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NEW PEDAGOGICAL TECHNOLOGIES FOR STUDYING LATIN
LANGUAGE IN MEDICAL UNIVERSITIES
Maxmurova Mavjuda Xalimovna
Asia International University, Bukhara, Uzbekistan
This article examines the use of new pedagogical technologies in the Latin
language course program. Existing methods of teaching Latin in medical universities
are analyzed. The need for using innovative approaches to teaching, including
computer training, training using interactive methods, distance learning through
video conferences, and extracurricular training is identified and substantiated.
Keywords: Latin language, pedagogical innovations, teaching methods,
distance learning.
An integral part of the professional competence of a future doctor is
knowledge of medical terminology and the ability to use it. Terminological
competence is laid in Latin classes, which is part of the integrated process of training
future doctors. Teaching Latin as a foreign language has a centuries-old history, which
has lasted for more than fifteen centuries and, of course, deserves detailed study [1].
The main objective of the subject "medical terminology" in a medical university is to
help students to understand medical terminology as much as possible, to understand
the structure of the term and its components, to acquire the skills of quickly and
competently writing prescriptions, names of drugs, to highlight and explain frequency
segments with a certaininformation content. This means that knowledge of terms of
Greco-Latin origin, as well as the basics of Latin grammar, is an integral part of the
education of students of medical universities, which they need when reading medical
literature and studying special disciplines [2]. The problem of studying and teaching
Latin has existed since the end of the 19th and beginning of the 20th centuries. Many
researchers have developed and introduced new methods and techniques for teaching
Latin into teaching methods. Research on the history of teaching Latin at universities
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mainly concerned the humanities, for example, the problems of reviving Latin as a
general educational discipline were studied by N.L. Katsman [1]. Historical aspects
of a comparable method in the theory and practice of teaching Latin in classical
departments of universities, the development and current state of the methodology for
teaching standard grammar courses in classical languages were covered in the works
of V.M. Shelkovoy [3], Ya.M. Borovsky [4], A. Musorin [5]. All of them offered
something new in terms of methodological developments in teaching Latin. However,
in today's demanding and rapidly changing environment, the level of higher education
of future doctors will largely depend on the effectiveness of the implementation of
innovative teaching technologies based on new methodological principles, modern
didactic principles and psychological and pedagogical theories that develop a
fundamentally new approach to teaching.
That is why the purpose of our article was to consider new pedagogical
technologies for studying Latin in medical universities.
The purpose of studying the discipline "medical terminology" is to acquire the
basics of professional competence by future doctors, in particular the ability to
consciously and freely use modern medical terminology in Latin. That is why the
main attention in classes is paid to theoretical and practical issues related to the
principles of term formation, the emphasis is on the most
productive models of terms in all three (anatomical-histological,
clinical, pharmaceutical) subsystems of medical terminology.
However, it should be noted here that the motivation of students when using
traditional methods of teaching Latin is at an extremely low level. Methods that are
based on memorizing terms and lexical rules, on the use of only textbooks, on a small
number of practical lessons do not make it possible to convey to students the need to
obtain new knowledge and improve the level of their language and speech training.
This means that in the methods of studying the Latin language there is an urgent need
to introduce new, modern pedagogical innovations, which can become a means of
activating students' motivation, their active creative activity, and also encouraging
their learning of the Latin language. Pedagogical innovations are the result of a
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creative search for original, non-standard solutions to various pedagogical problems.
The product of creative search can be new educational technologies, original
educational ideas, forms and methods of education, non-standard approaches to
management.
The priorities of pedagogy development today are: the dominant role of the
creative, search principle at all stages of the educational
process; individualization and differentiation of educational and cognitive
activity of subjects of study; freedom of choice of life position, initial
principles of worldview and faith; harmony of educational and
educational and cognitive interaction of teachers and students.
Modern education, under the influence of scientific and technological
progress and the information boom, has been in a
state of continuous organizational reform and rethinking of established
psychological and pedagogical values for quite a long time. Public
need encourages teachers-scientists to search for new pedagogical
ideas and technologies, to disseminate and implement advanced pedagogical
experience.
Mastering new technologies of teaching and education requires the internal
readiness of the teacher for serious activity on transformation, first of all, of himself.
The main concepts of innovative
technologies include [7]:
- non-standard lessons;
- individual work; - electives of students’ choice (deepen knowledge);
‒ problem-based and modular learning;
‒ inviting scientists, cultural figures, and artists to lessons;
‒ scientific experiment when studying new material;
‒ using technological advances (computer classrooms, radio and television
broadcasts and "Internet systems", multimedia technologies, etc.).
The introduction of innovative technologies also implies self-development of
the teacher himself, requiring him to constantly improve his own knowledge and
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skills, whether it be: studying specialized literature; analyzing the pedagogical
experience of innovative teachers; developing a plan for the implementation of new
technology, etc.
An analysis of the available literature shows that today higher education
institutions with a medical profile are introducing the following modern pedagogical
technologies: computer training, training using interactive methods, distance learning
through video conferencing, extracurricular training [8-10]. One of the promising
areas of work in the system of new pedagogical teaching of the Latin language is an
integrated approach to solving the main problems that are combined in this system.
This is possible thanks to a certain “symbiosis” of a complex of technologies with
high didactic potential and telecommunication technologies, which, as we have
already mentioned earlier, include computer training, multimedia technologies and
methods of intensive teaching of the Latin language.
Research in the field of the latest pedagogical technologies confirms that the
potential of computer and distance learning can be most effectively used in the study
of any foreign languages, including Latin. All these methods include: active language
discussion, intensive mental activity and collective activity.
Thus, the latest information technologies in education allow for more active
use of the scientific and educational potential of leading universities and institutes,
attracting the best teachers to create distance learning courses, and expanding the
audience of students. All this leads to an increase in the level of students' motivation
tostudy the Latin language course and a significant increase in the students' linguistic
competence.
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