International Journal Of Literature And Languages
83
https://theusajournals.com/index.php/ijll
VOLUME
Vol.05 Issue05 2025
PAGE NO.
83-84
10.37547/ijll/Volume05Issue05-23
Main Characteristics of Modern Pedagogical
Technologies Used in Teaching the Russian Language
Tolegenova G.Zh.
Senior Lecturer of the Department of Russian Language and Literature, Nukus State Pedagogical Institute named after Ajiniyaz,
Uzbekistan
Saribaeva S.A.
Teacher of Russian Language and Literature, Secondary School No. 4, Nukus District, Uzbekistan
Received:
29 March 2025;
Accepted:
25 April 2025;
Published:
27 May 2025
Abstract:
The article analyzes modern pedagogical technologies used in teaching the Russian language, such as
learner-centered education technologies and technologies aimed at activating and intensifying student activity. It
concludes that to help students systematize all the knowledge acquired in the subject and to improve or develop
speech skills, teachers need to apply various pedagogical technologies.
Keywords:
Pedagogical technologies, Russian language, student, teacher, critical and creative thinking,
knowledge, skills, and abilities.
Introduction:
The development of forms of educational
organization occurred alongside the development of
human society. Apparently, the most ancient form of
organizing the educational process was individual
instruction. The next stage was the individual-group
method. By the beginning of the 17th century, these
forms no longer met the needs of society. The first
rudiments of group education appeared, which later
became the basis for the class-lesson system.
The use of pedagogical technologies involves modeling
real-life
situations
and
solving
problems
collaboratively. It excludes the dominance of any
participant or idea in the educational process,
promoting a humane and democratic approach to
educational modeling.
The methods of pedagogical technologies also ensure
the achievement of the goals at the first three levels of
learning more effectively than traditional teaching
methods. A strong confirmation of this is the so-called
“learning pyramid.”
One of the main goals in teaching Russian is not only to
transfer knowledge but also to awaken personal
motivation, develop interest in the subject, and
stimulate a desire for speech self-improvement. To
achieve this, teachers must seek effective methods and
forms of instruction. Pedagogical technologies address
this need, as their use allows for the attainment of
educational outcomes and encourages interaction
between students and teachers. The introduction of
pedagogical technologies into the educational process
helps create conditions for the development of
students’ personalities through educational activities
and engages each learner in active cognitive work. It
also makes it possible to create problem-based learning
situations where students are encouraged to seek
solutions and plan collaborative efforts.
Effective use of pedagogical technologies increases
participants' motivation in addressing discussed
problems, provides an emotional impulse for further
exploratory activity, and encourages concrete actions.
It is impressive that in interactive learning, every
student succeeds, contributes to the group result, and
the learning process becomes more meaningful and
engaging.
Moreover, pedagogical technologies develop the
ability to think unconventionally, to perceive problems
from different perspectives, to justify one’s opinions
and values, and to foster skills such as listening to
others, collaborating, engag
ing
in
respectful
International Journal Of Literature And Languages
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International Journal Of Literature And Languages (ISSN: 2771-2834)
dialogue, showing tolerance, tact, and goodwill toward
others during joint problem-solving and truth-seeking.
Modern education is based on a learner-centered
approach, focusing on the development of students’
intellectual and speech abilities, moral development,
and the formation of critical and creative thinking. The
pedagogical technologies currently used in education
take into account students' age and individual
psychological
characteristics,
contributing
to
productive and effective collaboration between
teacher and student
—
especially important during
preparation for the main state exam.
The content of this exam relates to practical skills and
knowledge demanded in life and aims to assess both
subject-specific
results
and
general
learning
competencies. The exam evaluates students’ language
and speech proficiency, their ability to work with
linguistic material, adherence to language norms, and
mastery of productive and receptive speech skills.
Thus, the teacher's mastery of problem-based and
exploratory teaching methods is the most effective way
to organize students’ creative and research activi
ties
and, therefore, supports interactive learning.
To develop students' creative abilities, it is crucial for
teachers to transition from reproductive to productive
teaching methods
—
where students are not just
demonstrating understanding, but solving problems by
identifying cause-effect relationships, and linking
classroom material to real-life contexts.
To foster maximum independent creative activity
among students, the teacher should serve as a guide,
based on the belief that every learner strives for
success and, as the renowned psychologist Célestin
Freinet once said, "never tires of work that meets their
functional life needs."
To create a success-oriented environment in the
classroom, the following principles should be observed:
•
All students are capable of mastering the
material and acquiring skills.
•
Students must know that the teacher believes
in them.
•
The teacher should encourage intellectual
activity, focus on understanding rather than rote
memorization, and avoid providing ready-made
answers. Instead, they should apply problem-based
and inquiry-based approaches, for example: prompting
students to continue a thought, draw analogies, or use
associative thinking
—
in short, to create situations of
success that promote intellectual, creative, and
practical development, ultimately contributing to
personal growth.
•
The psychological atmosphere in the classroom
is important, as is the teacher’s ability to surprise and
introduce elements of novelty.
Regular Russian language lessons using pedagogical
technologies show that the goal of developing
students’ creative abilities is successfully achieved. One
of the main accomplishments in pedagogical activity is
creating a situation of success in the classroom, which
enhances the development of creative abilities,
encourages their expression, and improves educational
outcomes for future professionals.
The use of modern pedagogical technologies is one of
the key tools for effective mastery of the knowledge
described above.
A significant number of academic works are dedicated
to the study of pedagogical technologies in education.
Notable contributions have been made by G.K. Selevko,
I.L. Volkov, V.M. Monakhov, V.P. Bespalko, E.S. Polat,
I.S. Yakimanskaya, O.B. Epishova, V.F. Shatalov, M.V.
Klarin, A.K. Kolechenko, and others.
At this stage in the development of education, several
classes of pedagogical technologies are distinguished in
teaching Russian, based on the goals, nature of
teacher-student
interaction,
and
methods
of
organization.
In the age of informatization, when no individual can
process the full stream of information, the ability to
work in a team becomes vital. Pedagogical technologies
foster this ability by teaching students to distribute
responsibilities, set goals, make sound decisions,
analyze situations, and experience the joy of creative
thinking, as well as a sense of satisfaction from their
work.
REFERENCES
Azizkhodjaeva N.N. Pedagogical Technologies in
Teacher Training. Tashkent, 2000.
Allaerov I.A. Didactic Foundations of Active Learning in
Management Disciplines. Tashkent, 1994.
Avliyevkulov N.Kh. Modular System and Practical
Pedagogical-Technological Foundations of Education.
Bukhara, 2002.
