International Journal of Pedagogics
77
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue05 2025
PAGE NO.
77-81
10.37547/ijp/Volume05Issue05-19
The Role and Place of Independent Learning in The
Development of Professional and Graphic Competence of
Students in A Credit-Modular System
Muslimov Sherzod Narzulla ugli
Acting Professor of TSPU named after Nizami, Doctor of Pedagogical Sciences (DSc), Uzbekistan
Received:
15 March 2025;
Accepted:
11 April 2025;
Published:
13 May 2025
Abstract:
The article analyzes the role and importance of independent learning in the development of professional
and graphic competence of students in a credit-modular system. The study highlights the ways of effective
organization of the independent educational process, its role in the formation of creative and critical thinking of
students. Recommendations are also given on improving self-study, increasing the effectiveness of mastering
graphic disciplines through the use of modern information and communication technologies. The article discusses
practical methods for developing professional graphic competence and ways to improve the quality of education
based on innovative pedagogical approaches.
Keywords:
Credit module, thinking, role, independent learning, methods, competence, creative, ICT, professional
graphic.
Introduction:
The changes taking place in society are
characterized by a change in the paradigm of social
development, the training of competitive government
specialists in the context of new personal and socio-
economic changes in the education system in general
and in the higher education system in particular, the
need for sustainable self-development, education and
self-education. Higher education as the most profitable
area of investment is a priority area in the investment
sector. Education remains one of the most important
spheres of life, which has become the basis of the
country's economy, since it implies the level of
development of production, science and industry.
Socio-economic development in solving economic
reforms and effective market development, the state
relies on the younger generation, on the training of
competitive specialists who are able to see and
creatively solve problems and thus adapt to changing
living conditions by mastering innovative development
methods.
The specifics of the educational situation are
characterized by the formation of a new, open system
of higher education, its new content, including the
transition to credit modules and a system of
educational organization.
Credit means an extract and recognition of acquired
knowledge, regardless of when and where it was
obtained. It is a unit of exchange.
A module is a separate, individual academic subject.
Encompassing both knowledgeable and professional
aspects, education implies the completion of an
appropriate type of control of knowledge, skills and
competencies formed as a result of mastering the
curriculum of students.
The credit module learning system, on the other hand,
is a system for organizing the learning process of a
curriculum, which systematically evaluates the
knowledge, skills and competencies of students by
tracking the learning outcomes of the module and final
control based on the structuring of the content of each
learning module.
The credit education system is based on the principle of
transparency of student-centered learning, learning,
and assessment, and consists of collecting and
transferring test units. This system consists of
increasing the number of test units previously collected
at all stages of cumulative training.
Teaching according to the credit-modular system
involves the organization of students' learning of
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International Journal of Pedagogics (ISSN: 2771-2281)
educational material according to a pre-designed
modular program consisting of logically completed
parts of the educational material (modules) having the
structural content of each module.
The student chooses the required number of academic
subjects to study and assimilate and undertakes to
master them within a certain period of time. Such an
organization of the educational process obliges the
student to qualitatively assimilate the content of higher
education, thereby ensuring objective recognition of
the results in educational institutions of other
countries. If in a traditional educational organization
the teacher acts as a translator of ready-made
knowledge and skills, and the student in most cases
acts as a passive party, then in a credit-modular system
the teacher acts as an organizer of the formation of the
student's knowledge and skills. However, practice
shows that based on the credit-modular learning
management
system,
the
modular
learning
management system, two thirds of the total study time
is devoted to the student's independent work under
the guidance of a teacher or without him.
Within the framework of the credit-modular system of
higher education, first of all, it is necessary to solve the
problem of the formation of skills in self-educational
activities.
With
appropriate
scientific
and
methodological support through a credit-modular
system, it is possible to ensure the effective formation
of positive domestic experience and self-education
skills of students who have created a technological
breakthrough in the organization of the education
system.
The skills of self-educational activity are understood as
a purposeful, conscious set of actions that allows the
student to independently organize activities in
accordance with their components: motive, purpose,
content, operation-action, result, reflex.
In self-learning activities in the context of credit-
modular technology, the following types of valuable
skills are relevant:
- information and analytical (selection of sources on the
problem; use of modern information library
equipment, bibliographic and resource reference
materials, including computer information; use of the
method of reading, speed reading; preparation of
abstracts, comments on information materials, plans,
notes and texts of public speeches);
-the second group consisted of skills of self-
organization of activity (planning independent work;
formation of goals, hypotheses, methods of its
verification; use of various methods of processing the
results, including mathematical statistics);
-reflexive skills (identifying difficulties in self-
development activities, determining their essence,
modeling activities, evaluating the development of
critical thinking).
It is worth noting that the skills of self-educational
activity have common features with other skills:
- the nature of the skill, which always involves the
conscious establishment of value relationships
between the purpose of the activity, methods and
conditions of its implementation;
- the implementation mechanism is the independent
transfer of certain types of activities to new conditions.
The pedagogical potential of the credit-modular
educational system in the formation of students' self-
educational skills.
The structure of the credit-modular system reflects a
certain set of relationships and interactions, as a result
of which new properties arise.
Properties inherent in a system and absent in its
individual components (properties resulting from
interaction and unique to systems).
The credit and modular system of an educational
organization is a dynamic system. By the nature of
forecasting the dynamics of the system's behavior, it is
a
purposeful,
implementation
–
oriented,
credit-
modular system of educational organization, the
justification of pedagogical conditions that are a factor
in the formation of students' self-development skills.
The property that arises as a result of the interaction of
all
components
(goals,
content,
methods
(technologies), means, forms, results) inherent in this
system is the skills of self-educational activity.
The pedagogical potential of the system under study is
determined by the functions implemented under the
guidance of the teacher and in the process of the
student's activity.
The pedagogical potential of the credit-modular system
of an educational organization as a set of its capabilities
(socio-cultural,
systemic,
organizational,
legal
conditions) includes:
- availability of information and content resources;
-focusing on identifying and overcoming the difficulties
of self-development of students and teachers;
-the interaction of the teacher and the student on the
basis of cooperation, the freedom to choose
organizational forms, methods, and means of self-
educational activity, the student's ability to choose an
individual personal trajectory of self-educational
activity;
-the student's personal involvement in various forms of
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
self-development.
It reflects the process of forming skills and abilities in
the totality of the pedagogical potential of the credit-
modular educational system.
This interpretation of the pedagogical potential of the
credit-modular system of an educational organization
required filling it with specific content. From the point
of view of a system-holistic approach, it is advisable for
us to determine the functions in the educational
process through analysis.
The student with the teacher and others and the
definition of his educational potential:
- reflexive (understanding of learned experience-
cognitive, practical, creative, relationship experience);
- stimulating (determines the character of students and
allows them to have a sufficiently strong and stable
positive. Motivation for self-development, self-
improvement);
-
improvement
(promotes
the
independent
assimilation of new knowledge; serves as a means of
updating existing knowledge and activating mental
activity);
- directional (provides the formation of a system of
ideas about future and prospective goals, plans and
means. The current action defines the evaluation
relationship);
-communicative
(provides
self-development,
determines qualitative change).
Graphic competence is an integrated system based on
the study of various graphic images. Graphic
competence includes the following educational
components: graphic literacy is the ability to read
graphically, compile various design and technical
documentation. Graphic information is information
from various technical and technological literature.
Graphical knowledge-concepts about the ways of
graphical representation of products, processes,
phenomena, norms and rules in accordance with their
standard systems. Graphic skills-a person's willingness
to work with spatial images created on various
graphical bases, the ability to clearly express their
thoughts and understand the thoughts of another
person based on technical documentation. Graphic
qualification-mastery of methods and software tools
for working in graphic editors.
The purpose of graphic competence is determined by
the social requirements of society, or rather by the
modern features and requirements of the professional
activity of a teacher of technological education, we
have determined the graphic competence of his
students based on the qualification requirements of
higher education
–
This is a set of graduate
competencies designed to perform graphic actions
necessary for the professional activity of a teacher of
technological education, based on which it stimulates
the personal development of students in a
complementary educational process of higher
education. Each competence corresponds to the
personal qualities of the students and is aimed at the
appropriate application of knowledge in professional
activities.
Competence
means
developing
independent,
integrated, systematic thinking and the ability to
choose optimal solutions among the outlined
alternative approaches based on modern means and
methods of solving professional problems, depending
on their results for the educational organization and
society. Competence defines a person as a subject of
professional activity, reflects the level of development
of his ability to adequately and responsibly make
decisions in problematic situations. When forming
graphic competence, it is necessary to form graphic
literacy.
Elementary graphic literacy: the reader knows the
elementary laws of the theory of representations in
parallel
projection
(parallelogram,
cube,
parallelepiped, prism, tetrahedron, ellipse-shaped
circle, cylinder, cone); knows how to draw basic
primitives in the graphic editors Paint, Word; knows
how to change basic shapes. Functional graphic
literacy: the student is familiar with the basic principles
of the theory of representations of figures in parallel
projection (maintaining the parallelism of straight lines,
maintaining a simple ratio of figures on one and or
parallel lines, representing the mutual diameters of an
ellipse); He knows the analysis of metric relations in the
original and takes them into account when describing a
shape; he was able to form a new shape from basic
primitives, connect shapes according to common
elements, give color to a part of a given shape, connect
or cut off two polygons; designate the elements of a
shape (Circle, triangle, rectangle, ellipse, cone, prism,
etc.).
Criteria for elementary graphic literacy: representation
of the simplest geometric shapes; representation of
shapes or geometric situations that meet specified
conditions; performing basic constructions using a
specified set of tools; restoring a shape based on
specified graphical points or shape elements;
constructing new shapes from specified source
graphical images.
Criteria for functional graphic literacy: recognizing
geometric shapes, adapting them to a specific concept
or defining the type of shape; using the same element
in different geometric shapes; comparing the
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International Journal of Pedagogics (ISSN: 2771-2281)
properties of geometric shapes, identifying their
differences or similarities, dividing them into classes
based on these features; reading graphic information
verbally or analytically; development of students'
spatial thinking; development of students' constructive
abilities; development.
When analyzing the criteria of elementary and
functional graphic literacy, as well as the requirements
of DTS as a result of the formation of graphic
competence, students need to know:
* Drawing the basic elements of geometry, methods for
solving problems with spatial shapes, basic rules and
methods for creating graphic images, state standards
for the execution of drawings, computer graphics
software;
* Self-creation of drawings of parts using mechanical
(traditional) graphics, the use of theoretical material to
solve specific graphic work, the use of special
measuring and drawing tools, the use of computer
technology in preparation for classes, independent
organization of the educational process;
* Possess the skills of abstract thinking, spatial thinking,
presentation of technical ideas through drawing, work
with technical literature, be ready for independent
creative activity.
In the process of studying the subject "computer
graphics" as a general professional subject, students
master graphic editors, including their basics, creating
simple and using tools. The course also includes the
topics "Descriptive geometry" and "Projection
drawing", which will help you better master the work
with automated design systems (CAD) and develop the
skills of drafting constructive documentation on a
computer. This allows students to understand the
theory and put it into practice. The development of
electronic educational and methodological support in
the discipline "computer graphics" includes the topics
"Descriptive geometry" and projection drawing".
Students study the disciplines of "Technical creativity"
and "Technical Mechanics", which are the basis for
consolidating and deepening knowledge about
automated design systems. During the course, students
study “technical creativity” and new features of
automated design system (CAD) programs and perform
computational and graphical tasks, which gives them
the opportunity to adapt to the conditions of
professional and pedagogical activity. In the process,
students learn three-dimensional modeling, which
helps them develop their spatial and technical
imagination. Students master the skills of building
object representations and sections, using electronic
libraries, as well as searching, storing and applying
information, which is important for creating complex
graphical models and project documentation.
These events lay a solid foundation for the formation of
students' graphic competence, provide the necessary
knowledge and practical skills that will form the basis
for training personnel appropriate to the needs of the
labor market. In the field of information technology,
based on computer terminology, content can be
divided into three main groups: graphic (multimedia)
content; technical content; and text content. Graphic
content consists of images, photographs, diagrams,
drawings, diagrams in various forms, as well as
animations and videos. The technical content includes
specifications, operating instructions, research data,
numerical and tabular information. On the other hand,
text content includes texts of various contents.
According to DTS, future teachers of technology
education should know how to work with types of
content, including graphic content.
Modern design technologies develop methods and
tools based on computer graphics, as well as use
automated design systems (CAD). The human-machine
interface is primarily a graphical interactive interface.
Computer graphics in the field of technological
education the development, implementation and
adaptation of software, visualization, construction,
design, modeling, monitoring and promotion of
software in this field, as well as the provision of project
activities, cannot master it without knowledge of
working with graphical information.
Now let's look at the basic competencies, which include
graphic competencies that serve to form graphic
competence: understanding the essence and social
significance of a future profession, showing priority
interest in it.; decision-making in standard and non-
standard situations and taking responsibility for them;
search and use of information necessary for the
effective
performance
of
professional
tasks,
professional and personal development; use of
information and communication technologies in
professional activities; independently determine the
tasks of professional and personal development, plan
self-education, professional development with an
approach; adapt to the conditions of rapid technology
change in professional activity.
The above-mentioned graphic competence is the basis
for the conclusion that it is one of the professional
competencies, these graphic competencies are formed
within the framework of computer graphics and
computer science modules.
In addition, the analysis of interviews conducted with
employers and graduates, as well as the widespread
use of graphics systems for solving various professional
tasks, allows us to conclude that it is necessary to form
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International Journal of Pedagogics (ISSN: 2771-2281)
graphic competence. In addition, an analysis of the
effectiveness of teachers of drawing, engineering
graphics and computer graphics, as well as a review of
curricula and curricula of subjects, as well as modules
of graphic competence, is an integral part of
professional competence. Graphic information is
widely used in all spheres of human activity and is
characterized by clarity and compactness. Based on
this, it is necessary to improve the methodology for the
formation of graphic competence, knowledge about
the ways of presenting graphic information.
The educational and methodological complex for the
discipline computer graphics" includes the following
sections: theoretical information - this material is
necessary and sufficient for the formation of graphic
competence and includes the basics of engineering
graphics, descriptive geometry and computer graphics.
It helps to solve complex tasks in the exercise, it allows
the teacher to organize the execution of drawing and
constructive work for students individually or
collectively in a group, at a unique pace of each
student. Independent and creative work is presented in
an electronic educational and methodical complex that
creates a unique learning environment for students
when doing practical work. These parts form a unique
learning environment that allows students to do
practical work, together with the teacher, during the
lesson or independently. The module contains a
theoretical
part
containing
methodological
recommendations for practical work, as well as an
electronic version of the completed work. Forms of
organization of educational activities in the process of
forming students' graphic competence: problem-based
reports: reports of a problematic nature are
characterized by an in-depth analysis of the presented
material.
They help students develop independent creative
thinking and teach knowledge acquisition skills. Forms
of learning: methods that allow students to actively
participate, aimed at developing practical skills. Round
table: This format allows you to exchange ideas and
discuss students. In conclusion, it can be noted that
both the structural components of professional graphic
competencies (educational, research, organizational,
methodological, design and technological components)
and basic competencies play an important role in the
formation of graphic competencies. They aim to
increase students' interest in the profession in the
future.; making decisions in standard and non-standard
situations and taking responsibility for them; searching
for and using information necessary to perform
professional
tasks;
using
information
and
communication technologies in professional activities;
serves to form professional qualities such as
independent task setting and organization of training
for professional and personal development. It is also
concluded that graphic competence is an integral
component of professional competencies.
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