DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
92
THE MAIN ESSENCE OF FORMING COLLABORATIVE SKILLS OF
STUDENTS BASED ON MULTI-VECTOR PEDAGOGICAL AND
PSYCHOLOGICAL APPROACHES IN HIGHER EDUCATION
Turemuratova Aziza Begibaevna
Assistant, Department of Pedagogy and Psychology,
Karakalpak State University named after Berdakh,
Republic of Karakalpakstan, Uzbekistan
Khudayarova Guljahon Shukurlaevna
Muratova Khurshida Khaytboevna
Jangabayeva Shakhnoza Mansurovna
Students of Karakalpak State University named after Berdakh
https://doi.org/10.5281/zenodo.13943474
Abstract.
Recently, in search of new approaches to teaching and upbringing
modern schoolchildren in pedagogical research, scientists increasingly turn to
the consideration of such a concept as strategy. This expands the research space
and thus allows, on the one hand, to consider the types and technologies of
teaching in the context of a certain strategy, and on the other hand, to develop
new strategies for teaching and upbringing. The article is devoted to the
consideration of the problem of organizing collaborative learning in a modern
school as a new approach to teaching and upbringing students.
Kеywоrds:
collaborative learning, teaching strategy, collaboration,
collaborative environment, educational potential.
INTRОDUСTIОN
The strategy in teaching and education can be considered “as a general plan
of joint actions of the teacher and the student, based on a forecast, determining
the immediate prospects of his intellectual and personal development in the
process of studying the subject chosen by him or any subject area, and including
all aspects of the educational process” [1]. The strategy of teaching and
education includes the development of the goal, the process of mastering the
content of the training, support for students and feedback.
MАTЕRIАLS АND MЕTHОDS
The study is conducted on the basis of methods of theoretical analysis and
generalization of the provisions of pedagogical science. For this purpose,
theoretical provisions on the development of teaching strategies and the
organization of collaborative learning as a strategy for learning in partnership
are updated.
RЕSULTS АND DISСUSSIОN
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
93
Recently, in search of new approaches to teaching and educating modern
schoolchildren, scientists in pedagogical research increasingly turn to the
consideration of such a concept as strategy. This expands the research space and
thus allows, on the one hand, to consider the types and technologies of teaching
in the context of a certain strategy, and on the other hand, to develop new
strategies for teaching and education.
The main principles of choosing strategies, researchers believe, are:
- active and self-directed learning;
- reliance on the life experience of the learner and research practice;
- focus on reflexivity;
- interactivity and cooperation in the educational process [2].
The proposed learning strategies are very diverse. For example, scientists
named after A. I. Herzen [3] offer the following.
The strategy of self-directed learning is the purposeful development or
strengthening of some personal quality. In this case, the person himself thinks
through the process of self-development and its stages. This strategy is based on
the activation of self-awareness, self-esteem, self-control, such personal qualities
as initiative, optimism, self-confidence, etc. in the learning process. It is most
often used in higher and postgraduate education.
The strategy of experimental learning is the acquisition of new information
and practical skills based on the analysis of one's previous experience and the
experience of other people. It is based on the activation of reflection. It is most
often used in adult education.
Contextual learning strategy – learning through modeling the subject and
social content of the activity.
Critical learning strategy. Promotes the formation of one's own opinion in
the situation of searching for information, conscious and objective assessment of
the information received, as well as changing one's views when identifying new
information. Based on the ability to work critically with a large flow of
information.
Communicative learning strategies. Model behavior for the dynamics of
conversation and interaction in a group in a public communication situation.
Used in the process of teaching foreign languages, in communication courses.
Strategies for learning in partnership: cooperative learning, collaborative
learning, knowledge management, natural learning, learning in an online
community.
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
94
Within the framework of this approach, collaborative learning refers to the
strategy of learning in partnership.
Translated from English, collaborative means "common", "united", "joint".
In pedagogical science, the term "collaboration" means "cooperation",
"partnership". It implies a process of joint activity of people to achieve common
goals, in which knowledge is exchanged, learning and agreement is reached. The
definition of "collaborative learning" (learning in partnership) means a learning
strategy that allows organizing group work of students to solve a problem,
complete a task or create a product.
Collaborative learning is a social and emotional development of
schoolchildren. This means that such personal qualities as respect, recognition
of the abilities and personal contribution of each group member, the desire and
ability to cooperate, and mutual understanding are formed [4].
Collaborative learning is based on a number of theories and concepts:
1) the concepts of knowledge management, knowledge conversion;
2) conceptual provisions of the pedagogy of cooperation;
3) ideas of collective, joint activity, collegiality;
4) provisions of the theory of communication, since communication in this
learning strategy is the main tool for exchanging knowledge.
The educational value of collaborative learning is ensured by the ideas of
the pedagogy of cooperation, which allow us to understand that in the
educational process all subjects are united in common activities by relationships
of camaraderie, mutual respect, mutual assistance, and collectivism. Cooperation
involves taking into account the interests and desires of each person, support,
gradual overcoming of disagreements, and concessions. This is the most
productive form of behavior in a conflict management situation.
Cooperative learning has educational potential and promotes the formation
of the ability and readiness for cooperation, conflict resolution, interaction with
a team, partners. Students learn to organize joint activities based on the
principles of cooperation and participate in them, understand their role as a
partner. At the same time, they develop such personal qualities as tolerance for
different points of view and types of behavior that differ from what they are
used to, responsibility for the results of joint work, the ability to respect
someone else's point of view, listen to a partner, conduct a business discussion,
reach agreement in conflict situations and controversial issues is formed.
The productivity of joint learning is expressed in the following
characteristics:
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
95
– positive interdependence: each student must fully participate in the work,
have their own task for which they are responsible to others, understand that
their achievements affect the effectiveness of the group;
– face-to-face interaction: assistance, promotion of each other’s success;
– social skills: each student masters effective communication methods,
interpersonal and group interaction skills;
– group assessment: the group must assess its effectiveness and develop
ways to improve it [5].
Collaborative learning is learning in joint group activities. The technology of
group work includes methods of collective learning known in Russian pedagogy.
Analysis of the results of pedagogical research allows us to talk about the
possibility of collective activity for solving a number of pedagogical problems,
such as socialization and education of the personality of students (development
of the ability to work in a team, cooperate, lead and obey, perform various
functions, etc.), development of cognitive interest, activity, independence,
collectivist, communicative qualities of the individual, a responsible attitude to
study, etc.
Communication theories, which reveal the essence of communicative
action, the communicative process, are also of great importance for educational
practice. Collaborative learning involves interpersonal communication. The
success of solving educational problems depends on its correct organization.
СОNСLUSIОN
The above characteristics of collaborative learning allow us to come to the
conclusion that collaborative learning has great educational potential. By
creating a collaborative environment in the learning process, we immerse
schoolchildren in a common communicative context of activity, the main
features of which are the collectivity of actions, the joint nature of group work,
collegiality, co-authorship, partnership, interaction, and cooperation.
References:
1. Strokova T. A. Individual learning strategy: essence and development
technology // Education and Science. 2015. No. 4. P. 17-26.
2. Tarkhanova I. Yu. Interactive strategies for organizing the educational process
at the university: a tutorial. Yaroslavl: Publishing house of Yaroslavl State
Pedagogical University, 2012. 67 p.
3. Educational strategies and teaching technologies in the implementation of a
competence-based approach in pedagogical education taking into account
humanitarian technologies: Methodological recommendations. St. Petersburg:
Publishing house of the Herzen State Pedagogical University, 2018. 108 p.
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
96
4. Pavelieva N. V. Collaborative learning as a model for effective implementation
of the educational process // Education. Career. Society. Kemerovo, 2010. No. 3
(29). P. 30-37.
5. Fraisin J. Learning in digital networks: cooperative learning, collaborative
learning and pedagogical innovations // Continuous education XXI century.
Petrozavodsk: PetrSU, 2016. No. 4 (16). P. 1–18.
