Volume 03 Issue 12-2023
297
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
297-302
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
The article discusses the possibilities of using innovative technologies in the practice of higher education.
Modern innovations are described, the components of which are methods of psychological study, cognition
of the subject and interpersonal relationships.
K
EYWORDS
Innovative technologies, psychological disciplines, education, student, learner, cognition.
I
NTRODUCTION
Teaching psychology in higher education under
the conditions of an innovative education model
is becoming increasingly complex. Modern
teachers must not only be competent in the field
of their specialty and ready to share deep
knowledge of the subject taught, but also master
new educational technologies that ensure the
active involvement of students in educational,
research and independent work. Teaching
psychology requires the organization of such
training that would ensure a natural transition
from
leading
educational
activities
to
professional ones with a corresponding
transformation of motives, means, methods and
results of activity. This can be achieved only by
implementing the principle of professional
orientation of all components of training, which
allows the future psychologist to improve their
professional competence, learn to take an active
Journal
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Copyright:
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Research Article
FEATURES OF INNOVATIONS IN TEACHING DISCIPLINES OF
THE PSYCHOLOGICAL AND PEDAGOGICAL CYCLE AT A
UNIVERSITY
Submission Date:
December 18,
Accepted Date:
December 23, 2023,
Published Date:
December 28, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-12-50
Urishov Shakir Mamatalievich
Associate Professor, Department Of Pedagogy And Psychology, Tashkent State University Of Oriental
Studies, Uzbekistan
Volume 03 Issue 12-2023
298
International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
12
Pages:
297-302
SJIF
I
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FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
position, developing professionally sought-after
personal qualities.
Innovative methods of teaching psychological
disciplines are based on the principle of activity of
the cognitive subject. At the same time, various
forms of activating the personal position and life
experience of training participants (written
statements, dialogue, collective solution to a
problem situation, group discussion, intergroup
cooperation, etc.) also appear in another aspect -
the formation of the psychologist’s personality.
•
All methods of teaching psychology can be
divided into three main groups: software;
problematic; remote; interactive [3, p.76].
•
In the innovative approach to psychology
teaching methods, they are usually called active,
interactive teaching methods.
•
Innovation is a complex of interrelated
processes
and
is
the
result
of
the
conceptualization of a new idea aimed at solving
a problem and further - towards the practical
application of a new phenomenon. Pedagogical
innovations in the educational process can
include: the content of educational material,
technical means, pedagogical technologies, etc.
We will focus on technology in more detail. On
innovative teaching technologies V.D. Simonenko
includes: interactive learning technologies,
project-based learning technology and computer
technologies [2, p.95].
•
In the psychological theory of learning,
interactive learning is learning based on the
psychology of human relationships. Interactive
learning technologies are considered as ways of
acquiring knowledge, developing skills and
abilities in the process of relationships between
the teacher and the student as subjects of
educational activity.
•
Their essence lies in the fact that they rely
not only on the processes of perception, memory,
attention, but, above all, on creative, productive
thinking, behavior, and communication. At the
same time, the learning process is organized in
such a way that students learn to communicate,
interact with each other and other people, learn
to think critically, and solve complex problems
based on the analysis of production situations,
situational professional tasks and relevant
information.
•
In interactive learning technologies, the
roles of the teacher and students, as well as the
role of information, change significantly. Let us
briefly dwell on the characteristics of some
interactive learning technologies and give
examples of their use in the process of teaching
pedagogical disciplines. Discussion (from Latin
discussio - research, consideration) - a
comprehensive discussion of a controversial
issue in a public meeting, in a private
conversation, dispute [3, p.79]. In other words, a
discussion consists of a collective discussion of
any issue, problem or comparison of information,
ideas, opinions, proposals. The goals of holding a
discussion can be varied: education, training,
diagnostics, transformation, changing attitudes,
stimulating creativity, etc. When organizing a
discussion in the educational process, several
educational goals are usually set at once, both
Volume 03 Issue 12-2023
299
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
297-302
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
purely cognitive and communicative. At the same
time, the goals of the discussion are, of course,
closely related to the topic. If the topic is extensive
and contains a large amount of information, as a
result of the discussion only such goals as
collecting and organizing information, searching
for alternatives, their theoretical interpretation
and methodological justification can be achieved.
If the topic of discussion is narrow, then the
discussion may end with a decision being made.
•
Let's look at a specific example of how this
technology can be used in seminar classes. The
student group (due to the specifics of the faculty,
the group size is 12-14 people) is divided into 2
microgroups. Each microgroup receives a specific
pedagogical technology. The assignment is given
in advance and students have time to prepare.
But, in addition to presenting their technology,
microgroups prepare questions for the opposing
team that would highlight the shortcomings of the
technology that the rival team received [2, p. 21].
•
Directly at the seminar lesson, first one
microgroup presents its technology, and the rival
team asks it questions. Then the second
microgroup presents its technology and the
students of the first microgroup ask it questions.
Usually the discussion of the answers is very
heated, additional, clarifying questions arise and
the opposing team has the right to agree or
disagree with the given answer. When the work
comes to an end, there is a reflective moment.
Students themselves evaluate their work, the
contribution of each microgroup member to the
overall work, and the work of students from the
opposing team is also evaluated. The teacher acts
as a coordinator and assistant during the
discussion.
•
“Brainstorming” aims to collect as many
ideas as possible, free students from the inertia of
thinking, activate creative thinking, and
overcome the usual train of thought when solving
a problem. Brainstorming can significantly
increase the efficiency of generating new ideas in
a study group. The use of this technology in the
educational process allows us to solve the
following problems [1, p. 14]:
•
students' creative learning of educational
material;
•
connection of theoretical knowledge with
practice;
•
activation of educational and cognitive
activities of students;
•
developing the ability to concentrate
attention and mental efforts on solving a current
problem;
•
formation of experience of collective
mental activity.
•
Brainstorming, for example, can be used to
find solutions to pedagogical problems and
situations. The didactic game is an important
pedagogical means of activating the learning
process in a vocational school. During the didactic
game, the student must perform actions similar to
those that may take place in his professional
activity. As a result, there is an accumulation,
updating and transformation of knowledge into
skills and abilities, accumulation of personal
Volume 03 Issue 12-2023
300
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
297-302
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
experience and its development [1, p.79]. The
technology of the didactic game consists of three
stages: preparation, analysis. For example,
solutions to the same pedagogical problems and
situations can be found during the performance of
game actions. Students are given a certain
pedagogical situation in class, they assign roles,
think about options for solving the situation, a
game plot, and then present the chosen solution.
Assessing the effectiveness of didactic games, the
following can be noted [1, p. 22]:
•
the game allows you to mo
nitor students’
knowledge;
•
during the game, students form their own
opinion and independence;
•
the ability to make decisions in real
conditions is developed;
•
the ability to work in a team to solve a
common problem is developed;
•
the game develops initiative and a creative
attitude to learning.
•
The technology of project-based learning
is considered as a flexible model for organizing
the educational process in a vocational school,
focused on the creative self-realization of the
stu
dent’s personality through the development of
his intellectual and physical capabilities,
volitional qualities and creative abilities in the
process of creating an educational creative
project. For example, by the end of the
Educational Technologies course, students must
develop and prepare a project for defense. Work
on a project begins with choosing a topic.
Students must choose a design object for
themselves, that is, an educational institution of
any type and level that they would really like to
improve. To carry out a research project, it is
necessary to clearly define its structure. The
project must include a justification for the
relevance (i.e. necessity) of a given educational
institution, the goals and objectives of the
educational institution, the services provided by
it, prospects for its development, material and
technical base, model of the educational
institution, educational technologies that will be
used in educational process, expected results of
the activities of the designed educational
institution.
•
Such a project can begin as part of seminar
classes and continues outside class hours until the
necessary results are obtained. The defense
(presentation) is carried out at the seminar.
Types of project presentation: scientific report,
business game, video demonstration, scientific
conference,
dramatization,
theatrical
performance; defense at the academic council,
travel, advertising, press conference, etc. Project
evaluation criteria must be: understandable and
accessible to project participants; there should be
no more than 7-10; known from the very
beginning of work on the project; First of all, the
quality of the work as a whole should be assessed,
and not just the presentation. Computer learning
technologies are the processes of collecting,
processing, storing and transmitting information
to the learner via a computer. To date, the most
Volume 03 Issue 12-2023
301
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
297-302
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
widespread technological areas in which the
computer is [2, p.59]:
•
a means for providing educational
material to students in order to transfer
knowledge;
•
a means of information support for
educational processes as an additional source of
information;
•
a means for determining the level of
knowledge and monitoring the assimilation of
educational material;
•
a universal simulator for acquiring skills in
the practical application of knowledge;
•
a means for conducting educational
experiments and business games on the subject of
study;
•
one of the most important elements in the
future professional activity of the student.
The increased productivity of personal
computers has made possible the widespread use
of multimedia technologies. In particular,
computer presentations are widely used in
classes (both lectures and seminars). The
computer also turns out to be an invaluable
assistant in processing the results of student
ratings. The use of computer technologies in the
vocational education system contributes to the
implementation of the following pedagogical
goals [3, p. 76]:
• development of the student’s personality,
preparation
for
independent
productive
professional activity;
• implementation of social orders determined by
the needs of modern society;
• intensification of the educational process in a
vocational school.
In conclusion, I would like to note that the leading
functions of innovative teaching can be
considered:
• intensive development of the personality of the
student and teacher;
• democratization of their joint activities and
communication;
• humanization of the educational process;
• orientation towards creative teaching and active
learning and student initiative in shaping himself
as a future professional;
• modernization of means, methods, and
technologies of training that contribute to the
formation of innovative thinking of the future
professional.
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Volume 03 Issue 12-2023
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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:
297-302
SJIF
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MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
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