INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 850
SOCIALLY SIGNIFICANT PROJECTS AS A METHOD OF DEVELOPING
PROFESSIONAL COMPETENCES OF FUTURE FINE ARTS TEACHERS
Khasanova Munisa Ziyodillo kizi
Associate Professor t.e., Department of Fine Arts, PhD
Tashkent State Pedagogical University named after Nizami
Abstract:
The article examines the place of socially significant projects in professional education,
as well as their role in the development of professional and artistic competencies of future
teachers of fine arts. The content of the concept of "socially significant project" and the
requirements for it are revealed. The authors aim to identify the algorithm of project activities
(stages of implementing a socially significant project), as well as to offer innovative methods for
organizing students' project activities. The authors consider the types of projects in art education
(social and pedagogical, cultural and educational, creation of art objects), give examples of
socially significant projects. The article reveals the content of the concept of "project in art and
design" understood as a pre-planned work or a series of works united by a common concept,
emdiving a certain idea and having a specific purpose (exposition, practical, functional, artistic
and aesthetic, educational), the main shortcomings of student work are analyzed.
Kеywоrds:
active learning methods, design project, project method, project activities, socially
significant project.
INTRОDUСTIОN
For modern professional and pedagogical education, the immutable position is that a future
teacher does not have enough theoretical knowledge, which is rapidly becoming obsolete. The
competitiveness of a teacher in the labor market depends on his activity, flexibility of thinking,
ability for self-development and cooperation. The ability to successfully adapt to the constantly
changing world, the surrounding people is the basis of social success. To a greater extent, this
concerns representatives of creative professions, this is what any educational institution that
trains specialists in the field of art and art education should teach today.
MАTЕRIАLS АND MЕTHОDS
Creativity, according to V.D. Shadrikov, is a combination of various properties of creative
thinking, such as fluency, flexibility, originality of thinking, sensitivity to problems; as well as
its independence, depth, breadth [2].
In light of the problem of professional training of a teacher of fine arts, creativity should be
considered as a combination of the listed properties of thinking that are subject to development
in the process of artistic and creative or project activities: the ability to distinguish problems, the
ability to find their own ways to solve a problem, developed imagination, independence, the
ability to choose optimal methods for implementing a project at its different stages.
In the theory and practice of artistic and pedagogical education, there is a wide variety of
teaching technologies recommended for the formation of professional competencies in students.
One of the most effective is the project method, which is most fully and clearly implemented
using the example of artistic and creative activities of students, allowing them to develop activity,
independence, creativity and communication skills in solving creative problems.
RЕSULTS АND DISСUSSIОN
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 851
The study of the problems of organizing project activities requires solving such problems as:
determining its levels and indicators; developing criteria for assessing completed works;
developing innovative teaching methods and techniques that are determined by the specifics and
algorithm for designing an object.
Research methodology. Professional training of a teacher involves developing the ability to plan
their own activities and the activities of students, which occurs most successfully in project
activities, in the process of creative mastering of educational material.
The quality of education depends primarily on the degree of activity of students and, accordingly,
on the use of active teaching methods. O.A. Abdullina [3], N.V. Kuzmina [4], V.A. Slastenin
wrote about this.
Active teaching methods may vary depending on the nature of students' activities: active, which
involve their cognitive activity in the process of acquiring new knowledge; interactive, which
imply the interaction of students in the process of solving problems [1].
A.K. Markova believes that creativity in professional activity can be demonstrated by a specialist
who achieves the results in work desired by society and employers; has an inclination towards
the chosen profession, is consciously motivated; successfully solves professional problems of
varying levels of complexity; uses new technologies in professional activities; is active, strives to
achieve professional mastery; - improves professionally significant personal qualities; has a
culture of professional self-education; enriches professional achievements through personal
creative contribution [2].
The organization of students' project activities is closely related to the process of goal-setting -
the formation of a goal (the image of a future project) and planning the work process. A.M.
Savinov writes that the basis of a teacher's activities is goal-setting - that part of his work that has
a significant impact on the entire subsequent learning process [3].
The teacher must be able to formulate goals and objectives, while focusing on the student as an
active participant in the educational process; based on the goals and objectives, make the best
decision, foresee the near and distant results of achieving goals and ways of solving problems.
The project method is known to be a way of achieving a didactic goal through the step-by-step
development of a problem, where the student's activity ends with a practical result or product.
The main purpose of the project method in art education is to provide students with the
opportunity to independently acquire professional knowledge and skills in the process of solving
a creative problem that requires the integration of knowledge of drawing, painting, composition,
art theory and design. The purpose of this method is to stimulate students' interest in artistic and
creative activities. The project method assumes possession of a certain amount of artistic
competencies and the ability to practically apply them in solving specific problems.
СОNСLUSIОN
Thus, socially oriented project activity is one of the most important means of training competent
specialists in the field of art and art education. For this, the students' activity and its results must
correspond to a certain level of awareness and activity; finished works must demonstrate a high
level of mastery of artistic and plastic means, providing a basis for adequate self-assessment of
the result, reflection.
RЕFЕRЕNСЕS:
1. Robert J. Sternberg. The Nature of Creativity// Creativity Research Journal. –2016. – Vol.
18, No. 1. – Pр. 87–98.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 852
2. Shadrikov V.D. Activity and Abilities. – Moscow: Logos, 1994. – 320 p.
3. Abdullina O.A. General Pedagogical Training of Teachers in the System of Higher
Pedagogical Education. - 2nd ed., revised and enlarged. – Moscow: Prosveshchenie, 1989. –
139 p.
4. Kuzmina N.V. Research Methods of Educational Systems: Monograph. – St. Petersburg:
Publishing House of the National University "Center for Strategic Research", 2018. – 162 p.
5. Slastenin V.A., Isaev I.F., Shiyanov E.N. Pedagogy: Textbook. manual for students of
higher pedagogical educational institutions. – Moscow: Academy, 2002. – 576 p.
