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THE IMPACT OF INTEGRATING SPECIALIZATION MODULES
BASED ON THE CLUSTER MODEL ON THE LEARNING PROCESS
Saypillayeva is the daughter of Hilola Barot
Jizzakh State Pedagogical University, teacher of the Department of Distance
Education in Pedagogy-Psychology and Music
Mail address : hsaypillayeva@mail.ru
+998507730775
https://doi.org/10.5281/zenodo.14234784
Аnnotаtsiyа.
Bugungi kunda oliy ta’lim tizimida ta’lim sifatini oshirish va
zamonaviy mehnat bozorining talablariga mos kadrlar tayyorlash masalasi
dolzarb ahamiyat kasb etmoqda. Ta’lim jarayonida innovatsion usullarni qo‘llash
orqali o‘qitish samaradorligini oshirish, talabalarning bilim va ko‘nikmalarini
rivojlantirish zarurati tug‘ilmoqda. Shulardan biri – klaster modeli asosida
ixtisoslik modullarini o‘qitishdir. Ushbu maqola klaster modelining mohiyati,
afzalliklari va uning samaradorligini tahlil qilishga bag‘ishlangan.
Kаlit so‘zlаr.
Fanlararo integratsiya, klasteri modeli, innovatsion
texnologiyalar, kompleks yondashuv, optimaallashtirish, ixtisoslik modullari.
Абстрактный. Сегодня вопрос повышения качества образования и
подготовки кадров в соответствии с требованиями современного рынка
труда в системе высшего образования приобретает актуальное значение.
Существует необходимость повышения эффективности обучения и
развития знаний и умений учащихся за счет использования
инновационных методов в образовательном процессе. Один из них –
обучение модулей специализации на основе кластерной модели. Данная
статья посвящена анализу сущности, преимуществ и эффективности
кластерной модели.
Ключевые слова
. Междисциплинарная интеграция, кластерная
модель, инновационные технологии, комплексный подход, оптимизация,
модули специализации.
Аbstrаct.
Сегодня вопрос повышения качества образования и
подготовки кадров в соответствии с требованиями современного рынка
труда в системе высшего образования приобретает актуальное значение.
Существует необходимость повышения эффективности обучения и
развития знаний и умений учащихся за счет использования
инновационных методов в образовательном процессе. Один из них –
обучение модулей специализации на основе кластерной модели. Данная
CURRENT APPROACHES AND NEW RESEARCH IN
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статья посвящена анализу сущности, преимуществ и эффективности
кластерной модели.
Keywords.
Interdisciplinary integration, cluster model, innovative
technologies, integrated approach, optimization, specialization modules.
Modular teaching of subject blocks in higher education institutions is based on
flexible educational content, educational and learning activities in the
organizational and didactic processes of the system, based on the individual
capabilities and needs of the student, determining the trajectory of their future
professional activity, individual training of the student's social adaptation,
personality development. requires the creation of favorable pedagogical
conditions in accordance with the curriculum. Pedagogy and psychology
specialty modules "Pedagogical technologies", "Methodology of teaching
pedagogy and psychology", comparative analysis of the programs of the subjects
"Psychological service" implements the goal, which includes the integration of
didactic goals, the achievement of each of which is provided by a specific
module.
The content of the module is partially structured into learning elements
that correspond to didactic objectives, and each learning element should be
related to a specific functional element of professional activity. Distinctive
features of the teaching of the specified subject module are as follows:
-
mandatory study of each component of the didactic system and its visual
representation in modular programs and modules;
-
providing a clear structure of the educational content, consistent
presentation of theoretical material, and a system of monitoring the learning
process of didactic materials and knowledge, which allows correcting the
educational process;
-
variability of teaching, adaptation of the educational process to the
individual capabilities and needs of students.
Each module can be mastered independently, and their combination allows to
achieve the final goal.
Within the framework of the modules, the theoretical and practical aspects of
each type of activity are studied in a complex, synchronous way. This happens
by "eliminating" unnecessary theory and redistributing the volume in favor of
really necessary theoretical knowledge, which allows the acquisition of
competencies, their regulation and systematization, which ultimately leads to an
increase in student motivation.
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In 1982, a UNESCO conference report defined a module as "a distinct set of
learning designed for individual or group learning to focus on a particular skill
or group of skills and to progress through self-paced exercises." 'reefed. In
technical education, the modular approach is considered as a unit of the learning
process that can be learned independently of another system and produces
specific know-how or skills. S. Ya. Batyshev shows that "a module is a part of a
block, a volume of educational material that ensures the initial acquisition of
certain theoretical and practical skills for performing any concrete work . "
Despite the many existing definitions of the module, in our opinion, they can all
be systematized according to three aspects:
as a unit of the state curriculum for a specialty representing a set of academic
subjects that meet the requirements of qualification descriptions;
as an organizational-methodical interdisciplinary structure representing a set of
subjects (sections) from various academic subjects necessary for mastering one
specialty and providing interdisciplinary connections of the educational process;
as an organizational-methodical structural unit of one academic subject.
In modular education, a student's relatively independent work on mastering an
individual program consisting of individual modules (modular units) is
considered. Each module represents a complete professional movement, the
development of which continues through step-by-step operations. In modular
training, the possibility of step-by-step training is created through fully reduced
and in-depth classification of training programs, that is, it becomes possible to
individualize training. The following goals are aimed at the transition to modular
training:
- ensuring the continuity of education;
- individualization of teaching;
- to create sufficient conditions for independent learning of educational
material;
-acceleration of training;
- achieving effective mastery of science.
Modular teaching requires the delivery of problem-based and guided lectures
that provide general information on the main issues of the subject. Lectures
should focus on the development of students' creative abilities. The module
should be made up of practical and laboratory exercises, lectures, and they
should be supplemented with new material to study the content of the lectures.
In the teaching of specialized modules in higher education, it is necessary to
ensure coherence between the modules of the subject, to speed up teaching, to
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regularly monitor and evaluate students' knowledge, to teach practical activities
based on interest, and to teach the subject through step-by-step teaching of the
educational material. effective absorption is achieved.
In the process of education, social experience is gained and an emotional and
value-based attitude to reality is formed. The concept of "modular education"
was formed in the late 60s. In the 20th century, it appeared in the United States
as an alternative to traditional education, incorporating many advanced ideas
gathered in pedagogical theory and practice.
The interest of different researchers in modular education is determined by the
desire to achieve different goals. In order to increase the efficiency of teaching
specialized modules in higher education, the researches of our country's
scientists NXAvliyokulov and KTO Olimov on the stages of pedagogical
technology design and the development of modular teaching principles, J.G.
Yoldoshev is dedicated to clarifying the general foundations of current
pedagogical technologies. studies, candidate theses of MIDaminov , S. Yu.
Ashurova on modular teaching technologies can be cited as an example.
In education, a module is a relatively integrated structural unit of information,
activity, process or organizational-methodical structure.
Inside the module, as a purposeful functional unit, the content and technology of
its mastery are integrated into a system of high-level integrity. Therefore, it can
be considered an individualized curriculum in terms of method, level of
independence and pace.
A modular structure consists of interconnected system elements that have
"inputs and outputs" to supersystems and subsystems. The main characteristics
of the module are relative completeness, normalization, autonomy, continuity
and can be variably combined with other modules.
Education is the main way of learning, the process of acquiring knowledge, skills
and abilities under the guidance of teachers, master trainers and others.
Modern researcher PAYusyavichene defines a module as "a unit of logically
completed educational material, a program of targeted actions and a block of
information containing methodical guidance, which ensures the achievement of
the set didactic goals."
The authors of this research aim to provide flexibility in the teaching content, to
create the most favorable conditions for personal development in cognitive
activity in accordance with the individual curriculum by adapting the education
to the individual needs of the person and his basic training level. they see
Modular teaching absorbed the dynamics of development of modern didactic
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theories and synthesized their features, which made it possible to more
successfully combine different approaches to the methods of choosing content,
presenting it and organizing the educational process. This shows the continuity
of modular education with other theories and concepts of education [4].
The effectiveness of teaching specialization modules in higher education
depends on the quality of the modular programs and modules that make up the
course program, as well as the combination of complex, integrated and specific
goals. When creating a training program for specialized modules, it is necessary
to take into account the logic of formation of the content of each module and the
schedule of training sessions. The textbook is used as the main element of the
content of the cognitive part of the educational module, the information in it is
compiled in the form of a map, the topic of the lesson, the page in the textbook
where this material is located, and the test questions that the student must
answer when mastering the educational material are shown.
The content of the pedagogical series of subjects or educational modules taught
in HEIs is based on existing legal and regulatory frameworks, legislative
requirements, advanced educational technologies, including information and
communication technologies. and introduction to the latest achievements in
applied research, technological development and modern methods of organizing
the educational process will serve to increase the effectiveness of the
educational process.
The article talks about the organization of modular training on problematic and
guided lectures, which provide generalized information on the main issues of
science, and the effectiveness of training of specialty modules.
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Uzbekistan Republic President Sh.M. Mirziyoyev . It is intended for 2022-
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H. Saypillayeva . // SCIENCE IS A SOCIETY Scientific method log // top in
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