European International Journal of Multidisciplinary Research
and Management Studies
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TYPE
Original Research
PAGE NO.
62-64
DOI
OPEN ACCESS
SUBMITED
23 March 2025
ACCEPTED
19 April 2025
PUBLISHED
21 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Modern Pedagogical
Approaches to Developing
Independent Learning
Skills in Students
Atamatov Abdukhalil Salomovich
First Vice-Rector for Academic Affairs at the Academy of Labor and Social
Relations, Doctor of Pedagogical Sciences DSc, Associate Professor,
Uzbekistan
Abstract:
The article analyzes the current state of
developing professional competencies in higher
education students in the context of implementing
innovative approaches and advanced educational
technologies. The main focus is on the importance of
cultivating professional skills and abilities that meet
labor market demands. Additionally, the article
examines effective methods and conditions that
facilitate the development of a competency-based
approach in the educational process, and emphasizes
the role of interactive teaching methods in enhancing
students' level of professional preparedness.
Keywords:
Professional competence, educational
programs, competency-based approach, innovative
technologies, interactive learning, skills development,
education quality.
Introduction:
The pedagogical process connects two
types of relationships: subject-object relationships are
the student's relationship to the subject being studied,
and the relationship between the teacher and the
student is a subjective relationship. Subject -object
relationships are relationships to objects that
constitute the subject content of the activity. The
mastery of the content and operational aspects of the
activity is associated with the formation of this type of
relationship. Subject-subject relationships are the
activities of a person in relation to the persons
performing the activity. The mastery of the subject
content of the activity is associated with the formation
of this type of relationship.
The joint activity of the teacher and students in the
European International Journal of Multidisciplinary Research
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European International Journal of Multidisciplinary Research and Management Studies
educational process is manifested in two qualities,
since the teacher's activity is an activity for the other,
and the student's activity is an activity carried out with
the help of the teacher. The teacher reveals the
problems and tasks, plans the activity, the students rely
on the teacher's help at the beginning of the work, and
then independently organize their own activities aimed
at self-development and self-improvement.
Students independently complete a long-term,
differentiated task sequence with gradual complexity
from flexibility to development and creativity in the
process of learning an academic discipline.
The use of adaptive tasks in the training of students
allows preparing students for modern professional,
socio-economic and cultural realities. The tasks of the
developing direction are characterized by the fact that
they contribute to the broad development of human
abilities and creative potential. When using tasks in the
creative direction, students not only develop their
qualities and abilities, but also use them purposefully to
change and build themselves, their education, career
and life.
As a result of the use of long-term differential tasks in
students' independent work, there is a gradual
development of professional competencies, which can
be expressed as a set of cognitive levels.
The next level of development of professional
competencies is understanding the connection of parts
of knowledge with its structure and integrity,
understanding
cause-and-effect
relationships,
identifying and correcting errors. Then students
develop the ability to reassemble separate parts of
knowledge and create a new whole. The same applies
to acquiring the necessary skills.
Monitoring is necessary in the educational process,
since the latter cannot be effective without the
interaction between the subject and the object,
feedback is a condition for the successful functioning of
the system, without which the system begins to
develop spontaneously and without control. Feedback
is often understood as obtaining information about the
progress of the educational process, although in a
broader sense this information can be used to control
the process. The information received must have a
number of qualities, for example, objectivity, expressed
in the real situation of the work; accuracy, in the fact
that measurement errors do not distort the actual
indicators; completeness; sufficiency, consisting of
such a volume of information as is necessary for
decision-making; systematization.
The effective implementation of the monitoring
process depends on a number of conditions.
1.
Setting standards. Establish criteria by which
standards can be assessed.
2.
Data collection and evaluation: collecting
data, evaluating results.
3.
Actions: taking appropriate measures,
evaluating the results of measures taken in accordance
with the standards.
EF Zeer offers monitoring at the professional school
level, which includes three types of diagnostics: initial,
express diagnostics, and completion.
Properly organized and systematic monitoring helps to
activate students ' independent work. The learning
process
becomes
manageable.
To
develop
independence, at the initial stage of work, the teacher
must familiarize students with the features of
independent work on the subject, emphasizing self-
control and self-education. The main role in monitoring
is played by the teacher's systematic control, which
allows assessing the depth and scope of the knowledge
gained. It helps to determine whether students can
apply the knowledge they have gained in practice.
Control and assessment have a significant impact on
the activity and behavior of students, as well as the
development of competencies.
Thus, a person-centered approach to education, taking
into account the individual characteristics of students,
helps to develop students' professional competencies.
At the same time, we believe that it is necessary to
ensure the subjective position of students in the
educational process and build a system of relations
between teachers and students based on openness,
trust, and dialogue.
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