177
использования этих возможностей необходимо учитывать различные факторы,
такие как доступ к интернету, обучение педагогов и техническая поддержка.
Литература:
1. Гусейнов Г.
Цифровизация образования: проблемы и перспективы.
2. Медведева С.
Цифровое образование: технологии и инновации в
образовательном процессе
//
Интеграция цифровых технологий в различных
уровнях образования.
3. Мухин Д.
Цифровое образование: текущее состояние и перспективы
развития
//
Влияние цифровых образовательных технологий на формирование
учебной мотивации.
4. Форгачева Н.
Цифровые технологии в школьном образовании:
преимущества и риск их применения
//
Развитие цифровой грамотности
учащихся и педагогов: актуальные задачи и направления исследований.
PROBLEMS OF PREPARING STUDENTS FOR PROFESSIONAL ACTIVITIES
Isamova P.Sh., Associate Professor of the Department
Annotation
. This article describes factors that hinder the personal and
professional development of students. Analyses stages professional self-determination
of students.
Keywords:
activity, profession, self-determination, self-expression, social status,
individual.
It is known that the achievement of professional maturity covers a long-term
period of personal activity, in which it can be characterized by social status, lifestyle and
continuation of traditions between generations. Therefore, it is possible to list a number
of factors that hinder the personal and professional development of students studying at
a higher educational institution. These are:
1. Growing requirements for professions;
2. The fact that students' professional imaginations are changing in sync with
socio-economic conditions, market relations, and the gap between professions and
related specializations is increasing sharply;
3. The fact that young people do not have a clear vision, goal, direction of activity,
the ability to define future plans, etc. in choosing a profession.
The above-mentioned cases show how urgent the problem of professional
formation in the student period is today. Professional standards determine the state of
readiness for professional activity depending on the stages of professional development.
For this reason, the ability of students to organize their activities consciously and
correctly helps to easily achieve the intended results.
According to professional psychology, it is possible to conclude that every stage of
professional activity should be viewed as a system from the analysis of research on
professional identity. T.M.Buyakas, N.D.Levitov, O.N.Rodina in their research pay special
attention to professional counseling, which is considered one of the stages of
professional maturity, evaluate it as a guide of the process of adaptation of a person to a
certain professional activity, and explain the effectiveness of the activity depending on
the person's abilities.
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Situations of disparity between students' professional interests, professional
motivations, and professional values will not fail to affect their professional standards,
which determine their preparation for professional activities. It is important to prevent
professional incompatibility among students and to ensure their qualification,
"Introduction courses to specialization" and the organization of classes in it according to
the professional schedule. In the initial course, students' failure to acquire professional
knowledge, lack of understanding of the content and essence of the profession leads to a
negative attitude towards their chosen profession. To prevent such a situation, it is
advisable to take the following measures:
Connecting education with life;
Formation of student activity;
Satisfaction with activities at each stage and formation of positive ideas for future
activities;
Coordinate the "Future Plan" of each student and improve it depending on the
progress of the course;
Losing coherence between educational-methodical difficulties and signs of
personal intolerance;
Organization of practical training taking into account that success in professional
activity helps students to believe in themselves.
Ensuring the suitability of a student for the chosen profession is the result of
several years of work. Therefore, there is a need to develop a mechanism for improving
this process. It is necessary to develop some psychological measures in order to prevent
the changes occurring in the process of choosing a profession, determining suitability for
a profession, and forming professional qualities of professional importance and personal
importance, based on the theoretical data and the results of our research. Since this is a
community-wide problem, software testing that takes into account all stages of an
individual's life is needed.
According to psychological analysis, professional self-determination includes five
stages:
1. The first stage of choosing a profession. At this stage, the child has a sufficient
idea of the world of professions, he knows little about his inner capabilities, his
professional aspiration is still at a weak level. This stage refers to the junior school age,
in which the child does not have questions about the content of the profession and
working conditions.
2. The stage of professional self-determination corresponds to senior school age
(ages 15-17). At this stage, the first professional aspirations appear and develop, and the
process of choosing the most suitable one among various fields of work is observed.
3. At the stage of professional education, the process of mastering the chosen
profession takes place.
4. The stage of professional adaptation is characterized by the emergence of an
individual style of professional activity and the connection of a person to the system of
production and social relations.
5. The stage of self-expression at work (partially or completely) takes place in
connection with the fulfillment or non-fulfillment of requirements (expectations) related
to professional work.
Most of our young people and school graduates are still dominated by the idea of
"submitting and receiving documents" regarding professional activity. But it is natural
that professional formation and development is not a simple task. Professional
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formation is a long-term, complex, continuous action-oriented process, and he
considered it as a three-stage process:
The first stage - the student entered the higher educational institution by choosing
the profession of architecture. It is necessary for the student to realize that he is the
subject of his chosen profession, to develop the attitude towards the professional
direction and the qualities of professional importance, that is, to define the professional
self. This stage corresponds to the student period of the individual.
The second stage is for the student to successfully complete vocational training,
enter his profession, participate in production and have service responsibilities. It
consists in improving the profession of the student in the real work process, getting into
industrial relations and finding his place in the labor team system.
The third stage is the full implementation of the student's professional capabilities
in independent work. In this case, the student is determined by the successful transition
from the operational aspects of professional activity, the transfer of content of
professionally important qualities, the attitude to work, creativity and skill, and the
formation of professionally important personal qualities.
A person's professional maturity consists of a number of stages, each of which has
a determining role: choosing a profession, orientation to a profession, professional
diagnosis, professional enlightenment, professional education and professional
formation, a master of his profession, etc. When determining a person's professional
maturity and prospects, it is necessary to take into account his formation as a person,
when making a conclusion according to his capabilities or determining which profession
he is suitable for.
The existence of deficiencies in the process of training specialists has led to the
conclusion that it is the result of the students' inadequacy for the profession and the
inability to use their potential, the inability to determine the location of the factors that
serve to determine the professional activity.
Literature:
1. Aza L.A. Osobennosti professionalnogo samoopredeleniya molodyozhi.
Philosophical and sociological thought. 2007
2. Asamova R.Z. Motivation of career choice and its dynamics // Diss. psycho.
science. candidate.
–
Tashkent, UzMU 2002
XALQARO BAHOLASH DASTURLARI. STEAM DASTURIDA BOSHLANGICH TA’LIM
Xodiyeva G.H., mustaqil tadqiqotchi,
O‘
zbekiston
Annotatsiya.
Ushbu maqolada xalqaro baholash dasturlari, boshlan
g‘ich ta’limning
xalqaro hujjatlari, PISA, PIRLS, TALIS xalqaro dasturlarining boshlan
g‘
ich sinf
o‘
quvchilarining bilimlarini baholovchi dasturi, STEAM xalqaro dasturida boshlan
g‘
ich
ta’lim yo‘
nalishlari hamda boshlan
g‘
ich sinf
o‘
quvchilarining STEAM y
o‘
nalishlari
b
o‘
yicha qobiliyatlarini rivojlantirish muhokama qilinadi.
Kalit s
o‘
zlar:
TIMSS, STEAM, TALIS, xalqaro, dastur, ta’lim, qoida, masala,
y
o‘
nalish, zamonaviy
o‘
qitish talablari,boshlan
g‘
ich sinf, bilim, k
o‘
nikma, malaka.
S
o‘
nggi yillarda mamlakatimizda amalga oshirilayotgan islohotlar natijasida barcha
sohalarda malakali kadrlar va yetuk mutaxassilarga b
o‘
lgan talabni yanada oshirmoqda.
Bu
o‘
z-
o‘
zidan
o‘
quvchilarimizning darslarga qiziqishlarini va turli fanlarga b
o‘
lgan
