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DEVELOPMENT OF PROFESSIONAL COMPETENCE OF STUDENTS
OF PEDAGOGICAL HIGHER EDUCATIONAL INSTITUTIONS
THROUGH TRAINING ON THE BASIS OF AN APPLIED APPROACH
Qozaqova Karimaxon Mamajonovna
«University Of Economics And Pedagogy » Notm
Preschool And Primary Education
Chair Assistant Teacher
Https://Doi.Org/10.5281/zenodo.15738733
Annotation:
in order to ensure and control the quality of education, this
article reveals the purpose of developing professional competence of students
on the basis of a problematic approach to solving scientific, technical and
professional problems arising in the process of training students of Higher
Education Departments of pedagogy.
Keywords:
Education, Activity, matter, problem approach, pedagogy,
analysis, synthesis, competence, professional competence, mathematical
intuition, search-research, component, function.
The activity on solving educational issues in the educational process refers
primarily to educational activities related to knowledge, activities carried out in
the educational process, and forms the basis of the methods of its
implementation and the system of methods used in solving issues. Educational
activities related to knowledge are carried out through:
1) general methods of knowledge: analysis and synthesis, comparison,
generalization, abstraction and clarification, analogy, induction, deduction, etc;
2) special methods for the implementation of educational actions and
operas that are part of the structure of educational activities.
a)
Pedagogy by using an issue approach in order to effectively develop the
professional competence of students of higher educational institutions, it is
classified into practical issues and issues of a professionally oriented nature.
b)
In research and literature, the concept of a practical issue is interpreted
in different ways. Some researchers consider the issue requiring a natural
language to be turned into a mathematical language to be practical, others
believe that a practical issue should be practical according to its expression and
methods of solution, that is, closer to the issues that arise in practice.
c)
An issue approach is a broad representation in the content of teaching
various educational tasks. Among them:
d)
a) a matter in which the student realizes one or another educational
problem based on the solution;
e)
(b) a sequence of issues representing the stages of resolving a specified
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problem situation;
f)
c) issues in the nature of search-research, which are independently
solved by students;
g)
d) exercise issues in the reinforcing property (with respect to theoretical
material).
The problem approach sees the issue as an object that determines the
content and methods of student activities. The matter puts the learner before
the need to independently complete the work on the formation of a certain
system of knowledge, skills, qualifications, and through this he is encouraged to
consciously and actively understand the mental schemes and rules that
approach him at the same time the content of the issue and its solution require
knowledge from special disciplines. Solving practical issues helps in students,
developing the ability to implement their idea.
Pedagogy in the professional activities of students of higher educational
institutions together with fundamental sciences, issues of dynamics-kinematics
of theoretical mechanics, issues of bending - bending in material resistance,
issues of energy conservation, a number of issues of professional activity related
to the theory of geodesic measurements in the construction sphere and similar
are solved on the basis of their knowledge on solving issues
The importance of a problem approach, teaching students to solve issues of
practical – professional importance leads to the formation of mathematical
modeling methods in their minds, and students observe the effective application
of basic concepts and knowledge in fundamental sciences in solving vital
professional practical issues, and their creativity skills are developed through a
problem approach in teaching. The methodological significance, on the other
hand, consists primarily in the formation in students during their
implementation not only of a stable interest in fundamental knowledge, but also
of the need to apply real content issues to their solution, and indicates that
interdisciplinary mutual excellence should be established and developed in
order to ensure the effectiveness of teaching fundamental knowledge to
students.
The process of solving the issue is carried out by applying a set of
operas characteristic of thinking: comparison, analysis and synthesis,
abstraction and generalization. Comparison leads to classification of
phenomena, knowledge. Analysis and synthesis do not complete the act of
thinking. Its significant aspects are abstraction and generalization.
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-
In addition to their tasks to be performed, an optional issue represents a
structure in itself, on the basis of which various classifications are drawn up:
-
- structural-component composition of issues
-
- activity components
-
- novelty of the structure component of the activity
-
- type of thinking activity of the subject in solving the issue
-
- functional features of issues, etc.
-
L.M. The Friedman [6; 224-148b] classification emphasizes the structural
components of the lesson that can be applied in matters (motivation, statement
of new material, formation of skills and competencies, etc. Methodically,
a.D.Semushin and K.I.Neshkov distinguishes the following types of issues[7;26-
29b]:
- didactic function issues;
- functional issues regarding knowledge;
- issues of developmental function.
In modern didactics, yu.M.Kolyagin, J.Ikromov and N.Methodists such as
gaibullaev divide the function performed by issues and examples into the
following types[6; 462-92b]:
1. Educational function of the issue
2. Educational function of the issue
3. The function of the problem of a developing nature
4. The function of the issue of the investigative nature
Let's consider these functions separately:
1. The educational function of the issue is carried out by dressing
fundamental knowledge and skills as a result of the application of the studied
theoretical information, concepts and conclusions to specific issues or examples.
2. The educational function of the issue forms and develops a scientific
worldview, in the past it educates them in the spirit of love for cocktails.
3. The function of the issue of a developing nature develops the activity of
logical thinking.From psychology, it is known that the activity of logical thinking
is carried out through thought operas(comparison, analysis-synthesis,
generalization, clarification abstraction and classification) [4;354-183B].
4. The investigative character function of the issue includes:
1) the level of theoretical knowledge received by students
2) theoretical knowledge is applied to solving examples and issues of a
practical nature of knowledge
3) levels of inference
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4) levels of development of competencies of logical thinking
And by solving professional-practical issues, students develop practical
knowledge inherent in creative approaches. The implementation of these tasks
requires the assimilation of knowledge at the base level, promotes the
development of meaningful memory and ensures the assimilation of evidential
material. In this, logical thinking develops in students, skills are formed for
applying basic knowledge in a non-standard situation. In order to implement the
principle of fundamentalization of the process of riveting professional
competence, we propose to use issues of professional-practical content in
teaching, insisting that training on the basis of a problem approach is relevant in
teaching.
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