Volume 05 Issue 10-2024
133
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
133-140
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
In the article, the factors of ensuring the quality of educational and pedagogical activity in vocational education, in
particular, the teaching, upbringing, development of students in front of educational institutions, the activation of the
activities of teachers and students, the organization of educational and educational work with students in the class in
a perfected work system are considered the main direction of modern didactics, the educational process to organize
on the basis of teacher-student cooperation, to make effective and purposeful use of opportunities to ensure
interdisciplinary integration in education, to have a positive effect on the effectiveness of the educational process, to
increase the quality of personnel training, to order a secondary special, vocational education system to meet the need
for production-qualified personnel in modern conditions , the issues of effective organization of educational
institutions with participation in the financing of the educational process and the creation of material and technical
support to meet this order were interpreted.
KEYWORDS
Occupation, teaching, learning, activity, quality, result, student, education, training, cooperation, issue, process, basis,
activity, lesson, goal, development.
INTRODUCTION
In Uzbekistan, special attention is being paid to the
radical reform of the education system, the ability of
our children to acquire modern knowledge and skills at
the level of the world education system standards, to
grow into physically and mentally mature people, to
bring out their ability, talent, and intellectual potential,
the young generation great research is being carried
out to increase feelings of devotion and self-sacrifice in
the heart. In solving these tasks from a scientific-
theoretical point of view, the content of science
Research Article
IMPROVING THE QUALITY OF THE EDUCATIONAL PROCESS IN
VOCATIONAL EDUCATION
Submission Date:
October 15, 2024,
Accepted Date:
October 20, 2024,
Published Date:
October 25, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-10-22
Ashirov Abdurashid Ravshanovich
Teacher Of Shahrisabz State Pedagogical Institute, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 10-2024
134
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
133-140
OCLC
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1242041055
Publisher:
Master Journals
programs made up of mandatory and optional subjects
of educational courses in the educational system aims
to teach solving practical issues related to the relevant
specialty with the help of modern innovative and
pedagogical technologies. This shows that effective
and
purposeful
use
of
opportunities
for
interdisciplinary integration in education has a positive
effect on increasing the efficiency of the educational
process and the quality of personnel training. In order
to satisfy the need for qualified personnel, production
in modern conditions has an effect on the effective
organization of the educational institutions with its
participation in the financing of the educational
process and the creation of material and technical
support.
Effectiveness in the educational system also depends
on the activity of the teacher. The main task of the
teacher is to form students' independent thinking
skills. Formation and development of their thinking is
the most important educational work.
It is for the educational system that the pedagogical
staff with deep knowledge and comprehensively
developed, who have mastered the new content of
educational software documentation, new effective
pedagogical and information technologies, are
needed.
MAIN PART
The day-by-day change and development of the society
requires every teacher, like those working in different
fields, to solve issues such as initiative, activity,
independent thinking, ability to get out of new non-
standard situations, and having characteristics. This is
done only during the study-teaching lesson.
Pedagogical-psychological theory and experience are
characterized by the need to develop a three-stage
preparation project for preparing and conducting a
lesson. These are [1]:
- preliminary preparation;
- current training;
- is the final preparation.
Preliminary preparation begins with planning one
academic year or prospective. In order to plan his
activities in the academic year or prospectively, he
should first [3, 10, 12]:
- asking experienced teachers to find out which group
and stage the information in the curriculum is relevant
for and which part of it is difficult for students;
- in-depth study of which group (stage) of the program
information is important for the students, its
complexity, whether it is suitable for the level of
preparation of the students;
- determination of inter-subject, inter-department,
inter-discipline relationship of studied phenomena,
information;
- to select and select educational material that can
serve to successfully form the interest, creative
activity, independence of knowledge, organization and
worldview of students;
- identify the sources of information, information,
events, events that can educate students' desire for
individual knowledge, desire, independence and
conditions, and put them into a specific system;
- clarifying and systematizing the set of didactic tools
(educational demonstration, technical, informational -
communicative) for each training based on the state
educational standard, as well as developing a project
and system of additional training, practical, laboratory
classes;
- development of the approximate size and amount of
scientific knowledge, practical skills and qualifications
that students should acquire;
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OCLC
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Publisher:
Master Journals
- according to the content of each training material, it
is necessary to implement teaching technologies,
interactive methods and didactic tools, etc.
After getting acquainted with the program and DTS for
the academic subject, and after solving the above
issues, they begin to draw up an educational-thematic
plan. It is advisable to formalize its structure in the
following direction:
a) serial number of subjects;
b) the name of the department or chapter;
c) the name of each subject to be studied;
g) hours allocated for training;
d) transition (performance) time (term);
j) a sign reflecting inter-departmental, inter-subject,
inter-disciplinary connection;
z) number of the main and additional literature of
methodological support of the topic; (references are
listed alphabetically at the end of the work plan);
i) didactic tools available for the subject.
Comment (if for some reason this topic is unreadable
or compressed, the reason is indicated in the
comment).
An important process of a teacher in preparing and
conducting a lesson is current preparation. In this, the
teacher designs the daily lesson and implements the
project in sequence. During the current preparation,
the teacher is required to remember some didactic
rules. It is known that the modern pedagogical-
psychological
teaching
emphasizes
that
the
educational process consists of the following didactic
component (parts) that are connected with each
other. 1. Motives. 2. Learning activities of students. 3.
Management of the student's learning activity [2].
In the period of current preparation for the lesson, the
teacher should be guided by the nature of the
principles of conformity to nature and acceleration of
the learning process. Because these principles (rules)
stimulate the child's interest, desire and will, and
strengthen his mental abilities and his desire to learn
[9].
N.V. Kukharev [11] emphasizes that it is necessary to
implement "didactic cooperation in the organization of
gradually increasing the complexity of the issues of the
nature of knowledge in the lesson". This is done as
follows.
Teacher activity.
1. Describes a specific problem.
2. Explains the material, activating his own narrative
process.
3. Explains the material and the issues that require
substantiation.
4. Raises problems without showing how to solve
them.
5. Shows the theme of the assignment.
Student activity
1. Listens slowly.
2. Listens, understands the material, answers
questions logically.
3. Independently determines the methods of solving
problems, compares them in a team discussion.
4. Searches for ways to solve the problem individually,
makes a decision as a team.
Such prospective planning allows determining the
consistency of didactic goals, distinguishing the
leading ideas in the content, the main types of
activities, establishing intersubjective connections and
thinking up the main equipment of the lesson,
Volume 05 Issue 10-2024
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
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VOLUME
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ISSUE
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Pages:
133-140
OCLC
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1242041055
Publisher:
Master Journals
forecasting the results. When preparing for each
individual lesson, the teacher performs the following
tasks: determines the topic and concretizes the tasks
of the lesson; separates the content of the educational
material and develops it didactically. Distinguishes
leading idea, concept, law, fact, practical information;
implies connection with previously learned, logical
placement of content; determines the character of
students' learning activities, that is, thinks about how
to be. Develops this form of preparation. Separates
parts of the lesson; teaching methods: problem,
practice problem questions, selects and determines
the programming elements of the assignment. Selects
and checks technical means of teaching; plans the
entire lesson process. The lesson plan usually shows
the date and number of the lesson, its theme, the main
issues of the content of the tasks, the activities of the
teacher and the student, teaching methods and tools,
the surname of the student to be asked, individual
tasks, homework. However, the structure and volume
of lesson plans should be based on the qualifications
and experience of the teacher. For example, it is useful
for every teacher who is just starting to teach to have
a detailed plan with the tasks of the lesson and the
content of each part.
As the teacher's experience increases, the lesson plan
may be shortened. It is also necessary to be able to
conduct a well-prepared lesson clearly and effectively.
In this case, the following requirements should be
followed [6, 7]:
1) Start the lesson in a clear and organized way, and for
this, everything should be prepared for the lesson in
advance.
2) To be able to focus the students' attention on the
content of the lesson and to keep it active during the
entire lesson, to support the interest in the lesson, to
set tasks for the students, to keep them always ready
to answer, to diversify the work in the lesson, seeing
everyone. asking for everything.
3) Wise use of time in the lesson: preparing educational
equipment in advance, placing them correctly,
achieving full completion of assignments, avoiding
situations that distract students' attention.
4) Observing one's own handwriting. Ideological
political beliefs, high morality and culture, speaking
and demanding, encouraging, addressing students - all
these determine the style of teacher's activity and
regulate students' forced work or extreme emotional
arousal.
5) Demonstration of entrepreneurship in the lesson, it
is necessary to take into account the circumstances or
changes in the conditions of conducting the lesson.
The lesson is the main basis of pedagogical activity. In
the lesson, the teacher conveys, gives and teaches
certain knowledge to the student. In imparting
knowledge to them, he expands his activities and
increases his knowledge. There are also shortcomings
in the methodical works that are used regularly, that is,
there are still scholastic situations in the teaching
process. Some teachers do not analyze the changes in
economic and social life, they ask students for old
lessons, that is, repeated topics that are not of interest
to students. It is necessary to teach them to think
independently and to organize various discussions,
question and answers, to teach students to speak a
certain text in their own words.
Results and Discussions. Pedagogical cooperation
differs from previous pedagogy in that it is the basis for
engaging students in learning and differs from
previous pedagogy through the work of teachers with
students. Another main principle of pedagogical
cooperation is to remove fear from students in class, to
make them feel calm, free, confident in their own
strength. The activities of the teachers in the lesson
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
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VOLUME
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Pages:
133-140
OCLC
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1242041055
Publisher:
Master Journals
consist in the fact that they work together with the
students, that is, they cooperate, they put difficult
problems in front of the students and explain them,
instilling in them a sense of self-confidence. Therefore,
when the subject is well studied, the goal is said to be
attainable. In this way, the students will not only unite
for a certain goal, but will be sure to overcome this
challenge. In this case, any innovative teacher defines
his base signals differently.
Pedagogy emphasizes that the lesson is the center of
learning, around which the thoughts and actions of the
teacher are always reflected. In modern educational
institutions, it is required to show the activities of
pedagogues and students together in teaching,
educating and developing students. The organization
of educational and educational activities conducted
with students in the class in the system of perfected
activities is the main direction of today's didactics.
Teacher-student cooperation is important in this.
We should teach our children to have philosophical
thinking, educate them as thinkers, contemplators,
and connect the lesson with life [5]. The emergence of
a lesson is the emergence of a thought. It consists of
several elements. The most important of them is the
program established by the state. Skilled, experienced
teachers understand the specific areas of the
curriculum and know the details. A good teacher
always thinks about the question: how can I pass a
certain topic?
During the final preparation, the teacher determines in
advance how to conduct the lesson, the planned plan
consists of the following elements [8]:
1. Prepares the topic defined by the state program.
2. Connects it to the present.
3. Explains the new one based on the previous
material.
The process of interaction between the teacher and
the student in the lesson is based on personal
communication. The teacher directs and controls the
activities of all students in the lesson, without
exception, and also supports the interaction and
control between the students themselves [16]. The
teacher's work in the lesson creates a foundation for
all students to master the basics of the subject being
studied in the lesson itself. Summarizing the
experiences of the best teachers and achievements of
the science of pedagogy, it allows to determine the
didactic requirements for the lesson. For this:
1. Clarity and inevitability of the main didactic tasks and
main elements of the lesson.
2. Unity of educational and educational tasks.
3. It is necessary to choose the most rational methods
of teaching that are consistent with the tasks and
content of the entire lesson and each part of it, and
that ensure cognitive activity and independent
activities of students. The use of various teaching
methods in the lesson allows to have a comprehensive
impact on students, to increase their interest in the
lesson, to stimulate their activity and independence.
4. Various forms of training: group, group and
individual activities combined with the leadership role
of the teacher.
5. Consolidate the activity of students' cognitive
activity with the leadership role of the teacher.
6. To ensure that the lesson is connected with previous
and subsequent lessons.
7. Taking into account the age of students.
8. Creating favorable conditions for teaching and
educating students in class.
The choice of content, system and teaching methods
of the lesson is largely determined by the age
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OCLC
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Publisher:
Master Journals
characteristics of the students [15]. The younger
students are, the less material they can absorb, and the
more varied the lesson structure and new methods.
Therefore, it is necessary to determine the optimal
norm for involving students in various types of
activities, extensive use of visualization, introduction
of game elements, learning new material and
strengthening the previous ones. All this affects the
content and structure of the lesson. Lessons
conducted with older students are more complex, they
can be in the form of lectures, supervision, inquiry,
laboratory work [13].
This requirement implies not only the creation of
hygienic requirements in the classroom, but also the
creation of a favorable psychological environment for
the educational process [4]. It largely depends on the
characteristics of the group, the team. The group can
increase or decrease the self-confidence of some
students. If the group is always critical of the thoughts
and actions of this or that student, and the teacher
ignores them, then this student will be firmly
convinced of his shortcomings and will always be
passive in the lesson. At the same time, the group can
encourage some students to improve the quality of
their work and have a positive effect on their work, but
if the group is decided in the wrong direction in relation
to some students, if the teacher organizes the learning
process without thinking enough, the group will not
have an effect.
One of the teacher's tasks is to manage the learning
process and create a comfortable environment that
helps to increase the effectiveness of education in the
classroom. All the didactic requirements will give good
results in full. According to the didactic task and
structure, lessons are divided into the following types
[14]:
1. Combined (mixed) type lessons;
2. Lessons for learning new material;
3. Knowledge, skills, skills strengthening classes;
4. Lesson of exercises and practical works;
5. Generalizing, repetition lessons;
6. Laboratory classes;
7. Lessons for monitoring, checking and evaluating
students' knowledge.
The type of lesson is characterized by general learning
tasks and structure. When determining the type and
structure of the lesson, it is usually based on the
following leading tasks: learning new material;
strengthening of knowledge; summarizing and
systematizing what has been learned; examination of
knowledge, skills and abilities in solving knowledge
and practical tasks; learning new material combined
with knowledge consolidation [16].
Conclusion. The main task now is the question of what
should be done to develop the personality of students
in current educational institutions. The difference
between the lesson of the present time and the
previous lessons is that the current economic-political
situation, scientific discoveries, and culture have their
influence. Much can be said about the application of
teachers' methods. It should be said that the teacher
develops the program of the subject to be studied and
determines the didactic issues and the didactic
purpose of the lesson. A skilled pedagogue thinks in
advance of concrete pedagogical issues that need to
be solved in the lesson. Before each lesson, there are
issues
that
educational,
educational
and
developmental goals plan to solve. Educational issues
are such that worldview is formed, economic and
political events are introduced, patriotic and
international ideas should be formed in them. This is
done by helping students to develop a sense of
responsibility. Responsibility is determined, first of all,
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OCLC
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Publisher:
Master Journals
by the student's desire to study and gain knowledge.
Management of the educational process is carried out
by the teacher. Therefore, it is necessary to carefully
prepare for this process. For this, he needs to be aware
of various technologies of education. It should not be
forgotten that the result will be achieved only if the
goal of education and the mechanisms for its
implementation are compatible with each other. In the
process of preparing for each subject, the teacher
should refer to the program, additional resources on
the subject, determine the information that should be
presented on the main issues of each subject, choose
teaching methods and prepare the necessary
methodological
recommendations,
visual
aids,
equipment, equipment, inventory, etc. All these issues
are reflected in the form of a thematic plan, which
includes information from the content of educational
manuals on the subject.
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Publisher:
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