Xorijiy lingvistika va lingvodidaktika –
Зарубежная лингвистика и
лингводидактика – Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Fostering intellectual and cognitive growth of students in
the credit-module system
Jetkerbay OTEPBERGENOV
1
Nukus State Pedagogical Institute named after Ajinyoz
ARTICLE INFO
ABSTRACT
Article history:
Received September 2024
Received in revised form
10 October 2024
Accepted 25 October 2024
Available online
15 November 2024
In the article, the main goal of modern education in an
educational institution is to educate a future specialist as a fully
developed person, and the main approaches to the formation of
the intellectual-cognitive potential of students in the conditions
of the credit-module system of education were considered.
2181-3701/© 2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss6-pp9-14
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
modern education system,
intellectual activity,
intellectual-cognitive
potential,
credit-module system,
internet.
Kredit-modul tizimida talabalarning intellektual va
kognitiv rivojlanishini ta’minlash
ANNOTATSIYA
Kalit so‘zlar:
zamonaviy ta’lim tizimi,
intellektual faoliyat,
intellektual-kognitiv
salohiyat,
kredit-modul tizimi,
Internet.
Maqolada bo‘lajak mutaxassisni har tomonlama rivojlangan
komil inson qilib tarbiyalash o‘quv muassasasida zamonaviy
ta’lim berishning asosiy maqsadi ekanligi, ta’lim kredit-modul
tizimi sharoitida talabalarning intellektual-kognitiv salohiyatini
shakllantirishga bo‘lgan asosiy yondashuvlar ko‘rib chiqildi.
Содействие
развитию
интеллектуального
и
когнитивного потенциала студентов в кредитно-
модульной системе
1
PhD, Associate Professor, Head of the Department of Informatics Teaching Methods, Nukus State Pedagogical
Institute named after Ajinyoz.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 6 (2024) / ISSN 2181-3701
10
АННОТАЦИЯ
Ключевые слова:
современная система
образования,
интеллектуальная
деятельность,
интеллектуально-
познавательный
потенциал,
кредитно-модульная
система,
Интернет.
В статье рассмотрена основная цель современного
образования в образовательном учреждении – воспитание
будущего
специалиста
как
всесторонне
развитой
личности, а также основные подходы к формированию
интеллектуально-когнитивного потенциала обучающихся
в условиях кредитно-модульной системы образования.
INTRODUCTION
In the XXI century, education is recognized as the main factor ensuring sustainable
development, and the international concept of education until 2030 has identified “quality
education and stimulation of creative abilities” [2] as an urgent task. This requires the
clarification of modern didactic parameters for the development of intellectual culture in
students in the educational process, and the improvement of innovative technologies for
the formation of a scientific worldview. In particular, there is a special need to prioritize
the development of intellectual culture in students in the context of the credit-module
system, and the formation of skills for a holistic perception of the scientific landscape of
the world based on innovative approaches.
Several scientific studies are being conducted in the world on improving the
mentoring system for the development of an intellectual culture of students and
determining the axiological attitude to scientific research activities in the aspect of the
credit-module system. At the same time, special attention is paid to improving the
technology for developing students' intellectual culture and improving the mechanisms for
forming scientific and innovative thinking in students based on the priority areas and ideas
of pragmatic pedagogy. Based on this need, it is urgent to improve the didactic system for
developing students' intellectual culture in the educational process under the credit-
module system and to clarify the pedagogical-psychological, age, and gender
characteristics of the formation of a scientific worldview.
METHODOLOGICAL BASIS OF THE PROBLEM
Modern scientific research in pedagogy puts forward various theoretical
approaches, scientific concepts, approaches, and debates regarding the intellectual and
cognitive culture of students in the context of the credit-module system [4]. For example,
in the context of globalization, there is a constant debate, scientific debate, and controversy
between different approaches to studying the pedagogical aspects of the problems of
human intellectual culture. For a person to have a high intellectual culture, it is necessary
to educate himself, know the content of social skills and use them effectively, and organize
his internal skills and abilities to a high level. In the context of the credit module system,
education is a force and a means of advancing the development of society. Education is
effective in shaping the worldview of the nation, in the formation of education and
upbringing, in the formation of moral norms, and in the upbringing of a spiritually mature
person.
The power of education and its effectiveness are explained by the acquisition of high
knowledge. Because, as the President of the Republic of Uzbekistan Sh.M. Mirziyoyev
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 6 (2024) / ISSN 2181-3701
11
emphasized, “If we pay attention to the realization of the abilities of our children from
childhood and mobilize all our resources for their development, our country will produce
many more Berunis, Ibn Sina, Ulugbeks” [1]. It is the difficult life path of our great ancestors
on the path of science that should serve as an example for us. The formation of the cultural
aspects of scientific activity in future specialists is one of the strategic tasks that determine
the development of our country. It should be noted that the high intellectual culture of a
person plays an important role in finding solutions to the complex economic and social
problems facing him in the conditions of the credit-module system, in getting him out of
the spiritual crisis during development, and even in strengthening his divine faith.
RESULTS AND DISCUSSION
The development of the intellectual culture of a future specialist is a problem of both
theoretical and practical levels, which is associated with the high need for well-educated
intellectuals in production and other areas of human activity. Modern society needs active
and enterprising citizens who are able to make decisions independently and responsibly
in non-standard situations, who are in need of constant improvement of their skills, that
is, knowledgeable people with high intellectual creative potential, who are ready for self-
development and are ready to constantly overcome the limits of average capabilities. This
requires specific goal-oriented activities for the qualitative development of intelligence,
which is manifested in the phenomenon of intellectual-cognitive potential in the
conditions of the credit-module system.
When mastering a system of ordinary knowledge, logically consistent thinking is
formed in a person, emdiving the subject-specific logic of mastering higher knowledge.
The development of the student's intellectual and cognitive potential in the conditions of
the credit-module system indicates the level of development of the future specialist and
consists of an organized symbiosis of knowledge, independent thinking, the ability to
distinguish the most important areas of his activity, as well as study and learning, the
desire to acquire new knowledge, evaluate and systematize it, a creative approach to any
task, and the achievement of specific goals set for him depending on the situation [4].
In the study of students' intellectual culture, research is being conducted in the
context of universities under the title "Technology of innovative development of students'
intellectual and cognitive potential in the context of the credit-module system" [3]. In
universities, questionnaires, interviews, and questionnaires are used to determine the
intellectual and cognitive potential of students in the context of the credit module system.
In developing the essence and components of the development of students' intellectual and
cognitive potential, we rely on the ideas of a personal approach, the concept of human
intellectual culture as a person's orientation towards achieving the inherent strength of
the individual, and the concept of the emergence of human potential, creative
implementation of abilities in the context of the credit-module system.
Based on the analysis of the development of students' intellectual and cognitive
potential in the context of the credit-module system, we have identified the following
interrelated components:
1) The need-motivational component determines the student's goal-oriented
personality, the range of his interests and knowledge dominance, the system of values that
allow him to realize his intellectual desires with varying degrees of intensity and efficiency;
2) The cognitive component determines the quality of the student's intellectual
abilities and the formation of certain aspects of the culture of thinking in the context of the
credit-module system: the development of the cognitive process, the ability to analyze and
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 6 (2024) / ISSN 2181-3701
12
synthesize, categorize, generalize and classify, that is, to determine the direction of the flow
of information and the specific features of its processing [5];
3) The organizational-activity component determines the mastery of methods of
organizing research and creative activities, the ability to record and formalize the results,
the quality of speech and the ability to express the essence of intellectual achievements,
the ability to justify one's point of view, the ability to control oneself and self-evaluate
intellectual activity, and the readiness to independently study and gain knowledge in the
conditions of the credit-module system;
4) The ergonomic component determines the knowledge and skills of students in
organizing the rational development of intellectual and cognitive potential, in correctly
distributing their efforts and preventing excessive fatigue, in setting ergonomic
requirements for the organization of intellectual labor, in achieving great results with
minimal expenditure of resources in the conditions of the credit-module system for results
that can be reflected in the aesthetic side of intellectual activity.
CONCLUSION
Formation of the intellectual-cognitive potential of the student requires the
organization of well-thought-out and goal-oriented activities in the higher education
institution under the conditions of the credit-module system, in which, in the development
of the intellectual-cognitive potential of the graduates of the higher educational
institutions, it is necessary to pay attention to the following:
1.
Based on the synergetic way of thinking and the principles of the philosophical-
anthropological approach, the following functions of the development of the culture of
developing the intellectual-cognitive potential of students were defined in the conditions
of the credit-module system:
2. The development of students' intellectual intellectual-cognitive potential consists
of the following three components:
educational - the full
manifestation of events
characteristic of nature
and society in the eyes of
students;
educational - the full
manifestation of events
characteristic of nature
and society in the eyes of
students;
educational - mastery of
acquired points of view,
views, beliefs, moral
qualities;
developmental - ensuring
the activation of thinking,
directing students to study
creativity, inclination,
events and actions in
relation to each other;
organizational - taking the
initial position of faith in
human practical activity;
predictive - imagining
reality by relying on
knowledge and laws
specific to nature and
society.
intellectual
emotional-
voluntary
practical
movement
experience
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 6 (2024) / ISSN 2181-3701
13
Among these components, the intellectual-cognitive and emotional-emotional
components are important and require consideration of the virtual worldview and virtual
reality in the conditions of the Credit-module system of education.
3. In the context of the credit-module system, the virtual worldview serves as an
important factor in the future development of a complex social phenomenon. The regular
acquaintance of students with scientific information through the Internet, based on interactive
software tools, requires them to acquire the skills of a virtual worldview. The phenomenon of
virtual reality is inextricably linked with the development of science and technology, and serves
as an important factor in the development of students' intellectual culture as a process of
sustainable development of socio-natural systems, improving the quality of life today and in the
future.
4. The educational process aimed at developing the intellectual-cognitive potential of
students under the conditions of the credit-module system has its specific stages, and a didactic
system aimed at forming their scientific worldviews is presented based on the practical
experiences, theoretical knowledge, and logical thinking levels acquired at these stages. Each
specific level of students' intellectual-cognitive potential formed under the conditions of the
credit-module system has its specific characteristics, which ensure the continuous development
of the students' scientific outlook from one stage to another.
5. It is important for the professor-teacher to approach the process of intellectual-
cognitive activity of students in terms of the credit-module system from a technological point of
view. Based on the results of the research, it is important to apply the theory and algorithm of
solving inventive tasks in the teaching of social-humanitarian and natural-scientific sciences in
the formation of research skills in students.
Especially in the context of the credit-module system, it is advisable to use interactive
methods aimed at developing students' research activities during lessons and independent
learning.
6. In order to continuously develop students' intellectual and cognitive potential in the
context of the credit-module system, science, and technology. It is necessary to introduce the
(STEAM) method based on an in-depth study of science, engineering, art, and mathematics.
7. The professional perspective of the teacher plays an important role in developing the
intellectual and cognitive potential of students in the context of the credit-module system, and
the curriculum of professional development courses should include the topic “Developing
Intellectual and Cognitive Potential in the Context of the Credit-Module System” It is advisable
to introduce the educational module "Intellectual-cognitive culture and scientific-creative
responsibility".
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Mirziyoyev Sh.M. The work of a people with noble intentions is also noble, their
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Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 6 (2024) / ISSN 2181-3701
14
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