This article reflects the principles inherent in teaching any subject at the educational stage. So universal principles cannot bypass computer linguistics either. The expected result from the lesson will also be good if classes are organized, relying on principles, even when teaching any linguistic field. Even in this chapter, information is given about the role of didactic principles in the teaching of computer linguistics. Didactic principles common to all subjects taught in a higher educational institution, in secondary schools: upbringing, education and development of a child; Science and understanding; systematicity and traceability, relevance of theory and practice; awareness and activity; independence; compliance of teaching with the level of students and students; such as exhibitionism and individual attitude. The expected result from the four is effective if these principles are followed in the course of the lesson.
The article discusses the issues of enhancing the learning process, increasing the efficiency of the lesson using innovative methods necessary in the future and professional activities of future physics teachers.
A system of work of a mathematics teacher in modern conditions should be aimed at the development of students: their worldview, creative abilities, and cognitive activity. Learning for everyone should be interesting and exciting. The competency-based approach to teaching mathematics forces the teacher to review constantly the arsenal of teaching and upbringing tools, choosing the most effective forms and developing them together with students, based on knowledge and experience of students gained in mathematics lessons. Using a computer allows you to create an information environment that stimulates the interest and inquisitiveness of students. The article reveals the features of the use of information and communication technologies in the classroom as a means of developing students’ creative thinking.
Objects of research: educational process in the Institute of Pedagogy in the conditions of innovation changes in teaching based on the person-oriented paradigm.
Subject of research: pedagogical monitorinr of the students’ training as a complex of knowledge, conditions, and methods for realization of technology of the person-oriented education in the Pedagogical Institution.
Objective of the work: comprehensive theoretical and practical study of the pedagogical monitoring as a scientific event and development of the system for its implementation in the paradigm of the person-oriented education in the Pedagogical Institution.
Methods of research: study and analysis of the literature on the problem; questionnaire design and ranking, testing, pedagogical experiment, methods of mathematical statistics.
Obtained results and their novelty: has been developed and introduced: pedagogical monitorinr of the students’ training in the Pedagogical Institution; designed organizational model of the pedagogical monitorinr system; phenomenon of the pedagogical monitorinr has been considered in the context of the person-oriented educational process paradigm.
Practical significance: have been developed methodical guidelines for pedagogical monitorinr; individual curriculums, diagnostic methodic, and lesson scenarios; have been demonstrated ways, forms and methods of introduction of the pedagogical monitoring during person-oriented educational process in the Pedagogical Institution.
Degree of introduction: research findings have been reflected in 12 publications; basic conclusions and provisions have been discussed at the International, Republican and Inter institutional conferences.
Sphere of application: secondary school of general education, secondary specialized school, vocational schools (colleges and academic lyceums), and higher school.
Improving the quality of education depends on both the teacher and the students, and both sides are equally important. Increasing the student's active participation in the learning process is one of the most important tasks, for which it is necessary to create all conditions. From this point of view, the main goal is to improve students' self-learning skills using modern teaching methods such as FL, TBL, and PBL, deviating from the traditional method in medical education. Self-learning study will be related to each practical training. And, the content of individual learning will be part of practical training topics. As a result of the using student-centered method, the students’ self-learning skills are formed by effectively using the hours of independent study, and their active participation increases during the lesson.
This article is devoted to the analysis of grammatical topics in textbooks written for a specialized school of the Hindi language and a lyceum of oriental languages at the Tashkent State University. Friendly relations between Uzbekistan and India develops fruitfully and we, the Hindi language teachers, should also contribute to the development of these relations. The establishment of scientific cooperation between the two countries requires a high level of Hindi learning for our youth. Unfortunately, over the past twenty years, textbooks on the Hindi language for schoolchildren and students of lyceums have not been created. In this article, teachers of the school and lyceum were suggested to familiarize themselves with the teaching aids prepared by the author of the article, and the task was to create new textbooks under the guidance of teachers of the Hindi at University of Oriental Studies. The article describes the step-by-step study of Hindi by elementary and senior schoolchildren. The 5th grade textbook includes introductory topics in Hindi phonetics, spelling and grammar. Various exercises and pictures are offered to keep students interested in learning Hindi, and helps to increase student activity in the language learning process. Textbooks for high school students contain more detailed phonetic and grammatical sources in Hindi; various topics are given, namely geography, history, texts telling about famous Indian statesmen, about the national holidays of India, grammar tables, dictionaries of each text (or lesson), oral and written exercises, performing tests increases knowledge of the Hindi language.
The article provides material from a practical lesson in a student classroom. The authors show how a subjective-subjective environment is created when carrying out work on the analysis of transformed verbal phraseological units using examples from the ironic detective story by D. Dontsova “This Bitter Sweet Revenge”. The result of using an interactive teaching model in increasing students’ motivation to study the Russian language and research activities.
The practical use of songs in ELT is not a new technique, however music, songs are considered as a powerful tool in teaching a foreign language. It is known that the more sense organs are involved in the educational process, the more effective music in the lesson inspires, relaxes, captivates, and adjusts to a subtle but strong wave of perception. In addition, music develops memory and thinking as well. In this article, we will discuss the mechanisms of the influence of music, songs on the motivation of students, improving the quality of mastering new educational material, developing speech skills, creative and cognitive abilities, as well as reducing emotional tension in the process of teaching a foreign language.
The article discusses an effective lesson, its conditions, and also discusses ways to improve the logical, creative, analytical, non-standard thinking of cadets using interactive methods using the example in fundamentals of electrical engineering and electronics.
The content and educational importance of fine arts classes in secondary schools. The opportunities given to young people today, the organization of art clubs in schools and the activities of the classes. Development of student’s creative abilities and various forms of the law of composition are given as a basis. This article is intended for teachers of circle classes, which includes the goals and objectives of composition in visual arts, pedagogical skills of teaching visual arts, as well as the creative process in composition, as well as composition tools and criteria. reflected in the issues.