Volume 03 Issue 05-2023
139
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
05
Pages:
139-146
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
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1368736135
A
BSTRACT
In this work, the teaching technologies aimed at developing the cartographic competence of future
engineers in technical higher education institutions are discussed.
K
EYWORDS
General subjects, cartographic competence, teaching technology, future engineer.
I
NTRODUCTION
The quality of training of specialists with
professional competence in higher education
institutions is largely determined by the effective
teaching of general professional subjects.
Choosing teaching methods and setting
educational goals in general professional subjects
is a somewhat complicated process. In this
process, a high level of professional skills is
required from the pedagogue. The process of
development
of
geodetic-cartographic
competence in the students of technical higher
education
institutions
5311500-Geodesy,
cartography and cadastre (construction) is
carried out on the basis of comprehensively
Journal
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Copyright:
Original
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attributes
4.0 licence.
Research Article
THE ROLE OF CAREER-ORIENTED TEACHING
TECHNOLOGIES IN THE FORMATION OF CARTOGRAPHIC
COMPETENCE OF STUDENTS OF TECHNICAL HIGHER
EDUCATION INSTITUTIONS
Submission Date:
May 20, 2023,
Accepted Date:
May 25, 2023,
Published Date:
May 30, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-05-22
Zukhurov Yigitali Toghayevych
P.F.B.F.D., (PhD), Institute Of Counter-Engineering Economics, Uzbekistan
Volume 03 Issue 05-2023
140
International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
05
Pages:
139-146
SJIF
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FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
acquired knowledge in general professional and
specialized sciences.
Today, in order to search for new mechanisms
aimed at increasing the efficiency of the
continuous education system in our country,
pedagogic scientists and researchers are paying a
lot of attention to the development of modern
educational technologies, including vocationally
oriented problem-based learning technologies,
and their application to educational practice.
Problem teaching is a new stage of quality of
education. In the present era, it is not so
important to provide students with a certain set
of information and recommendations in higher
education institutions, it is important for them to
have clear approaches for independent
assimilation of information and turning it into
their own knowledge. Of course, the engineer will
not be able to convey some information to the
students during the lecture, but due to the saved
time, conclusions will be made, generalizations
will be made, a worldview will be formed, that is,
the problematic nature of teaching will be
revealed. It is important for students to think
independently and critically and make well-
founded decisions. The ultimate goal of education
is not just memorization of knowledge by
students, but the formation of practical skills that
will be necessary in their professional activities.
Teaching is not imparting knowledge, but
teaching the socio-historical experience of the
previous generation. The engineer should
communicate widely with the students. It is
necessary to talk about life and how to use
knowledge while giving them ready-made
knowledge in textbooks. Through problem-based
learning, the student can be taught to express his
opinion, defend it and argue. If there is no conflict
in the teaching process, there will be no debate or
discussion. There is no solution to the problem
without discussion. The spirit of mutual respect,
trust and diligence should prevail during the
lesson. It is necessary for the student to know that
the engineer sincerely wants to teach, to clearly
feel that he sees him as his equal. And this,
undoubtedly, is inextricably linked with the
consideration of the individual factor in teaching,
the use of pedagogy of working together, and the
humanization of education.
-
The camaraderie of the pedagogical process,
which is shown in the previously known levels
of knowledge, skills and competences in
educational subjects such as "Cartography",
"Topography" and "Geodesy". This, in turn,
represents certain steps and logic of
organizing a pedagogical process aimed at
fulfilling the standards of the technical
direction of the higher educational institution,
the educational direction of the higher
educational institution 5311500-Geodesy,
cartography and cadastre (construction) and
the qualification requirements for graduates;
-
directing the development of geodetic-
cartographic competence in students towards
a specific goal;
-
consistency and integrity manifested in the
interdependence of the orderly application of
standard forms, methods and methods of
teaching in educational, educational and
school work;
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(ISSN
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139-146
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5.636
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-
a mechanism considered from the point of
view of searching for and implementing new
rational forms, methods, means and
procedures of educational activity used in
solving the current and prospective tasks of
educational, educational-methodical work
that ensures a high level of training of
graduates.
Consequently, the creation and implementation
of a professionally oriented problem-based
teaching technology for teaching general
professional subjects such as cartography,
geodesy and topography in technical higher
educational
institutions
5311500-Geodesy,
cartography
and
cadastre
(construction)
education has become an opportunity to develop
geodetic-cartographic
competence
among
students.
Another important factor in the development of
vocationally oriented problem-based teaching
technology is that it is a preliminary diagnostician
of the level of preparation of students, i.e.
readiness to carry out educational activities in the
framework of vocationally oriented teaching of
general subjects such as cartography, topography
and geodesy. Such diagnostics made it possible to
obtain information about the initial level of
students' knowledge, skills and abilities, the level
of interest in learning science, and students'
understanding of the goals of studying
cartography, topography and geodesy.
One of the tasks of a vocationally oriented
problem-based teaching technologist for the
teaching of general professional sciences
(cartography, topography, geodesy) in the lower
grades is to prepare students for the educational
process of technical higher education.
In recent years, in our country, the contradiction
between the need of society and the state for high-
quality higher education and the lack of readiness
of applicants to study in the new conditions of
interaction with the educational environment of
technical institutions of higher education is
growing.
In the context of a comprehensive study of the
materials of the research work and taking into
account the obtained data, the main directions of
the development of a vocationally oriented
problem-based educational technology of
teaching general professional subjects aimed at
developing the cartographic competence of
students
of
technical
higher
education
institutions were determined.
Career-oriented teaching technology is a
technology that provides students with personal
skills important for their future professional
activities, as well as the formation of knowledge,
skills and abilities that ensure the performance of
functional tasks at the specified goal.
The technique of teaching general vocational
subjects in higher education is a system of
scientifically adapted and standardized forms,
methods, procedures and procedures, which is
used in the design, organization and
implementation of joint educational activities.
Summarizing the above, we can conclude that in
order to achieve a new quality of training future
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(ISSN
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VOLUME
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Pages:
139-146
SJIF
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5.636
)
(2023:
6.741
)
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specialists for professional activity (development
of cartographic competence of students) in
technical higher education institutions, we
propose to build training based on the synthesis
of five approaches.
Professional knowledge and skills in the field of
geodesy and cartography will help students
develop interest in working with maps and
develop cartographic thinking.
Studying the sciences of geodesy and cartography
gives students practical help in forming
cartographic
and
geographical
thinking,
mastering the technique of research activities,
acquiring independent learning skills, forming a
cartographic worldview, and influencing their
attitude towards their future professional
activities; develops cognitive activity, the desire
for independent learning, develops the attitude of
students to general professional subjects as a
means of professional knowledge and self-
improvement.
In the design of a professionally oriented
problem-based educational technology of
teaching general professional subjects, the
formation of cartographic competence of
students is required in the first place. Achieving
this goal is confirmed by the availability of
knowledge, skills and qualifications in the field of
general professional sciences, as well as the
ability and readiness to use their totality for the
implementation of educational and professional
activities.
A detailed review of educational goals will be the
basis for determining specific laws of the process
of achieving them in the formation of geodetic-
cartographic competence of students of technical
higher education institutions. Therefore, it is
necessary to consider the specific characteristics
of educational goals aimed at the formation of
cartographic competence of students of technical
higher education institutions 5311500-Geodesy,
cartography
and
cadastre
(construction)
education and their interaction with all
components of educational technology.
In terms of geodetic and cartographic education,
the most appropriate in this study is a contextual
approach that allows to determine the
educational process. It is appropriate to highlight
the possibility of determining the system of skills
and qualifications that students should acquire
during the teaching of geodesy and cartography.
At the same time, relying on the student-oriented
approach, in this regard, it is necessary to take
into account the possibility of making certain
adjustments by students based on their individual
psychological characteristics, life experience,
level of preparation, etc.
In our opinion, the motivating factor for
educational activity in the conditions of
professionally oriented problem-based teaching
of general professional subjects in technical
higher education institutions is a system of
motives that includes educational, cognitive and
professional motives. So, educational motives are
related to the rational organization of students'
educational activities and are aimed at mastering
the ways of learning. They include interest in
ways of self-acquisition of knowledge and self-
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VOLUME
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Pages:
139-146
SJIF
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(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
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1368736135
regulation of educational activities in learning
general professional subjects.
A positive attitude to the teaching of general
subjects (cartography, topography, geodesy) is
formed due to cognitive motives, among which
cognitive interest stands out, because it
determines that it is aimed at mastering the
unknown, turning ignorance into knowledge, and
changing new knowledge. The content of the
acquired knowledge and the nature of the
organized activity help the development of
cognitive interest. Cognitive motives, based on
professional content, become professional
motives.
At the same time, it is appropriate to distinguish
between cognitive and practical interest,
although they have a lot in common in external
aspects. At the same time, it should be noted that
certain relationships cross cognitive and practical
interests: the formation of cognitive interests is a
necessary condition for the development of
students' professional desires and intentions, and
later in the process of professional activity, they
affect their development as a manifestation of the
need to constantly fill the student's interests. .
Having considered the general structure of
motivation in the process of teaching general
professional (cartography, topography, geodesy)
subjects, it should be noted that the transition
from the student's educational and cognitive
activity to the professional activity of the
graduate is in many ways inextricably linked with
solving the problem of turning cognitive motives
into professional motives.
Summarizing the above, it should be noted that
the motivational component is a key factor in
improving the quality of teaching of general
professional (cartography, topography, geodesy)
subjects in higher education institutions, and
helps students to form and develop geodetic-
cartographic competence as a component of
professional competence.
Taking into account the purpose and motivation,
the structure of the process of forming the
cartographic competence of students in technical
higher education institutions is determined.
Technical
direction
higher
educational
institutions 5311500-Geodesy, cartography and
cadastre (construction) in the field of education in
general professional (cartography, topography,
geodesy) disciplines, relying on the theory of the
didactic unity of the content and procedural
aspects of teaching within the framework of the
technological approach to the organization of
education helps to realize the goal set by the
engineer .
It is recommended to choose the content of
general
professional
("Cartography",
"Topography" and "Geodesy") subjects in
accordance with the DTS of higher education,
taking into account the following criteria:
-
holistic implementation of the tasks of
forming an all-round developed mature
personality in the process of education;
-
high scientific and practical importance of the
content;
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SJIF
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)
(2022:
5.636
)
(2023:
6.741
)
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the level of complexity of the content should
match the real educational opportunities of
the learners;
-
the content and volume of the time allocated
for studying these subjects;
-
compatibility of the content of the existing
technical and material-technical base of the
department.
In the process of choosing the content of training
in
general-professional
("Cartography",
"Topography" and "Geodesy") subjects, attention
is paid to determining the cartographic
competence necessary for the implementation of
certain types of educational and professional
activities of graduates.
All general professional subjects mastered by
future engineers should not be limited to the
function of providing information and teaching,
but should serve to develop the functions of
developing students' independent creative
thinking and education. In this regard, the
engineer has to solve the following tasks
appropriately:
- to determine the educational content (subject
program,
textbooks,
training
manuals,
methodical instructions) in each subject block in
the curriculum;
-
to be able to evaluate the forms and methods
of education and the possibility of applying
innovations to them;
-
to be able to effectively use the possibilities of
information and communication technology
in the educational process;
-
inclusion of educational projects in the
content of the subject in order to implement
the
motivational
component
in
the
educational process;
-
development of criteria for objective
assessment of knowledge, skills, competences
and personal qualities to conduct monitoring
and monitoring of the student's learning level.
In this process, the future engineer's ability to
effectively apply his professional knowledge,
skills and qualifications in practice, and the
formation of professional competence are
determined.
The following factors were taken into account
when choosing educational institutions of general
professional subjects:
-
general goals of education, upbringing and
development of students;
-
specific characteristics of the methodology of
teaching general professional subjects;
-
purpose, content and functions of the teaching
material;
-
time allocated to study the topic;
-
the level of material and technical equipment,
that is, the availability of necessary
equipment, visual aids, and technical
resources [56];
-
level of preparation and personal qualities of
the engineer.
The technical direction used in the teaching of
general professional sciences is aimed at the
formation and development of cartographic
competence of students of higher education
institutions, and the teaching technologies of
Volume 03 Issue 05-2023
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VOLUME
03
ISSUE
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Pages:
139-146
SJIF
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)
(2022:
5.636
)
(2023:
6.741
)
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1368736135
geodesy, topography and cartography are aimed
at the personality of the student, his active
participation in self-development, the acquisition
of high-quality knowledge, professional skills,
aimed at solving specific problems creatively.
They contribute to the formation and
development
of
students'
cartographic
competence,
personal
and
professional
development.
The purpose of lectures, lectures or practical
training is aimed at the formation of certain
knowledge, skills and qualifications, and the
following
methods
are
used
in
its
implementation: methods that activate the
cognitive activity of students (explanatory-
illustrative, reproductive, productive, problem
presentation, narrow search, narrow research),
analytical thinking developmental ends (problem
solving with the help of mental operations,
analysis of practical activities).
Leading methods are active teaching methods
that allow students to increase cognitive activity.
Thus, the activities of engineers and students,
who are full-fledged subjects of activity in solving
professional problems, will change. In teaching
general professional subjects, they help to
achieve the following results:
the highest level of consciousness in improving
students' thinking, perception and behavior;
-
perfect involvement in the educational
process and forced interaction of students
with each other;
-
high motivation and creativity in the teaching
process;
-
effectiveness of development of professional
and practical skills and qualifications in a
short time.
The independent work of students is considered
to be a component of the educational process in
the technical direction of higher educational
institutions. Independent work is understood as
work performed by students under the guidance
of an engineer, but without his direct
participation. The role of this type of education in
the cognitive activity of students is extremely
large. It is aimed at forming a conscious attitude
of students to mastering theoretical and practical
knowledge, forming intellectual work skills in
them.
Independent work assignments take various
forms: from simple assignments to independent
study of complex didactic units, creative work is
understood for a long time, both in the classroom
and outside. study of general professional
subjects implies acquisition of knowledge,
conceptualization, analysis of literature on the
studied problem, performance of educational and
creative work, exercises of various forms,
performance of hiqob - graphic work, etc.
Thus, the process and forms of teaching general
professional
subjects
("Cartography",
"Topography" and "Geodesy") to students are
very diverse, and only in unity, when they are
rationally combined with each other, they can
form cartographic competence.
R
EFERENCES
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
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Pages:
139-146
SJIF
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