Volume 03 Issue 01-2023
63
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
01
Pages:
62-68
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article discusses the readiness to implement integrative-modular learning at school is a personal and professional
quality of the future teacher, characterized by the presence of motives, cognitive attitude to innovation and the
formation of skills 14 and skills of working in the mode of integrative-modular learning.
KEYWORDS
Teacher, education, module, modular training, integrative-modular training.
INTRODUCTION
Integrative-modular training (IMO), from our point of
view, is training based on the laws of integration
processes used in the implementation of relatively
complete information nodes of the content of
education. It includes motivational and target
components,
the
leading
principles
of
the
implementation of learning technology, special
methods of designing the content of learning, a system
of tasks and exercises for constructing didactic
materials, a rating system for monitoring personal
educational achievements. One of the essential
characteristics of IMO is its construction "from the
result", which is represented by a promising model of
the student's personality.
The main results and findings
The design scheme of integrative-modular training (at
the technological level) can be represented by the
following components (see Fig. 1).
Note that integrative-modular learning is a system
whose essential aspects and properties are not
Research Article
DESIGN OF INTEGRATIVE-MODULAR TRAINING
Submission Date:
January 20, 2023,
Accepted Date:
January 25, 2023,
Published Date:
January 30, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue01-12
Naziyra K. Nurmanova
Researcher, Nukus State Pedagogical Institute Named After Azhiniyaz, Nukus City, 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 01-2023
64
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
01
Pages:
62-68
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
reduced to the properties of its parts. When a system
breaks down into its component parts, it loses its
essential features.
As our research has shown, despite a number of
undoubted advantages, integrative-modular training is
not actively implemented in pedagogical practice.
According to the data of the ascertaining experiment,
98.5% of the total number of teachers surveyed (79
people) are aware of the effectiveness of IMO and
highly appreciate its didactic capabilities, but only 23%
of them are able to work in the system of integrative
modular training. Teachers single out the main reason
for this
Fig. 1. The design scheme of integrative-modular training (at the technological level)
Volume 03 Issue 01-2023
65
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
01
Pages:
62-68
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
situation: the lack of a system of special training of
future teachers in the pedagogical university to work
in IMO mode at school.
Designing the process of formation of the future
teacher's readiness for the implementation of IMO at
school, in our research we proceeded from the fact
that in addition to creating a conceptual model,
technology and conditions for the effectiveness of this
process, students' moral qualities and beliefs should be
formed, speech, thinking, interests, abilities should be
developed.
In addition, we took into account the fact that
knowledge about the essential and criteria
characteristics of the future teacher's readiness to
implement IMO in school must be presented through
the prism of the following categorical series: motive,
education, activity, skill, skill, each element of which
corresponds to the main levels of analysis. At the first
level of analysis, the readiness of the future teacher to
implement IMO in school is considered in conjunction
with the basic principles of modern education as a
complex differentiated integrity; at the second - as one
of the characteristics of professional activity; on the
third - as a personal and professional quality of the
future teacher.
This approach allows us to form ideas about the
essence and 1fiteral characteristics of the future
teacher's readiness to implement IMO in school,
moving from the levels of phenomenological
description to the construction of its theoretical model
and mechanisms of functioning. At the same time, the
formation of an idea about the essence and criteria
characteristics of the future teacher's readiness to
implement IMO in school requires an appeal to the
method of modeling the phenomenon under study.
In this regard, we proceeded from the fact that the
definition of the content of readiness and
implementation of IMO in school implies mandatory
reference to a number of special principles to
substantiate its essence. Among them are the principle
of organizing the future teacher's readiness to
implement IMO at school; the principle of integrating
value-motivational and subjective factors of the future
teacher's readiness to implement IMO at school; the
principle of unity and difference between pedagogical,
psychological and methodological understanding of
the essence of the future teacher's readiness to
implement IMO at school; the principle of system-
structural certainty of the future teacher's readiness to
implement IMO in school; the principle of the
constancy of the future teacher's readiness to
implement IMO in professional activity and the
measure of the possibility of mastering it.
In addition, as our research has shown, in order to
ensure the professional and value orientation of the
formation of future teachers' readiness for the
implementation of integrative-modular education)At
the same time, it is necessary to form their motives and
cognitive attitude to innovative activity against the
background of professional reflection of their own
activities when mastering the theory and practice of
IMO. Special emphasis should be placed on the
procedure for the formation of skills and abilities for
the implementation of IMO in school.
Our research has shown that in the structure of the
future teacher's readiness for the implementation of
integrative-modular
education
at
school,
the
motivational coordinate and cognitive attitude to
innovation are the leading ones. Ego allows us to
imagine readiness as a state of consciousness, and the
very activity of implementing PIMO in school -
conscious.
Volume 03 Issue 01-2023
66
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
01
Pages:
62-68
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Let's highlight one more important feature. The
implementation of integrative modular education at
school is impossible without an analysis of the holistic
pedagogical process, carried out in line with
professional
reflection.
Reflection
blocks
the
movement of thought according to previous patterns,
turns consciousness on itself, forces it to be constantly
updated.
CONCLUSION
Thus, readiness for the implementation of integrative-
modular training at school is a personal and
professional
quality
of
the
future
teacher,
characterized by the presence of motives, cognitive
attitude to innovation and the formation of skills 14 and
skills of working in the mode of integrative-modular
training. It (readiness) is formed under the condition
that the future teacher develops motivational,
emotional-1 (personal, cognitive, operational, reflexive
spheres of personality.
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Oscar Publishing Services
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