American Journal Of Philological Sciences
235
https://theusajournals.com/index.php/ajps
VOLUME
Vol.05 Issue05 2025
PAGE NO.
235-237
10.37547/ajps/Volume05Issue05-63
Innovative Technologies in Russian Language and
Literature Lessons
Tolegenova G.Zh.
Senior Lecturer, Department of Russian Language and Literature, Nukus State Pedagogical Institute named after Ajiniyaz, Uzbekistan
Saribaeva S.A.
Teacher of Russian Language and Literature, Secondary School No. 4, Nukus District, Uzbekistan
Received:
24 March 2025;
Accepted:
20 April 2025;
Published:
22 May 2025
Abstract:
The use of information technologies is one of the pressing issues in modern education.
Keywords:
Technology, innovation, information, computerization, success, teachers, lesson, students, questions,
education.
Introduction:
In today’s educational environment, it is
objectively necessary for teachers to master and
implement innovative technologies in their teaching.
Nowadays, every
teacher must ask themselves: “How
can I make my lesson interesting and vibrant? How can
I get students interested in my subject? How can I
create a success-driven environment in the classroom
for every student?” These are vital questions. The
transformation of society and new attitudes toward life
also impose new demands on education. The main goal
of education today is not only the accumulation of
knowledge, skills, and competencies, but also the
development of the student as an independent agent
of educational activity.
Modern education is based on student activity, guided
by the teacher. This is why the primary goal of
contemporary education is to foster a creative, active
individual capable of learning and self-improvement.
What is “innovative learning”
and what are its
features? Innovative learning (from the English
innovation) is a new approach to education that
includes a personalized learning model, fundamental
knowledge, creativity, professionalism, and the use of
advanced technologies.
The relevance of innovative education lies in the use of
student-centered approaches and in creating
conditions for unlocking students’ creative potential.
The main goals of innovative education are:
• The development of students’ intellectual,
communicative, linguistic, and creative abilities;
• The formation of students' personal qualities;
• The cultivation of skills that influence educational and
cognitive activities, and the transition to productive
creativity;
• The formation of key competencies.
These goals define the objectives of innovative
learning:
• Optimizing the educational process;
• Creating a collaborative atmosphere between
student and teacher;
• Forming lasting motivation for learning;
• Careful selection of materials and methods of
delivery.
The following technologies form the foundation of
innovative learning:
• Developmental learning;
• Problem
-based learning;
• Critical thinking development;
• Project
-based learning;
• Differentiated instruction;
American Journal Of Philological Sciences
236
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
• Creating a success situation in the classroom;
• In
formation technologies.
The main principles of innovative education include:
• Creativity (focus on innovation);
• Systematic acquisition of knowledge;
• Non
-traditional lesson formats;
• Use of visual aids.
The use of these technologies in lessons has major
advantages. Lessons become more engaging, which
increases student activity and develops their
independent learning and research skills. The quality
and retention of knowledge improve. Students also
enhance their research abilities and analytical thinking.
Simultaneously,
communicative
and
leadership
qualities are formed.
Among the variety of pedagogical technologies, I most
frequently use problem-based learning. Its key feature
is the development of strong motivation for academic
activity and the stimula
tion of students’ cognitive
interest, which becomes possible through the
resolution of contradictions and the creation of
problem situations during the lesson.
When students overcome achievable challenges, they
develop a constant need to acquire knowledge and
skills. Problem-based learning can be applied at any
stage of the lesson.
In teaching Russian language and literature with
innovative technologies, I use the following methods:
associative chains; guided note-taking; INSERT
(Interactive Noting System for Effective Reading and
Thinking); brainstorming; group discussions; stop-and-
think reading with Bloom's Questions; cluster mapping;
cinquain poetry; “Advanced Lecture”; essays; key
terms; scrambled logic chains; media projects;
educational games; linguistic maps; linguistic allusions;
text analysis; test work; and non-traditional homework
assignments.
Let us consider a few of them in detail.
Essay
–
a form of criticism and journalism, a free
exploration of a literary, philosophical, aesthetic,
moral, or social issue. Essays are a widely used form of
writing in Western pedagogy and are best used as a
short written task during the reflection stage. Students
usually have opinions on many issues but, due to their
age-related psychological characteristics, may struggle
with restraint. As a result, better-prepared students
often dominate, not giving others time to think. This is
where the essay becomes essential: each student can
reflect, analyze, and independently make a decision.
The main rule of freewriting is: do not stop, do not
reread, do not correct.
A 5
–
7 minute essay is usually written at the end of the
lesson
to
help
students
summarize
their
understanding. For the teacher, it is a form of feedback.
Students can be asked:
What did you learn from
today’s topic?
What question do you still have?
The project method is particularly promising, as it
effectively develops critical thinking, research abilities,
creativity, and students’ media competence.
Types of projects in Russian language and literature
lessons:
Group project, where the entire group works together
and each student focuses on one aspect of the topic.
Mini-research project.
Literature-based project, involving selective reading on
a topic of interest
–
suitable for individual work.
Project work starts in class and is continued at home.
Presentations are held during lessons. Evaluation
focuses not just on knowledge but on the efforts of the
students. If a “weaker” student can present the results
of group work and answer questions, the goal has been
achieved.
Experience shows that the use of information
technologies in Russian language and literature lessons,
as well as in extracurricular activities, expands the
creative capacities of both teachers and students,
increases interest in the subject, motivates students to
master modern computer technologies, intensifies the
educational process, and improves learning outcomes.
True engagement in the informatization process can
only occur when all participants in the educational
environment are meaningfully and consciously
involved. This is impossible without the teacher’s
guidance, pedagogical relevance, and compliance with
psychological and pedagogical standards.
ICT use in lessons allows students to immerse
themselves in another world and experience it visually.
Computer-assisted instruction improves knowledge
retention and activates thinking.
The use of computers and multimedia tools is essential:
• First, to solve practical problems outlined in the
Russian language and literature curriculum.
• Sec
ond, to support independent work within the
school framework.
• Third, to develop key competencies.
There is much to say about the modern lesson. But how
can one not get lost among all the technologies and
methods? How can they all be applied in one lesson?
The answer is
–
through an adaptive lesson made up of
elements from various technologies, which creates a
American Journal Of Philological Sciences
237
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
comfortable learning environment.
By applying and varying innovative technologies, we
undoubtedly achieve success: learning becomes more
robust. Teachers become more confident, as they help
students navigate and process information, and
support their self-determination and adaptation in
society.
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М., 2007.
Захарова И.Г. «Информационные технологии в
образовании.
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М., 2005.
Бельских М. А. Применение инновационных
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