Volume 03 Issue 05-2023
128
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
05
Pages:
128-133
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In this article, there are comments and discussions about the pedagogical technologies of increasing the social and
cultural competence of the students of the graduating class based on the gender approach.
KEYWORDS
Gender, social activity, socialization, feminization, masculinization, nuclear, motivation, cultural competence.
INTRODUCTION
In recent years, large-scale reforms aimed at creating
equal rights and opportunities for women and men,
ensuring their full participation in the management of
society and state affairs, and social, economic and legal
support have been implemented in our country
increased. On March 1, 2022, the Decree of the
President of the Republic of Uzbekistan No. PF-81 "On
measures to improve the system of working with
family and women, neighborhood and religious" and
"Family and Decision No. PQ-146 "On organizing the
1
Resolution of the President of the Republic of
Uzbekistan "On the Development Strategy of New
activities of the women's state committee" was signed
1
. Based on these documents, the State Committee for
Family and Women and its divisions of the Republic of
Karakalpakstan, regions, Tashkent city and district
(city) are established, and each town, village, village, as
well as cities, towns, villages and and in each
neighborhood in the villages, the positions of the
deputy chairman of the neighborhood for family,
women's and social-spiritual issues and the specialist
Uzbekistan for 2022-2026" dated January 28, 2022 No.
PF-60 //https://lex.uz/ru/ docs/5841063
Research Article
MECHANISMS OF SOCIO-CULTURAL COMPETENCE FORMATION IN
GRADUATE CLASS STUDENTS BASED ON GENDER APPROACH
Submission Date:
May 19, 2023,
Accepted Date:
May 24, 2023,
Published Date:
May 29, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue05-25
Karimov Khabibulla
Independent Researcher Of Urganch State University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 05-2023
129
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
05
Pages:
128-133
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
for family and women's issues were abolished, and the
position of women's activist was introduced.
It is known that in traditional Uzbek families, the issue
of forming girls as socially active persons mainly
depends on the mother. According to the elders, girls
should be prepared for marriage as soon as they are
born, mothers should be more demanding and raise
their daughters to be hardworking. At school,
adaptation to social life depends more on pedagogues.
School age is the period of the first "socialization" of
girls as individuals, and it is a two-way process. On the
one hand, adults, parents, teachers have an active
educational influence. Secondly, it is an educational
activity that is manifested in the mutual behavior,
feelings and relationships of girls. For this reason, the
content of gender education should be determined,
and parents, class leaders should carefully analyze the
results of education and the spiritual maturity of girls
by applying moral and ethical methods of education
suitable for girls. The essence of increasing the social
activity of girls is gender behavior, norms and rules of
etiquette, which are manifested in the words,
attitudes, and actions of girls.
The motivation (interest) of a girl's behavior affects her
mind and emotions. Therefore, it is very important for
pedagogues to teach regularly for the formation of
regular actions. The teaching method of pedagogues
has a positive effect if it is combined with the example
of adults or other girls, vitagen (life) experiences. In
this case, in order for the girl child to act according to
the example of the behavior of an adult or a friend, it is
necessary to ask them to imitate and resemble them. It
is done through imitation. If a girl talks excitedly about
her boy friend, it means that she is influenced by his
2
Davydov, V. Types of communication in teaching
[Text]: a book for teachers / V.V. Davydov. -
friend's behavior, activities, and character. Based on
the results of observations and studies, pedagogues
are recommended to follow the following rules:
•
Be an example to the girls and increase their
activity
by
always
following
the
taught
qualifications and skills.
•
When teaching manners, show the differences in
how girls perform these rules, skills and
competencies, and how boys perform them.
Because if the gender characteristics are mixed,
misunderstandings may arise, and the conclusion
that this girl is rude may arise.
•
Demonstrate each skill, each movement of the skill
taught to girls and boys several times yourself, and
help the children to do them correctly (with
respect to our values).
•
After the girls and boys have mastered each skill
and the actions of each skill, reinforce the skill with
regular repetition, because if the skill is not
repeated and reinforced regularly, the students
will not learn it. they quickly forget.
•
From the day girls and boys come to school,
organize a conversation with their parents about
the qualifications and skills that the child should
acquire, and then always repeat the qualifications
and skills that are being taught to the child at
home. , strengthen and decide whether to go.
•
At the end of each month, conduct an analysis of
the competences and skills of their children with
parents, make a plan to eliminate the
achievements and shortcomings and implement it
(at the end of each quarter)
2
.
Moscow: "Russian Pedagogical Society", 2000. -
S. 480.
Volume 03 Issue 05-2023
130
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
05
Pages:
128-133
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In order to teach compliance with the rules of gender
behavior culture, it is necessary to teach the skills and
abilities of speaking in a natural voice, without
straining and shouting, at home and in public places. It
is especially important to develop self-control and
behavior skills around classmates, comrades, and
friends. Studying is work that requires a girl to spend
physical effort, mental effort, many skills, and to finish
the work. Therefore, teachers and parents should
strengthen the health and nervous system of girls,
protect their eyes, ears, and voice, build the right div
shape, and teach them fine movements. should pay
special attention to teaching. The head of the class
makes girls and boys interested in cleaning the
classroom every day. The goal is for students to
independently agree on the gender division of tasks
while cleaning the classroom and being on duty in the
kitchen. The head of the class should explain and show
the rules of being on duty to each person on duty at the
beginning. Later, he monitors the work of girls and
boys and controls the quality of work. Sometimes a boy
or a girl tells the class leader what he thinks about
something done. In some cases, he evaluates the work
done in front of the whole class team, without telling
the names of those on duty. True, not all types of tasks
are interesting and attractive for children, but the head
of the class should politely explain to the student the
need to complete the task given to him, even if it is
uninteresting.
Effective implementation of gender education in the
family and for students graduating from high school is
one of the current issues. Formation of gender culture
in the family, parents and teachers in the school should
have a certain level of knowledge. The educational
process and material components also play an
important role in this. In the formation of gender
culture of schoolchildren, classrooms and school
libraries should have fiction, visual aids, guides that
provide reliable information about gender culture, etc.
Today, it has become commonplace to develop socio-
cultural competence in graduate students based on a
gender approach, and any question about the
multiplicity of forms of human morality has simply
been excluded from the discussion. Observing
everyday life allows us to conclude that there are
significant individual differences between adult men
and women in our society. In many emotional and
social characteristics, this differentiation is noticeable
from a young age. An important aspect of personal
development
that
defines
traditional
gender
differences includes interests, preferences, ideals,
attitudes, and personal values. Due to the relatively
subtle and stable essence, these features often have
an unexpected impact not only on the development of
emotional and character traits, but also on a person's
achievements and real capabilities. Many sources
provide information on gender differences in interests
and relationships. Information collected from children
is particularly rich. In areas such as play activities, self-
drawings, choosing topics for written essays,
collecting, reading, movies, radio programs, favorite
characters in literature or public life, professional
choices, and general life goals. A comparison of the
preferences of boys and girls is made. From these
various studies, very clear and consistent types of male
and female interests emerge. By examining gender
differences in interests, preferences, attitudes, and
values, the authors repeatedly encountered evidence
for a more social orientation of women.
This sex difference appears at an early age and persists
into old age. One possible factor in girls' social interest
and social orientation is their earlier language
development. The rapid acquisition of speech can
certainly give girls an advantage in communicating
Volume 03 Issue 05-2023
131
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
05
Pages:
128-133
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
with other children and adults and thus encourage
activities of a social nature. Most important, however,
are the subtle social pressures, the action of which
probably begins long before we are aware of them.
Traditional gender roles and stereotypes are almost
always reflected in the relationship of adults to
children almost from birth. School is a social
environment where children already begin to act
actively as subjects of social relations, with people of
the same hierarchical level as them and with older,
experienced and authoritative (teachers). they
practice interaction. It is at school that the practical
importance of gender stereotypes is strengthened in
the child's mind, and models of attitudes and behavior
are developed that determine success and failure in
communication with the opposite sex and affect
relationships in their own family. In this regard, the
school should strive to develop the potential
opportunities of students, to develop harmonious
partnership relations.
Unfortunately, female teachers teach in general
secondary schools in our country. Due to low salaries,
lack of access to proper rest and quality treatment,
constant stressful situations in personal life and family
problems, they are often in an oppressed state that
affects children. The lack of men in schools has a very
negative effect on male students. Boys classify
teachers, their behavior and characteristics in terms of
whether they belong to the category "own" - male or
"stranger" - female. And when a female teacher stops
attracting the child's attention and interest, because in
practice children are often interested in modeling the
actions typical of their gender, it not only loses interest
in learning and communication, rather, rebellion
3
Berezin V.A. and others. Handbook for the class
- Moscow: Astrel, 2003. - S. 132-133.
begins, which often leads to alienation, early
complexes, school neuroses, and loss of desire to
learn. This situation is aggravated by one of the most
common pedagogical mistakes of female teachers -
submissiveness,
indifference,
silence,
diligence,
attitude towards the discipline of students.
According to I.S. Kletsina, the socio-psychological
determinants of social relations are social perceptions;
at the level of intergroup interaction, social
stereotypes act as determinants of relationships;
interpersonal relationships are determined by social
attitudes, and the individual's attitude toward himself
is determined by social identity characteristics. Social
identity is interpreted in terms of group membership,
belonging to a large or small group, joining any social
category
3
.
Social identity is a person's knowledge of belonging to
a certain group, as well as the emotional significance of
group membership. Personality is considered as a
means of social orientation of the individual. The
constructive potential of social identity is that a
person's awareness of belonging to a group and the
emotional significance of this group for him determine
the creation of an "image of me" as a component of
the social world, and the world itself is perceived
through this affiliation. It can be noted that social
ideas, stereotypes, attitudes and identity of a person
are socio-psychological characteristics of a person or a
group as a subject of relations, on the one hand, they
perform the function of expressing the subjective
component of these relations, on the other hand,
appear as relationship determinants because they can
define the meaningful context of the relationship. The
components of gender ideas, stereotypes, attitudes
Volume 03 Issue 05-2023
132
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
05
Pages:
128-133
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
and social identity of the subjects of interaction reflect
normative views formed in society about the status of
men and women, their psychological characteristics
and behavioral characteristics.
Today, the principle of gender equality in society is
considered as a necessary condition for the formation
of civil society. The content of education plays a major
role in achieving gender equality. Currently, it can be
argued that the content of secondary education
cannot be considered gender balanced. Sociological
observations show that teachers (mostly women) help
to develop stereotypes in children that repeat the idea
of a man as a protector, a warrior and a weak,
vulnerable woman. Teachers often have a negative
attitude towards girls, they show an independent,
analytical way of thinking, independence of actions,
that is, the behavior of boys is not only forgiven, but
welcomed.
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Volume 03 Issue 05-2023
133
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
05
Pages:
128-133
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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