In the article, interactive educational technologies in the development of communicative competence of students of the Russian language are written. The main task of the teacher is to form and develop the communicative competence of students, and it is appropriate for teachers to make their activities the main task of using methods and technologies that enable students to communicate independently and freely in Russian. It is necessary that such an activity arouses the desire of students to communicate in the language they are learning and that this communication brings joy to the students.
This study is an analysis of the English languagemedical translation in teaching English languagein the classes for Master degree students in medical high schools. The growth of the discipline of medical translation studies has been accompanied by a renewed reflection on the object of research and our metalanguage. These developments have also been necessitated by the diversification of Latin language within the language industry. The very label translation is often avoided in favour of alternative terms, such as localisation (Human Anatomy), transcreation (pharmaceutics), transediting (physiology and pathology of diseases). The competences framework developed for the European Master’s in Translation network speaks of experts in multilingual and multimedia communication to account for the complexity of translation competence. This paper addresses the following related questions: How can translation competence in such a wide sense be developed in training programmes? Do some competences required in the medicine sphere go beyond translation competence?
In the article the possibility of training innovative methods use in the system of professional education is considered. Training innovative methods induce students to activity, initiatively, self-reflection and allow to become involved in learning outcomes. Criteria of training innovative methods in higher education institution are: availability of reflexive settled mode of thinking, ability to project new forms of action, ability to organize productive communication at a group decision of a problem in a situation of uncertainty. The author has estimated the conflict value as means of problems‘ and person-to-person interaction contradictions solution. In the article the informative and procedural part of the conflict-method applying in vocational training is analyzed. The specifics of the conflict-method implementation in training process consists in updating of students‘ personal experience in conflict situation, the analysis of emotional states and transformation of habitual stereotypic behavioral reactions in conflict interaction. The conflict-method contributes to the development of reflexive, communicative and analytical abilities of students. Application of the conflict-method in practical educational activity demands cognitive, emotional, behavioral flexibility, developed communicative and facilitative abilities from the teacher of higher educational institution.
Олий таълим тизимида юқори малакали ва рақобатбардош кадрларни тайёрлаш бугунги куннинг энг муҳим вазифаларидан ҳисобланади. Мазкур вазифанинг нечоғлик самарали ҳал этилиши мамлакатимизда амалга ошириб борилаётган таълим соҳасидаги ислоҳотлар таълим-тарбия сифатининг юқори даражада бўлишини таъминлашга қаратилган бўлиб, Ўзбекистон Республикаси Президенти Ш.М.Мирзиёевнинг “Яна бир муаммони ҳал этиш ўта муҳим ҳисобланади: бу педагоглар ва профессор ўқитувчилар таркибининг профессионал даражаси, уларнинг махсус билимларидир. Бу борада таълим олиш, маънавий-маърифий камолот масалалари ва ҳақиқий қадриятларини шакллантириш жараёнларига фаол кўмак берадиган муҳитни яратиш зарур”. – деб айтган фикрларида акс этади. [3] Бўлажак муҳандисларнинг касбий компетентлигини ривожлантиришда муҳандислик ва компьютер графикаси фундаментал фан бўлиб, бу фан бўйича эгалланган билим ва малакалар асосида муҳандиснинг фазовий тасаввури, техник тафаккури ва ижодий қобилияти каби хислатлари ривожланади.
Формирование профессиональной компетенции студентов реализуется в процессе прохождения педагогической практики в образовательных учреждениях. В системе подготовки будущего учителя иностранного языка педагогическая практика является системообразующей составляющей их профессионального становления.
In the article, the author examines the work carried out by universities today to develop students' organizational skills in the process of independent learning and the problems they face
In this article, methodological and didactic foundations of formation of information communication competence of students are presented, the ways to have great opportunities in education and training at all phases of the educational system, the stages of development of the intellectual skills of the student are shown. In addition, the professional competence of the future teachers, the scientific and technical cooperation of the development in a broad sense is also highlighted from the methodological point of view.
The formation of communicative competence acts as a leading one in teaching foreign languages. It accurately determines the potential of a future specialist in a particular field, since today the need for specialists with knowledge of a foreign language is increasing.The methods of scientific research as analysis, synthesis, deduction and other theoretical research methods were applied.
В статье рассматриваются современные методы и технологии обучения иностранному языку, способствующие развитию языковой коммуникативной компетенции обучающихся, приводятся схемы их применения.
The specific features of oral and written translation are revealed. The main points in the organization of language disciplines for the preparation of a specialist translator are outlined. The skills of performing basic operations when teaching interpreting are determined. The specific features of each type of translation are determined by a combination of heterogeneous factors:differences in the working conditions of an interpreter and translator, psychological and psycholinguistic mechanisms, genre characteristics of translated materials, types of texts.
This article discusses the importance of using debate as a teaching method in mastering key technologies to improve students’ argumentative competence. At the same time, the ability to argue constructively is interpreted as the ability to perform various argumentative actions to substantiate or refute certain points of view. The article presents the characteristics of argumentative skills, as well as the conditions for the formation of logical and psychological components of debate, which is one of the specific manifestations of argumentation.
The text provides a comprehensive analysis of the role and evolution of international commercial arbitration as a method of alternative dispute resolution. It emphasizes the growing preference for arbitration in international commerce due to its speed, confidentiality, and perceived fairness. The text also highlights the efforts made by the Republic of Uzbekistan to develop its arbitration infrastructure, including its adherence to international conventions and the establishment of the Tashkent International Arbitration Center. The article further delves into the legal intricacies of arbitration agreements, discussing their validity, enforceability, and the formal requirements they must meet. It concludes by noting the ongoing changes in international standards and laws governing arbitration, suggesting that these are in response to the changing needs of the global market.
In the article the possibility of training innovative methods use in the system of professional education is considered. Training innovative methods induce students to activity, initiatively, self-reflection and allow to become involved in learning outcomes. Criteria of training innovative methods in higher education institution are: availability of reflexive settled mode of thinking, ability to project new forms of action, ability to organize productive communication at a group decision of a problem in a situation of uncertainty. The author has estimated the conflict value as means of problems‘ and person-to-person interaction contradictions solution. In the article the informative and procedural part of the conflict-method applying in vocational training is analyzed. The specifics of the conflict-method implementation in training process consists in updating of students‘ personal experience in conflict situation, the analysis of emotional states and transformation of habitual stereotypic behavioral reactions in conflict interaction. The conflict-method contributes to the development of reflexive, communicative and analytical abilities of students. Application of the conflict-method in practical educational activity demands cognitive, emotional, behavioral flexibility, developed communicative and facilitative abilities from the teacher of higher educational institution.