Volume 03 Issue 12-2023
155
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
155-161
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
This article explains the theoretical foundations of learning and learning based on pedagogical technology,
methods of developing hearing perception of hearing impaired children with the help of examples. The
need to use advanced pedagogical technologies in the development of auditory perception of children with
hearing impairment, the effectiveness of interactive methods, their importance in acquiring the necessary
knowledge and skills has been shown.
K
EYWORDS
Pedagogical technologies, theoretical basis, literature analysis, interactive methods, game, motive,
conversation, oral, dactyl, gesture.
I
NTRODUCTION
It is known that pedagogical technology is the
creation of knowledge, taking into account
technical and personal reserves and their
interaction, which sets itself the task of increasing
the effectiveness of educational forms in the
entire process of teaching and mastering
knowledge. is a systematic way of applying and
marking. Pedagogical technology consists of a
unique new approach (innovation) to teaching,
and the application of game methods in the
educational system and the course of the lesson
gives an important and effective result. The
introduction and implementation of new
pedagogical technologies in the educational
Journal
Website:
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Copyright:
Original
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Research Article
METHODS OF DEVELOPMENT OF PROFESSIONAL-
METHODICAL TRAINING OF DEFECTOLOGISTS WORKING
WITH BOAS WITH HEARING PROBLEMS
Submission Date:
December 08,
Accepted Date:
December 13, 2023,
Published Date:
December 18, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-12-28
Lazizbek Khaitov
Kokand State Pedagogical Institute, Head Of The Department Of Special Pedagogy, Ph.D, Uzbekistan
Volume 03 Issue 12-2023
156
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
155-161
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
system of a special school, the use of interesting
methods, is effective. Modern pedagogical
technologies are now becoming a necessary and
basic component of the educational process for a
special school. One of the main factors of
reforming the field of education in the Republic of
Uzbekistan is "personal interest and priority of
education". So, the question of a new approach to
the educational process in the public education
system of Uzbekistan was raised. With this, in all
universities, learning the theory and practice of
pedagogical technology and applying it to life was
put before the wide pedagogical community as a
social order. These tasks require the
implementation of educational process on the
basis of new pedagogical technology. Because
pedagogical technology ensures the integrity of
scientific and technical development and
educational technology.
"New Pedagogical Technology" is the driving
force of all reforms in the field of education, which
envisages being educated, stimulating talent,
making it possible to bring the educational
process to the level of art and skill. According to
Professor
N.
Avliyokulov,
"Introducing
technology into the teaching process is one of the
tasks of pedagogical technology."
It should be recognized that the term "New
Pedagogical Technologies" has not yet been
standardized, its essence has not been fully
revealed scientifically, and definitions have been
given to it as a factor of development and the force
of educational reforms. In these definitions, to a
certain extent, he found a solution to the essence,
content of pedagogical technology, aspects of its
compatibility with the era. "Pedagogical
technology is a systematic method of identifying,
creating and applying all the processes of
teaching and learning, taking into account
technical means, human potential and their
interaction in order to optimize forms of
education." According to the scientist T.
Sakamoto, "Pedagogical technology is the
introduction of a complex thinking method into
pedagogy, in other words, bringing the
pedagogical process to a certain complex." Here,
the two definitions above, undoubtedly, the key
words "systematic approach" and "complex
approach" are the key words that represent the
main content of pedagogical technology, and all
other words in the definitions describe the
essence of pedagogical technology as a system. .
According to V.P. Bespalko: "Pedagogical
technology is a project of the process of formation
of a student's personality that can guarantee
pedagogical success regardless of the teacher's
skills. Pedagogical technology is recorded in the
form of generalized technological tools of such
mechanisms of the pedagogical process, which
depend on human potential. It is possible to
guarantee the formation process of the individual
due to the fact that these tools are preformed and
designed.
One of the Russian scientists, B.M.Monakhov,
thinks that the essence of pedagogical technology
is "...a system of orderly actions that lead to
results based on pre-planned goals and must be
carried out. increases the stability of the process
and frees it from the subjective characteristics of
the executor of the process.
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155-161
SJIF
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5.636
)
(2023:
6.741
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OCLC
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Pedagogical technology is also defined from the
point of view of determining the goal of education
and optimizing learning activities. One of them is
the definition of I. Y. Lerner. In his opinion,
"Pedagogical technology represents a goal whose
confidence is understood and determined
through the results of teaching reflected in the
actions of students." After all, in order to achieve
good results faster with less effort and time in
special education, it is the demand of the day to
take into account all the possibilities, technical
means, teacher's skill, the talent and potential of
students.
The need to use advanced pedagogical
technologies in the development of auditory
perception of children with hearing impairment
proves the effectiveness of interactive methods
and the importance of acquiring the necessary
knowledge and skills.
Educational motivation is important in the
organization of educational activities. It arouses
interest in activation of thinking, critical
observation,
development
of
speech,
performance of this or that task. Educational
methods that ensure the achievement of goals in
meeting the needs of hearing-impaired children,
activating interests and abilities, are a powerful
motivating factor.
At present, activities of teachers and groups of
students (teacher-student, student-student)
taking into account personal relationships in the
development of the speech of hearing-impaired
children
through
interactions
and
the
development of auditory perception is known to
be necessary. Because group activities have a
positive effect on the student's personality.
Interaction enables hearing-impaired children to
exchange ideas and develop communication
skills.
Interactive games are of great importance in the
formation of personal qualities of hearing-
impaired children, in the development of speech
development and speech communication, and in
the development of auditory perception. It is
known that role-playing games are of great
importance in conditionally reflecting human
practical activity in the objective world and in
increasing the effectiveness of education. Role-
based games activate and motivate the speech of
hearing-impaired children. The game is a natural
and favorite activity of students. Therefore, in the
formation of the skills of education and practical
application, attention is paid to the organization
of training in the form of a game in accordance
with age characteristics. In fact, the child is more
interested in the game than in any other activity.
The role-based game as a method of education
organizes students and expands the possibilities
of knowledge and forms them as individuals.
Role-playing games provide an opportunity for
the child to think freely, to tell, ask, prove, and
explain something to the interlocutor. Unlike
dialogue, role-playing games answer questions
such as what (motive) and why (goal, reason).
Thus, the main attention of the students
participating in the game is focused on the
content of the conversation. During the game,
students acquire skills such as starting a
conversation, reading the interlocutor's lips and
Volume 03 Issue 12-2023
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
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Pages:
155-161
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
gestures, asking questions, and answering
questions.
Students can achieve the desired result if they
play the game with a clear goal in mind.
The role-playing game was received with interest
by the group of students, it should be familiar to
them. It is necessary to explain each image in
advance. The student can participate in
secondary roles during the game, but not in the
main role. Because in this case, the role-playing
game becomes one of the traditional methods of
education. It is appropriate to discuss the
shortcomings in the communication, not during
the game, but after it. During the development of
children's speech, it is important to use methods
that encourage independent thinking, research
and generalization. Didactic games can be used to
introduce students to new material, strengthen
previously acquired knowledge, increase their
vocabulary and develop their thinking. Individual
approach to students and giving them
appropriate tasks ensures the development of
their abilities. It is permissible to focus students'
attention on the most important and complex
aspects of the task, to increase their interest in the
signs. It develops their creativity. It should be
noted that simplicity, monotony, and unwilling
repetitions make children bored and indifferent.
During the game "Who will do it faster?" -
increasing their activity arouses interest in them.
Also, when completing tasks, children act with the
feeling of winning, not being behind others, and
showing that they are capable of completing
them.
The method of R. Johnson, D. Johnson is three-
four ways for children with hearing impairments
to develop their auditory perception, to develop
the skills of composing texts from interrelated
sentences, to think freely, and to express their
attitudes freely. A method based on the student's
performance of a task is ultimately effective.
The following method gives a positive result in
the development of auditory perception of
children with hearing impairment: pieces of
paper with numbers from "1" to "10" are placed
on the teacher's desk or are in hand. The teacher
invites his students to try their luck. A simple
sentence should be made according to how many
numbers the student gets. It is important that if
two or more numbers come out, it is necessary to
create a text related to the content. The subject is
free. It is also necessary to determine the features
of the meaning carried by the sentences made by
the students.
It is necessary to emphasize that the cluster
method is effective in developing hearing
perception of children with hearing impairment.
The cluster method allows creating an image by
combining different concepts related to the same
concept. For example, students can be given a
specific concept and asked to identify its
qualifiers. "What kind of country is Uzbekistan?"
The question combines such adjectives as
"independent",
"rich",
"legal",
"great",
"progressive",
"leading",
"democratic",
"prosperous". These words can also be grouped
according to their structure. Or the students are
asked to describe the characters of works,
theater, movies, and cartoons they are familiar
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SJIF
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(2021:
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)
(2022:
5.636
)
(2023:
6.741
)
OCLC
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1368736135
with. For example: Zumrad, the hero of the fairy
tale "Emerald and Precious", can be described as
follows; "suffering", "endurable", "endurable",
"strong", "trustworthy", "kind", "beautiful",
"caring". How justified or unjustified these
definitions are will be determined through
discussion during the lesson.
It is suggested to find a separate word for each
sound of a word. For example, "manner", "moon",
"friend", "mirror", "head".
According to the teacher's task, one student puts
a picture of an apple on the left side of the table,
and a picture of tomatoes or fruits and vegetables
on the right side of the table. They verbalize the
adjectives related to these things using dactyl
letters. For example, "apple" - "sweet", "sour",
"oblong", "red", "yellow", "round". Tomato -
"sour", "red", "round", "oblong".
Then they compare the characteristics of fruits
and vegetables and find their similarities and
differences.
When the teacher says: "Night", the students do
not close their eyes.
When they say "day", they open their eyes and
answer. It gives the task of determining the sign
and property of a certain thing. For example,
"fragrant flower", "white flower", "beautiful
flower", "red flower", "artificial flower", etc.
The teacher should carry out his activities in
accordance with the plan and the set goal in
organizing this kind of game process. He must
prepare for the training, prepare the necessary
didactic materials in advance, control the
organization of the game, determine all activities
such
as
completion,
evaluation
and
encouragement. Understanding the educational
resources of games, physical, mental and personal
development of children In order to diagnose,
prevent and correct deficiencies, acquiring the
skills to use games correctly in games is based on
the
use
of
game-corrective
developing
technologies in the educational process of
preschool educational institutions.
The analysis of the literature on modern deaf
pedagogy and our study proved once again that
the process of forming auditory perception on the
basis of a plan should occupy a central place in the
implementation of education and upbringing of
hearing-impaired children and in solving the
issue of its improvement. that it was at an
unsatisfactory level expressed the need to
determine the level of professional potential of
pedagogues and to use pedagogical technologies
in the development of auditory perception.
Pedagogical technologies that ensure the
development of auditory perception of hearing-
impaired children and the achievement of goals in
meeting their needs to learn new material are a
strong motivating factor. and hearing-impaired
children create favorable conditions for the
development of auditory perception. After all,
these methods are proven effective and efficient
in experiments. At the same time, it should be
emphasized that every pedagogue of the deaf
should have a creative approach to pedagogical
technologies. The results of the analysis based on
the level of development of auditory perception
Volume 03 Issue 12-2023
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International Journal of Advance Scientific Research
(ISSN
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VOLUME
03
ISSUE
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Pages:
155-161
SJIF
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MPACT
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(2021:
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)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
and the methodology aimed at determining the
need to use advanced pedagogical technologies in
the development of auditory perception of
hearing
impaired
children
proved
the
effectiveness of interactive methods and the
importance of acquiring the necessary knowledge
and skills.
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SJIF
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(2023:
6.741
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OCLC
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