Three indicators of the effectiveness of the project method in teaching foreign languages

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Исакулова, Н. (2024). Three indicators of the effectiveness of the project method in teaching foreign languages. in Library, 20(4), 191–194. извлечено от https://inlibrary.uz/index.php/archive/article/view/35259
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Аннотация

This research article discusses the implementation of projects in the teaching of foreign languages, reveals the definitions of the concept of project, provides the effectiveness of research management, and also identifies three 3 main indicators of the effectiveness of the project method, which will be the key to the formation of students ' communicative competence

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European Journal of Research and Reflection in Educational Sciences

Vol. 8 No. 12, 2020 Part III

ISSN 2056-5852

Progressive Academic Publishing, UK

Page 191

www.idpublications.org

THREE INDICATORS OF THE EFFECTIVENESS OF THE PROJECT

METHOD IN TEACHING FOREIGN LANGUAGES

Isakulova Nilufar Janikulovna

Doctor of Pedagogy, Professor, Uzbek State World Languages University

UZBEKISTAN

ABSTRACT

This research article discusses the implementation of projects in the teaching of foreign
languages, reveals the definitions of the concept of project, provides the effectiveness of
research management, and also identifies three 3 main indicators of the effectiveness of the
project method, which will be the key to the formation of students ' communicative competence


Keywords:

High level, mastering new material, Project management, level, student, project

methodology, language competence, learning process, project.

INTRODUCTION


The actual task of education-the formation and development of universal educational activities
– is solved in the course of organizing independent educational and cognitive activities of
students. In the practice of the school, such activities traditionally include research and design.

The pedagogical effectiveness of the management of research (IMU) and project (PDU)
activities of students largely depends on the theoretical readiness of the teacher. However, the
analysis of psychological, pedagogical, and methodological literature revealed the lack of
conceptual unity and terminological clarity in the scientific description of these types of
activities, which inevitably leads to difficulties, problems, and errors in the organization of
projects[1].


LITERATURE REVIEW

To identify the characteristic features of educational project management, we will determine
the characteristics of the types of customers. Features of educational project management,
depending on the type of customers, are shown in Table 1.


TABLE 1: Types of definition of the concept project

Author

definition

The project

National requirements for the competence of
project Management specialists of the SOVNET
Association

1) a unique set of interrelated works (activities)
aimed at creating a product or service in the
conditions of specified requirements and
restrictions;
2) a time-limited, specially organized, targeted
change to a particular system within the planned
resources and established requirements for the
quality of its results[2].

International Standard for Project Management
ISO 21500: 2012

ISO 21500:2012 Project Management a unique
set of processes that includes coordinated and
controlled operations with start and end dates that
are undertaken to achieve a goal[3].


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European Journal of Research and Reflection in Educational Sciences

Vol. 8 No. 12, 2020 Part III

ISSN 2056-5852

Progressive Academic Publishing, UK

Page 192

www.idpublications.org

Y. V. Yakovlev

purposeful activity of the temporary team within
one or several organizational structures, aimed at
achieving a specific goal with a given level of
quality, within the set time frame and within the
allocated funding[4].

Training project

I. V. Zimina, M. Gibson, A. Yu. Afonin

complex activity that has clear goals, resource
and time limits, organization of individual
development of trainees, as well as certain results
for the customer's company and its employees[5].

Learning project

The program of preparation of teachers
supported by Microsoft

an organizational form of work that focuses on
the study of a completed academic topic or
academic section, and is part of a standard
training course or several courses[6].

M. Stupnitskaya

joint educational and cognitive, creative or play
activities of partner students that have a common
goal, agreed methods, methods of activity, aimed
at achieving a common result in solving any
problem that is significant for the project
participants[7].

Educational project

I. B. Romanova

a set of scientific, methodological, technological,
organizational,

financial,

commercial

and

educational and production activities carried out
in

a

certain

sequence,

ensuring

the

implementation of the educational program[8].

A. Moiseev, o. Moiseeva

complex, occurring in the conditions of
interaction with the external environment, the
activities of a temporary team of specialists
associated with the achievement in a certain time
frame and with limited resources, the planned set
of goals (tasks) and activities aimed at achieving
a specific educational result[9].

I. D. Chechel, I. D. Grabar, L. I. Monakhova

this is a form of organization of classes that
provides for a comprehensive nature of the
activities of all its participants to receive
educational products for a certain period of time
– from one lesson to several months[10]


METHODOLOGY

The effectiveness of teaching students was determined by 3 indicators: language competence,
activity in communication in the process of work, readiness to learn new material. The criteria
for these indicators are listed below:

1. language competence. high level: fluency (corresponding to the level of the 10th

grade) of the grammatical component of the language, correct pronunciation of words, the
presence of a vocabulary sufficient for free expression of their thoughts.

Intermediate level:

minor errors are allowed in the grammatical, phonetic and lexical

components of language proficiency, but only if the lesson material is new or has increased
complexity for students of this age

.

Low level:

a significant number of errors in the previously studied material, the use of

incorrect grammatical constructions, poor vocabulary, the frequency of incorrect pronunciation
of words.


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European Journal of Research and Reflection in Educational Sciences

Vol. 8 No. 12, 2020 Part III

ISSN 2056-5852

Progressive Academic Publishing, UK

Page 193

www.idpublications.org

2. Activity in communication during work. High level: the student strives to realize his

participation in the lesson, making maximum use of his language capabilities, allowing
improvisation, as well as increased attention in the perception of speech and actions of other
students in order to appear in the speech situation.

Intermediate level:

the student is quite actively involved in the work, but if there is a

misunderstanding of the language component of the educational activity, he "falls out" of the
situation, ceases to be guided in it.

Low level:

the student is poorly oriented in the situation and therefore shows minimal

activity of participation in the work.

3. Readiness to learn new material. this criterion creates the mood of students to work in

the learning process and determines the success of mastering new knowledge.

High level:

the student enthusiastically accepts the new lesson and the proposed

educational material, is attentive, inquisitive, and shows a high cognitive interest.

Intermediate level:

the student is focused more on the entertainment side of the lesson

than on the cognitive side, since the student's cognitive interest is situational.

Low level:

the student is not ready to learn new material both psychologically and in

terms of language training[11].

The project methodology provides great opportunities for solving such problems as
overcoming inertia, fear of speaking a foreign language due to possible errors in speech[12].


CONCLUSIONS


The project methodology develops students ' independence, creativity, and activity, which are
so necessary for them in the learning process. The use of this method really turns the student
from an object of learning into a subject of educational activity. The teacher also acts as an
assistant and consultant. It is also very important that students learn to cooperate while working
on the project, and learning in cooperation brings up in them such moral values as mutual
assistance, desire and ability to empathize, creative abilities are formed, that is, there is a
continuous process of training and education. The project method forms and improves the
overall culture of communication and social behavior in general.


REFERENCES
Books

Project management: fundamentals of professional knowledge (2010)

National

requirements for the competence of specialists

. (NCB-SOVNET National Competence

Baseline Version 3.0) Moscow: CJSC "Project Practice".

ISO 21500: (2012). International Standard for Project Management
Yakovlev, Y. (2009)

Formation of an organizational and economic

mechanism for

managing complex investment and construction projects: monograph. St. Petersburg: spbgieu.

"Learning for the future " (2004) (supported by Microsoft): textbook. stipend. 4th ed.,

ispr. M.: Ed. - trading house "Russian edition".

Stupnitskaya, M (2010)

What is a training project?

- method. manual. Moscow: First

of September.

Romanova, I. (2003)

educational projects at the university

// integration of education.

2003. No. 1. P. 43-47.





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European Journal of Research and Reflection in Educational Sciences

Vol. 8 No. 12, 2020 Part III

ISSN 2056-5852

Progressive Academic Publishing, UK

Page 194

www.idpublications.org

Journals

Erokhina, E. (2013)

Research and project activity of a student: the distinction between

the concepts //

Elementary School plus Before and After. .No. 8. - p. 3-6.

Efficiency of application of the project method in foreign language lessons in general

education schools //proceedings of the ai herzen russian state pedagogical university. - 2009. -
No. 102. - pp. 116-121.

Bositkhonovich R. A. (2019) The Role of the Competence Approach in Pedagogical

Education // European Journal of Research and Reflection in Educational Sciences Vol. – Т. 7.
– №. 12.

Rakhmonov A. (2020) HISTORY, PERIODS AND STAGES OF COMPETENCE //

Матеріали конференцій МЦНД. – P. 116-118.


2-3 Authors

Zimina, I., Gibson, M., Afonin, A. (2005)

The use of a project-oriented approach in the

training of managerial personnel: international experience and Russian realities

/ / University

management: practice and analysis. No. 7. P. 64–71.

Moses, A. M., Moiseeva O. M., (2007)

Project management in education

: textbook.-

method. complex of materials for training tutors. Moscow: ACADEMIA APK and PPRO.

Chechel, I., Grabar, I., Monakhova I. (2010)

project activity as a way of organizing

semiotic educational space

: textbook practice and analysis 7. P. 13–26.

Efficiency of application of the project method in foreign language lessons in general

education schools //proceedings of the ai herzen russian state pedagogical university. - 2009. -
No. 102. - pp. 116-121.


Библиографические ссылки

Yakovlev, Y. (2009) Formation of an organizational and economic mechanism for managing complex investment and construction projects: monograph. St. Petersburg: spbgieu. "Learning for the future " (2004) (supported by Microsoft): textbook. stipend. 4th ed., ispr. M.: Ed. - trading house "Russian edition".

Stupnitskaya, M (2010) What is a training project? - method. manual. Moscow: First of September.

Romanova, I. (2003) educational projects at the university // integration of education. 2003. No. 1. P. 43-47.

Erokhina, E. (2013) Research and project activity of a student: the distinction between the concepts // Elementary School plus Before and After. .No. 8. - p. 3-6. Efficiency of application of the project method in foreign language lessons in general education schools //proceedings of the ai herzen russian state pedagogical university. - 2009. - No. 102. - pp. 116-121.

Bositkhonovich R. A. (2019) The Role of the Competence Approach in Pedagogical Education // European Journal of Research and Reflection in Educational Sciences Vol. – Т. 7. – №. 12.

Rakhmonov A. (2020) HISTORY, PERIODS AND STAGES OF COMPETENCE // Матеріали конференцій МЦНД. – P. 116-118.

Zimina, I., Gibson, M., Afonin, A. (2005) The use of a project-oriented approach in the training of managerial personnel: international experience and Russian realities / / University management: practice and analysis. No. 7. P. 64–71.

Moses, A. M., Moiseeva O. M., (2007) Project management in education: textbook.- method. complex of materials for training tutors. Moscow: ACADEMIA APK and PPRO.

Chechel, I., Grabar, I., Monakhova I. (2010) project activity as a way of organizing semiotic educational space: textbook practice and analysis 7. P. 13–26. Efficiency of application of the project method in foreign language lessons in general education schools //proceedings of the ai herzen russian state pedagogical university. - 2009. - No. 102. - pp. 116-121.

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