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APPLICATION OF COMPUTER TECHNOLOGIES IN ORGANIZING WORK WITH
SPECIALTY TEXTS IN RUSSIAN LANGUAGE CLASSES
Safarova Aziza Lazizjon kizi
,
2nd-year student of Gulistan State Pedagogical Institute
Jabborova D.D.
Scientific Advisor: Doctor of Philosophy in Pedagogical
Sciences (PhD), Associate Professor
Abstract:
The integration of modern computer and telecommunication technologies into
education has significantly transformed teaching methodologies. This article examines the use of
electronic educational resources in Russian language classes, focusing on specialty texts. The
study highlights the development of electronic study materials, including digital lecture courses,
test systems, and interactive learning tools. The implementation of electronic textbooks and tests
enhances students' engagement, facilitates independent learning, and improves knowledge
retention. A case study on an electronic study guide for 1st-year biology students illustrates the
effectiveness of digital resources in language acquisition. The article also addresses challenges in
developing computer-based learning materials, emphasizing the need for interdisciplinary
collaboration in their creation. The findings suggest that incorporating modern technologies into
Russian language instruction significantly enhances students' mastery of professional
terminology and independent reading skills.
Keywords:
omputer technologies, electronic textbooks, digital education, Russian language
teaching, specialty texts, interactive learning, educational methodology, knowledge testing
systems, independent learning, pedagogical innovations.
With the application of modern computer and telecommunication technologies in education,
significant changes are occurring in teaching activities. The development of educational courses
is becoming more complex, the requirements for the quality of educational materials are
increasing, and the function of student support is being strengthened.
Currently, various computer programs and educational systems, such as electronic textbooks,
study guides, and knowledge testing systems, are being developed worldwide.
Electronic lecture courses and study materials on various disciplines have been prepared and
compiled into lecture sets (cases) for students. For example, a case for 3rd- and 4th-year students
of Russian philology includes electronic manuals on modern Russian language and historical-
linguistic disciplines.
Each of these materials generally contains well-structured summaries of educational content,
supplementary materials, explanations on organizing independent work, and test assignments.
Student interaction with the study guide is organized as follows: upon launching the program, the
screen displays two vertical and one horizontal frame. The horizontal frame contains navigation
buttons and date information; the left vertical frame includes links to lecture courses on
necessary disciplines, program details, and author information; the right vertical frame displays
the selected content.
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The student selects a lecture course in the left frame, after which a list of lectures and related
assignments appears. Upon selecting a lecture or assignment, its content is displayed in the right
frame for study.
The creation of these programs has increased student interest in the subject. The next step in
developing the electronic version involves integrating lectures with various tests.
An essential aspect of incorporating computer technologies into Russian language instruction is
the use of tests created in MS Excel, which contain multiple-choice answers to given questions.
The test results are displayed in real-time.
The digital version of the study guide includes a large number of tests, ranging from the simplest
to more complex ones. Completing a test takes a maximum of one minute.
An experimental model of an electronic study guide for the Practical Russian Language Course
has been developed for 1st-year students of the Biology Department, Faculty of Natural Sciences.
The guide consists of a list of topics, each containing a set of lectures, study materials,
recommendations for independent work, and test assignments.
The texts used in the course are diverse, including excerpts from fiction, articles from biology
and ecology journals, and newspapers.
For instance, 1st-year students work with texts about scientific and technological achievements
in Uzbekistan’s biology sector, joint projects and enterprises, biological history, and modern
medical treatments. Examples include:
“Lechiva - PharmSanat”
“Achievements in Biology in Independent Uzbekistan”
“Laser in Medicine”
“History of Biology as a Science”
“Abu Ali Ibn Sina”
“Academician V.V. Vakhidov”
“Biology – A Unique Science”
“The Aral Sea”
“Women, Health, and Ecology”
Text lengths vary, from short passages to those spanning one to one and a half pages. Longer
texts are advantageous as they help reinforce vocabulary, increase lexical repetition, and develop
contextual guessing skills for new words.
For example, when working with the text “Nature and Us”, students receive the following tasks:
1.
Explain the spelling of words like cycle, natural science, environmental studies, solstice,
etc. Identify their part of speech, root words, and morphological structure.
2.
Translate these words into their native language using a linguistic terminology dictionary.
3.
Game: Who can write the most biological terms? (Before playing, students work with a
table of biological terms, such as natural disasters, celestial bodies, cell, cytoplasm, microscope,
flower pollination, etc., with translations into Uzbek).
The assignments focus on correct reading, mastering specialized vocabulary, and discussing
topics while incorporating text vocabulary into oral speech.
The text content should enhance students’ knowledge of professional terminology, develop
independent reading skills, and familiarize them with age-appropriate scientific literature.
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Reading tests should be adapted. Classroom activities can incorporate materials from
"Domashniy Doktor", "Arguments and Facts", "Uzbekistan Medical Journal", "Vokrug Sveta",
and other publications.
Challenges and Findings:
During the development of computer-based study materials, we identified several challenges and
formulated the following conclusions:
The development process should involve a team of creators (text compiler, methodology
developer, designer, psychologist, programmer).
Instead of a complex programming language, a user-friendly integrated environment
should be used.
Lessons introducing new material should not simply display text on the screen but should
involve interactive tasks that help students grasp new concepts.
Conclusion:
The application of modern computer and telecommunication technologies in education is
significantly transforming teaching practices. The development of educational courses is
becoming more complex, quality standards for materials are rising, and student support functions
are expanding.
At Gulistan State University, a program for integrating modern pedagogical technologies into the
educational process has been developed and implemented.
The methodological resources for practical Russian language lessons for 1st-year students of
non-philological faculties, created under this program, mark the first phase of course
development using modern technologies. The next stage of the program involves designing
electronic educational-methodological complexes.
References:
1.
Azizkhodjaeva N.N. Pedagogical Technologies in Teacher Training. Tashkent, 2000.
2.
Bespalko V.P. Pedagogy and Progressive Teaching Technologies. Moscow, 1995.
3.
Jabborova, D., & Zulfiya, X. (2023). Intertextual elements, their functions in the text
(based on the novel" kys" by t. Tolstoy). Social science and innovation, 1(2), 90-98.
4.
Jabborova, D., & Mohirabonu, Y. (2023). Effects of music on human health. Social
science and innovation, 1(3), 6-10.
5.
Jabborova, D. (2023). PSYCHOLOGICAL AND PEDAGOGICAL MODEL OF
DEVELOPMENT OF STUDENTS'CREATIVE ABILITIES IN RUSSIAN LANGUAGE AND
LITERATURE CLASSES. Social science and innovation, 1(2), 84-89.
