Footnote. Paragraph 1-as amended by the order of the Minister of Science and Higher Education of the Republic of Kazakhstan dated July 13, 2023 No. 314 (shall be enforced ten calendar days after the day of its first official publication).2. This curriculum for general education discipline "Kazakh language" shall be aimed at a new format of study of language and formation of social and humanitarian outlook in the framework of the national idea of spiritual modernization.
3. Duration of the training in accordance with this curriculum in compliance with the structure of educational program of higher education shall be 300 hours (10 academic credits).
Chapter 2. Goal, objectives and expected results of curriculum
4. The goal of the curriculum shall be to ensure quality of learning the Kazakh language as a means of social, intercultural, professional communication through formation of communicative competences at all levels of language use for learners of the Kazakh language as a foreign language – level A1 elementary and for A2, B1, B2, C1 levels.
5. The objectives of the curriculum shall be:
1) general education discipline is aimed at formation of socially-humanitarian outlook of the stuudents in the framework of the national idea of spiritual modernization;
2) to substantiate the important role of language in the process of learning at the global level through the formation of world understanding in a future specialist on the basis of the national consciousness and cultural code, to improve knowledge of the state language among the future specialists, to increase the sphere of use of the Kazakh language among specialists able to ensure the development of spiritual modernization of the country.
6. Upon completion of the course, the student shall have the following learning outcomes:
1. to properly choose and use language and verbal means on the basis of full understanding of the vocabulary, grammar system and pragmatic content of intentions;
2. to convey the exact content of the text, to be able to formulate conclusions, to characterize the final part of the whole text and its individual structural parts;
3. to explain text information, to reveal the stylistic and genre features of the social, socio-cultural, socio-political, educational and professional texts;
4. to be able to request and provide information in accordance with the communication situation, to evaluate the actions of participants of speech communication, to use the information to influence a familiar or unfamiliar interlocutor;
5. in accordance with the characteristics of the linguistic and cultural communication to express personal, social and professional competence;
6. to discuss ethical, cultural and socially relevant problems, to be able to express their point of view, to justify it, to critically evaluate the opinion of participants;
7. to realize personal needs (household, educational, social, cultural, professional), to be able to participate in various communication situations to fully express the ethically correct position at the appropriate lexico-grammatical and pragmatic level.
Chapter 3. Structure and content of curriculum
7. This curriculum shall begin with an overview of the goal and objectives, a thematic plan of the curriculum, teaching methods, requirements for the expected results, prerequisite and postrequisite.
8. The contents of the model curriculum of the general education discipline "Kazakh language" for organizations of higher and (or) post-graduate education, including the curriculum content, themes of seminar (practical) classes, independent works of students shall be given in the Annex hereto.
9. Methods and techniques of teaching, used in the curriculum implementation process shall be:
1) student-centered training, based on reflexive approach to learning on the part of the learner;
2) competence-oriented training;
3) communicative-activity approach to mastering the language;
4) understanding and interpretation of the meanings of the text, based on the cognitive modeling of the content and context of its functioning;
5) conversation analysis of speech communication;
6) pragmatic focus and recognition of the intention of the speaker in the flow of speech;
7) production of the texts of the required intentionality and impact in the process of communication in different spheres of communication;
8) role plays and academic discussions of various formats;
9) case study (analysis of specific situations);
10) method of projects.
10. Pre-requisites and post-requisites of the curriculum shall be established by the university itself.
| Annex to the model curriculum of the general educational discipline "Kazakh language" for organizations of higher and (or) postgraduate education |
The content of the model curriculum of general educational discipline "Kazakh language"
for organizations of higher and (or) postgraduate education
Elementary level (A1 - for foreign students)
№ | Content of discipline | Themes of seminar (practical) classes | Themes of independent work of students | Number of hours | ||
1 term | ||||||
1 апта: Танысу | ||||||
Коммуникацияға қатысу: амандасу, қоштасу түрлері. | Танысу. Сәлемдесу. Амандық сұрасу | Сәлемдесу, қоштасу түрлеріне байланысты шағын диалогтар құрастыру | 10 | |||
2 апта: Мен және қоршаған орта | ||||||
Өзі, туыстары туралы әңгімелеу. | 1.Өзім туралы | Өзі, туыстары туралы мәлімет құрастыру | 10 | |||
3 апта: Оқу орны | ||||||
Оқу орны, тобы, достары туралы әңгімелеу. | Меніңуниверситетім | Оқу орны, тобы, достары туралы әңгімелеу | 10 | |||
4 апта: Туған жерге саяхат | ||||||
Туған жері туралы айту, белгілі бір орын туралы хабарлау. | Менің өлкем | "Туған жерім" тақырыбына сөйлемдер құрастырып жазу | 10 | |||
5 апта: Кітапханада | ||||||
Қоғамдық орындарда коммуникацияға қатысу: кітапханада (кітапхана қызметкерлерінен қажет нәрсені сұрай білу) | Қоғамдық орындар: кітапхана | Университет кітапханасы жайлы сұқбаттасу | 10 | |||
6 апта: Менің мекенжайым | ||||||
Мекенжайды, өзі тұратын ортаны сипаттау. | Үй. Пәтер, бұйымдардың аталуы | Бөлме интерьері (сипаттама) | 10 | |||
7 апта: Уақыт, сағат | ||||||
Уақытқа қатысты сөздерді меңгеру, уақыттың қанша болғанын айта білу. | Уақытты сұрау, хабарлау | Уақытқа қатысты сөздерді қатыстыра отырып шағын диалог құрастыру | 10 | |||
8 апта: Жыл мезгілдері, апта күндері | ||||||
Коммуникацияға қатысу: жыл мезгілдері, ауа-райы, табиғат. | Жыл мезгілдері, ауа-райы, табиғат. |
Ауа райы болжамы | 10 | |||
9 апта: Күн тәртібі | ||||||
Коммуникацияға қатысу: студенттің күн тәртібі, қызығушылығы. | Жұмыс күні және демалыс | Университеттегі бір күнім (монолог) | 10 | |||
10 апта: Сауда орталықтарында | ||||||
Қоғамдық орындарда коммуникацияға қатысу: дүкенде, сауда орталықтары. | Азық-түлік атаулары | Азық-түлік дүкенінде (диалог) | ||||
11 апта: Тағам | ||||||
Тағам атаулары, тағам түрлері жайлы сипаттау. | Тағам, атаулары, түрлері | Менің сүйікті тағамым (сипаттау) | 10 | |||
12 апта: Денсаулық | ||||||
Коммуникацияға қатысу: емханада, дәріханада. | Денсаулық – зор байлық | "Денім сау болсын десең..." тақырыбына сөйлемдер құрастыру | 10 | |||
13 апта: Киім | ||||||
Коммуникацияға қатысу: киім мен сән үлгілері | Киім дүкені, сауда орталықтары | Біз қалай киінеміз? (диалог) | 10 | |||
14 апта: Адамның мінезі мен қасиеттері | ||||||
Коммуникацияға қатысу: адамның қасиеттері, мінезі. | Көркем мінез | Досымның мінезі (ұсынылған лексика-грамматикалық минимумды қолдана отырып сипаттама жазу) | 10 | |||
15 апта: Мерекелер | ||||||
Коммуникацияға қатысу: мерекемен құттықтау, тілек айту | Мерекелер. Отбасылық дәстүрлі мерекелер | Құттықтау сөздерін жазып үйрену | 10 | |||
2 семестр | ||||||
1 апта: Қоғамдық орындарда | ||||||
Қоғамдық орындарда коммуникацияға қатысу: дәмханада, асханада. | Тағам. Ұлттық тағамдар. | Мейрамханада тапсырыс бере білу (диалог) | 10 | |||
2 апта: Мәдени орындарда | ||||||
Қоғамдық орындарда коммуникацияға қатысу: театрда. | Қазақ театрларымен танысу | Театрда (жағдаяттар бойынша диалогтар құрастыру) | 10 | |||
3 апта: Қызықты мәліметтер | ||||||
Қоғамдық орындарда коммуникацияға қатысу: мұражайда | Қазақстан мұражайлары | Мұражайда (жағдаяттар бойынша диалогтар құрастыру) | 10 | |||
4 апта: Жол жүру | ||||||
Қоғамдық орындарда коммуникацияға қатысу: әуежайда, вокзалда | Көлік түрлері | Әуежайда, вокзалда (жағдаяттар бойынша диалогтар құрастыру) | 10 | |||
5 апта: Саяхат | ||||||
Орын, зат, дерек жайлы нақты ақпарат беру, нақтылау, хабарлау, сипаттау. | Қазақстанға саяхат жасасам | Менің ең қызықты саяхатым (монолог) | 10 | |||
6 апта: Менің Отаным | ||||||
Өз елі жайлы сипаттау. | Мен еліммен мақтанамын | Менің елім (ақпарат беру, сипаттау) | 10 | |||
7 апта: Қазақ елі | ||||||
Ақпарат беру, нақтылау, мәлімет беру, сипаттау. | Жері байдың – елі бай | "Қазақстан – бай өлке" тақырыбында сөйлемдер құрастырып жазу | 10 | |||
8 апта: Қазақстандағы көрікті жерлер | ||||||
Орын, зат, дерек жайлы нақты ақпарат беру, нақтылау, хабарлау, сипаттау. | Әсем өлке | Менің көрнекті жерлерді көргім келеді (өз қалауын айта білу) | 10 | |||
9 апта: Қазақстан қалалары | ||||||
Қалалар жайлы ақпарат жинақтау, нақтылау, мәлімет беру, сипаттау. | Қазақстандағы ірі қалалар | Менің сүйікті қалам (сипаттама) | 10 | |||
10 апта: Қазақ халқының дәстүрлері | ||||||
Коммуникацияға қатысу, ақпараттарды жинақтау, талдау, салыстыру. | Наурыз мейрамы | Мен білетін дәстүр (сипаттау) | 10 | |||
11 апта: Қазақ халқының өнері | ||||||
Коммуникацияға қатысу, ақпараттарды жинақтау, талдау, салыстыру. | Қазақ халқының музыкалық аспаптары, атаулары | Күй – керемет туынды (эмоциялық қарым-қатынасын білдіру) | 10 | |||
12 апта: Қазақ халқының танымал тұлғалары | ||||||
Адам, дерек жайлы нақты ақпарат беру, нақтылау, хабарлау, сипаттау. | Мен білетін тұлға | Аңыз адамдар туралы ақпарат дайындау | 10 | |||
13 апта: Қазақстан жастары | ||||||
Оқиғаның ерекшелігін, заттың, адамның қасиетін сипаттау, мәлімет беру. | Білімді болғым келеді | Менің қазақстандық достарым (монолог) | 10 | |||
14 апта: Ақпарат | ||||||
Коммуникацияға қатысу, ақпараттарды жинақтау, талдау, салыстыру. | Ғаламтор және әлеуметтік желілер | Әлеуметтік желілерді салыстыра отырып сипаттау | 10 | |||
15 апта: Жаңа әліпби | ||||||
Қазақ тілінің ерекшеліктері жайлы ақпаратты топтастыру, жинақтау. | Латын әліпбиін үйренеміз | Жазып үйрену | 10 | |||
Ескерту: 1 академиялық кредит = 30 академиялық сағат | ||||||
Базалық деңгей (А2)
№ | Пәннің мазмұны | Семинар (практикалық) сабақтардың тақырыбы | Студенттің өздік жұмыс тақырыптары | Сағат саны |
1 семестр | ||||
1 апта: Қазақ тілі – мемлекеттік тіл | ||||
Қазақ тілінің байлығы, ерекшелігі. | Қазақ тілі – бай тіл | Мемлекеттік тіл – менің тілім (тақырып бойынша ұсынылған жаңа сөздермен сөйлемдер құрастыру) | 10 | |
2 апта: Мен және менің ортам | ||||
Өзі жайлы баяндау, болашаққа жоспары жайлы толық мәлімет беру, басқа адамнан мәлімет сұрау. | Мен және қоршаған орта | Азаматтығы, ұлты, білімі, оқу орны, қызығушылықтарытуралы мәтін құрастыру | 10 | |
3 апта: Отбасы және дәстүр | ||||
Отбасы, туыстары туралы әңгімелеу. |
Отбасы – шағын мемлекет |
Отбасы және ұлттық дәстүрлер. | 10 | |
4 апта: Оқу орны | ||||
Оқу орны, мамандығы, тобы, достары туралы әңгімелеу. | Менің университетім | Менің университетім – менің мақтанышым (эссе жазу) | 10 | |
5 апта: Туған жерге саяхат | ||||
Туған жері туралы айту, белгілі бір орын туралы сипаттау. | Біздің өлке | "Астана – арман қала" тақырыбына презентация дайындау. | 10 | |
6 апта: Қоғамдық орындарда | ||||
Қоғамдық орындарда коммуникацияға қатысу: кітапханада (кітапхана қызметкерлерінен қажет нәрсені сұрай білу), мұражай. | Қоғамдық орындар: мұражай, көрме | Мұражай - өткен мен болашақты жалғастырушы. (мұражайға саяхат жасай отырып, эссе жазу) | 10 | |
7 апта: Тұрғын үй | ||||
Орынды, бөлмені, тұрғын үйлер түрлерін сипаттау. | "Ақылды үй" функциясы | Ғажайып үйлер – ертегі емес (презентация) | 10 | |
8 апта: Адам және уақыт | ||||
Уақытқа қатысты сөздерді меңгеру, уақыттың қанша болғанын айта білу. | Менің бір күнім | Ұсынылған тақырыпқа қатысты сөздермен диалог құрастыру | 10 | |
9 апта: Жыл мезгілдері | ||||
Коммуникацияға қатысу: жыл мезгілдері, ауа-райы, табиғат. | Климат және жыл мезгілдері | Тропикалық субтропикалық, қоңыржай ауа райы туралы айту | 10 | |
10 апта: Ауа райы | ||||
Ауа-райын, табиғатты суреттеуде қолданылатын сын есімдер. | Ауа райы | Ауа райы болжамы (метеорологиялық орталық хабарын дайындау) | 10 | |
11 апта: Сауда орталықтарында | ||||
Қоғамдық орындарда коммуникацияға қатысу: дүкенде, сауда орталықтары. | Азық-түлік атаулары, сапасы, шығу мерзімі | Азық-түлік дүкенінде (диалог) | ||
12 апта: Асыңыз дәмді болсын! | ||||
Тағам атаулары, тағам түрлері жайлы сипаттау. | Студенттік асхана және дәмхана | Қазақы дастарқан (мәтіндегі негізгі ақпаратты түсіну, талдау) | 10 | |
13 апта: Денсаулық және спорт | ||||
Коммуникацияға қатысу: емханада, дәріханада. | Спорт – денсаулық кепілі | Ұлттық ойындар (бейнебаянмен жұмыс) | 10 | |
14 апта: Киім– адам көркі | ||||
Коммуникацияға қатысу: киім мен сән үлгілері. | Киім – адам көркі | Қандай киім үлгілері ұнайды? (диалог) | 10 | |
15 апта: Мінез және келбет | ||||
Коммуникацияға қатысу: адамның қасиеттері, мінезі. | Адамның жан дүниесі және сыртқы келбеті | Адамның қасиеттеріне (мінез-құлық, дағдыларына) сипаттама жасау | 10 | |
2 семестр | ||||
1 апта: Қоғамдық орындарда | ||||
Қоғамдық орындарда коммуникацияға қатысу: халыққа қызмет көрсету орталығында; "Бір терезе" қағидасы; "Электронды үкімет" функциясы | Халыққа қызмет көрсету орталығы | "Маған анықтама керек еді" Тұтынушы мен маман арасындағы диалог | 10 | |
2 апта: Мәдени орындарда | ||||
Қоғамдық орындарда коммуникацияға қатысу: театрда. | Қазақ театрлары | Театрда (жағдаяттар бойынша диалогтар құрастыру) | 10 | |
3 апта: Банк қызметі | ||||
Қоғамдық орындарда коммуникацияға қатысу: банкте. | Ақшаны үнемдей білесіз бе? | Банкте (жағдаяттар бойынша диалогтар құрастыру) | ||
4 апта: Жол жүру | ||||
Қоғамдық орындарда коммуникацияға қатысу: әуежайда, вокзалда | Ең қауіпсіз көлік | Әуежайда, вокзалда (жағдаяттар бойынша диалогтар құрастыру) | 10 | |
5 апта: Саяхат | ||||
Орын, зат, дерек жайлы нақты ақпарат беру, нақтылау, хабарлау, сипаттау. | Еліміздегі туризм | Менің ең қызықты саяхатым (монолог) | 10 | |
6 апта: Менің Қазақстаным | ||||
Ақпарат беру, нақтылау, мәлімет беру, сипаттау. | Отандық өнеркәсіп | Қазақстан брендтері жайлы презентация | 10 | |
7 апта: Қазақстандағы көрнекті жерлер | ||||
Орын, зат, дерек жайлы нақты ақпарат беру, нақтылау, хабарлау, сипаттау. | Көрнекті жерлерді білесіз бе? | Менің көрнекті жерлерді көргім келеді (өз қалауын айта білу) | 10 | |
8 апта: Қазақ халқының дәстүрлері | ||||
Коммуникацияға қатысу, ақпараттарды жинақтау, талдау, салыстыру. | Құнды мұра | Мен білетін дәстүр (сипаттау) | 10 | |
9 апта: Мерекелер | ||||
Коммуникацияға қатысу: мерекемен құттықтау, тілек айту. | Наурыз мейрамы | Құттықтау түрлеріне мәтіндер құрастыру | 10 | |
10 апта: Болашаққа бағдар: рухани жаңғыру | ||||
Коммуникацияға қатысу, ақпараттарды жинақтау, салыстыру. | Қазақстан әлемдік кеңістікте | Елімнің болашағы (эссе) | 10 | |
11 апта: Білім және ғылым | ||||
Коммуникацияға қатысу, ақпараттарды жинақтау, салыстыру | Шетелде білім алу: академиялық ұтқырлық | Шетелде білім алу: түрлі гранттық бағдарламаларға қатысу; тәжірибе алмасу туралы ақпараттар жинау | 10 | |
12 апта: Өнертабыс және жаңашылдық | ||||
Адам, дерек, оқиға жайлы нақты ақпарат беру, нақтылау, хабарлау, сипаттау. | Жаңа өнертабыс туындылары | Жас өнертапқыштар (жаңалықтары жайлы баяндау) | 10 | |
13 апта: Қазақстандағы ғарыш айлағы | ||||
Адам, дерек, оқиға жайлы нақты ақпарат беру, нақтылау, хабарлау, сипаттау. | Байқоңыр – ғарыш айлағы | Қазақ ғарышкерлері жайлы баяндау | 10 | |
14 апта: Баспасөз | ||||
Өзі қолданатын БАҚ құралдары жайлы сипаттау. | Баспасөз және электронды БАҚ | Алғашқы қазақ газеттері жайлы баяндау | 10 | |
15 апта: Қазақ тілі және өркениет | ||||
Қазақ жазуының тарихы туралы ақпаратты жинақтау, талдау. | Қазақ тілінің жаңа әліпбиі | Жазып үйрену | 10 | |
Ескерту: 1 академиялық кредит = 30 академиялық сағат | ||||
Орта деңгей (В1)
№ | Пәннің мазмұны | Семинар (практикалық) сабақтардың тақырыбы | Студенттің өздік жұмыс тақырыптары | Сағат саны |
1 семестр | ||||
1 апта: Жеке тұлға | ||||
Жеке тұлғаның қоғамдағы орны. Азаматтығы, ұлты, білімі, оқу орны туралы мәлімет. | Жеке тұлға | "Мен Қазақстан азаматымын" тақырыбына монолог құрастыру. | 10 | |
2 апта: Отбасы және дәстүр | ||||
Отбасы мүшелерінің өзара қарым-қатынасы, отбасы берекесі, отбасындағы салт-дәстүрлер, туыстық атаулар туралы ақпарат. | Отбасындағы сыйластық | Туыстар, олардың тұрмысы мен мамандығы жайлы сұқбат. Туыстарының бойындағы ерекше қасиеттері туралы әңгімелеу. | 10 | |
3 апта: Мамандықтың бәрі жақсы | ||||
Оқу орны, мамандық таңдау, таңдаған мамандығының өз бейімділігі мен қабілетіне сәйкес келуі туралы ақпарат. | Менің мамандығым – менің болашағым | "Мен таңдаған мамандық" (ойталқы) | 10 | |
4 апта: Қоғам және жастар | ||||
Жастардың қоғамдағы орны, іс-әрекеті. Қоғамның дамуына жастардың қосып жатқан үлесі туралы мәлімет. | Қоғам және жастар | Қоғамдық орындардағы этика (пікірсайыс) | 10 | |
5 апта: Бірінші байлық – денсаулық | ||||
Денсаулық сақтау, спорттың денсаулыққа пайдасы, дұрыс тамақтанудың денсаулық үшін маңыздылығы. Ұлттық сусынның пайдасы. | Бірінші байлық – денсаулық. Ұлттық тағамның пайдасы | Ұлттық сусын – қымыз. Қымыздың пайдасы туралы бейнебаян материалдарымен жұмыс. | 10 | |
6 апта: Адам және экология | ||||
Табиғи таза өнімдер және оған сұраныс, табиғи өнімнің сапасы, таза өнімнің денсаулыққа пайдасы. | Экологиялық таза өнім | Сапалы тағам – саламаттық өмір салтының бастауы (мәтіндегі негізгі ақпаратты түсіну, талдау) | 10 | |
7 апта: Саяхат және туризм | ||||
Туған жерге саяхаттау; туған өлке, оның байлығы, табиғат көріністері; еліміздің туризм саласы. | Өз өлкеңді таны | "Қандай көркем –туған өлкем" тақырыбына эссе жазу. | 10 | |
8 апта: Адам және табиғат | ||||
Табиғатта болып жатқан өзгерістер. Табиғат құбылыстарының адам өміріне әсері. Күрт құбылмалы ауа райы туралы мәлімет. | Табиғат құбылыстары | Табиғат құбылыстарынан келетін қиындықтар. (сауалнама дайындау) | 10 | |
9 апта: Адам және уақыт | ||||
Уақыттың құндылығы, оны басқара білу. Уақытты тиімді пайдалану және оны үнемдеу тәсілдері туралы ақпарат. | Ұлы мәртебелі уақыт | Уақытыңды бағалай білесің бе? (ойталқы) | 10 | |
10 апта: Мәдениет және өнер | ||||
Қазақтың тұңғыш драма театры мен киносы. Алғашқы кино және пьесалар. Қазақтың танымал өнер қайраткерлері. | Театр және кино өнері | Өнер көкке жеткізер (жобалық жұмыс) | 10 | |
11 апта: Мінез және келбет | ||||
Адамның жан дүниесі және сыртқы келбеті, олардың үйлесімділігі туралы мәлімет. | Екі түрлі нәрсе ғой сыр мен сымбат | Киіміне қарай қарсы ал, мінезіне қарап шығарып сал. (ойталқы) | 10 | |
12 апта: Сән мен талғам | ||||
Киім үлгілері пішіндерінің алмасуы, стиль ерекшеліктері. Қазіргі заманғы киім үлгісі. Қазақстаннның қазіргі сәнгерлерінің киім үлгілері. | Киім. Сән. Талғам | Тренд қандай? Сән үрдістері мен тенденциялары (жобалық жұмыс) | 10 | |
13 апта: Әдебиет және өнер | ||||
Қазақ халқының рухани, мәдени мұрасы, оның ерекшеліктері. | Проза және поэзия | Менің сүйікті жанрым (әңгімелеу) | 10 | |
14 апта: Менің Отаным | ||||
Отан, туған жер ұғымы. Отанға деген сүйіспеншілік, елді, жерді құрметтеу, еліміздің рәміздерін қастерлеу жайлы ақпарат. | Атамекен – құт мекен | Бай өлке (өлке жетістігі жайлы статистика) | 10 | |
15 апта: Тұрғын үй және сәулет | ||||
Сәулет, қала құрылысы және тұрғын үй. Көппәтерлі тұрғын үйлердің сырт келбеті.Қазіргі заманауи үйлер, олардың ерекшеліктері туралы ақпарат. | Қазіргі заманауи үйлер | Еліміздегі көрнекті сәулет туындылары (жобалық жұмыс) | 10 | |
2 семестр | ||||
1 апта: Білім және ғылым | ||||
Білім, ғылым және жастар саясаты. Білім беру жүйесіндегі жаңашылдық.Қазіргі білім беруді дамыту, білімді ұрпақ тәрбиелеу туралы мәлімет. | Ел болашағы – білімді ұрпақта | Мәтін бойынша эссе жазу | 10 | |
2 апта: Білімді жастар - болашақтың тірегі | ||||
Білімділіктің адам өміріндегі маңыздылығы, жастарға арналған білім беру бағдарламалары, бәсекелестікке қабілетті ұрпақ туралы мағлұмат. | Мен жастарға сенемін | "Болашақ" түлектерімен сұқбат | 10 | |
3 апта: Өнертабыс және жаңашылдық | ||||
Өнертабыс-өнертапқыштық ұғымы, бүгінгі таңдағы өнертабыс түрлері мен оларға сипаттама. | Қазіргі заман өнертабыстары | Телехабарларға шолу | 10 | |
4 апта: Танымал тұлғалар | ||||
"Қазақстандағы 100 жаңа есім" жобасы, оның мақсаты, жоба жеңімпаздары, елімізге ең танымал есімдер туралы мәлімет. | Заманауи Қазақстанның 100 жаңа есімі | "100 жаңа есім" жобасын қолдаймыз (пікірлесу) | 10 | |
5 апта: Бұқаралық ақпарат құралдары | ||||
Бұқаралық ақпарат құралдары, оның түрлері. БАҚ-тың ақпараттық және білімдік қызметі. Бүгінгі таңдағы БАҚ-тың қоғамдық рөлі туралы мәлімет. | БАҚ – өмір айнасы | Баспасөз беттері сөйлейді | 10 | |
6 апта: Көлік және логистика | ||||
Көлік, көлік қатынасы. Көліктің түрлері. Көпшілік пайдаланатын көлік. Көлік логистикасының міндеттері.Қазақстандағы көлік жүйесі. | Көлік және логистика | Көлік қатынасы туралы баяндау | 10 | |
7 апта: Ел экономикасы | ||||
Қазақстан Республикасының экономикасы, оның дамуы. Қазақстанның халықаралық нарықта алатын орны. Еліміздің беделді халықаралық ұйымдарға мүше болуы. | Тәуелсіз елдің экономикасы |
Экономикалық келіссөздер – тұрақтылық кепілі | 10 | |
8 апта: Әлем назарындағы Қазақстан | ||||
Еліміздің ұзақ мерзімді даму бағдарламалары, оларды жүзеге асыру жолдары. "Қазақстан - 2030", "Қазақстан - 2050" стратегиялары: қабылдануы және маңызы туралы ақпарат. | Қазақстан Республикасының стратегиялық даму бағдарламалары мен жоспарлары | БАҚ мәліметтеріне шолу жасау, баяндау. | 10 | |
9 апта: Ел қауіпсіздігі | ||||
Еліміздің Қарулы Күштері, оның түрлері, Қарулы Күштердің әлеуеті, құрылымы мен қызметі. Республика Ұланы, ұландықтардың әскери міндеті. | Қазақстан Қарулы Күштері | Ел қауіпсіздігі – ең басты мәселе (пікір алмасу) | 10 | |
10 апта: Адами құндылық | ||||
Адамгершілік пен адами құндылықтар.Адами құндылықтың адам өміріндегі рөлі. Бауырмалдық және кеңпейілділік - адамның ең бір асыл қасиеттері. Адами құндылықты насихаттау. | Адамзаттың бәрін сүй бауырым деп... | Кең пейілді қазақ халқының жер аударылып келген ұлттарға деген бауырмалдылығы туралы бейнебаян дайындау. | 10 | |
11 апта: Болашаққа бағдар: рухани жаңғыру | ||||
Қазақстан халқының демографиялық жағдайы, халық санының динамикасы, демографиялық саясаттың маңыздылығы туралы ақпарат. | Демография – ұлт тағдыры | Қазақстанның демографиялық жағдайына статистикалық шолу. | 10 | |
12 апта: Өркениет және жаңа әліпби | ||||
Қазақ тілінің латын әліпбиі бойынша жаңа емлесі. | Латын әліпбиі – өркениет жолы | Мәтінмен жұмыс | 10 | |
13 апта: Тілдік кәсіби бағдар | ||||
Болашақ маманның тілдік құзыреттілігін қалыптастыру. | Кәсіби тіл ерекшелігі | Еңбек нарығындағы сұраныс пен ұсыныс жайлы мәлімет жинау | 10 | |
14 апта: Кәсіби тілдің терминжүйесі | ||||
Тілді кәсіби бағдарлы қолдану. Салалық және кәсіби терминдер. | Салалық және кәсіби-бағдарлы терминдер | Терминдік норма қолданысын сипаттау | 10 | |
15 апта: Кәсіби мәтіннің грамматикалық-стильдік ерекшелігі | ||||
Кәсіби мәтіннің грамматикалық-стильдік ерекшелігі. Жарыссөзге шығу. | Кәсіби мәтін ерекшелігі | Кәсіби саладағы іскери қарым-қатынас | 10 | |
Ескерту: 1 академиялық кредит = 30 академиялық сағат | ||||
Ортадан жоғары деңгей (В2)
№ | Пәннің мазмұны | Семинар (практикалық) сабақтардың тақырыбы | Студенттің өздік жұмыс тақырыптары | Сағат саны |
1 семестр | ||||
1 апта: Адам және руханият | ||||
Қазақ дүниетанымындағы адами келбет. Елге қажетті игілікті іс. Ел кәдесіне жарау, елдің өркендеуіне үлес қосу, отанға қызмет ету туралы ғибратты ойлар. | Атаның емес, адамның баласы бол... | Дәстүрін дәріптеген ел тозбайды (қазақ дүниетанымындағы адами келбет туралы ойталқы) | 10 | |
2 апта: Ырыс алды - ынтымақ | ||||
Отбасы мүшелерінің өзара ынтымақтастығы, отбасы берекесі, отбасындағы салт-дәстүрлер, дәстүр сабақтастығы туралы ақпарат. | Отбасы ынтымақтастығы | Үйлену оңай – үй болу қиын; дәстүр сабақтастығы жайлы монолог құрастыру | 10 | |
3 апта: Білім жүйесі | ||||
Қазақстандағы білім беру жүйесі, оның құрылымы. Орта білім, кәсіптік білім беру. 12 жылдық білім жүйесі. Қазақстандағы білім беру реформалары. ҚР "Білім туралы" заңы. | Қазақстандағы білім беру жүйесі |
Білім ошақтары. | 10 | |
4 апта: Заман және заң | ||||
Әдет құқығы. Қазақ жеріндегі алғашқы заңдар. Билер, билік айту мәселелері. Жеті жарғы. Еліміздің Ата заңы. | Заман және заң | Дала заңдарынан Ата заңға дейін (ақпараттарды талдау) | 10 | |
5 апта: Денсаулық және саламатты өмір салты | ||||
Денсаулық сақтаудың маңызы, дұрыс тамақтану тәртібі. | Дені саудың – жаны сау | Тамақтанудағы он қателік. Экологиялық таза тағамдар туралы ойталқы. | 10 | |
6 апта: Адам және экология | ||||
Судың қажеттілігі, оның адам өміріндегі маңызы. Суды пайдаланудағы қауіп-қатер.Суды ластамау.Су проблемасы және үнемдеу. | Су – тіршілік көзі | Қоршаған орта мәселелері (дөңгелек үстел) | 10 | |
7 апта Адам және табиғат | ||||
Табиғат пен адам арасындағы байланыс.Табиғаттың адам өміріне әсері. Ауа райына қатысты халық болжамдары туралы мәлімет. | Табиғатқа қатысты халық болжамдары | Табиғат-ана (ойталқы) | 10 | |
8 апта: Байтақ өлке | ||||
Қазақстанның тарихи-мәдени мұралары, оларды қорғау мен сақтаудың маңыздылығы. Қазақстанның киелі жерлері. | Елімнің тарихи және мәдени мұралары | Қазақстандағы тарихи орындар (баяндама) | 10 | |
9 апта: Саяхат және туризм | ||||
Туған өлкенің табиғаты, сұлулығы, кеңдігі, байлығы мен құндылықтары. Туған өлкеге деген сүйіспеншілік пен құрмет. | Қандай көркем – туған өлкем | Жері байдың – елі бай. Бейнебаян материалдарымен жұмыс. | 10 | |
10 апта Сәулет өнері | ||||
Сәулет және сәулет өнері.Қазақстандағы сәулет өнері туындылары, олардың ерекшеліктері. XIV – XV ғасырлардағы сәулет өнеріндегі ерекше туындылар. | Сәулет өнерінің шыңы | Әлемдік ғажайып сәулет туындылары (шолу) | 10 | |
11 апта Өнер көкке жеткізер | ||||
Өнер туындылары. Қолданбалы өнер. Қазақ қолөнері. Зергерлік. | Қолөнер – өшпес мұра, көркем әлем. | Ағаштан, асыл тастардан, теріден жасалатын қолөнер туындыларын мұражайдан тамашалау, сипаттау, суреттеу. | 10 | |
12 апта: Адам және уақыт | ||||
Көшпенділердің уақыт туралы көзқарасы. Қазақ халқының тұрмыс-салт ерекшеліктеріне, кәсіптік қажеттілігіне байланысты қалыптасқан өлшем бірліктері. Наным мен сенім. | Қазақтың уақыт өлшемдері | Уақыт жайында тұрақты тіркестер сөздігі | 10 | |
13 апта: Мінез және келбет | ||||
Адам бойындағы жақсы және жаман қасиеттер. Ақыл мен парасат, оның адам өміріндегі маңыздылығы. Ұлы ғұламалардың, хакім Абайдың ақыл туралы айтқан ойлары. | Адам ақылымен көрікті | Абайдың қара сөздеріне шолу | 10 | |
14 апта: Сән мен талғам | ||||
Қазіргі заманғы киім үлгілері. Адамның киімге деген талғамының өскендігі. Киім үлгілерінің заман талабына сай өзгеруі, стильдік ерекшеліктері. | Талғам пен талап | Заманына қарай киімі (сән әлемінің жұлдыздары жайында презентация) | 10 | |
15 апта: Халық ауыз әдебиеті | ||||
Қазақ халқының ертеден келе жатқан мәдени мұрасы, оның ерекшеліктері. Ауыз әдебиетінің түрлері: ертегі, аңыз, мысал, батырлық және ғашықтық жырлар. | Ауыз әдебиеті –классикалық жанр | Ертегі, аңыз, мысал, батырлық, лиро-эпостық жырлар туралы сұқбат | 10 | |
2 семестр | ||||
1 апта: Ғылым және техника | ||||
Білім мен ғылымның өзара ықпалдастығы. Қазақстанның білім беру жүйесіндегі интеграциялық үрдістер, олардың жай-күйі, дамуы. Ғылыми кадрларды даярлау мәселесі. Кредиттік оқыту жүйесінің ерекшелігі. | Ғылыми-техникалық даму | Әлемдегі білім саласының интеграциясы. Мәтін бойынша салыстырмалы талдау | 10 | |
2 апта: Білім бәйгесі | ||||
Бәсекеге қабілетті ұрпақ. Білікті маман. Білім бәйгесі. Сұранысқа ие мамандықтарды меңгеру туралы мағлұмат. | Білімді ұрпақ - ел ертеңі | Шетелдік ірі компаниялардағы қазақстандық жастардың жетістіктері жайлы ақпарат жинау | 10 | |
3 апта: Өнертабыс және жаңашылдық | ||||
Бүгінгі таңдағы өнертабыс түрлері мен оларға сипаттама. Жас өнертапқыштар және олардың қоғамдағы орны. Қазақстандық өнертапқыштардың туындылары. | Өнертабыстағы жаңашылдық жастарға жат па? | Қазақстандық жас өнертапқыштардың туындылары туралы мәлімет жинау | 10 | |
4 апта: Тарихи тұлғалар | ||||
Елімізге танымал тарихи тұлғалар туралы мәлімет.Ер есімі – ел есінде. | Ғасырлық тұлға | Нобель сыйлығының иегерлері туралы ақпараттар жинау | 10 | |
5 апта: Ақпараттар әлемі | ||||
БАҚ-тың қоғамдағы рөлі. Медиабілім. Ақпараттық сауаттылықты қалыптастыру. Медиамәдениет және медиақұзыреттілік. | Қазіргі медиамәдениет | Ғаламтор, әлеуметтік желілердегі тілдік агрессия (пікірсайыс) | 10 | |
6 апта: Қала мен дала | ||||
Қала мен дала өмірі. Қала мен дала тұрғындарының мәдени байланысы. | Қала мен дала тынысы | Еркін экономикалық аймақтар (әңгіме-сұқбат) | 10 | |
7 апта: Нарық және экономика | ||||
Қазақстан экономикасының дамуы. Қазақстанның халықаралық нарықта алатын орны. Еліміздің ішкі және сыртқы саудасы. Экспорт. Отандық өнім. | Ел экономикасы: ішкі және сыртқы сауда | Отандық өнімді қолдаймыз (бейнебаян дайындау) | 10 | |
8 апта: Ел болам десең... | ||||
Ұлттық бірегейлікті сақтау. Қазақ халқының материалдық және рухани мәдениеті. Жаһандану кезеңіндегі елдік сипат пен ұлттық болмыс. | Ел болам десең... | Жаһандану кезеңіндегі елдік сипат пен ұлттық болмысты сақтау шаралары туралы баспасөз конференциясы. | 10 | |
9 апта: Ел тыныштығы – ер қолында | ||||
Ел қауіпсіздігін сақтау. Тыныштық белдеуі. Шекарашылар қызметі. | Ел тыныштығын күзеткен | Шекарашылар туралы бейнесюжет дайындау. | 10 | |
10 апта: Қайырымдылық негіздері | ||||
Адами құндылықтың адам өміріндегі рөлі. Қайырымдылық жасау.Қайырымдылық қорлары.Қайырымдылық туралы ұлылар ұлағаты. | Қайырымдылық – адамгершілік белгісі | Әл-Фараби, Ы.Алтынсарин, Абай секілді ұлылардың ұлағатты сөздерін талдау. | 10 | |
11 апта: Болашаққа бағдар: рухани жаңғыру | ||||
Елбасымыздың сарабдал саясаты. Жаһандану кезеңіндегі ұлттық тәрбие туралы ой-толғам. | Жаһандану және ұлттық тәрбие | Ұсынылған мәтін бойынша ойталқы | 10 | |
12 апта: Өркениет және жаңа әліпби | ||||
Латын әліпбиі негізіндегі қазақ жазуы. Ресми, саяси, танымдық салалар мен публицистикалық стильдегі жаңа әліпбидің қолданысы. | Қазақ жазуының жаңа белесі | Мәтінмен жұмыс | 10 | |
13 апта: Кәсіби тілдік бағдар | ||||
Болашақ маманның кәсіби тілі. Болашақ қызмет саласы бойынша лексика-грамматикалық минимум игеру. | Мамандық тілі | Минимум дайындау. Болашақ маманның өз саласы бойынша лексика-грамматикалық минимумын игеруі | 10 | |
14 апта: Кәсіби тілдің терминжүйесі | ||||
Кәсіби салада іскери қарым-қатынас орнату. Кәсіби сөйлеу. Кәсіби терминдерді пайдалану. | Кәсіби сөйлеу мәдениеті | Кәсіби саладағы іскери қарым-қатынас (рөлдік ойын) | 10 | |
15 апта Кәсіби мәтіннің грамматикалық-стильдік ерекшелігі | ||||
Кәсіби саладағы ресми-іскери, мамандық пен қызметке қатысты тілдік оралымдар (жылдық жоспар, есеп беру түрлері, ақпараттық-талдау анықтамалары, ұсыныстар, нақты мәселеге қатысты ұсыныстар); ғылыми-көпшілік мазмұндағы мақалалар мен хабарламалардың стилі. | Іскери қарым-қатынас | Терминдер мен тілдік тұтастықты меңгеру | 10 | |
Ескерту: 1 академиялық кредит = 30 академиялық сағат | ||||
Жоғары деңгей (С1)
№ | Пәннің мазмұны | Семинар (практикалық) сабақтардың тақырыбы | Студенттің өздік жұмыс тақырыптары | Сағат саны |
1 семестр | ||||
1 апта: Адам және руханият | ||||
Қоғамдағы әлеуметтік нормалар мен ережелер. Жалпыадамзаттық құндылықтар. Адамның жеке тұлғалық әлеуеті. | Адам деген ардақты ат | Ізгілік –адамның басты рухани-адамгершілік құндылығы. (монолог құрастыру) | 10 | |
2 апта: Отбасы және тәрбие | ||||
Ұрпақ тәрбиесі. Отбасы – тәрбие ошағы. Қазақ отбасындағы әке мен ананың орны. Үлкенді сыйлау, құрметтеу. Тәрбиелі отбасы. Отбасы тәрбиесінің өзіндік ерекшеліктері. | 3.Тәрбие - тал бесіктен |
Төртеу түгел болса, төбедегі келеді... | 10 | |
3 апта: Мамандық және қызмет | ||||
Мамандық алу және маман болу. Мамандықтың талаптары.Мамандық бойынша қызмет және біліктілік. Қызмет бағыты. | Мамандық және қызмет | "Жұмыссыздық мәселесі мені ойлантады" (ойталқы) | 10 | |
4 апта: Адам және заң | ||||
Заң, заңға бағыну. Азаматтардың құқықтары. Заң алдындағы жауаптылық. Заңмен қорғалу. Заңды білу. | Заңды білмеу жазадан құтқармайды... | Қылмыс хроникасы туралы бұқаралық ақпарат құралдары мәліметтерінен ақпарат беру | 10 | |
5 апта: Денсаулық және саламатты өмір салты | ||||
Дұрыс тамақтанбаудың салдары.Адам ағзасына зиянды тағамдар. Фаст-фуд өнімдері, гендік модификациялы өнімдер, жылдам дайындалатын тағамдар және олардың зияндылығы.Зиянды сусындар. | Ауру – астан... | Фаст-фуд өнімдерінің зияндылығы; гендік модификациялы өнімдер бізді қорқытады (пікірсайыс) | 10 | |
6 апта: Адам және экология | ||||
Қоршаған ортаның табиғатқа әсері. Зиянды заттар.Еліміздегі экологиялық апатты аймақтар.Қазақстандағы экологиялық ахуал. | Қазақстандағы экологиялық мәселелер | Табиғат қамқорлық күтеді (топтық жұмыс) | 10 | |
7 апта: Әлемдік экожүйе | ||||
Жаһандық жылыну, оның себеп-салдары. Ғаламдық жылынудың қоршаған ортаға әсері. Табиғи зардаптар. | Жаһандық жылыну мәселесі | Мұхит деңгейінің көтерілуі, озон қабаты мәселелеріне қатысты ақпараттарға шолу | 10 | |
8 апта: Туризм индустриясы | ||||
Қазақстандағы туристік нысандар. Туристердің еліміздің аймақтарына қызығушылығын тудыру.Туризмді дамыту.Туристік инфрақұрылым. | Қазақстандағы туристік нысандар | "Қонақүй" бизнесі тақырыбына сұқбат құрастыру. | 10 | |
9 апта: Ұлы мәртебелі уақыт | ||||
Уақытты пайдалы қолдану. Уақытты ұйымдастыру технологиясы. Жоспарлау. | Дәуір және уақыт | Уақытты басқару (тайм-менеджмент) | 10 | |
10 апта: Мәдени мұра | ||||
Көшпенділердің мәдени мұрасы туралы мәлімет. "Мәдени мұра" бағдарламасы. | Көшпенділердің мәдени мұрасы |
Ұлы туындылар -адамзатқа мұра. | 10 | |
11 апта: Мінез-құлық мәдениеті | ||||
Мінез – адам бойындағы қасиет. Мінез-құлықтың адамның қарым-қатынас жасауында алатын орны. Мінез-құлық мәдениеті. | Елге қызмет ету білімнен емес, мінезден | Ұлт ұстаздары (жобалық жұмыс) | 10 | |
12 апта: Сән мен талғам | ||||
Сән әлемі. Киім және киіну мәселесі. Қазақстандық киім дизайнерлері және олардың жеткен жетістіктері. | Сән әлемі: киім дизайнерлері |
Қазақстандық киім дизайнерлері жайлы бұқаралық ақпарат көздерінен материал қарастыру, әңгімелеу. | 10 | |
13 апта: Әдебиет әлемі | ||||
Қазақ халқының атақты ақындары мен жазушылары туралы мәлімет. | Қазақтың атақты ақын-жазушылары | Ұлылардан жеткен ұлағатты сөз (пікір алысу) | 10 | |
14 апта: Ел тарихы –жер тарихы | ||||
Қазақстан өңірлеріндегі тарихи жерлер және олардың ерекшеліктері. | Ұлы Абай жерінде | Қасиетті Жидебайға сапар (визуалды саяхат) | 10 | |
15 апта: Бабалардан жеткен ұлы мұра | ||||
Қазақтың дәстүрлі баспанасы. Киіз үйдің ерекшеліктері. Киіз үй мәдениеті. | Қазақтың дәстүрлі баспанасы | Бабалардан жеткен ұлы мұра – әлемге мақтаныш (жобалық жұмыс) | 10 | |
2 семестр | ||||
1апта: Ғылым және техника | ||||
Ғылым мен техниканың дамуы. Ғылым мен технология жетістіктері. Ғылыми жаңалықтар мен жобалар. | Ғылым мен техника |
Ғылым – табыс көзі | 10 | |
2 апта: Білімді ел озар | ||||
Білім саласындағы жаңашылдық. Үш тілдің бірлігі.Үш тілді меңгеру. Бәсекеге қабілеттілік. | Үш тілді білу – заман талабы | Бұқаралық ақпарат құралдары мәліметтеріне шолу | 10 | |
3 апта: Табыс бастаулары | ||||
Әлемдегі ең табысты елдер. Олардың табысқа жетудегі тәжірибесі туралы ақпарат. | Әлемдегі ең табысты елдер: тәжірибе мен нәтиже | Табысқа жетудің жолдары (ойталқы) | 10 | |
4 апта: Елін сүйген ерлер | ||||
Қазақстанның қоғам қайраткерлері. Халық қаһармандары.Бейбіт күннің батырлары, олардың жасаған ерліктері, алған марапттары туралы мәлімет. | Бүгінгі күннің батырлары | Халық қаһармандары; танымал өнер қайраткерлері жайында сюжет | 10 | |
5 апта: Ақпараттар ағыны | ||||
Әлеуметтік желілер, оның адам өміріне әсері. Әлеуметтік желідегі ақпарат. | Әлеуметтік желідегі ақпарат: дәлел мен дәйек | Желіге жіпсіз байланғандар (дебат) | 10 | |
6 апта: Адам және өркениет | ||||
"Ұлы Жібек жолы", оның бағыттары. "Ұлы Жібек жолындағы" қалалар. Мәдениет пен сауда. | 1. "Ұлы Жібек жолын" қайта жаңғырту | Ұлы Жібек жолы - өркениет бастауы (баспасөз конференциясы) | 10 | |
7 апта: Ұлттық мүдде және нарық | ||||
Тәуелсіз Қазақстанның экономикасы, оның дамуы. Әлемдік нарықтағы Қазақстан. | Ел экономикасы еркін дамуда | "Бір жол, бір белдеу" бағдарламасын талдау | 10 | |
8 апта: Қазақстан әлемдік кеңістікте | ||||
Елмерейін үстем ететін мемлекет деңгейіндегі іс-шаралар. Соңғы жылдары елімізде өткізіліп жатқан шаралар туралы ақпарат. | Ел мерейін көтерген маңызды шаралар | Соңғы он жылдықтағы айтулы шаралар жайында пресс-релиз. | 10 | |
9 апта: Толеранттылық – бейбітшілік кепілі | ||||
Мәңгілік ел – ұлт мұраты. Қазақтан Халық Ассамблеясы. Толеранттылық. Ұлтаралық мәлениет. | Қазақстандағы халықтар достығы | Бір шаңырақ астында... (эссе) | 10 | |
10 апта: Іскерлік әлемі | ||||
Іскерлік бастауы. Дресс код. Қызмет этикасы. Іскерлік келіссөз. | Іскер адам келбеті | Жас келсе іске... (Іскер жандар туралы бейнебаян) | 10 | |
11 апта: Болашаққа бағдар: рухани жаңғыру | ||||
Рухани жаңғыру. Адам баласының ішкі әлемінің жаңаруы, сана-сезімі, жаңа өзгеріс. Рухани құндылықтардың даму бағыты. | Рухани жаңғыру – ұлттық сананың серпілісі | Ұлттық мүдде – тәуелсіздік тірегі жайында баяндама | 10 | |
12 апта: Өркениет және жаңа әліпби | ||||
Латын әліпбиі негізіндегі қазақ жазуы. | Латын әліпбиі - рухани жаңғыру бастауы | Мәтінмен жұмыс | 10 | |
13 апта: Тілдік кәсіби бағдар | ||||
Мамандыққа қатысты тілдік ерекшеліктер. | Болашақ маман және кәсіби тіл | Анықтамалық сөздік дайындау. | 10 | |
14 апта: Кәсіби тілдің терминжүйесі | ||||
Кәсіби салада қолданылатын терминдер және ғылыми стиль ерекшеліктері. Бейнелі сөз орамдары қолданылатын тіл мәдениетінің кәсіби сала бірліктері. | Іскерлік байланыс және ресми қарым-қатынас | Кәсіби саладағы іскери қарым-қатынас (рөлдік ойын) | 10 | |
15 апта: Кәсіби мәтіннің грамматикалық-стильдік ерекшелігі | ||||
Кәсіби саладағы ресми-іскери, мамандық пен қызметке қатысты тілдік оралымдар (жылдық жоспар, есеп беру түрлері, ақпараттық-талдау анықтамалары, ұсыныстар, нақты мәселеге қатысты ұсыныстар); ғылыми-көпшілік мазмұндағы мақалалар мен хабарламалардың стилі. | Тіл – сөйлеу мәдениетінің негізі | Бейнелі сөйлеу – өнер (сөзжарыс) | 10 | |
Ескерту: 1 академиялық кредит = 30 академиялық сағат | ||||
Әдебиеттер Негізгі: | ||||
Model curriculum of general education discipline "Russian language" for organizations of
higher and (or) postgraduate education
Chapter 1. General provisions
1. This standard curriculum of the general educational discipline "Russian language" for organizations of higher and (or) postgraduate education (hereinafter referred to as the Program) has been developed in accordance with subparagraph 13) of paragraph 15 of the Regulations on the Ministry of Science and Higher Education of the Republic of Kazakhstan, approved by the Decree of the Government of the Republic of Kazakhstan dated August 19, 2022 No. 580 "On some issues of the Ministry of Science and Higher Education of the Republic of Kazakhstan" and shall define the objective, objectives, structure, content, methods and learning outcomes.
Footnote. Paragraph 1-as amended by the order of the Minister of Science and Higher Education of the Republic of Kazakhstan dated July 13, 2023 No. 314 (shall be enforced ten calendar days after the day of its first official publication).2. This curriculum shall be intended for development of language personality of a student capable to perform cognitive and communicative activity in the Russian language in the spheres of interpersonal, social, professional and intercultural communication in the context of implementation of the state programs of trilingualism, and spiritual modernization of the national consciousness.
3. Duration of the training in accordance with the structure of educational program of higher education shall be 300 hours (10 academic credits).
Chapter 2. Goal, objectives and expected results of the curriculum
4. The goal of the curriculum shall be the formation of a social and humanitarian outlook of the students in the context of the national idea of spiritual modernization, involving the development of national consciousness and the cultural code of the qualities of internationalism, tolerance for world cultures and languages as the translators of knowledge of the world level, the advanced technologies, the use and transfer of which are able to ensure the modernization of the country and personal career growth of future specialists.
5. The objectives of the curriculum shall be:
1) the successful mastering of the types of speech activity in accordance with the level of preparation;
2) formation and improvement of language skills in different situations of social, socio-cultural, professional communication;
3) development of skills in producing oral and written speech in accordance with the communicative purpose and professional communication.
6. Upon completion of the course, the student shall have the following learning outcomes:
1) to make the correct choice and use of language and speech means for solution of certain problems of communication and learning, based on knowledge of sufficient vocabulary, the system of grammatical knowledge and pragmatic means of expression of intentions;
2) to convey the factual content of texts, to formulate their conceptual information, to describe the output knowledge (pragmatic focus) both of the whole text and its individual structural elements;
3) to interpret the information of the text, to explain the scope of certification requirements, the style and genre of the texts of socio-cultural, socio-political, official and professional communication;
4) to request and provide information in accordance with the communication situation, to evaluate the actions and deeds of participants, to use information as a tool to influence the interlocutor in situations of cognition and communication in accordance with the certification requirements;
5) to build programs of verbal behavior in situations of personal, social and professional communication in accordance with the rules of the language, the culture, the nature of communication, the certification requirements;
6) to discuss the ethical, cultural, socially significant problems in discussions, to express their point of view, to defend it, to assess critically the point of view of the interlocutors;
7) to participate in communication in different situations in different spheres of communication to implement their own intentions and needs (common, educational, social, cultural), declaring about them ethically correctly, meaningfully, fully, lexico-grammatically and pragmatically appropriately to the situation;
8) to make common, socio-cultural, official and business texts in accordance with generally accepted standards, functional orientation, using the lexico-grammatical and pragmatic material of a certain certification level adequate to the set goal.
Chapter 3. Structure and content of curriculum
7. This curriculum shall begin with an overview of the goal and objectives, a thematic plan of the curriculum, teaching methods, requirements for the expected results, prerequisite and postrequisites.
8. The contents of the model curriculum of the general education discipline "Russian language" for organizations of higher and (or) post-graduate education, including the course content, topics of seminar (practical) classes, independent work of students shall be given in the Annex hereto.
9. Methods and techniques of training, used in the course implementation process shall be:
1) student-centered training, based on reflexive approach to learning on the part of the learner;
2) competence-oriented learning;
3) communicative-activity approach to mastering the language;
4) understanding and interpretation of the meanings of the text, based on the cognitive modeling of the content and context of its functioning;
5) conversation analysis of speech communication;
6) pragmatic focus and recognition of the intention of the speaker in the flow of speech;
7) production of the texts of the required intentionality and impact in the process of communication in different spheres of communication;
8) role plays and academic discussions of various formats;
9) case study (analysis of specific situations);
10) method.
10. Pre-requisites and post-requisites of the curriculum shall be established by the university itself.
| Annex to the model curriculum of the general education discipline "Russian language" for organizations of higher and (or) postgraduate education |
The content of the model curriculum of the general education discipline "Russian language"
for organizations of higher and (or) postgraduate education
A1 level
№ | Content of the discipline | Themes of seminar (practical) classes | Themes of independent works of students | Number of hours |
1 term | ||||
Week 1: Getting to know each other | ||||
1 |
To start a communication, to introduce yourself, to greet, to thank, to respond to gratitude. | Getting to know each other | Make up short dialogues | 10 |
Week 2: My family and I | ||||
2 |
Introduce yourself, to introduce a family member, to ask a question about a person. | My family members | Tell about yourself and your family. | 10 |
Week 3: My friend (an acquaintance) | ||||
3 |
Introduce another person, inform about the person. | My friend/ a friend of mine | Tell about your friend. | 10 |
Week 4: The daily routine | ||||
4 |
Report about a fact, time and location. | How my day goes | Tell about one day in the university | 10 |
Week 5: Free time | ||||
5 |
To start a communication, to ask a question and report about a fact or event. | Free time. | Make up a dialogue on the topic: "How you spend your free time" | 10 |
Week 6: My hobbies | ||||
6 |
Report about a fact, presence or absence of the subject. | My hobbies | Make up a short monologue about your hobbies | 10 |
Week 7: Time, time of day | ||||
7 |
To start a communication, to ask a question and report about a fact or event, to contact someone, to ask a question, inform about time. | Time, time of day | Make up a dialogue on the topic | 10 |
Week 8: Seasons, days of the week | ||||
8 |
To start a communication, to ask a question and report about a fact or event, to contact someone, to ask a question, to inform about a season, day of the week. | Seasons, days of the week | Make up a dialogue on the topic | 10 |
Week 9: Weather | ||||
9 |
To start a communication, to ask a question and report on the weather, on the time of action. | 2. Weather, climate | Describe the climate of the country | |
Week 10: My university | ||||
10 |
Report on the university, the group. | My university | Tell about your group | 10 |
Week 11: At the classes at the university | ||||
11 |
To start a communication, to greet, to say goodbye, to contact, to ask to repeat. | 3. At the lectures, seminars | Make up a dialogue on the topic "How my classes were" | 10 |
Week 12: In the library | ||||
12 |
To start a communication, to greet, to say goodbye, to contact a library worker, to ask a question, to express a request. | In the library | Make up a dialogue on the topic: "This is our library" | 10 |
Week 13: Food products | ||||
13 |
Report on the subject, the presence or absence of the subject, the quality, to assess. | Food products |
Make up dialogues on the topic | 10 |
Week 14: In the student cafeteria | ||||
14 |
To start a communication, to express a desire, a request, to ask a question. | In the student cafeteria | Make up a dialogue on the topic "I am in the cafeteria" | 10 |
Week 15: Health and health status. | ||||
15 |
To start a communication, to contact the registry, to the medical staff, to express a request, to thank, to report on the health status. | At the doctor |
Make up dialogues on the topic | 10 |
2 term | ||||
Week 1: Place where I live | ||||
1 |
Ask a question and report about the subject, about the presence or absence of the subject, the subject belonging, place. | My room, house, apartment | Describe your room | 10 |
Week 2: Clothing | ||||
2 |
To report on the subject, the belonging of the subject, to express the attitude. | Clothes | Describe your favorite clothes. | 10 |
Week 3: My purchases | ||||
3 |
To start a communication, to ask a question, to address the seller, to thank, to express a request, a desire. | In a store, at the market | Make up dialogues on the topic | 10 |
Week 4: Person's appearance | ||||
4 |
Report on a person's appearance, to start a communication, to meet someone. | A portrait | Describe the appearance of a loved one or a famous person. | 10 |
Week 5: Person's character | ||||
5 |
Report about the qualities of a person, to start a communication, to meet someone, to give an assessment. | Person's character | Tell about a loved one. | 10 |
Week 6: City | ||||
6 |
To inform about the city, about the place of action, to start a communication, to get acquainted, to contact, etc. | City where I study | Prepare a story about your hometown | 10 |
Week 7: Cultural life of the city | ||||
7 |
To start a communication, to ask a question, to contact someone, to report a fact, an event. | Theaters, cinemas | Tell about a movie, performance | 10 |
Week 8: Cultural life of the city | ||||
8 |
To start a communication, to ask a question, to contact someone, to report a fact, an event. | Museums, exhibitions | Tell about the theater, performance, exhibition | 10 |
Week 9: Transport | ||||
9 |
To start a communication, to contact someone, to apologize, to ask a question, to report a fact. | Transport | Make up dialogues on the topic | 10 |
Week 10: Travels | ||||
10 |
To start a communication, to contact someone, to ask a question, to report about an event, time and place of action, to express your attitude. | Travels | Make up dialogues on the topic | 10 |
Week 11: Nature | ||||
11 |
To ask a question and report about nature, about the presence or absence of an object, about a place, to express your attitude. | Nature | Make up a story about the nature of the native land | 10 |
Week 12. My speciality | ||||
12 |
Report about an event, time and place of action, to express your attitude. | My speciality | Make up a story about the future profession | 10 |
Week 13: My faculty | ||||
13 |
Report about an event, time and place of action, to express your attitude. | My faculty | Make up a dialogue about the faculty | 10 |
Week 14: The Republic of Kazakhstan | ||||
14 |
Report about an event, time and place of action, to express your attitude. | To prepare a monologue speech on one of the topics: "Nature of Kazakhstan", "Administrative structure", "Population of the Republic" | 10 | |
Week 15: Consolidation of the material learnt | ||||
15 | Verbally implement the studied intentions, using the appropriate language material. Work with the text material. | Consolidation of the material | ||
А2 Level
Content of the discipline | Themes of seminar (practical) classes | Themes of independent works of students | Number of hours | |
1 term | ||||
Week 1: Getting to know each other. Story about yourself | ||||
1 |
Report about a person, an action, time, place. | Getting to know each other. Story about yourself | Work with texts. Make up questions to the text. | 10 |
Week 2: My family and I | ||||
2 |
To contact someone, gratitude, to reply to gratitude, clarification of information. Characteristics of human activity. The forms of speech etiquette used in acquaintance. | My family and I. | Prepare a story about yourself and your family. | 10 |
Week 3: My friends | ||||
3 |
To introduce another person, to report about a person, to assess a person. | My friends. | Tell about your friend . | 10 |
Week 4: Daily routine | ||||
4 |
Report about the time, place, reason, purpose of the action or event. | My day: daily routine. | Email a friend about the day spent. | 10 |
Week 5: Free time. My hobbies | ||||
5 |
Meet someone, introduce yourself or introduce another person, ask a question and report about a fact or event, purpose of action. |
Free time. My hobbies. | Describe the positive and negative aspects of your hobby. | 10 |
Week 6: Family holidays | ||||
6 |
To congratulate, to express wishes, to thank, to respond to congratulations, to gratitude. | Family holidays. | Write a greeting card. | 10 |
Week 7: State holidays of Kazakhstan | ||||
7 |
Express your attitude: to assess a person, a subject, a fact, an event. | 4. State holidays of Kazakhstan | Prepare a script for a holiday | 10 |
Week 8: Small homeland (the place where I was born) | ||||
8 |
To report about a place, to express an attitude, to give an assessment. | Small homeland (the place where I was born) |
Prepare a presentation about your native land. | 10 |
Week 9: The city where I study | ||||
9 |
To report about a place, to express an attitude, to give an assessment. | The city where I study | Essay "My City" or story-advertising about the hometown for tourists. | 10 |
Week 10: My dream city | ||||
10 |
Report about the place, the number of items, their quality and belonging, express the attitude, evaluate the subject, fact. | My dream city | Prepare a presentation of a dream city and describe its features and attractions. | 10 |
Expression of explanatory, targeted relationships. adverbial participial phrase and participial phrase. | A presentation of a dream city | |||
Week 11: Cultural life of the city: in the theater, in the museum, at a concert. | ||||
11 |
Contact someone, to apologize, to thank, to ask to repeat, to ask again, to report about a fact, to express intention, desire, attitude, to give an assessment. | Cultural life of the city: in the theater, in the museum, at a concert. |
Describe the picture, tell about the performance or concert. | 10 |
Week 12: Health and status of health | ||||
12 |
To start a communication, to apply to the registry, to the medical personnel, to the pharmacy worker, etc., to express a request, refusal, to report on health, to make recommendations and to express words of approval. |
Health and status of health. | Identify the main sections of the annotations to medicines (dosage, indications for use, contraindications). | 10 |
Week 13: There is no bad weather, there are bad clothes | ||||
13 |
Report about an event, a fact, the presence or absence of a subject, the number of objects, phenomena, to express your attitude. | There is no bad weather, there are bad clothes | To listen to the weather forecast, to compile a dictionary of new vocabulary on the topic. To find their definitions in explanatory dictionaries. | 10 |
Week 14: How to make a purchase | ||||
14 |
To start a communication with the seller, to contact the consultant, to request, to ask, to ask again, to ask a question about the number of items, their quality and belonging. | In the store, at the market: how to make a purchase | Prepare a case study on the topic: buying vegetables in the market, repairing a mobile phone, buying stationery, imitation jewellery | 10 |
Week 15: Modern style in clothes | ||||
15 |
Report about the subject, the presence or absence of the subject, the quality and belonging, the intention and desire, to express your attitude. | Modern style in clothes | Work in mini-groups. Create a set of clothes with a trendy color combination and comment on color symbolism. | 10 |
2 term | ||||
Week 1: Languages and education | ||||
1 |
Report about a fact, to express your attitude, to evaluate facts and events, substantiate the advantage of communication in Russian as a world language. | Languages and education. The program of trilingualism in Kazakhstan. | Analysis of legal documents regulating the functioning of languages in Kazakhstan. | 10 |
Week 2: My university | ||||
2 |
To start a communication and hold it: to represent your university in different communicative situations: to foreign guests, to students from other universities, friends, relatives, etc. Express your attitude, | My university | Work in small groups. Prepare a university booklet for an education exhibition. | 10 |
Week 3: Faculty where I study | ||||
3 |
To start a communication and hold it: to represent your faculty in different communicative situations: to foreign guests, to students of other faculties and universities, friends, relatives, etc. Express your attitude. | Faculty where I study | Prepare a video about the life of the faculty, make a sound for it. | 10 |
Week 4: My profession | ||||
4 |
Report about the profession, about the facts and events, persons and objects. Express intention, attitude, insecurity. | My profession | Compose a text (350-400 words) on the topic: "Who I am in the future." | 10 |
Week 5: An outstanding representative of my profession | ||||
5 |
To inform about the person, about the time, the place of his life activity, to express your attitude. | An outstanding representative of my profession | Prepare a presentation about a famous academic representative of the chosen specialty. | 10 |
Week 6: The history of my specialty | ||||
6 |
To inform about facts, events, persons, time, place of events, the cause and purpose of events, to express a wish. |
The history of my specialty | Work in small groups: using data from the Internet, analyze the representation of the studied specialty in different countries. | 10 |
Week 7: Written communication: in the dean's office | ||||
7 |
Drawing up and analysis of business papers: an application, a certificate, a questionnaire, an explanatory letter. | Written communication: in the dean's office | Make up business papers. | 10 |
Week 8: In a library | ||||
8 |
To start a communication with the library staff, to thank, to ask a question, to find out the presence or absence of the necessary subject, to express your attitude to the subject. | In the library (bibliographic description) |
Make a list of books on the specialty, which must be taken in the library. Make the list in accordance with the rules of bibliographic description. | 10 |
Week 9: In the student cafeteria | ||||
9 |
To communicate with the employees of the canteen, to address, to report on the intention, the presence or absence of a dish on the menu, to ask about the quality, to give your assessment of the subject. |
In the student cafeteria | Tell about your favorite dish, ingredients, cooking method. | 10 |
Week 10: Science terminology | ||||
10 |
Report on the subject, fact, event related to the field of the studied specialty in monologue and dialogical speech. | Science terminology | Write out 5-7 professional words from the vocabulary of the specialty, give their interpretation and include them in the statement about the specialty. | 10 |
Week 11: Specialty language and professional speech culture | ||||
11 | Join a dialogue in the professional sphere of communication, report on the fact, time and place of action, express your attitude in accordance with the requirements of the professional speech culture: to use the terminology, to discuss professional topics with a colleague and a non-specialist, to define the goal, to be correct. |
Specialty language and professional speech culture | Prepare a report on the topic: "The qualities necessary for a modern specialist in professional activities." | 10 |
Week 12: Types of professional communicative situations | ||||
12 | Inform the listener about the subject and purpose of the message, to request information of interest, to clarify, to ask again, to listen and to understand professional information in communicative situations of professional communication: participation in a conference, seminar, teamwork in a laboratory, an exhibition of professional products, achievements, personal contact of two specialists. |
Specialty language and professional speech culture | Present and play out a professional communicative situation in terms of the number of participants in communication: one - one; one - a group; a group. | 10 |
Week 13: Telephone converations | ||||
13 |
To start a communication in accordance with the basic requirements for a telephone conversation: the brevity of the expression of thought, informative, politeness, clear pronunciation of words. | Telephone converations | Using the skills of conducting a business telephone conversation, to make calls to several institutions. Analyze conversations, indicate whether the interlocutors complied with the requirements and rules of telephone communication, whether there were any non-professional "respondents" among them. Correct the errors found. Record one of the telephone conversations. | 10 |
Week 14: Business Email | ||||
14 |
To enter into written personal and business communication: to greet, to address, to thank, to respond to gratitude, to congratulate, to ask, to say goodbye. | Business Email | Send an e-mail invitation letter to the collegues for the opening of the exhibition of innovative technologies. | 10 |
Week 15: Consolidation of the material learnt | ||||
15 | Verbally implement the studied intentions using the appropriate language material, work with textual material. | Consolidation of the material | ||
В1 Level
№ | Content of the discipline | Themes of seminar (practical) classes | Themes of independent works of students | Number of hours |
1 term | ||||
Week 1: The Russian language in the modern world | ||||
1 |
To report on the goal of learning Russian, difficulties in learning Russian, the role of television, the Internet, newspapers in learning the language. |
The Russian language in the world, in Kazakhstan. | Report about the possibility of using the Russian language in the future. | 10 |
Week 2: Problems of a modern family (problems of fathers and children, the roles of a woman and a man) | ||||
2 |
To contact someone, to attract attention, to request and inform: to ask a question, to report a fact, an event. | Problems of a modern family (problems of fathers and children, the roles of a woman and a man) | Describe the role of a man (participation in raising children, assistance in the household), the position of a woman (education, work, housekeeping) and children (studies, assistance in the housekeeping, work) in the family | 10 |
Week 3: Lifestyle (features of work, leisure, communication, range of interests) | ||||
3 |
Request and report information about a fact, event, person, reason, place of action, to express agreement or disagreement, to express your attitude: evaluate the fact, event, action, to hold the topic of the conversation. | Lifestyle (features of work, leisure, communication, range of interests) | Discuss the issue of lifestyle. View fragments from the films "Office Romance" (beginning of the film), "Moscow does not believe in tears" (beginning of the second series) | 10 |
Week 4: Lifestyle (clothing, design and functionality of the home) | ||||
4 |
To request and report information about a fact, event, person, reason, place of action, express agreement or disagreement, to epxress your attitude: tp evaluate the fact, event. Hold the topic of conversation, | Lifestyle (clothing, design and functionality of the home) |
Prepare presentations on the themes: "Ideal home", "My favorite looks in clothes". | 10 |
Week 5: Free time, leisure, interests, hobbies (sports, travel) | ||||
5 |
To start a communication, contact someone, to attract attention, to hold the topic of conversation, to ask again, to request and inform. Express the offer, invitation, your attitude. | Free time, leisure, interests, hobbies (art, sports, travel) | On the basis of the survey to prepare a presentation on the topic "The main places of recreation for the population." | 10 |
Week 6: Cultural recreation: theaters, museums, festivals, exhibitions, concerts, literature, music. The role of art in human life | ||||
6 |
To contact someone, to initiate, to support, to change the topic of the conversation, to ask again, to ask a question, to report a fact, a subject, to give advice, a suggestion, one’s attitude: to give an assessment, to express surprise, preference, regret. | Cultural recreation: theaters, museums, festivals, exhibitions, concerts, literature, music. The role of art in human life | Visit a cultural event and convey information about its content, express your attitude to what you see / hear | 10 |
Week 7: State and religious holidays in Kazakhstan | ||||
7 |
To congratulate, to express wishes, agreement or disagreement, refusal, doubt,to thank, to respond to congratulations, gratitude, to hold the topic of conversation, to ask again, to remind. To express your attitude. | State and religious holidays in Kazakhstan | Write a congratulatory letter to a friend and a colleague. | 10 |
Week 8: Geographical position of the city. The surrounding nature: rivers, mountains, lakes. Ecology of the city. | ||||
8 |
The geographical position of the city. The surrounding nature: rivers, mountains, lakes. Ecology of the city. | 6. The geographical position of the city. The surrounding nature: rivers, mountains, lakes. Ecology of the city. | Write an essay on the topic: "How to make a city ecologically attractive." | 10 |
Week 9: The history of the city: foundation, historical events. The historic city center and modern districts. | ||||
9 |
Initiate, to hold the topic of the conversation, to attract attention, to ask to repeat, to remind, to end the conversation, to request and report about a fact, event, subject, to express your attitude, to report about the place, time, reason, purpose of the action or event. |
The history of the city: foundation, historical events. The historic city center and modern districts. | Prepare a presentation on the topic: "The story of a city". | 10 |
Week 10: The main problems of the city: the cost of living, problems of housing, transport. | ||||
10 |
Initiate, to hold the topic of the conversation, to attract attention, to ask to repeat, to remind, to end the conversation, to request and report about the fact, event, subject, possibility / impossibility, necessity of action, to express your attitude. | The main problems of the city: the cost of living, problems of housing, transport. | Create an intellectual map "problems of the modern city", to highlight the main one and give arguments. | 10 |
Week 11: Perfect city | ||||
11 |
Report about the place, the number of items, their quality and belonging, to express the attitude, to evaluate the subject, fact. | Perfect city | Prepare a presentation of the perfect city, describe its features and attractions | 10 |
Week 12: At the airport, at the train station | ||||
12 |
Contact someone, to apologize, to thank, to ask to repeat, to ask again, to report about a fact, to express intention, desire, attitude. Report that you want to buy a ticket (coupe, reserved seat, economy), how many tickets, direction. Find out the cost, availability of tickets for a specific date, flight, date and time of departure and arrival. | At the airport, at the train station | For the intended trip to order tickets in three ways: online booking, contact the cashier and call. Record the conversation and give an analysis of the success of the communication. | 10 |
Week 13: Healthcare problems in the country | ||||
13 |
To contact someone, to draw attention, to request and inform, to report on the possibility, necessity, probability, impossibility of action, to express agreement or disagreement, uncertainty, doubt. | 7. Healthcare problems in the country | Using the Internet resources, compare the health systems of different countries in the form of a presentation | 10 |
Week 14: Main occupations of population: agriculture, public service, private entrepreneurship | ||||
14 | To introduce another person, to contact someone, to hold the topic of conversation, to attract attention, to ask to repeat, to remind, to end the conversation, to request and report about a fact, event, subject, possibility / impossibility, necessity of action, to express your attitude, to express a wish, advice, offer, invitation. Prepositional - nominal case system. Perfect and imperfect types of the verb. Definitive pronouns. Degrees of comparison of adjectives. Objective, attributive, causal, target, conditional, concessive relations in the sentence. | Main occupations of population: agriculture, public service, private entrepreneurship | Create an intellectual map "Perspective activities in Kazakhstan". | 10 |
Week 15: Problem of urbanization of population | ||||
15 |
To hold the topic of the conversation, to attract attention, to ask to repeat, to remind, to end the conversation, to request and report about a fact, event, subject, possibility / impossibility, need for action, to express your attitude, to express a wish, advice, offer, invitation. | Problem of urbanization of population | To characterize the trends of urbanization in Kazakhstan in any format (discussion, presentation, essay) | 10 |
2 term | ||||
Week 1: Languages and education | ||||
To report about a fact, to express your attitude, to evaluate facts and events, to substantiate the advantage of communication in Russian as a world language. |
Languages and education. | Analysis of legal documents regulating the functioning of languages in Kazakhstan. | 10 | |
Week 2: Problems of modern education | ||||
To initiate, to hold the topic of the conversation, to attract attention, to ask again, to ask a question, to report about a fact or event and argue, to report on the possibility, necessity, probability of action. | Problems of modern education | Based on the material collected, prepare a discussion on the topic: "Problems and prospects of education in Kazakhstan." | 10 | |
Week 3: Perspectives of humanitarian, technical, medical and other types of education | ||||
To initiate, to hold the topic of the conversation, to attract attention, to ask again, to ask a question, to report about a fact or event and argue, to report on the possibility, necessity, probability of action. | Perspectives of humanitarian, technical, medical and other types of education | Assess and make a comparative analysis of the prospects of types of education in Kazakhstan on the basis of statistical data, the number of grants, vacancies and employment. The results should be given as a presentation. | 10 | |
Week 4: Work, profession | ||||
To start a communication and hold it: to introduce yourself, to hold, to change the topic of the conversation, to request and inform about the possibility, necessity, probability of action, to express intention, request, consent, refusal. | Work, profession | Using the Internet resources, to make a rating of modern professions and explain it. | 10 | |
Week 5: Famous scientist in the field of studied science | ||||
To initiate, to hold, to change the topic of the conversation, to attract attention, to ask to repeat, to ask a question or report about a fact, event, person. Express your attitude: to assess the person, event. Express surprise, sympathy. | Famous scientist in the field of studied science | Prepare a professional portrait of a scientist in the field of the studied specialty, to identify the important milestones of the biography, which had a great influence on development of the scientist and his contribution to science. | 10 | |
Week 6: The history of my specialty | ||||
To initiate, to hold, to change the topic of the conversation, to attract attention, to ask to repeat, to ask a question or report about a fact, event, persons. Express your attitude: to evaluate the person, events. Express surprise, regret. | The history of my specialty | Prepare a presentation on the topic: "Significant events (scientific discoveries, experiments) that influenced the further development of science." | 10 | |
Week 7: Written business communication | ||||
Drawing uup and analysis of business papers: CVs, an application, a description, a report, a protocol. | Written business communication | Make up business papers. | 10 | |
Week 8: Business Email | ||||
To start a written personal and business communication: to greet, to address, to thank, to respond to gratitude, to congratulate, to ask, to say goodbye. | Business Email | E-mail your colleagues an invitation letter to a scientific conference. | 10 | |
Week 9: Oral business communication | ||||
To start a communication, to introduce another person, to greet, to say goodbye, to thank, to apologize, to respond to an apology, to attract attention, to ask again, to end conversations, to express intention, desire, request. | Oral business communication | Prepare a script for business negotiations on a specific issue, relevant documents (a protocol, a report, a contract) | 10 | |
Week 10: Telephone conversations | ||||
To start a communication in accordance with the basic requirements for a telephone conversation: the brevity of the expression of thought, informative, politeness, clear pronunciation of words. | Telephone conversations |
Using the skills of holding a business telephone conversation, make calls to several institutions. | ||
Week 11: Science terminology | ||||
Report on the subject, fact, event related to the field of the studied specialty in monologue and dialogical speech. | Science terminology | Familiarize with Latin and Greek word-formation elements and compile a glossary consisting of the terms of the studied specialty, which include international word-formation elements. | 10 | |
Week 12: Specialty language | ||||
To start a scientific communication, to report on the fact, event, subject, the presence or absence of the subject, the action, time, cause, purpose of the event. | Specialty language | In the text on the specialty to identify the features of the language of the specialty. | 10 | |
Week 13: Professional speech culture | ||||
To start a communication in the professional sphere of communication, to report on the fact, time and place of action, to express your attitude in accordance with the requirements of the professional speech culture: to use terminology, to discuss professional topics with a colleague and a non-specialist, to define the goal, to be correct. | Professional speech culture | Prepare a report on the topic: "What should be the speech of a specialist in a situation of professional communication" | 10 | |
Week 14: Types of professional communicative situations | ||||
Inform the listener about the subject and purpose of the message, to request information of interest, to clarify, to ask again, to listen to and understand professional information in communicative situations of professional communication: participation in a conference, a seminar, teamwork, an exhibition of professional products, achievements, personal contact of two specialists. | Types of professional communicative situations | Present and play out a professional communicative situation in terms of the number of participants in communication: one - one; one - a group; a group. | 10 | |
Week 15: Consolidation of the material learnt | ||||
Verbally implement the studied intentions using the appropriate language material. Work with text material | Consolidation of the material | |||
В2 level
№ | Content of the discipline | Themes of seminar (practical) classes | Themes of independent works of students | Number of hours |
1 term | ||||
Week 1: World languages | ||||
1 |
To report on the goal of learning Russian, difficulties in learning Russian, the role of television, the Internet, newspapers in learning the language. | The Russian language as one of the world languages | Analysis of legal documents regulating the functioning of languages in Kazakhstan. | 10 |
Week 2: Free time. Mass and traditional culture | ||||
2 |
Informative intentions: to inquire about facts and events, causes, consequences, to supplement, to find out, to explain, to clarify. | Mass and traditional culture | Based on specific examples in the leisure industry (films, entertainment literature, pop humor, etc.), advertising and fashion, formulate the main signs of mass culture. | 10 |
Week 3: Where we live. Contrasts of the metropolis | ||||
3 |
Informative intentions: to inquire about facts and events, goals, causes, consequences, possibilities, necessity; to supplement, to explain, to clarify. | Contrasts of the metropolis | Write an essay on the topic: “How the city attracts people” | 10 |
Week 4: My house. Housing issue | ||||
4 |
Contact-setting intentions: to start a communication with the landlord, the seller of housing. | Housing issue | To characterize housing problems in Kazakhstan | 10 |
Week 5: My family and I. Problems of a modern family. | ||||
5 |
Contact-setting intentions: to start a communication, to initiate a discussion of the problems of a modern family, to invite to discussion, to hold. | Problems of a modern family | To make reasoning on one of the topics: "Causes of divorce", "Problems of civil marriage", "Basic problems of a modern family." | 10 |
Week 6: Family and parenting issues. National traditions in upbringing. | ||||
6 |
Informative intentions: to inquire about facts, reasons, goals, consequences; to explain, to find out. | Family and parenting issues. National traditions in upbringing. | On the basis of comparing the traditions of upbringing in different countries to make your own reminder of the best methods of upbringing and to argue. | 10 |
Week 7: Traditions and customs. Celebration of important events in life | ||||
7 |
Informative intentions: to inquire about facts, reasons, goals, consequences, necessity; to explain, to find out. | Celebration of important events in life |
Compare modern and traditional approaches to celebrating important events in life (birth of a child, wedding, birthday), express your attitude and argue the position. | 10 |
Week 8: Lifestyle. Social roles of men and women in modern society | ||||
8 |
Contact-setting intentions: to start a communication, to initiate a discussion of the problem of the social role of a man and a woman, to invite to a discussion, to attract attention, to hold. | Social roles of men and women in modern society | Prepare a presentation on the topic: "Changing the social roles of men and women throughout history." | 10 |
Week 9: Lifestyle. Modern grandparents | ||||
9 |
Contact-setting intentions: to start a communication, to initiate discussion of the problem of modern grandparents, to invite to discussion, to attract attention, to hold. | Modern grandparents | Write an essay on the topic: "Features and values of national culture." | 10 |
Week 10: Man as an individual. Problems of modern youth | ||||
10 |
Informative intentions: to inquire about facts and events, goals, causes, consequences, possibilities, necessity; to complement, to explain, to clarify. | Problems of modern youth | Describe one of the problems of youth: social, psychological, moral education, culture. | 10 |
Week 11: Social problems of modern society | ||||
11 |
Informative intentions: to inquire about facts and events, conditions, causes, consequences, possibilities, necessity; to complement, to explain, to clarify. | Social problems of modern society (socio-economic, social, socio-psychological) | Create an intellectual map on the topic and argue, illustrate with examples. | 10 |
Week 12: Kazakhstani society through the eyes of foreigners | ||||
12 |
Informative intentions: to inquire about facts and events, conditions, causes, consequences, possibilities, necessity; to complement, to explain, to clarify. | Kazakhstani society through the eyes of foreigners | Based on a survey of foreigners, Internet sites with opinions about the country, to identify the main characteristics of Kazakhstan’s society, given by foreign citizens. | 10 |
Week 13: A man in perception of other people | ||||
13 |
Express an opinion, express assessment. | 8. A man in perception of other people | Find in recent publications an interview with a famous person. Characterize the person interviewed, justify your opinion, based on the analysis of questions and answers. | 10 |
Week 14: Man: appearance, behavior, relationships | ||||
14 |
Contact-setting intentions: to start a communication, to initiate a discussion of the problem of modern grandparents, to invite to discussion, to attract attention, to hold. | Man: appearance, behavior, relationships |
Prepare to discuss the issues: | 10 |
Week 15: Consolidation of the material learnt | ||||
15 | Using various types of intentions and relevant language material, to provide the information. Work with text material. | Consolidation of the material learnt | 10 | |
2 term | ||||
Week 1: Actual problems of modern science | ||||
1 |
Contact-setting intentions: to start a communication, initiate a discussion of the problems of modern science, to hold. | Actual problems of modern science | Make an intellectual map on the topic, give a comment. | 10 |
Week 2: New discoveries of scientists: prospects for use and possible risks | ||||
2 |
Informative intentions: to inquire about facts, reasons, goals, consequences; conditions, to explain, to find out. | New discoveries of scientists: prospects for use and possible risks | Prepare a presentation on the latest developments of scientists in the studied field of science. Explain whether it is possible to foresee the threats and risks associated with the latest scientific discoveries. | 10 |
Week 3: Scientific discoveries and ethics | ||||
3 |
Contact-setting intentions: to start a communication, to initiate discussion of the problems of scientific discoveries and ethics, to hold. | Scientific discoveries and ethics (organ transplantation, sex change, euthanasia, surrogacy, human cloning, creation of transgenic animals) | Watch the movie "The Heart of a Dog" and explain the dangerous effects of experiments. | 10 |
Week 4: Achievements in the field of studied science | ||||
4 |
Informative intentions: to inquire about facts, reasons, goals, consequences; conditions, to explain, to find out. | Achievements in the field of studied science | Prepare a presentation on the topic "The most important achievements in the studied science" | 10 |
Week 5: Science development (studied by students) | ||||
5 |
Informative intentions: to inquire about events, facts, causes, goals, consequences; conditions, to explain, to find out, to supplement. | Science development | Make a story about the development of science | 10 |
Week 6: The current state of the studied science | ||||
Informative intentions: to inquire about events, facts, causes, goals, consequences; conditions, to explain, to find out, to supplement information concerning the current state of the studied science. | The current state of the studied science | Read a scientific article and describe the main problem, summarize the information. | 10 | |
Week 7: My specialty and globalization | ||||
7 |
Informative intentions: to inquire about facts, reasons, goals, consequences; conditions, to explain, to find out. | My specialty and globalization | Determine the prospects of the chosen specialty through the prism of globalization. | 10 |
Week 8: Written business communication | ||||
8 |
Drawing up and analysis of business papers: a CV, a statement, a description, a report, a protocol, a contract. | Written business communication | Make up business papers | 10 |
Week 9: Business Email | ||||
9 |
To start a written personal and business communication: to greet, to address, to thank, to respond to gratitude, to congratulate, to ask, to say goodbye. | Business Email | Email a scientific conference invitation letter to colleagues. | 10 |
Week 10: Oral business communication | ||||
10 |
Contact-setting intentions: to start a communication, to introduce another person, to greet, to say goodbye, to thank, to apologize, to respond to apologies, to attract attention, to ask again, to end conversations, to express intention, desire, request. Regulatory intentions: to express a request, a suggestion, a wish, to express consent, to object, to certify, to give guarantees. | Oral business communication | Prepare a script for business negotiations on a specific issue, prepare relevant documents (a protocol, a report, a contract, a description) | 10 |
Week 11: Science terminology | ||||
11 |
Informative intentions: to inquire about facts, possibilities, probability, necessity, to supplement, to find out, to clarify, to inquire. | Science terminology | Familiarize with Latin and Greek word-formation elements and compile a glossary, consisting of the terms of the studied specialty, which include international word-formation elements. | 10 |
Week 12: Specialty language | ||||
12 |
Contact-setting intentions: to start a scientific communication, to hold a conversation, to attract attention, to introduce someone. | Specialty language | In the text on the specialty to identify the features of the language of the specialty. | 10 |
Week 13: Professional speech culture | ||||
13 |
Contact-setting intentions: to start a scientific communication, to hold a conversation, to attract attention, to introduce someone. | Professional speech culture | Prepare a report on the topic: "What should be the speech of a specialist in a situation of professional communication" | 10 |
Week 14: Types of professional communicative situations | ||||
14 |
Contact-setting intentions: to start a scientific communication, to hold a conversation, to attract attention, to introduce someone. | Types of professional communicative situations | Present and play out a professional communicative situation in terms of the number of participants in communication: one - one; one - a group; a group. | 10 |
Week 15: Consolidation of the material learnt | ||||
15 | Verbally implement the studied intentions using the appropriate language material. Work with text material. | Consolidation of the material | ||
С1 Level
№ | Content of the discipline | Themes of seminar (practical) classes | Tasks for independent works of students | Number of hours |
1 term | ||||
Week 1: Language and its main functions | ||||
1 |
Express and clarify the intellectual attitude: to express the desire, need, intention, preference, opinion, suggestion, awareness. |
Language and its main functions. |
1. Work with regulatory documents of the Republic of Kazakhstan, reflecting the language policy. | 10 |
Week 2: Text as the main unit of communication | ||||
2 |
To request and report within the framework of topics and situations of communication, eventual and factual information: on conditions, goals, causes, effects, possibilities, probability, necessity of facts, events, phenomena. | Text as the main unit of communication. Written and oral language. | Work with the text of educational and scientific or popular sub-style. Structural and semantic analysis of the text on the specialty, the definition of its communicative tasks. | 10 |
Week 3: Functional-semantic types of speech: description, narration, reasoning | ||||
3 |
To request and report within the framework of topics and situations of communication, eventual and factual information: the qualitative and quantitative characteristics of objects, persons, events, phenomena; and, if necessary, to supplement, to clarify, to ask again, to find out, to explain, to elucidate, to illustrate. |
Functional-semantic types of speech: description, narration, reasoning. |
Group work. | 10 |
Week 4: Functional language styles | ||||
4 |
To organize speech in accordance with the functional style, using a variety of speech communication tactics to achieve the communicative goal. |
Functional language styles. | Define functional styles in accordance with the area of communication and communication goals. | 10 |
Week 5: Artistic style | ||||
5 |
To understand a literary text at a level that allows conducting an elementary philological analysis (to highlight the main topics of the text, to determine the functional and semantic types of speech, to identify the position of the narrator). |
Artistic style. |
Work in mini-groups on analysis: | 10 |
Week 6: Conversational style | ||||
6 |
To report, within the framework of topics and situations of communication, the eventual and factual information: to supplement, to clarify, to ask again, to find out, to explain, to elucidate, to illustrate. |
Conversational style. | To simulate communicative situations of using conversational style in oral and written form. | 10 |
Week 7: Journalistic style | ||||
7 |
Express and find out a rational assessment: to compare with the standard, norm, to evaluate the expediency, efficiency, possibility / impossibility, truth, probability / low probability. |
Journalistic style. |
1. Find an article in a newspaper containing professional vocabulary. Emphasize professionalisms and professional jargon in the text. | 10 |
Week 8: Formal business style | ||||
To understand and adequately interpret the texts of the formal business communication sphere represented by the texts of resolutions, laws, and official communications. |
Formal business style. | Prepare presentations with the characteristics of a formal business style. | 10 | |
Week 9: Service documentation for internal and external use | ||||
9 |
Communicate in writing. | Service documentation for internal use. Service documentation for internal use. |
1. Prepare a presentation on the topic "Service documentation for internal use." To focus on orders and instructions. Demonstrate what is common in the drawing up and content of these documents and how they differ from each other. | 10 |
Week 10: Scientific style | ||||
10 |
Express an intellectual attitude: to express the desire, need, intention, preference, opinion, suggestion, awareness, etc. |
Scientific style. | Prepare presentations with the characteristic of scientific style. | 10 |
Week 11: Text as the basic unit of verbal communication. Scientific description | ||||
11 |
Organize speech in accordance with the situation of communication and the rules of speech etiquette: use a variety of tactics of speech communication to achieve the communicative goal. | Text as the basic unit of verbal communication. Text model of scientific description. |
1. To select the text on the specialty and indicate its communicative tasks. | 10 |
Week 12: Scientific narration as a source of information | ||||
12 |
Express and clarify the social and legal assessment: to justify, to protect, to accuse. |
Scientific narration as a source of information. | Analysis of texts on the specialty, creation of logical schemes of texts, the selection of grammatical forms, an explanation of their application. | 10 |
Week 13: Types of scientific information. | ||||
13 |
Achieve certain goals of communication in situations with a high degree of parameter definition with the obligatory use of a set of various language means (synonymy, antonymy) in accordance with the proposed task. |
Types of scientific information. |
1. Independently select the text on the specialty and analyze it from the point of view of the availability of terms (meaning, method of training, highly specialized or general scientific, quantity, depending on the sub-style). | 10 |
Week 14: Structural and semantic analysis of the scientific text | ||||
14 |
To fully understand the content, communicative intentions, as well as social features of the speaker’s speech, which have a fairly high degree of explication. |
Structural and semantic analysis of the scientific text. |
1. Working with the text with its subsequent compression. | 10 |
Week 15: Monologue and dialogic speech | ||||
15 |
To perceive the basic semantic information (at the level of general, detailed and critical understanding), as well as communicative intentions, including implicitly expressed intentions of the speakers, significant for the further nature of the ongoing monologue and dialogue. |
Monologue and dialogic speech. |
Compiling a glossary by specialty (20 terms). - individually. Construction of monologic statements on the specialty based on standard speech formulas. - work in groups. | 10 |
2 term | ||||
Week 1: The communicative task of the scientific text | ||||
1 |
Understand the semantics of individual text fragments and key units that determine the characteristics of development of the topic. |
The communicative task of the scientific text. | Analysis of the text on the specialty, finding the semantic center of sentences and formulating a communicative task. | 10 |
Week 2: The given and the new information of the scientific text | ||||
2 |
Understand the main goals and motives of the speaker, the nature of his attitude to the subject of speech and the recipient, expressed in the audio text explicitly. |
The given and the new information of the scientific text. | Individual and group work with texts on the specialty with the presentation of the rationale for their findings. | 10 |
Week 3: Methods of development of information in the text | ||||
3 |
To understand the content of a scientific text, to know and correctly use the terminological vocabulary of your specialty. |
Methods of development of information in the text. |
Preparation of the presentation for each method of development of information in the text. | 10 |
Week 4: Microtheme of scientific text. Basic and additional information in the text | ||||
4 |
To understand the content of a scientific text, to know and correctly use the terminological vocabulary of your specialty. |
Microtheme of scientific text. Basic and additional information in the text. | Analysis of the text on the specialty, highlighting the microthemes of the text and presentation of the rationale. | 10 |
Week 5: Compression of a scientific text. Secondary scientific texts | ||||
5 |
To perceive the basic semantic information (at the level of general, detailed and critical understanding), as well as communicative intentions. |
Basics of compression of a scientific text. | Analysis of the text on the specialty, highlighting the keywords of the text and the presentation of the types of text compression. | 10 |
Week 6: Plan as a structural and informative component of a scientific text | ||||
6 |
To be able to select structural parts and make up a plan. |
Plan as a structural and informative component of a scientific text. | Work in microgroups. Drawing up the abstract and three types of the plan of the text on the specialty, using informative and language methods of compression. Oral presentation. | 10 |
Week 7: Annotation of the scientific text | ||||
7 |
To be able to make an annotation. |
Annotation of the scientific text. |
Work individually and in a group. | 10 |
Week 8: Scientific text abstracting | ||||
8 |
To be able to make an abstract. |
Scientific text abstracting. |
Work individually and in a group. | 10 |
Week 9: Scientific text review | ||||
9 |
To be able to make a feedback and review. |
Scientific text review. | Individual work. Writing a review of the text of one of the paragraphs of a specialty textbook, working with a scientific text, drawing up its thesis plan and review. | 10 |
Week 10: Language specialty and professional speech culture | ||||
10 |
Take out new information when viewing and reading texts, when comparing a new text with a previously read. |
Language specialty and professional speech culture. Rules for the use of reference material on the specialty. |
Work individually and in microgroups. | 10 |
Week 11: Educational and scientific communication | ||||
11 |
To understand and adequately interpret the texts of educational and scientific communication. |
Educational and scientific communication. | Orally prepared presentation on the topics related to the chosen specialty. | 10 |
Week 12: Speech aspects of business communication | ||||
12 |
Initiate a conversation, to hold a conversation, to change the topic (direction) of the conversation, to end the conversation adequately to the communication situation, to interrupt the interlocutor. |
Speech aspects of business communication. |
1. Prepare a message on the topic "Types of national speech culture". Think which of them prevail in business communication. | 10 |
Week 13: Types and causes of language errors and communication failures. | ||||
13 |
To reproduce written and audio texts, demonstrating the ability to analyze the content of the text, highlight the necessary information in it, process it in accordance with the requirements of the written speech communication genre. |
Types and causes of language errors and communication failures. |
1. Prepare a presentation on the topic"Techniques of prevention and overcoming of communicative misses and failures." | 10 |
Week 14: Ethics and etiquette of business speech and professional communication. | ||||
14 |
Organize your speech in the form of a dialogue, to retain the initiative role in the dialogue, to provide psychological comfort, verbally expressing the communicative task, to support and develop the thought of the interlocutor, seeking to achieve the communicative goal. |
Ethics and etiquette of business speech and professional communication. |
1. Prepare an oral report on the topic “Ethics and etiquette of business speech and professional communication”, taking into account the specifics of your specialty. | 10 |
Week 15: Types of professional and communicative situations. | ||||
15 |
To organize your speech in the form of a dialogue, a polylogue, to carry out the tactics of verbal communication, peculiar to the organizer of communication, that has the goal to regulate interpersonal relations, the organization of labor or educational process. |
Professional and communicative situations. |
Work in groups. | 10 |
Note: 1 academic credit = 30 academic hours | ||||
Literature: Basic: | ||||
| Annex 5 to the order of the Minister of education and science of the Republic of Kazakhstan dated October 31, 2018, No. 603 |
Model curriculum of the general educational discipline "Information and Communication Technologies" for organizations of higher and (or) postgraduate education
Footnote. Annex 5-as amended by the order of the Minister of Science and Higher Education of the Republic of Kazakhstan dated April 19, 2023 No. 171 (shall be enforced ten calendar days after the day of its first official publication).
Chapter 1. General Provisions
1. This model curriculum of the general educational discipline "Information and Communication Technologies" for organizations of higher and (or) postgraduate education (hereinafter referred to as the Program) has been developed in accordance with subparagraph 13) of paragraph 15 of the Regulations on the Ministry of Science and Higher Education of the Republic of Kazakhstan, approved by the Government Republic of Kazakhstan dated August 19, 2022 No. 580 "On some issues of the Ministry of Science and Higher Education of the Republic of Kazakhstan" and shall define the purpose, objectives, structure, content, teaching methods and criteria for evaluating learning outcomes.
Footnote. Paragraph 1-as amended by the order of the Minister of Science and Higher Education of the Republic of Kazakhstan dated July 13, 2023 No. 314 (shall be enforced ten calendar days after the day of its first official publication).2. The program is aimed at studying the updated content of the general educational discipline "Information and Communication Technologies" (hereinafter referred to as the Discipline), developing the ability to critically understand the role and significance of modern information and communication technologies in the era of digital globalization, forming a new "digital" thinking, acquiring knowledge and skills use of modern information and communication technologies in various activities.
3. The duration of study under the program in accordance with the structure of the educational program of higher education shall be 150 academic hours (5 credits).
Chapter 2. Purpose and objectives of the program
4. The purpose of the program is to develop the ability to critically evaluate and analyze processes, methods of searching, storing and processing information, and methods of collecting and transmitting information through digital technologies.
5. The objectives of the program are:
1) mastering the conceptual foundations of the architecture of computer systems, operating systems and networks by students;
2) formation of knowledge about the concepts of developing network and web applications, and tools for ensuring information security;
3) formation of skills in the use of modern information and communication technologies in various areas of professional activity, scientific and practical work, for self-educational and other purposes.
6. Based on the results of mastering the program, the student has the following learning outcomes:
1) explain the purpose, content and development trends of information and communication technologies, justify the choice of the most appropriate technology for solving specific problems;
2) explain the methods of collecting, storing and processing information, ways of implementing information and communication processes;
3) describe the architecture of computer systems and networks, the purpose and functions of the main components;
4) use Internet information resources, cloud and mobile services for searching, storing, processing and disseminating information;
5) use software and hardware of computer systems and networks for collecting, transmitting, processing and storing data;
6) analyze and justify the choice of methods and means of information protection;
7) with the help of digital technologies, develop tools for analyzing and managing data for various types of activities;
8) carry out project activities in the speciality using modern information and communication technologies.
Chapter 3. Structure and content of the program
7. This program begins with a review of the purpose and objectives, the thematic plan of the discipline, teaching methods, criteria for evaluating learning outcomes, prerequisites and postrequisites of the discipline.
8. The curriculum of the discipline, including the content of the discipline, the topics of seminars (practical) and the independent work of students, is given in the Annex to this program.
9. Teaching methods and technologies used in the course of the program implementation:
1) student-centred learning, based on a reflective approach to learning on the part of both the teacher and students;
2) interactive lecture (problem lecture, discussion lecture, lecture-conference, lecture-consultation, lecture "Press conference", lecture "Questions-answers-discussion");
3) interactive seminar (seminar "Problem Identification", seminar "Problem-Solving", seminar "Application of Problem-Solving");
4) case study (analysis of specific situations);
5) project method (development and transformation of own experience and competence).
10. The educational and methodological complex of the program includes:
1) syllabus (working curriculum);
2) guidance on the organization of independent work of students, the schedule for their implementation, and guidelines for them;
3) summary of lectures;
4) educational materials for seminars (practical), laboratory classes;
5) a map of the educational and methodological provision of the discipline;
6) the program of the final exam in the discipline.
11. Assessment of students' competencies shall be carried out according to the following criteria: demonstration of understanding of the updated program, knowledge of terminology, and use of acquired knowledge.
| Annex to the Model Curriculum "Information and |
|
| Communication Technologies" for organizations of higher and (or) postgraduate education |
Content of a typical curriculum "Information and communication technologies" for organizations of higher and (or) postgraduate education
No. | The content of the discipline | Topics of laboratory (practical) classes | Topics of independent work of students |
Quantity of | |||
Week 1: The role of ICT in key sectors of society development. ICT standards | |||||||
1 | Definition of ICT. The subject of ICT and its objectives. The role of ICT in key sectors of society development. ICT standards. The link between ICT and the achievement of the Millennium Development Objectives. | Calculation of computer system performance metrics: speed, efficiency, energy costs, Amdahl's law, CPU time. | Development of block diagrams of the operation of computer devices. Stage 1. | 10 | |||
Week 2: Introduction to computer systems. Computer systems architecture | |||||||
2 | Survey of computer systems. The evolution of computer systems. Architecture and components of computer systems. Application of computer systems. Representation of data in computer systems. | 1. Determining the properties of the operating system. Working with files and directories. | Development of block diagrams of the operation of computer devices. Stage 2. | 10 | |||
Week 3: Software. OS. | |||||||
3 | Software. Types of software, purpose and characteristics. Basic OS concepts. The evolution of operating systems. Classification of operating systems, incl. for mobile devices. Classification of desktop applications. | Determining the requirements for developing an "easy-to-use" website. |
Collection, analysis and structuring of data in a professional environment (database development). | 10 | |||
Week 4: Human-computer interaction | |||||||
4 | User interface as a means of human-computer interaction. Usability of interfaces. Types of interfaces: command line interface, text interface, graphical interface. The physical and mental characteristics of the user. Stages of user interface development. Types of interface testing (user testing). Prospects for the development of interfaces. | Development of database structure, creation of tables and queries. Working with a MySQL relational database. MySQL database administration using the phpMyAdmin program. Working with single table database. |
Collection, analysis and structuring of data in a professional environment (database development). | 10 | |||
Week 5: Database systems | |||||||
5 | Fundamentals of database systems: concept, characteristics, architecture. data models. Normalization. Data integrity limitation. Request optimization and processing. SQL Fundamentals. Parallel data processing and recovery. Database design and development. ORM programming technology. Distributed, parallel and heterogeneous databases. | Designing and creating presentations of lecture material, scientific reports, etc. | Description of the network topology of the administrative building. Stage 1. | 10 | |||
Week 6: Data analysis. Data management. | |||||||
6 | Fundamentals of data analysis. Methods of collection, classification and forecasting. decision trees. Processing of large volumes of data. Methods and stages of Data Mining. Tasks of Data Mining. Data visualization. | Processing numerical information, editing formulas and creating charts in spreadsheet editors. | Description of the network topology of the administrative building. Stage 2. | 10 | |||
Week 7: Networks and telecommunications. | |||||||
7 | End devices, data transmission devices, data transmission medium. Network types. Stack protocols: TCP/IP, OSI. IP addressing. Local and global networks. Wired and wireless network technologies. DHCP protocol. Technologies for connecting to the Internet. Telecommunication technologies. | Create a simple network configuration. IP addressing. Network monitoring. Traffic analysis. Using sniffers to analyze network packets. | Comparative analysis of anti-virus information protection tools. Stage 1. | 10 | |||
Week 8: Cybersecurity. | |||||||
8 | Information security threats and their classification. Cyber security industry. Cybersecurity and Internet governance. Malicious programs. Measures and means of information protection. Standards and specifications in the field of information security. Legislative acts of the Republic of Kazakhstan regulating legal relations in the field of information security. Electronic digital signature. Encryption. | Using hardware and software to generate keys. The use of EDS and encryption in the exchange of messages via E-mail. Firewall program element settings for network traffic control and filtering. Work with various anti-virus programs. | Comparative analysis of anti-virus information protection tools. Stage 2. | 10 | |||
Week 9: Internet technologies. | |||||||
9 | Basic concepts of the Internet. The Uniform Resource Identifier (URI), its purpose, and its constituent parts. DNS service. Web technologies: HTTP, DHTML, CSS, and JavaScript. Email. Message format. Protocols SMTP, POP3, IMAP. | Getting data from the server. Working with content management systems WordPress, and Joomla. Development of website design using the multifunctional graphics editor Photoshop and the CSS markup language. Using the previously developed MySQL database to run the site. | Search for information on the profile of the speciality on the Internet, and the use of cloud services for storing and processing data. Stage 1. | 10 | |||
Week 10: Cloud and mobile technologies. | |||||||
10 | Data centers. Trends in the development of modern infrastructure solutions. Principles of cloud computing. Virtualization technologies. Web Services in the Cloud. Basic terms and concepts of mobile technologies. Mobile Services. Mobile technology standards. | Google Cloud Services Docs and Microsoft Office web Apps. Creation of accounts for working with cloud services. Explore modes of operation related to storing, sharing, and processing files. Using mobile technologies to access information. GPS navigators. GSM alarm. | Search for information on the profile of the specialty on the Internet, and the use of cloud services for storing and processing data. Stage 2. | 10 | |||
Week 11: Multimedia technology | |||||||
11 | Representation of text, audio, video and graphic information in digital format. Basic technologies for information compression. 3-D representation of the virtual world and animation. Tools for developing multimedia applications. The use of multimedia technologies for planning, describing business processes and their visualization. | Creation of video files using programs: HyperCam, Adobe Premiere Pro, Windows Movie Maker, etc. | Creation of an emblem, video and other materials on the profile of the speciality employing multimedia technologies. Stage 1. | 10 | |||
Week 12: Smart technologies. | |||||||
12 | Internet of Things. Big data. Blockchain technology. Artificial intelligence. Use of Smart -services. Green technologies in ICT. Teleconferences. Telemedicine. | Work with Smart applications: Smart TV, Smart hub, etc. | Creation of an emblem, video and other materials on the profile of the speciality using multimedia technologies. Stage 2. | 10 | |||
Week 13: E-tech. Electronic business. E-learning. Electronic government. | |||||||
13 | E-Business: Basic E-Business Models. Information infrastructure of the electronic business. Legal regulation in electronic business. E-learning: architecture, composition and platforms. Electronic textbooks. Electronic government: concept, architecture, services. Formats of e-government implementation in developed countries. | Working with services on the e-government website http://egov.kz/cms/ru/government-services/for_citizen: registration of applications, obtaining duplicate documents, etc. |
Presentation and defence of the main results of project activities in the speciality. | 10 | |||
Week 14: Information technology in the professional field. Industrial ICT. | |||||||
14 | Software for solving problems in a specialized professional field. Modern IT trends in the professional field: medicine, energy, etc. Use of search engines and electronic resources for professional purposes. Security issues in industrial information and communication technologies. | Development of the structure and content of the lesson in the distance learning environment: Moodle, eDX, etc. |
Presentation and defence of the main results of project activities in the speciality. | 10 | |||
Week 15: ICT Development Perspectives | |||||||
15 | Prospects for development in the IT market: the development of free software. Formation of an ecosystem of IT entrepreneurship and support for small start-up companies. Acceleration and incubation programs. Development of the necessary infrastructure for electronic payments and logistics. Prospects for the development of E-technologies. | Installation and use of application programs in the professional field. Work in the environment for scientific and technical calculations of Matlab. Working with Matlab extension packages for solving applied problems. | Acceptance of tasks and SRS | 10 | |||
Note: 1 academic credit = 30 academic hours | |||||||
No | Content of the discipline | Topics of laboratory (practical) classes | Topics of independent work of students | Number of hours | |||
Week 1: An ICT role in key sectors of the development of society. Standards in the field of ICT | |||||||
1 | Definition of ICT. Subject ICT and its purposes. An ICT role in key sectors of development of society. Communication between ICT and the achievement of the objectives of sustainable development in the Millennium Declaration. Standards in the field of ICT. | Calculation of metrics of productivity of computer system: speed, efficiency, energy costs, Amdahl's law, CPU time. | Development of flowcharts of computer devices. Stage 1. | 10 | |||
Week 2: Introduction to computer systems. The architecture of computer systems | |||||||
2 | Review of computer systems. Evolution of computer systems. Architecture and components of computer systems. Use of computer systems. Data representation in computer systems. | 2. Determination of properties of an operating system. Operation with files and directories. | Development of flowcharts of computer devices. Stage 2 | 10 | |||
Week 3: Software. Operating systems | |||||||
3 | Software. Types of the software, purpose and characteristic. Basic concepts of OS. Evolution of operating systems. Classification of operating systems, including mobile devices. Classification of desktop applications. | Determination of requirements to develop "convenience in application" of the website. | Collecting, the analysis and structurization of data in the professional environment (development of the database). Stage 1. | 10 | |||
Week 4: Human-computer interaction | |||||||
4 | User interface as means of human-computer interaction. Usability of interfaces. Types of interfaces: command line interface, text interface, graphic interface. Physical and mental characteristics of the user. Development stages of the user interface. Types of testing of interfaces (testing of users). Perspectives of development of interfaces. | Development of database structure, creation of tables and requests. Working with a MySQL relational database. MySQL database administration using phpMyAdmin. Working with a single-table database. | Collecting, the analysis and structurization of data in the professional environment (development of the database). Stage 2. | 10 | |||
Week 5: Database systems | |||||||
5 | Bases of database systems: concept, characteristic, architecture. Data models. Normalization. Integrity constraint on data. Query tuning and their processing. Fundamentals of SQL. Parallel processing of data and their restoration. Design and development of databases. The technology of programming of ORM. The distributed, parallel and heterogeneous databases. | Design and creation of the presentations of lecture material, scientific reports, etc. | Description of network topology of the office building. Stage 1. | 10 | |||
Week 6: Data analysis. Data management | |||||||
6 | Basics of Data Analysis. Methods of collection, classification and prediction. Decision trees. Processing of large volumes of data. Methods and stages of Data mining. Tasks Data mining. Visualization of data. | Processing of numerical information, editing formulas and creation of charts in spreadsheet editors. | Description of network topology of the office building. Stage 2. | 10 | |||
Week 7: Networks and Telecommunications | |||||||
7 | End devices, data transfer devices, transmission medium. Types of networks. Stack protocols: TCP/IP, OSI. IP addressing. Local and wide area networks. Wire and wireless network technologies. DHCP protocol. Technologies of connection to the Internet. Telecommunication technologies. | Creation of a simple network configuration. IP addressing. Monitoring of a network. Analysis of traffic. Use of sniffers for the analysis of network packets. | Comparative analysis of anti-virus means of information protection. Stage 1. | 10 | |||
Week 8: Cybersecurity | |||||||
8 | Security risks of information and their classification. Industry of cybersecurity. Cybersecurity and control of the Internet. Malicious applications. Measures and means of information protection. Standards and specifications in the information security field. The acts of the Republic of Kazakhstan governing legal relations in the sphere of information security. Electronic digital signature. Encryption. | Use of hardware and software for key generation. Application of the EDS and encoding in case of message exchange by E-mail. Settings of the Firewall program element of the computer network for network traffic monitoring and filtering. Working with various antivirus programs. | Comparative analysis of anti-virus means of information protection. Stage 2. | 10 | |||
Week 9: Internet Technologies | |||||||
9 | Basic Internet concepts. The Uniform Resource Identifier (URI), its assignment and components. DNS service. Web technologies: HTTP, DHTML, CSS, and JavaScript. E-mail. Message format. SMTP, POP3, IMAP protocols. | Data acquisition from the server. Working with WordPress and Joomla web content management systems. Development of a website design using Photoshop multifunctional graphic editor and CSS style sheet language. Using of the previously developed MySQL database for the work of the website. |
Information search in a speciality profile on the Internet, use of cloud services for storage and data processing. | 10 | |||
Week 10: Cloud and mobile technologies | |||||||
10 | Data centers. Tendencies of development of the modern infrastructure decisions. Principles of cloud computing. Technologies of virtualization. Web service in the Cloud. Main terms and concepts of mobile technologies. Mobile services. Standards of mobile technologies. | Introduction to Google Docs and Microsoft Office Web Apps cloud services. Creation of accounts to work with cloud services. Study of operation modes associated with file storage, sharing and processing. Use of mobile technologies for receiving information access. GPS navigators. GSM signalling. |
Information search in a speciality profile on the Internet, use of cloud services for storage and data processing. | 10 | |||
Week 11: Multimedia technologies | |||||||
11 | Representation of text, audio, video and graphical information in a digital format. Basic technologies for compression of information. 3-D representations of the virtual world and animation. Instruments of development of multimedia applications. Use of multimedia technologies for planning, descriptions of business processes and their visualization. | Creation of video files with the use of programs: HyperCam, Adobe Premiere Pro, Windows Movie Maker, etc. | The creation of an emblem, video and other materials on a speciality profile means of multimedia technologies. Stage 1. | 10 | |||
Week 12: Smart technology | |||||||
12 | Internet of Things. Big data. Technology Block Chain. Artificial intelligence. Use of Smart-services. Green technologies in ICT. Teleconferences. Telemedicine. | Operation with Smart-applications: Smart TV, Smart Hub, etc. | The creation of an emblem, video and other materials on a speciality profile means of multimedia technologies. Stage 2. | 10 | |||
Week 13: E-technologies. Electronic business. Electronic training. Electronic government | |||||||
13 | Electronic business: Main models of electronic business. Information infrastructure of the electronic business. Legal regulation in electronic business. Electronic training: architecture, structure and platforms. Electronic textbooks. Electronic government: concept, architecture, services. Formats of implementation of the electronic government in developed countries. | Operation with services on the website of the electronic government http://egov.kz/cms/ru/government-services/for_citizen: registration of requests, obtaining counterparts of documents, etc. | Presentation and protection of the main results of design activity in the speciality. Stage 1. | 10 | |||
Week 14: Information technologies in the professional sphere. Industrial ICT | |||||||
14 | The software for the solution of tasks of the specialized professional sphere. Modern IT trends in the professional sphere: medicine, power, etc. Use of search engines and electronic resources for professional purposes. Safety issues in industrial information and communication technologies. | Development of structure and the maintenance of a lesson in the environment of remote learning: Moodle, eDX, etc. |
Presentation and protection of the main results of design activity in the speciality. | 10 | |||
Week 15: Prospects of development of ICT | |||||||
15 | Prospects of development in the sphere of the IT market: development of the free software. Forming of an ecosystem of IT of entrepreneurship and supporting the small startup of the companies. Programs of acceleration and incubation. Development of necessary infrastructure for electronic payments and logistics. Prospects of development of E-technologies. | Installation and use of application programs in the professional sphere. Working in the Matlab environment for scientific and technical computing. Working with the Matlab toolboxes for applied problem-solving. | Defence of the independent study of students. | 10 | |||
Note: 1 academic credit = 30 academic hours | |||||||
| Annex 6 to the order of the Minister of education and science of the Republic of Kazakhstan dated October 31, 2018, No. 603 |
Model curriculum of the module of social and political knowledge for organizations of higher
and (or) postgraduate education
Chapter 1. General provisions
1. This model curriculum of the socio-political knowledge module for organizations of higher and (or) postgraduate education (hereinafter referred to as the Program) has been developed in accordance with subparagraph 13) of paragraph 15 of the Regulations on the Ministry of Science and Higher Education of the Republic of Kazakhstan, approved by the Decree of the Government of the Republic of Kazakhstan dated August 19, 2022 No. 580 "On some issues of the Ministry of Science and Higher Education of the Republic of Kazakhstan" and shall define the objective, objectives, structure, content, methods and technologies of education.
Footnote. Paragraph 1-as amended by the order of the Minister of Science and Higher Education of the Republic of Kazakhstan dated July 13, 2023 No. 314 (shall be enforced ten calendar days after the day of its first official publication).2. This curriculum shall suggest the study of four scientific disciplines – sociology, political science, cultural studies, psychology, each of which has its own subject, terminology, and research methods. The interaction between these scientific disciplines shall be based on the principles of informational complementarity; integrity; methodological integrity of the research approaches of these disciplines; the result-oriented unity of education methodology; a single system perspective of the typology of learning outcomes as the formed abilities.
3. The duration of the curriculum in accordance with the structure of the educational program of the higher education shall be 240 academic hours (8 academic credits).
Chapter 2. Goal, objectives and expected results of the curriculum
4. The goal of the curriculum shall be the formation of a social and humanitarian outlook of students in the context of solving the problems of modernization of the public consciousness, defined by the state program "Glance into the future: modernization of public consciousness".
5. The objectives of the curriculum shall be:
1) the learning of the basic social, political and humanitarian concepts, theories and approaches to the study of society and its subsystems;
2) formation of understanding of the basic principles of the functioning of modern society and its social institutions;
3) development of the skills to describe and analyze topical problems of modern society, the nature of social processes and relationships;
4) learning of the main sources and methods of obtaining sociological, political, cultural and psychological information;
5) development of the skills to use the knowledge gained in the process of learning of sociology, political science, cultural studies and psychology in professional activities.
6) formation of critical thinking skills and the ability to apply it in practice.
6. The xpected learning outcomes upon completion of the curriculum shall be:
1) to explain and interpret the subject knowledge (concepts, ideas, theories) in all fields of science, forming the educational disciplines of the module (sociology, political science, cultural studies, psychology);
2) to explain the social and ethical values of the society as a product of integration processes in the systems of the basic knowledge of the disciplines of the socio-political module;
3) algorithm-driven presentation of the use of scientific methods and techniques of research in the context of a particular academic discipline and in the procedures of interaction of the disciplines of the module;
4) to explain the nature of situations in various spheres of social communication based on the content of the theories and ideas of scientific fields of the studied disciplines;
5) to reasonably provide information on various stages of development of the Kazakh society, political programmes, culture, language, social and interpersonal relations;
6) to analyze the peculiarities of social, political, cultural, psychological institutions in the context of their role in modernization of the Kazakhstan society;
7) to analyze different situations in different spheres of communication from the standpoint of correlation with the value system, social, business, cultural, legal and ethical standards of the Kazakhstan society;
8) to distinguish between strategies of different types of studies of society and justify the choice of methodology for analysis of specific problems;
9) to assess the specific situation of relationships in society from the standpoint of this or that science of socio-humanitarian type, to design perspectives of its development, taking into account possible risks;
10) to develop programs to resolve conflict situations in society, including in professional society;
11) to carry out research project activities in different spheres of communication, to generate valuable social knowledge, to present it;
12) to correctly express and defend own opinion on the issues of social importance.
Chapter 3. Structure and content of the curriculum
7. This curriculum shall begin with an overview of the goal and objectives, methods and techniques of teaching, criteria for assessment of learning outcomes, prerequisites and postrequisites.
8. The contents of the model curriculum of the module of socio-political knowledge for organizations of higher and (or) post-graduate education, including the course content, topics of seminar (practical) classes and independent works of students shall be given in the Annex hereto.
9. Methods and techniques of instruction used in the program implementation process shall be:
1) student-centered training based on reflexive approach to learning on the part of the learner;
2) competence-oriented learning;
3) role plays and academic discussions of various formats;
4) case study (analysis of specific situations);
5) project method (production and transformation of their own experience and expertise, especially in the sphere of use of professional language).
10. Pre-requisites and post-requisites of the curriculum shall be established by the University itself.
| Annex to the model curriculum of the module of social and political knowledge for organizations of higher and (or) postgraduate education |
The content of the model curriculum of the module of social and political knowledge for
organizations of higher and (or) postgraduate education
Sociology | ||||||||||||||
№ | Content of the discipline | Themes of seminar (practical) classes | Themes of independent works of students | Number of hours | ||||||||||
Week 1: Sociology within the meaning of the social world | ||||||||||||||
1 | Invitation to sociology. An individual and society. Social environment and social behavior. Social relations and social institutions. Socialization and identification. Social reality and common sense. Sociological thinking. Sociological imagination. Sociological perspective. | Sociology: an introduction to science and conceptualization of concepts |
1. An essay-substantiation of any phenomenon (sport, cinema, family) in society from the point of view of three main sociological approaches (structural functionalism, conflict management theories, symbolic interactionism). | 4 | ||||||||||
Week 2: Introduction to sociology theories | ||||||||||||||
2 | Sociological theory. Macro and micro levels. Causal relationships in social experience. The development of individual doctrines and schools of thought (O. Comte, E. Durkheim, G. Spencer). Structural functionalism. Conflict management theories. Symbolic interactionism. Role theory. | Analysis of the stages of development of sociological theories |
1. Make a table, compare the main ideas of individual sociological doctrines, schools of thought, theoretical approaches, indicate the main representatives and their main works (Biographical essays by O. Comte, G. Spencer, E. Durkheim, J. Ritzer, Stepnicki J. Јлеуметтану теориясы, Ritzer J. Modern sociological theories). | 4 | ||||||||||
Week 3: Sociological research | ||||||||||||||
3 | Design of sociological research. Research question. Hypotheses. Variables. Selection. Methods of collecting information. Qualitative and quantitative. Data analysis. | Organization and conduct of sociological research |
1. Compare the advantages and disadvantages of qualitative and quantitative methods of sociological research. Make a table. | 4 | ||||||||||
Week 4: Social structure and stratification of society | ||||||||||||||
4 | Society, equality and inequality. Open and closed society. Stratification as a structured inequality between different groups. Stratification systems and differentiation. A brief overview of the theories of social stratification (K. Marx, M. Weber). Forms of social stratification (P. Sorokin). Social mobility. Horizontal and vertical mobility. | Assessment of equality and inequality in a modern society. |
1. Compare the different approaches to the sociological study of stratification, highlight their features. (Brinkerhof, D., Waits R., Ortega S. Јлеуметтану негіздері.Giddens E. Sociology). | 4 | ||||||||||
Week 5: Socialization and identity | ||||||||||||||
5 | The relationship between an individual and society. Theories of socialization and identity (T. Parsons, G.H. Mead). Stages of socialization. Primary socialization. Secondary socialization. Adult stage of socialization. Gender socialization. Gender order. Identity and personality. Social and personal identity. Roles and statuses. | Lifelong socialization: institutions and processes. |
1. Prepare a presentation "Impact of social status of a family on a child's socialization process in urban and rural community" (Brinkerhof D., Waits R., Ortega S. Јлеуметтану негіздері, Giddens E. Sociology). | 4 | ||||||||||
Week 6: Family and modernity | ||||||||||||||
6 | Family in cross-cultural and historical perspective. Family typology. Marriage and kinship. Social functions of the family. Sociological perspectives of the family. Change in family relationships. Alternative forms of marriage and family. Comparative studies of family and family relationships. | Family: typology, functions, perspectives |
1. Discuss gender roles in a family (using the "Business game" method). | 4 | ||||||||||
Week 7: Deviation, crime and social control | ||||||||||||||
7 | Deviation and social control. A brief overview of the theoretical approaches to the deviation (sociological, biological, psychological, economic and cultural). Anomie and society. Delinquency and crime. | Sociological constructs of deviance and crime |
1. Read and analyze the main types of suicide, using the works by Ritzer J. | 4 | ||||||||||
Week 8: Religion, culture and society | ||||||||||||||
8 | Religion: basic concepts. Sociological analysis of religion. Social cohesion. Religion and social inequality. Elements of culture. Culture and civilization: the relationship of concepts and meanings. Sociology of culture. Cultural diversity. Values, traditions and customs. Modernization of public consciousness, national code, mentality and ideology: correlation parameters. National identity and culture. Preservation of national identity. | The Phenomenon of religion: a cultural and sociological perspective |
1. Select and describe the elements of culture - language, values, norms, traditions. | 4 | ||||||||||
Week 9: Sociology of ethnicity and nation | ||||||||||||||
9 | Socio-ethnic community. Ethnic systems. Ethnicity, people, nation. Ethnic identity. National identity. Nation-state. Ethnic groups and their coexistence. Ethnic interests and inter-ethnic communication. Interethnic and interfaith harmony. Kazakhstan Peoples’ Assembly. Ethnosociological study of society. | Ethnic groups in society: sociological studies |
1. Compare the concepts "ethnos", "people", "nation", "ethnic group". | 4 | ||||||||||
Week 10: Education and social inequality | ||||||||||||||
10 | Education in a global perspective. Education as a social institution. Functions of formal education. Education: social class, gender and ethnic differences. Accessibility of education, cultural capital and inequality. Sociological perspectives of education. Education and cult of knowledge. | Education in sociological discourse. |
1. Prepare a comparative table to identify the advantages and disadvantages of the availability of free education in Kazakhstan. Group presentation (no more than 4 people). | 4 | ||||||||||
Week 11: Mass media, technology and society | ||||||||||||||
11 | Mass information and mass communication in social systems. Functions of the mass media. Mass consciousness and digitalization. Mass communications and social interaction. Modern technologies. Technological inequality. Types of mass media. Media of globalization. Theoretical approaches to the media and technology. Social control and supervision. Cyberterrorism. Protection of personal data. The influence of mass media on the development of new standards, stereotypes, motivations, patterns of behavior and lifestyle. |
Digital technology and social interaction |
1. Write an essay how mass information and mass communication, modern information technologies affect the daily life of a person. | 4 | ||||||||||
Week 12: Economy, globalization and labor | ||||||||||||||
12 | Economic development in historical perspective. Comparative analysis of economic systems. Labor market and employment structure. The main sectors of the economy. The changing role of labor in a global society. Global division of labor. Kazakhstan in the global socio-economic system. Culture of rationality. Pragmatism and planning. |
Global economy and division of labor: a sociological analysis |
1. Analyze the features of modern economic systems - capitalism, socialism, mixed economy, political economy (Brinkerhof D., Waits R., Ortega S. Јлеуметтану негіздері, Giddens E. Sociology). | 4 | ||||||||||
Week 13: Health and medicine | ||||||||||||||
13 |
Sociological approach to the study of health and medicine. Health and society (in historical perspective). |
Social epidemiology of physical health |
1. Show the importance of assessing such social characteristics of health and illness as gender, social group, sex, ethnic group, age. | 4 | ||||||||||
Week 14: Population, urbanization and social movements | ||||||||||||||
14 | Modernization and urbanization. Sources of social changes. Modern population studies. Migration. Global urbanization. Life in the countryside. Sources and types of social movements. Micro- and macro-factors affecting social movements. The life cycle of social movements. |
Social movements, protest and thinking of people: the current state. |
1. Highlight the relationship of urbanization and migration processes in society. Give examples and show the specifics of Kazakhstan. | 4 | ||||||||||
Week 15: Social change: the latest sociological discussions | ||||||||||||||
15 | Social change. Sociological perspectives to the study of social changes. The main components of social changes. Homogenization and unification. | Changes and understanding of the social world: sociological discussions. |
1. Individual presentation on the topic "Social movement in the world (over the past half century): types of influence on society, causal relationships and relationships." | 4 | ||||||||||
Note: 1 academic credit = 30 academic hours | ||||||||||||||
Literature: Basic: | ||||||||||||||
Political science | ||||||||||||||
№ | Content of the discipline | Themes of seminar (practical) classes | Themes of independent work of students | Number of hours | ||||||||||
Week 1: Political science as a science and academic discipline | ||||||||||||||
1 |
The place of political science in the system of modern knowledge, the formation and development of political science, its main categories, subject and object of political science. The main paradigms and doctrines of political science. | Political science in the system of professional training of a specialist | Prepare a reasoned essay "Importance of political science for my future professional activity". | 4 | ||||||||||
Week 2: The main stages of formation and development of political science | ||||||||||||||
2 |
The genesis of political ideas in the history of human civilization. Periodization of the history of formation and development of political thought. |
The history of the development of political thought in Kazakhstan | Prepare a presentation "Right" and "wrong" forms of government in the history of political thought. | 4 | ||||||||||
Week 3: Politics in the system of public life | ||||||||||||||
3 |
The concept of politics. The main approaches to the definition of policy. Politics as an art of government. Politics as a public process. Politics as a compromise and consensus. Policy features. Policy structure and its classification. Levels of policy organization. Objectives and means in politics. |
The nature of politics: form, content, process. | Make a table on the topic: "Comparative analysis of the main interpretations of the policy." | 4 | ||||||||||
Week 4: Political power: the essence and mechanism of implementation | ||||||||||||||
4 |
The essence of political power, different approaches to its definition (behaviorist, teleological, systemic, relativistic). Functions of power. Object and subjects, sources, bases and resources of political power. Levels of power. Forms and methods of power. Political and state power. Power delegation and division of powers. The legitimacy of political power and its sources. |
Political power institutions of the Republic of Kazakhstan | Write an essay-argument on the topic: "Methods and sources of power formation". | 4 | ||||||||||
Week 5: Political elites and political leadership | ||||||||||||||
5 |
The main theories of elites: the classical theories of elites of G. Moski and V. Pareto, the concepts of democratic elitism (M. Weber) and pluralism of elites (G. Leiphart, R. Dahl). |
The ruling elite and political leadership as social subjects of power |
Case study - Classification of political leadership. Determine the type of political leader and reason your choice. | 4 | ||||||||||
Week 6: The political system of society | ||||||||||||||
6 |
The concept of a political system. The structure and elements of the political system. Analysis of the structure of the political system through the institutional, ideological, communicative, normative and cultural subsystems. The functions of the political system. The main theories of the political system (T. Parsons, D. Easton, G. Almond). Typology of political systems. The effectiveness of the political system. Political stability and political order, types of political stability. Political risk factors. |
The mechanism of the political system |
Prepare a project on the topic: "Prospects for development of political system of Kazakhstan (based on the study of the strategic documents of the Republic of Kazakhstan)". | 4 | ||||||||||
Week 7: State and civil society | ||||||||||||||
7 |
The state as the main institution of the political system of society. Theories and concepts of the origin of the state. Signs and structure of the state. Forms of government and state structure. The functions of the state, their transformation in modern conditions. Policy development in the conditions of modern risks. The state - the Republic of Kazakhstan. Formation and development of democratic statehood in modern Kazakhstan. Legal and social state: the essence and principles. The Constitution of the sovereign state of the Republic of Kazakhstan. Conditions of formation of a social welfare state. |
Formation of the rule-of-law state and civil society | Write an essay-argument on the topic: "Formation of the legal and social state in the Republic of Kazakhstan." | 4 | ||||||||||
Week 8: Political regimes | ||||||||||||||
8 |
The concept and types of political regime. Totalitarianism as a historical and political phenomenon and its features. Authoritarian political regime and its forms. Basic theories and models of democracy. Modern forms of democracy. Democratic principles and procedures. |
Political regimes of the modern world and their relationship with the political system of the state |
Case study - Classification of political regimes. Determine the type of political regime and reason your choice. | 4 | ||||||||||
Week 9: Election systems and elections | ||||||||||||||
9 |
Elections as a prerequisite of democracy. The essence of the electoral system and the main types of electoral systems. Modern concepts of electoral systems. Majority electoral system, its types and modifications. Proportional electoral system, its features in different countries. Mixed electoral systems. Multistage elections. Electoral procedure and election campaign. |
Modern electoral systems and their features |
Prepare a project on the topic: "Ways to increase the electoral activity of young people in the Republic of Kazakhstan". | 4 | ||||||||||
Week 10: Political parties, party systems and social and political movements | ||||||||||||||
10 |
Political parties: the concept, essence, features and functions. The typology of political parties. Political parties in the system of power relations. Party systems, their classification. Kazakhstan model of the party system. |
Political parties and party systems, social and political movements and organizations: the specifics of functioning |
Case study - analysis of the strengths and weaknesses of the programs of political parties of the Republic of Kazakhstan | 4 | ||||||||||
Week 11: Political culture and behavior | ||||||||||||||
11 |
The concept, essence, structural components and functions of political culture. Political tradition, political myth, political stereotype, political symbolism in the structure of political culture. Levels of political culture: ideological, civil, political. |
Political culture, political behavior and political participation. | Prepare an analytical report on the models of political culture (optional) | 4 | ||||||||||
Week 12: Political consciousness and political ideology | ||||||||||||||
12 |
Political consciousness: the concept, functions, forms and levels. The origin, place and role of ideology in society and politics. Different approaches to the definition of political ideology. The essence and purpose of political ideology. |
Development of a new model of consciousness and thinking: main strategies and directions for their implementation in the Republic of Kazakhstan |
Develop a project - presentation | 4 | ||||||||||
Week 13: Political development and modernization | ||||||||||||||
13 | Political development and its criteria. The concept of political modernization. The objectives of political modernization, its main features. Stages and factors of political modernization. The role of traditions in the modernization process. Political modernization in the Republic of Kazakhstan. The Nation Plan - 100 concrete steps to implement the five institutional reforms. 5 presidential reforms: the formation of the modern state apparatus, the rule of law, industrialization and economic growth, the nation of a unified future, a transparent accountable state. The Strategy 2050 as a political course of the Republic of Kazakhstan. A strong state and Kazakhstan’s joining the thirty most developed countries of the world. |
Strategies and programs of modernization to ensure sustainable development of the Republic of Kazakhstan |
Write an essay-argument on the topic: "The main factors and conditions for choosing a model of political modernization (using the example of one of the countries, optional)". | 4 | ||||||||||
Week 14: Political conflicts and crises | ||||||||||||||
14 |
Conflict as a social phenomenon. Political conflicts, their nature, constructive and destructive functions. Typology of political conflicts and crises. |
Essence, types and ways of resolving political conflicts and crises |
Case study - Develop a Roadmap to resolve a political conflict | 4 | ||||||||||
Week 15: World politics and modern international relations | ||||||||||||||
15 |
World politics and world political process. The concept and main subjects of international relations. Theoretical approaches and the main traditional schools of the theory of international relations. Historical types and features of the modern international order. Typology of systems of international relations and structural patterns of their functioning. |
Globalization and global challenges of our time | Develop a program - presentation “The role of Kazakhstan in the system of modern international relations” | 4 | ||||||||||
Note: 1 academic credit = 30 academic hours | ||||||||||||||
Literature: Basic: | ||||||||||||||
Culturology | ||||||||||||||
№ | Content of the discipline | Themes of seminar (practical) classes | Themes of independent works of students | Number of hours | ||||||||||
Week 1: Morphology of Culture | ||||||||||||||
1 |
The history of formation of the concept of culture: the diversity of approaches to the definition of the essence and functions of culture. Axiological, civilizational, structuralist, anthropological, economic interpretations of the concept of culture. |
Culture, its place and role in human life and activity. |
Comparative table as a technique of analysis (based on the materials of the work of S. Huntington "The Clash of Civilizations"). Use the technique of the comparative table to analyze the problem "Integration and localization of culture." | 4 | ||||||||||
Week 2: Language of Culture | ||||||||||||||
2 |
Culture as a world of signs and meanings. Information and semiotic understanding of culture. Culture as a world of artifacts. Culture as a world of meanings. Types of meanings. Culture as a world of signs. Typology of the sign systems of culture. The main types of signs and sign systems. Natural signs. Functional signs. Iconic signs. |
The morphology and anatomy of culture: their role in the study of cultural configuration |
Project research on the topic: "Symbols of culture, their role and significance in cultural communication": presentation of results. | 4 | ||||||||||
Week 3: Semiotics of culture | ||||||||||||||
3 |
Structuralist, semiotic approaches to cultural research. Textological concepts of culture of R. Barth, Y. Kristeva. Semiotic concepts of culture of F. Saussure, J. Lotman, E. Cassirer, O. Suleimenov. |
Culture and civilization: interrelation and difference. | - | 3 | ||||||||||
Week 4: Anatomy of culture | ||||||||||||||
4 |
The space of culture. Three-dimensional model of culture. Cultural forms. The structure of the cultural space: paradigms, cultural images, cultural scenarios. Axial cultural forms: cognitive paradigms, value paradigms, regulatory paradigms. |
Nomadic types of culture: forms and methods of coding of the cultural information. |
Analytical essay on the topic: "The culture of the nomads of Kazakhstan as a significant component of the cultural heritage of the Kazakh people." | 4 | ||||||||||
Week 5: Culture of Kazakhstan Nomads | ||||||||||||||
5 |
Archaic culture in the territory of ancient Kazakhstan: monuments of material culture. The main achievements of the material ("technological") culture. The main monuments of technical achievements of the ancient world. |
Cultural heritage of Sakas, Massagets, Huns, Usuns and Kanglys and their role in formation of the cultural heritage of the Turkic peoples. | - | 3 | ||||||||||
Week 6: Cultural heritage of the Proto-Türks | ||||||||||||||
6 |
Nomadic Huns culture. Myths and religious beliefs of the Huns. Hun period of development of the nomadic culture in Kazakhstan. Writing of Huns (alphabet, runic writing of the Huns). Hun heroes (Attila. Poem abot Attila "Attila's first campaign in Gaul"). The image of Attila in the Scandinavian epic "Edda" ("The Tale about Atli"). "The Tale of the Nibelungen". The image of Attila in the Spanish tragedy of the 16th century playwright Cristobal Viruse - “The Terrible Attila”, the romantic drama of C. Werner “Attila, the king of the Huns”. Opera of Wolfgang Frank "Attila, the King of the Huns." Opera of Giuseppe Verdi "Attila". The poem of the English poet Herbert "Attila". The work of the French scientist A. Tierry "The History of Attila". Work of Solovyov A. "The Treasure of Attila". A play by M. Sultanbekov "Attila". Scientific research of S. Oteniaz "Attila". |
Cultural interaction and interinfluence of Saka-Massageth, Scythian culture with the culture of the ancient world. |
A report on the topic: "Turks of Kazakhstan in the intercultural communication of the peoples of the Great Silk Road". | 5 | ||||||||||
Week 7: Medieval culture of Central Asia | ||||||||||||||
7 |
Silk Road: Kazakhstan as a link between East and West. The interaction of cultures in the Central Asian region. Iranian components in the archetype of the Turkic and Kazakh culture. Dialogue of the Indian and Central Asian cultures. The interaction of the Indian culture and Turkic civilization. Interaction and interinfluence of the Turkic and Islamic culture. |
Cultural heritage of the Turks as a factor of influence on the formation of the Kazakh culture. |
Analytical essay on the topic: "The Turkic Renaissance and its place in the heritage of world culture." | 5 | ||||||||||
Week 8: Cultural heritage of the Turks | ||||||||||||||
8 |
Culture of the Karakhanid period. Urban culture, material culture of the Karakhanid period. The development of technology in the Turkic period. Monuments of material culture. |
Culture of the Turks of Kazakhstan in the Middle Ages and their influence on the European and Islamic culture. |
Development of a comparative table on the topic: "The influence of the cultural heritage of the Turks on the European and Islamic worlds." | 4 | ||||||||||
Week 9: Formation of Kazakh culture | ||||||||||||||
9 |
The epic culture of the Kazakhs. Myths and legends of the Kazakh people. The formation of the Kazakh traditional culture. Forms of folk poetry, Musical creativity of akyns and zhyrau. Musical instruments. Agon in oral Kazakh folk art. The Great Kazakh biys. Orators of the Kazakh steppe. Speech etiquette in the Kazakh language. Cultural values and ethics of batyrs. Weapon skills. Kazakh arts and crafts. Ethical values of the Kazakh traditional culture. Sport games. Traditions, rituals, customs of the Kazakh people. The rites of the life cycle: birth, maturity, death. Funeral and memorial rites. Wedding rites. Traditional holidays. Nauryz. Folk songs. Traditional dances. National games. Technological achievements of the Kazakhs. |
Culture and civilization of the Turks and their cultural and civilizational role in the development of the culture of the peoples of the Great Silk Road. | - | 3 | ||||||||||
Week 10: Kazakh culture in the XVIII - the end of the ХIХ centuries. | ||||||||||||||
10 |
The phenomenon of the Kazakh Enlightenment. Ch. Valikhanov and his work. Abay as a great Kazakh poet and thinker. Creativity of Shakarim. I. Altynsarin as a prominent educator and teacher. Musical creativity of Kurmangazy, Tattimbet, Zhayau Moussa. |
Culture of the Silk Road peoples: to compare and determine the forms of cultural interaction with the peoples of Europe, Russia: patterns and achievements. |
- | 4 | ||||||||||
Week 11: Kazakh culture of the twentieth century | ||||||||||||||
11 |
Kazakh culture in the Soviet period. Totalitarian administrative system and national culture. The industrialization of the country. The place and role of the scientific and technical clerisy in the industrialization of the country. Conflicting trends in cultural policy. Formation and development of Kazakhstani science, educational and cultural institutions. The contribution of the Kazakh clerisy to the development of Kazakhstani culture and in maintaining the continuity of the cultural development of the people. The most famous scientists of Kazakhstan of the twentieth century. |
Kazakh culture in the historical dimension: the cultural heritage of the Kazakh people. | - | 3 | ||||||||||
Week 12: Kazakh culture in the context of modern world processes | ||||||||||||||
12 |
Globalization and the problem of self-identification of ethno-regional cultures. Kazakh culture and Turkic world. Place of the Kazakh culture in the multicultural space of modern Kazakhstan. Spiritual traditions and innovation processes in modern Kazakh culture. | Culture of Kazakhstan: problems and prospects |
Make a presentation on the topic "Youth subculture of the XX-XXI centuries. Western Europe and their influence on the value system of Kazakhstani youth." | 5 | ||||||||||
Week 13: Kazakh culture in the context of globalization | ||||||||||||||
13 |
Problems of preservation of the cultural heritage of the Kazakh people in the context of globalization. Museums of Kazakhstan and their role in preservation of cultural heritage. Museum of the Republic of Kazakhstan in demonstration of the cultural heritage of the Kazakh people. The role of museums in preservation of cultural and ethnic memory of the Kazakh people. Implementation of the program "Madeni Mura", the project of museums-reserves, cultural and natural monuments of Kazakhstan. |
Cultural code of the Kazakh nation. |
Project research on the topic: "The program "Cultural heritage" and its significance", presentation of conclusions, their argumentation and defense. | 5 | ||||||||||
Week 14: Cultural policy of Kazakhstan | ||||||||||||||
14 |
The genesis and principles of cultural policy: "The Law of the Republic of Kazakhstan on Culture". Basic principles of cultural reform in Kazakhstan. |
The culture of the twentieth century, Media culture and the culture of postmodernism and their role in formation of a new system of values and behavioral models of man. | Essay-reasoning on the topic: "The role of the Kazakh language and Kazakh culture in preservation of the cultural code of the nation." | 4 | ||||||||||
Week 15: The State program “Cultural heritage” | ||||||||||||||
15 |
The State Program "Cultural Heritage". The dynamics of traditions and innovations, the mechanisms of continuity and transmission of cultural experience. Ecology of culture: difficulties and problems. Formation and development of the ecological culture of Kazakhstanis. The role of cultural institutions, cultural organizations in creation and development of local history work. The role of museums, educational institutions and organizations in the study of regional history, in the restoration and preservation of cultural and historical monuments and cultural objects of local, regional scales. |
The culture of politics in Kazakhstan and its influence on formation of a cultural strategy for preservation of the cultural identity of the Kazakh people. |
Analysis of the situation "Media culture and the Digital Kazakhstan model: the future in the light of modernity" in a case format. | 4 | ||||||||||
Note: 1 academic credit = 30 academic hours | ||||||||||||||
Literature: | ||||||||||||||
Psychology | ||||||||||||||
№ | Content of the discipline | Themes of seminar (practical) classes | Themes of independent works of students | Number of hours | ||||||||||
Personality in the context of formation of national consciousness in psychology | ||||||||||||||
Week 1: Introduction to Psychology | ||||||||||||||
1 | Psychology as a science. Tasks and place of psychology in the system of human sciences. The meaning of psychology and psychological knowledge in formation of the modern personality and modernization of public consciousness. Methods of psychology. Psychology as a science and practice that contributes to effective life activity (psychology in business, sports, healthcare, advertising). | Branches of modern psychology. | Essay "Psychology in my life and profession." | 4 | ||||||||||
Week 2: Me and my motivation | ||||||||||||||
2 | Motivation and self motivation. The overall organization of the motivational sphere. Motives and needs. Types of motives. The leading motive. Motivation to succeed or avoid failure. Methods for studying motivation. Motivational personality profile. The decrease in the labor efficiency, associated with the failure of the motivational sphere of the person | Motivation to work. | Case "Increasing the motivation of employees of the organization." | 4 | ||||||||||
Week 3: Emotions and Emotional Intelligence | ||||||||||||||
3 | The role of emotions in human life. Understanding of emotions and empathy. Methods and mechanisms for regulating emotions: rethinking of emotions and suppressing of emotions. Definition of emotional intelligence. Emotional intelligence as a cognitive ability and as an individual characteristic of a person. Diagnosis and development of emotional intelligence. | The basic rules for expressing and experiencing emotions in different cultures. |
Create a program for development of emotional intelligence. | 4 | ||||||||||
Week 4: Human will and psychology of self-regulation | ||||||||||||||
4 | The concept of will in psychology. The structure of volitional act. Decision making and the problem of choice. Will and personality. Psychology of self-regulation of personality (stress management). Conscious self-control. The concept of stress. Types of stress. Stages of stress. Symptoms of stress. Individual stress response styles. The concept of stress tolerance. |
The concept of "Free will" of an individual in an independent society. |
Case "Development of volitional qualities of a professional". | 4 | ||||||||||
Week 5: Individual and typological characteristics of personality | ||||||||||||||
5 | Temperament, character and ability. Properties of the nervous system as the basis of temperament. Determination of temperament. Temperament types: choleric, sanguine, phlegmatic and melancholic. The correlation of temperament and character. Definition of character. Accentuations of character and education. The concept "national character". The makings and abilities of the personality. | Personal resources as a factor of preservation and development of national consciousness. | To make a psychological portrait of a modern student. | 4 | ||||||||||
Week 6: Values, interests, norms as the spiritual basis of personality | ||||||||||||||
6 | I am in a social world. I am a concept. Self-presentation Values in people's lives. The study of the concept of "value". Values as an important psychological resource of the individual. Personal values. Interest as the leading motive of social activity. Behavior and attitudes. Moral foundations of personality. Spiritual socialization of personality. | Worldview and national identity of the person. | Develop the project "Life Line". | 4 | ||||||||||
Week 7: Psychology of the meaning of life and professional self-determination | ||||||||||||||
7 | The meaning of life, life goals and programs. Beliefs and benchmarks of a professional at the present stage of Kazakhstan development: competitiveness, pragmatism, openness of consciousness, national identity. Personal values and meanings in professional self-determination. Barriers to professional growth, ways to prevent and overcome them. The crisis of professional identity and burnout syndrome. | Psychology of professional and personal success. | Essay "My career and professional development". | 4 | ||||||||||
Week 8: Psychology of personal health. | ||||||||||||||
8 | Interaction and interinfluence of mind and body. Psychological factors of disease and health promotion. The use of psychedelic drugs and bad habits as a factor of deterioration of health. Healthy lifestyle as the basis of success of the individual. | Negative emotions and health. | Case "Preservation of occupational health." | 4 | ||||||||||
Interpersonal communication as a factor of development of a harmonious personality of a Kazakhstani | ||||||||||||||
Week 9: Communication of the individual and groups. | ||||||||||||||
9 | The concept of communication. Types, forms and functions of communication. Interpersonal communication as a subject of scientific knowledge. Characteristics of interpersonal communication. The concepts of interpersonal communication, interaction, interpersonal perception. Features of interpersonal, intergroup and international communication. Communication styles. Leadership and management. | Interethnic communication as a socio-psychological phenomenon. |
To conduct a comparative analysis of leadership and management. | 4 | ||||||||||
Week 10: Perceptual aspect of communication. | ||||||||||||||
10 | The perceptual aspect of communication as the perception of each other in the process of communication. Perceptual mechanisms of communication: empathy, identification, decentration, attraction, tolerance, reflection, feedback. Space of interpersonal interaction. Me and others. | Effects of interpersonal perception. | Essay "The perception of others in the process of communication." | 4 | ||||||||||
Week 11: Interactive aspect of communication | ||||||||||||||
11 | The essence of psychological impact. Types of psychological impact. Mechanisms of influence: infection, suggestion, imitation, persuasion. Factors of effective persuasion. The main methods and techniques of psychological impact: demonstration, misinformation, the spread of rumors, intimidation, manipulation in the media. | Personality and group (socio-psychological influence). |
Prepare a presentation "Analysis of the impact of social networks on formation of addictive behavior among young people". | 4 | ||||||||||
Week 12: Communicative aspect of communication | ||||||||||||||
12 | Communication as an exchange of information. Structure, functions and types of communications. Digital technology in communication. Verbal and non-verbal communication. Meaning and necessity of communicative roles. Communicative barriers (professional, semantic, organizational, personal-psychological). Socio-cultural, age, gender features of communication. | Analysis of communication in modern society by G.D. Lasswell. |
Make a table "Psychological barriers in communication and overcoming them." | 4 | ||||||||||
Technologies of effective interpersonal communication as the basis for modernization of public consciousness | ||||||||||||||
Week 13: The concept and structure of the socio-psychological conflict | ||||||||||||||
13 | The nature and cause of social conflicts. Types of psychological conflicts. Constructive and destructive functions of the conflict. Stages of conflict. Participants and drivers of conflict, their needs, interests and goals. Spatio-temporal boundaries of the conflict. Typical stages of conflict. Functions and consequences of the conflict. | Conflicts in our lives. | Make psychological recommendations for development of tolerant behavior. | 4 | ||||||||||
Week 14: Personality behavior in conflict | ||||||||||||||
14 | Conflict prevention technology. Technologies of rational behavior in conflict. Behavior in a conflict: strategies for collaboration, contest, avoidance, leave, cooperation. Conflict resolution as a multi-step process. Types of manipulators. Basic manipulative techniques. Personality in the process of manipulation. Manipulation as a hidden message. Negotiations as a way to resolve conflicts. | The mechanisms and methods of conflict management in the labor collective. | To conduct psychological self-diagnosis of the prevailing type of behavior in a conflict situation. | 4 | ||||||||||
Week 15: Techniques and technologies for effective communication | ||||||||||||||
15 | The concept of effective communication. Principles, rules, skills, techniques and technologies of effective communication. Conditions for effective communication. Social intelligence. Image and self-presentation in communication. Imaging technology. Appearance as part of the image. Active listening techniques. Technologies of negotiation process. | Interrelation of effective communications and competitiveness of a specialist. | Develop a training program "Effective communication". | 4 | ||||||||||
Note: 1 academic credit = 30 academic hours | ||||||||||||||
Literature: Basic: | ||||||||||||||
Note: 1 academic credit = 30 academic hours | ||||||||||||||
| Annex 7 to the order of the Minister of education and science of the Republic of Kazakhstan dated October 31, 2018, No. 603 |
The model curriculum of the general education discipline "Physical culture" for
organizations of higher and (or) postgraduate education
Chapter 1. General provisions
1. This standard curriculum of the general educational discipline "Physical Education" for organizations of higher and (or) postgraduate education (hereinafter referred to as the Program) has been developed in accordance with subparagraph 13) of paragraph 15 of the Regulations on the Ministry of Science and Higher Education of the Republic of Kazakhstan, approved by the Decree of the Government of the Republic of Kazakhstan dated August 19, 2022 No. 580 "On some issues of the Ministry of Science and Higher Education of the Republic of Kazakhstan" and shall define the objective, objectives, structure, content, teaching methods.
Footnote. Paragraph 1-as amended by the order of the Minister of Science and Higher Education of the Republic of Kazakhstan dated July 13, 2023 No. 314 (shall be enforced ten calendar days after the day of its first official publication).2. This curriculum shall be aimed at the study of the general education discipline "Physical culture", providing for physical training in accordance with international standards of education. The curriculum shall determine the joint cooperation of the teacher and the student in the process of physical education throughout the training in the context of the requirements to the level of mastering of the discipline.
3. The duration of the training in accordance with the structure of educational program of higher education shall be 240 hours (8 academic credits).
Chapter 2. Goal, objectives and expected results of the curriculum
4. The goal of the curriculum shall be the formation of socio-personal competences of students and the ability to purposefully use the means and methods of physical culture for conservation, promotion of health to prepare for professional activities; to take physical stress, mental stress and adverse factors in their future activities.
5. To achieve the goal, the following educational, recreational and educational objectives should be resolved:
1) to give basic science-based knowledge about the use of physical culture and sports in development of the vital physical qualities for preservation of health and maintenance of an optimal professional performance;
2) formation of motivational-valuable attitude to physical culture and the need for systematic physical exercises and sports;
3) health promotion, water quenching and increasing resistance to adverse factors of labor activity;
4) discipline, collectivism, comradely mutual assistance;
5) development of mental resilience, confidence, commitment, courage and determination, initiative, perseverance, endurance and self-control;
6) development and improvement of basic motor qualities – endurance, strength, speed, agility, flexibility;
7) to ensure the obtaining of versatile skills for the development of physical abilities, socio-cultural experiences and socio-cultural values of physical culture and sports;
8) development of communication skills, particularly the ability to use information from a variety of sources, present it clearly in an appropriate form;
9) development of thinking skills, skills of self-development and research skills.
6. Upon completion of the curriculum, the student shall have the following competencies:
1) personal:
willingness and ability to self-development and personal self-determination;
willingness to independently use the skills of professional adaptive physical culture in work and life situations;
2) transdisciplinarity:
the ability to use intersubject concepts and universal educational actions (regulatory, cognitive, communicative) in educational, sports, physical, health and social practices;
the willingness and ability for independent information and educational activities.
formation of skills of participation in various types of competitive activities.
3) subject:
the ability to use a variety of forms and types of physical activities for healthy life, active recreation and leisure.
Chapter 3. Structure and content of the curriculum
7. The structuring of the content of the discipline shall be carried out through the highlighting of the consolidated didactic units (module, section) in it. The structure of the discipline content shall include: introduction; sections (modules); topics of the training practical classes.
8. The curriculum content shall be based on the following conceptual positions:
1) general education orientation of the physical education process;
2) integrity of functions of physical culture;
3) consistency of the educational process;
4) professionally-applied orientation of physical education;
5) regulatory and methodical support of education of students in the field of physical culture and sports;
6) stage and final certification of students in physical education.
9. Methods and techniques of instruction used in the program implementation process shall be:
1) technologies of problem-modular training;
2) technologies of training and research activities;
3) communication technologies (debate, press conference, academic debates and other active forms and methods);
4) case study (situation analysis);
5) gaming technology in which the students participate in business, role-playing, simulation and other games.
10. The content of the curriculum shall correspond to the distribution of students in four educational departments: primary, preparatory, special (including the groups of medical physical culture), sports. Distribution of students in the training departments shall be conducted in the beginning of the academic year taking into account the gender, health status, physical development, physical and sport fitness. Students can be transferred from one of the training department (group) to another after the end of the academic year or semester. Transfer of students in preparatory and special medical training departments in connection with the disease may be carried out at any time of the academic year.
In the primary and preparatory academic departments the students shall be distributed to the training groups of general physical training and the sports groups.
The students with low level of health status or minor deviations in health status shall be distributed to the preparatory group.
In the special education department, the students, classified according to the data of medical surveys, shall be distributed in a special medical group or a group of medical physical culture.
In the sports training department, the representation of groups shall depend on the type and level of sports skills of the students.
The training groups of athletic specialization in sports shall be created with the representation of a double squad of players.
11. Practical classes shall include the development of knowledge, motor skills, the formation of students' experience of implementing fitness and training programs:
1) Training (classroom) classes shall be the main form of physical education. Training classes shall consist of methodical-practical and training sections. Methodological section of practical training shall be aimed at: development of a technique of selection of physical exercises and sports; the preparation of complexes of general developmental and special exercises; the ability to exercise control and self-control during the classes, insurance and self-protection; development of the skills of judging the competition.
Training classes shall be aimed at: increasing the level of physical fitness and development of physical qualities; mastering the art of sports; preparation of students for participation in mass sports competitions; development and improvement of skills of professionally-oriented training in accordance with the requirements of the specialty.
2) extracurricular (out-of-class) classes shall be organized to ensure sufficient motoring regime of students:
1. physical exercises in the daily routine (morning hygienic gymnastics (MHG), athletic classes, wellness swimming, walking, running, skiing, skating, innovative, untraditional wellness technology by the capabilities of educational institutions);
2. classes in sports clubs, health, athletic, and interest clubs;
3. out-of-class activities shall maintain the high level of physical performance of students and contribute to the implementation of the requirements of the program. Guidence, supervision and consulting of all forms of training shall be made by the faculty members of departments of physical education and sport.
12. Assessment of competences of students (in order to form modern socio-personal and socio-professional competences of the graduate) shall be carried out according to the following criteria: demonstration of understanding of the updated program, mastering of the glossary, the use of the knowledge acquired; introduction of independent practical exercises in practice, discussion forms.
A prerequisite for admission of a student to fulfill the attestation standards shall be:
- fulfillment of the requirements of the theoretical part of the curriculum by semesters and courses of training;
- regular attending of classes, providing the necessary level of physical and functional state of the body;
- testing of physical fitness;
- formation of skills in professional and physical training.
Students, freed from classes for long periods and students of group of medical physical culture, shall pass certification at the department of physical education and sport on the basis of the following regulatory requirements:
- assessment of the level of theoretical knowledge in compulsory lectures on the discipline "Physical culture";
- assessment of independent exploration of additional topics on physical culture taking into account the health status of a student, indications and contraindications for exercises;
- participation of students in research work of the department on the problems of health-improving and adaptive physical culture.
13. Thematic plans included in the theoretical and practical (methodological) sections of the discipline shall be given in the Annex hereto.
| Annex to the model curriculum of the general education discipline "Physical culture" for organizations of higher and (or) postgraduate education |
1. Thematic plan included in theoretical section of the discipline
1. Physical culture as an academic discipline in the education system of the Republic of Kazakhstan.
2. The basics of a healthy lifestyle (HLS).
Forms and methods of formation of healthy lifestyle within the system of professional education. The motivation of students for healthy lifestyle.
3. Natural-scientific foundations of physical education.
The concept of socio-biological basics of physical culture. The major systems of the body. Physiology of physical activity.
4. Modern health systems and control principles of the physical condition of the body.
Characteristics of modern health technologies. Pedagogical control, self-monitoring and evaluation of the functional state, physical development and physical preparedness of students. self-control. Correction of the classes on the results of control and self-control.
5. Basic methods of independent physical culture and sports classes.
The content, forms and methods of independent classes. methods of their application. Content of independent classes with physical exercises.
6. Professionally-applied physical training (PAPT).
The goal, the means and organization of the PAPT of students.
2. Thematic plan included in the practical (methodological) section of the discipline
General physical preparation (development of physical qualities). When planning the practical section, it is recommended to use the following tools for development of physical qualities:
Speed. Running: normal, mincing, jogging, lifting hip, overflowing the shank. Run on bend, shuttle run. Relays.
Performance of various exercises on speed (elements of gymnastics, active and sport games).
Endurance. Jogging and ski training (for universities of the Northern regions). Mastering the art of trail running. Cross training.
Flexibility. General developmental exercises, with objects and without them, with active and passive resistance, wide swing.
Agility, coordination and balance. Gymnastic and acrobatic exercises with objects and without them. Active and sports games. Complex relay races (with elements of jumping, running, throwing, somersaults). General developmental exercises in the walk.
Power. General developmental exercises with objects and without objects. Exercises on the gymnastic and support equipment. Practice in tightening and resistance, carrying heavy loads. Performance of exercises according to the method of circuit training.
Special physical training. To select the means of special physical preparation, various exercises on organization, methodological support can be used, depending on the region.
Special exercises for development of speed and endurance:
- special exercises of a sprinter, starting jerks, acceleration, running on;
- control events: 100m, 500m, 1000m;
- performance of a variety of exercises on speed (elements of gymnastics, active and sport games);
- the complexes of general and special exercises of middle-distance runner, long-distance runner;
- mastering the art of skiing;
- performance of various efforts at a moderate pace for up to 10-15 minutes and 18-25 minutes;
- participation in athletics and skiing.
Special exercises for development of flexibility:
- simple bouncing and flapping with the dosed and maximal external assistance, with and without weights;
- repeated bouncing movements;
- exercises of the static positions with the greatest possible degree of stretch without equipment and with the use of gymnastic apparatus.
Special exercises for development of agility, coordination and balance:
- active and sports games. Simulation and diversionary actions;
- complex relay races (with elements of jumping, running, throwing, somersaults);
- improvement of balance when skiing, skating, cycling, roller skating.
Special exercises for development of strength:
- elements of weightlifting. General developmental and special exercises of a weightlifter. Mastering the technique of power movements - push, pull;
- elements of kettlebell lifting. General developmental and special exercises. Mastering the technique of the jerk and press of kettlebells; development of exercises of health and power and training orientation;
- elements of athletic gymnastics. General developmental and special exercises with objects (expanders, attenuators, dumbbells) and with overcoming of own weight. Performance of exercises for different muscle groups performed on simulators.
Types of sports (gymnastics, athletic gymnastics, sports games, athletics, skiing, swimming).
Gymnastics. General developmental exercises, running, jumps and dance elements used with emotional and rhythmic music. Forms of dance exercises. Performance of scoring and competitive rhythm-dance programs.
Athletic gymnastics. General developmental exercises with dumbbells; kettlebells; with expander; with a metal stick; in the gym, with a barbell. Exercises for eliminating various defects of the constitution, as well as to strengthen the muscles and improve efficiency.
Sports and outdoor games.
Basketball. Rules of the competitions. Defensive posture, turns, jumps, movement, dribbling, catching of the pass, shots. Teaching the technical and the basics of tactical actions. A team game.
Volleyball. Rules of the competitions. Posture and movement. Ball reception and pass on the spot and with movement (forward, backward, left, right). Actions with the ball. Pass of the ball. A team game.
Football. Rules of the competitions. Pass of the ball by the foot to the partner on the spot and moving in different directions. Hitting the ball with a foot, followed by a goal. Reception of ball. Movements of the player without the ball and with the ball. Hitting the ball. Dribbling the ball. Tackling the ball. The technique of a goalkeeper's game. A team game.
Handball. Movement, catching and passing, throwing, dribbling and fraudulent actions, barriers, blocking and tackling. Teaching the technical and the basics of tactical actions in attack and defense. A team game.
Outdoor games.
Model outdoor games: "Target", throwing of dishes, "Hunters and hares", "Handed-sit down", "Target mobile", "Pass", "Hit the ball", "Hit the circle", "Who's next", "Goal", "Accurate pass", "Dribbling and goal", "Soccer slalom", "For the ball", "Catch the ball", "Juggling two balls", "Ball in the air" and the Kazakh national games: "Аќсїйек", "Ќармаќ", "Їйрек ату", "Кґмбеден доп шықару", "АҺ аулау", "Таяќ жїгірту", "Садаќ ату", "Ќаќпа тас", "Ќарагие".
Athletics. Rules of the competitions. Running. Throwing. Jumping.
Skiing. Rules of the competitions. Performance of line tasks on skis, movement with skis and on the skis in a variety of ways at the training site and on the training track.
Overcoming the ascents and descents, braking, and turns on the spot and in motion. The technique of skiing over rough terrain. Coverage of the distance in slow and medium pace against the clock. Relay races on skis. Study of techniques of various steps.
Swimming. Rules of the competitions. Formation of skills of behavior on the water. General developmental and special exercises of the swimmer. Mastering the art of the main ways of swimming.
Professionally-applied physical training. The choice of means of the PAPT is caused by the directionality to ensure an effective adaptation of the organism to the complex factors of work, to improve the resistance to climatic conditions of production and the expansion of the arsenal of applied motor coordinations, involved in formation and consolidation of work skills.
Modern health systems (respiratory: paradoxical gymnastics of Strelnikova A., "BodyFlex" - the system of breathing exercises, coupled with stretching exercises, K. Dineiki relaxation: muscle relaxation, rhythmic gymnastics: posture, balance, with objects; aerobics: the exercise system of cyclic sports aimed at improving functionality of major systems of the body, callanetics: exercises, performed mostly in isometric mode and causing the activity of deeply located muscle groups, fitness: general fitness, physical and sports-oriented, shaping: science-based system of physical culture for girls, aimed at shaping and improving the functional state of the organism.
Pilates: an exercise system is safe from all kinds of fitness, aimed at rehabilitation of an injury or disease, stretching: exercises to improve physical health through stretching of muscles, tendons and ligaments, workout); articular exercises of S. M. Bubnovsky. Articular exercises improve the muscles, removing congestion in them; stimulate the blood and lymphatic circulation.
Control and self-control in the process of physical exercises.
The simplest methods of self-observation over the results of physical exercises. Keeping a diary of self-control and its importance in the process of monitoring the health status of students.
Objective and subjective indicators of self-control. Diagnosis of the health status of the organism under the influence of physical exercises and sports. The use of standards, anthropometric indices, functional tests and exercises, tests for assessment of physical development, functional state of body systems, physical fitness.
Planning in sports training department shall be carried out taking into account the sports skills of students and the types of sports. Students from different courses and faculties can train in the groups of the sports department simultaneously.
Literature:
1. Baronenko V.A. "Student Health and Physical Culture": Study Guide / V.A. Baronenko. - M .: Alpha-M, INFRA-M, 2012. - 336 p.
2. Yevseyev Yu.I. "Physical culture": Study guide / Yu.I. Yevseyev. - Ph / D: Phoenix, 2012. - 444 c.
3. Vilensky M.Ya. "Physical culture and student's healthy lifestyle": Study Guide / M.Ya. Vilensky, A.G. Gorshkov. - M .: KnoRus, 2013. - 240 p.
4. Kobyakov Yu.P. "Physical culture. Basics of a healthy lifestyle": Study guide / Yu.P. Kobyakov. - Ph / D: Phoenix, 2012. - 252 c.
5. Melnikov P.P. "Physical culture and student's healthy lifestyle (for bachelors)" / P.P. Melnikov. - M .: KnoRus, 2013. - 240 p.