“Arab tili globallashuv
davrida: innovatsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
238
THE ESSENCE OF “FULL ASSIMILATION” TECHNOLOGY
Furkat Djalolov
senior lecturer UzSWLU, Translation faculty, Department of English theory
А
nnotatsiya.
Ushbu maqolada
o‘
quv jarayonida t
o‘
liq
o‘
zlashtirish
texnologiyasidan foydalangan holda barcha maktab
o‘
quvchilari uchun
muvaffaqiyatga erishish holatini yaratish haqidagifikrlaryoritilgan.
Kalit s
o‘
zlar:
ijodkorlik, t
o‘
liq
o‘
zlashtirishnita
’
minlash, ta
’
limjarayoni,
kamsitish, tanishish.
Аннотация.
В данной статье речь идет о создании ситуации успеха
для всех школьников путем использования технологии полной ассимиляции
в процессе обучения.
Ключевые слова
:
творческие способности, обеспечение ассимиляции,
образовательного процесса, различения, знакомства
Annotation.
This article deals with the creation of a situation of success for
all school children by using full assimilation technology during the teaching process.
Keywords:
creative abilities, to ensure the assimilation, educational process,
discrimination, familiarity.
Technological creativity of a teacher is not a new phenomenon. Over time,
everyone chooses the right method for themselves. Each technique always
contains elements of technology. But today there are a lot of educational
technologies used. How to choose yours among them?
Knowledge of modern pedagogical technologies and the ability to navigate
their wide range is a condition for the successful work of a teacher today. And this
is understandable: after all, any technology, first of all, answers the question: how
to achieve the planned result?
Every teacher searches for such pedagogical technologies that contribute to
the development of students
’
creative abilities.
We adhere to the following “guidelines” that best suit the specifics of
children
’
s education in our practice:
Universal talent of children: there are no untalented children, but there are
those who have not found their business yet.
Mutual superiority: if someone does something worse than others, then
something must turn out better
–
this “something” needs to be looked for.
The inevitability of change: no judgment about a child can be considered final.
Success breeds success.
The main task
is to create a situation of success for all children in every
lesson, especially for those who are not sufficiently prepared: it is important to
make them feel that they are no worse than others.
“Arab tili globallashuv davrida: innova
tsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
239
There are no incapable children: if everyone is given time corresponding to
their personal abilities and capabilities, then it is possible to ensure the assimilation
of the necessary educational material.
In recent decades, changes in the nature of learning have occurred in the
context of global educational trends tha
t have been called “megatrends.” These
include:
•
the mass nature of education and its continuity as a new quality,
•
significance both for the individual and for social expectations and norms,
•
orientation towards a person
’
s active development of methods of cognitive
activity,
•
adaptation of the educational process to the requests and needs of the
individual,
•
orientation of education to the student
’
s personality, providing
opportunities for its self-disclosure.
The most important feature of modern education is its focus on preparing
students not only to adapt, but also to actively master situations of social change.
The system of complete assimilation of knowledge is an organizational and
methodological system of individualized training. It arose from the successful
experience of the teaching staff of a small school in the town of Winnetka, near
Chicago.
The purpose of this system is to create psychological and pedagogical
conditions for the complete assimilation of the required educational material by
every student who is willing and able to learn.
This technology was developed by American psychologists
Jonathan Carroll
and
Benjamin Bloom
in the 1960s. They identified three groups of learning goals:
cognitive, affective and psychomotor. The working hypothesis was based on the
assumption that
all students are able to fully assimilate the necessary
educational material under conditions optimally selected for each child.
The
teacher must determine what exactly the full assimilation of knowledge consists of,
and what results should be achieved by everyone. In other words, the teacher creates
a standard for the complete assimilation of knowledge in a unified form using a
hierarchy of pedagogical goals.
Let
’
s consider
the categories of goals of cognitive activity:
knowledge:
the student reproduces specific facts, terms, theories, concepts,
principles, procedures;
understanding:
the student explains the connections between phenomena,
transforms educational material from one form of expression to another (for
example, from text to drawing and vice versa);
application:
the student uses the acquired knowledge according to the model
in a similar or modified situation;
analysis:
the student identifies essential features, reasons logically;
synthesis:
the student writes a creative essay, proposes an experimental plan,
solves problematic problems based on knowledge from different fields;
“Arab tili globallashuv
davrida: innovatsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
240
evaluation:
the student evaluates the value of the learning material to achieve
a specific goal.
The theoretical basis for this technology is presented in the works of Mikhail
Vladimirovich Klarin. (Klarin M.V. Pedagogical technologies in the educational
process.
–
M, 1989.)
The authors of the technology, as a working hypothesis, accepted the
assumption that a student
’
s abilities are determined not under average, but
optimally selected conditions for a given child, which requires an adaptive learning
system that allows all students to fully master the program material.
J. Carroll drew attention to the fact that the learning conditions are always
fixed (the same study time for everyone, the method of presenting information, etc.)
in the traditional educational process. The only thing that remains unfixed is the
result of learning. Carroll proposed making the learning outcome a constant
parameter, and the learning conditions variables, adjusted to each student achieving
a given result.
This approach was supported and developed by B. Bloom, who proposed the
student
’
s ability to determine the pace of learning not under average, but under
optimally selected conditions for a given student. B. Bloom studied the abilities of
students in a situation where time for studying the material is not limited. He
identified the following categories of trainees:
•
low-ability
students who are unable to achieve a predetermined level of
knowledge and skills, even with large amounts of study time;
•
talented
(about 5%), who are often able to do what everyone else cannot
cope with;
•
students who make up the majority (about 90%), whose
ability
to acquire
knowledge and skills
depends on the expenditure of study time.
These data formed the basis for the assumption that with proper organization
of training, especially when strict time frames are removed, about 95% of students
will be able to fully master the entire content of the training course. If the learning
conditions are the same for everyone, then the major
ity achieves only “average”
results.
We see the
advantages
of the technology under consideration in the fact that
students are forced to constantly make decisions themselves. This prepares them for
independent living. Technology stimulates the maximum disclosure of abilities and
creative potential of the individual, and implements a humanistic approach. The
learning process using this technology fits into both the cognitive and personal
paradigm, relying on the uniqueness, originality of the student, and allows optimal
use of the help of the teacher and classmates.
The essence of the technology of “full assimilation” lies in this. According to
scientists, depending on their intellectual abilities, different students need different
amounts of time to master the same educational material. However, the traditionally
organized educational process ignores this reality and requires that all students
learn all the material by a given deadline, the same for everyone.
“Arab tili globallashuv davrida: innova
tsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
241
But many do not have time to learn, and therefore not everyone fully
assimilates the material. Lack of time is the main reason for “lame” knowledge. As a
result, it is necessary to individualize classes so that each student receives as much
time as necessary to fully master the material. It turns out that everyone should have
their own pace of assimilation, which will eliminate differences in knowledge and
achieve complete assimilation by 95% of students.
The purpose of such training is to create a system of psychological and
pedagogical conditions that make it possible to work in a single class team with a
focus not on the “average” student, but with each individual, taking into account
individual cognitive abilities, needs and interests.
References:
1.
Абдуганиева, Д. (2020). Лингводидактические особенности
обучения последовательному переводу студентов языковых вузов. Каталог
диссертаций
и
авторефератов,
20(1),
1–175.
извлечено
от
https://inlibrary.uz/index.php/dissertations/article/view/10932
2.
ДжалоловФ
.
Ф
.Improving English teaching on the basis of full education
technology.-
“Узбекистонда фанлараро инновациялар ва илмий тадкикотлар
журнали”
-
Узбекистон,2023.№20.
-
Б. 100
-106.
3.
Джалолов Ф.Ф. Таълимни натижаларини кайд этиш технологияси.
-
Бухоро давлат университети “Педагогик махорат”
-
Бухоро
,2022.№ 5
-
Б.17
-22.
4.
Djalolov F.F. Causes of low assimilation of knowledge at general
secondary schools.-
“Middle European Scientific Bulletin” Journal Impact Factor
IFSIJ:5.43. ISSN (E):2694-9970. Volume-11, April 2021. P.580-584
5.
ДжалоловФ
.
Ф
.
Мактаб таълимида паст ӯзлаштириш
сабаблари ват
тӯлиқ ӯзлаштириш турлари
.-
Намангандавлатуниверситети
“Илмий
ахборотномаси”. –
Наманган, 2021. № 5. − Б
. 443-448.
6.
Djalolov F.F. To the problems of complete assimilation of educational
materials at schools.-
“European Journal of Humanities an
d Educational
Advancements. Journal Impact Factor 7.223. ISSN:2660-5589 Volume-
1, №
4,
December 2020. P.55-59
7.
Селевко Г.К. Современные образовательные технологии: Учебное
пособие. –
М.: Народное образование, 1998. –с. 5
-6.
8.
Рахмонов, Азизхон Боситхонович. "Внедрение виртуальной
реальности
в
образовательный
процесс:
достоинства
и
недостатки."
European science 5 (54) (2020): 39-41.
9.
Bositkhonovich, Rakhmonov Azizkhon. "The role of the competence
approach in pedagogical education." European Journal of Research and Reflection
in Educational Sciences 2019 (2019).
10.
Абдуганиева
,
Джамиля
. "Some aspects of online interpreting: current
state and prospects for the future."
Переводоведение: проблемы, решения и
перспективы
1 (2022): 16-20.
11.
Абдуганиева,
Джамиля.
"РОЛЬ
МЕЖКУЛЬТУРНОЙ
КОММУНИКАЦИИ В РАБОТЕ ПЕРЕВОДЧИКА."
in Library 21.1 (2021).
