Volume 04 Issue 10-2024
120
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
120-126
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Introduction
. In the organization of pedagogical correction, general and special methods are selected based on the
goals of correction. It would be wrong to divide the methods into good or bad methods. The effectiveness of
educational influence depends on several factors and the fulfilment of pedagogical requirements, the logic of
choosing and using methods, and the sequence of their practical application. By logically approaching the choice of
correction methods, it is necessary to take into account the content of the problem, the purpose of correction, the
characterological characteristics of students, the existing material and technical base, and the social environment of
objects of correctional influence.
Methods
. Analysis of foreign scientific literature, dissertations and articles on methods of pedagogical correction of
students and their practical application.
Results
. The methods used in the implementation of pedagogical correction measures in secondary general education
schools in developed foreign countries, first of all, help students to understand themselves as individuals, control and
manage their behaviour, and eliminate the sources of existing negative stereotypes in their behaviour and behaviour.
aimed at developing reflection aimed at identifying and taking measures to increase the types of positive emotional
reactions. Pedagogical correction methods are based on reflection on the organization of the self-management
process by assessing the situation and identifying the source of negative emotions using algorithms for working with
negative emotions in emotogenic situations.
Conclusion
. Orientation of correctional activities to the development of reflection, which helps to identify the sources
of negative stereotypes in the student's behaviour and to take measures to increase the types of positive emotional
Research Article
METHODS OF PEDAGOGICAL CORRECTION: ADVANCED FOREIGN
EXPERIENCE
Submission Date:
October 05, 2024,
Accepted Date:
October 10, 2024,
Published Date:
October 15, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue10-21
Tukboeva Dilshoda Zaynievna
Department of general pedagogy and psychology, Navoi State Pedagogical Institute, Navoi, 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 04 Issue 10-2024
121
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
120-126
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
reactions, the formation of the qualities of activity, enthusiasm and curiosity, and the development of the ability to
analyze and evaluate one's behaviour and compare it with the planned goal will help.
KEYWORDS
Students, behaviour, pedagogical correction, correction method, reflection.
INTRODUCTION
Today, special attention is being paid to the issue of
identifying and developing the creative talent and
abilities of secondary school students. Ways, means,
forms, methods and technologies of improving the
personal efficiency of schoolchildren and correcting
their moral image have been developed, and the
introduction of this knowledge into the practice of the
educational system has not lost its relevance today.
Educating young people to value our national customs
and traditions, and to form spiritual culture, patriotism,
and national identity is one of the important problems
facing secondary schools and waiting for its solution.
The issue of forming a new education in Uzbekistan
and creating an international educational environment
is reflected in a number of directive documents signed
by the President of our republic. In these documents,
special emphasis is placed on attracting qualified
pedagogues and management personnel to the field,
improving teaching methods, and gradually applying
the principles of individualization to the educational
process. This, in turn, requires the introduction of
modern methods of studying and correcting advanced
pedagogical experiences in the field in order to
increase the professional competence of pedagogues
and specialists.
Pedagogical correction activities carried out in
educational institutions are considered activities aimed
at determining and analyzing the levels of education
and upbringing of students, organizing the educational
process based on optimal regimes, and correcting the
factors that negatively affect the socialization process.
METHODS
The effectiveness of pedagogical correction work in
secondary general education schools depends to a
large extent on the appropriate use of correction
methods and tools at the level of specified
requirements.
In the process of pedagogical correction, educational
and training methods used in pedagogy, neuro
pedagogy, psychology and sociology are relied upon.
The effectiveness of correction depends on the correct
choice of methods and their appropriate use.
Therefore, generally, general and special methods are
used in the pedagogical correction of schoolchildren
based on the goals of correction.
Pedagogical correction methods are selected taking
into account the age, psychophysiological and
neuropsychological characteristics of students and
peculiarities of their social environment. With a logical
approach to the choice of correction methods, it is
Volume 04 Issue 10-2024
122
International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
120-126
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
necessary to take into account the content of the
problem,
the
purpose
of
correction,
the
characterological characteristics of students, the
existing material and technical base, and the social
environment of objects of correctional influence.
Such an approach to the selection of correction
methods helps the student in socialization and
educational adaptation, increases the efficiency of
personal activity and helps to accumulate positive
social experience.
At present, general and special methods are used for
the pedagogical correction of students in secondary
general education schools, which are fully reflected in
educational manuals and textbooks related to
pedagogical correction3.
In this article, we have studied the methods used in the
correction of students of secondary general education
institutions in foreign countries and the mechanisms of
their practical application.
RESULTS
Teachers with advanced pedagogical experience (T.P.
Barinova, V.N. Kazakova, S.V. Karyukina, M.G. Zvyagin
and E.E. Metelskaya) in their pedagogical activities, in
providing education and upbringing to students with
limited opportunities due to health who paid special
attention to the issue of designing an individual
trajectory. Difficulties in organizing pedagogical
activities with such students are related to the medical
limitations of the child's health, as well as the small
number of hours allocated for educational activities. In
such a complex situation, creating an optimal training
plan is of great strategic importance. The following are
defined as the main components of the methodology
of designing the individual trajectory of the child: 1) the
map of the child's educational opportunities; 2) the
individual child monitoring plan; 3) the individual study
plan; 4) the training schedule and 5) reflection.
In the scientific research conducted under the co-
authorship of V.I.Dolgova, the ways of pedagogical and
psychological correction of anxiety observed in
schoolchildren are mentioned. In this case, the
development of effective models of behaviour by
students themselves is considered an important
component of corrective activities and self-evaluation.
Explaining the content and conditions of new and non-
standard situations, and introducing students to
possible difficulties and ways to eliminate them -
formed the essence of correction. For example,
students practising exam procedures are among such
situations.
Correction should be aimed at eliminating the
student's problem in as short a time as possible.
However, in most cases, a relatively long time is spent
on such activities.
D. Tripp, T. S. Farrell and M. L. Griffin "Thinking focus:
critical situation" method, H. Machost "Building sites"
and B. Greiman, J. E. Dyment and T. S. O'Connell in the
implementation of corrective measures for the
development of effective behavior in students
"Reflective essay" methods, C.R. Rayford, A. Costa and
R. Garmston proposed "Cognitive coaching method.
Let's look at the correction methods named below.
"Thinking focus: critical situation" method was
recommended by D. Tripp in correctional practice in
order to create the initial optimal situation in students
or help them to understand the optimal situation more
deeply.
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OCLC
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Publisher:
Oscar Publishing Services
Servi
According to the definition given by T. S. Farrell, the
subject of critical situations is a special situation, an
unplanned discussion of events that can help identify
errors in the educational process and enrich it with new
approaches. These events can range from students'
misunderstanding of learning materials to how they
should proceed in analyzing data sets that include their
cultural background and socioeconomic status.
H. Machost believes that the critical situations used in
the application of this method allow to identify any
disagreements in human actions and to solve social,
moral, pedagogical and even political issues that can be
systematic for students' activities.
M. L. Griffin concluded that the method "Thinking
focus: critical situation" contributes to the critical
thinking of future teachers within the framework of
models based on depth and content.
The task of forming the structure of the correction
process is carried out by means of the "Construction
sites" method. There are several models of this
method in the literature, and H. Machost believes that
since pedagogical correction is personal for each
student, in practice it is appropriate to use the most
appropriate model, taking into account the
individuality of students.
J. Bain suggests following five steps, starting with
student development support and moral stimulation
before starting correctional practice:
1. Information
–
takes into account a particular
experience and the contextual factors surrounding it.
2. Reaction - students verbalize their feelings,
thoughts, experiences and other reactions in response
to a particular situation.
3. Relationships are defined by establishing a
connection between recent events and their behaviour
and character traits.
4. Reasoning
–
encourages students to consider the
underlying factors they believe are important in an
attempt to understand why a particular result was
reached or observed.
5. Recommendations - based on the results of the
students' comments, it is used to promote behavioural
scenarios or other outcomes that will be used in the
future.
Among correctional methods, B. Greiman considers
the "Reflexive Essay" method to be a simple yet
effective method that incorporates various comments
and perspectives on students' experiences related to
their personality, emotional state, educational
activities and social relations, and plans.
J.E. Dyment and T.S. O'Connell believe that the
effective use of the "Reflexive Essay" method in
student correction should not be limited to writing in a
reflective diary or portfolio. Because they warn that
such a restriction may lead them to give up their desire
to practice various forms of correction.
York-Barr begins purposeful development when the
student thinks about how to improve the effectiveness
of his personal activity. Over time, the student noted
that he could see his growth trajectory in the portfolio
he wrote "Reflexive Essay".
H. Machost recommends that the "Reflexive Essay"
method facilitate the process of feedback during
correction, to preview the main focus situations using
"feedback". After analyzing the main issue during the
Volume 04 Issue 10-2024
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International Journal of Pedagogics
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2771-2281)
VOLUME
04
ISSUE
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AGES
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
training, he believes that it will be appropriate to
discuss other aspects of the existing problem.
A. Costa and R. Garmston suggested using the
"Cognitive coaching" method to develop effective
behaviour in a person (pages 18-22).
Below is a brief description of the steps of using this
method in practice:
1. Planning is the creation of a foundation of trust
between the teacher and the students. The teacher
discusses with the students the goals of observation
based on their behaviour in the learning process. The
teacher provides a detailed lesson plan for
improvement, if necessary. In addition, the parameters
of the reflective conference and the procedure for data
collection are agreed upon.
2. Preparation
–
information is observed and collected
about the behaviours that are planned to be discussed.
3. Reflective discussion - held after a certain time. This
gives students the opportunity to reflect and analyze
the lesson, and the teacher to organize the information
and give it a deeper meaning and plan control
questions through them.
During the discussion, students share their impressions
of the correction session, discuss their plans by
comparing their goals and behaviours, and express
their personal opinions about the overall coaching
experience. (31-p)
DISCUSSION
In developed foreign countries, the methods of
pedagogical correction of students are aimed primarily
at the development of reflection, which helps to
identify the sources of negative stereotypes in their
behaviour and to take measures to increase the types
of positive emotional reactions through self-
awareness and control of behaviour.
The mechanism of action of the considered methods is
to evaluate the situation and identify the source of
negative emotions with the help of algorithms for
dealing with negative emotions in emotogenic
situations. After that, because the person can regulate
his behaviour, the emotion is culturally expressed or
transformed into another emotion that is relatively less
harmful. The result of correction is directly related to
the method of communication between the educator-
pedagogue and the student and the means of
pedagogical influence. The student's participation in
the pedagogical process as a subject of activity, the
establishment of effective activities in cooperation and
an interactive educational environment serve to
develop their free thinking, independence and
creativity qualities.
CONCLUSION
Theoretical understanding of the problem of
increasing the efficiency of personal activity of
students is being realized at a rapid pace today. From
the traditional point of view, the content of
pedagogical correction methods is explained by the
education of morality and hard work in students,
increasing social activity, healthy thinking, and positive
orientation of the way of thinking.
Orientation of correctional activities to the
development of reflection, which helps to identify the
sources of negative stereotypes in the student's
behaviour and to take measures to increase the types
of positive emotional reactions, the formation of the
qualities of activity, enthusiasm and curiosity, and the
Volume 04 Issue 10-2024
125
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
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P
AGES
:
120-126
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
development of the ability to analyze and evaluate
one's behaviour and compare it with the planned goal
will help.
In modern research, pedagogical correction methods
are considered to be related to the development of
reflexive skills in a person, the issue of controlling
negative emotional experiences, ensuring one's health
and, ultimately, increasing the efficiency of personal
activity through the development of self-awareness,
control and management skills.
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Oscar Publishing Services
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