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PRINCIPLES AND STAGES OF DESIGNING PEDAGOGICAL
ACTIVITIES IN THE EDUCATIONAL PROCESS.
Nazarov Tohir Toshplotovich
associate professor of the Special Training Cycle
of the Faculty of Military Education of the
Bukhara State Pedagogical Institute, lieutenant.
https://doi.org/10.5281/zenodo.15307543
Annotation:
Education is a controlled process, the result of which, in
principle, depends on the prepared didactic project. The educational project is a
product of educational technology. The pedagogical basis of educational
technology is considered to be the management of students' cognitive activity
according to the didactic project. The article is devoted to the issues of the
principles of designing the educational activity of students of the military
education direction before the call, in which the problems of determining the
pedagogical conditions for organizing the educational process, the introduction
of mechanisms.
Key words:
design, education, didactics, ambitious specialist, principle,
subject, knowledge, skill, qualification.
Enter.
In order to develop highly qualified specialists with high
professional potential and human qualities, as well as loyalty to the Motherland,
and to instill in their hearts and minds that the defense of the Motherland is an
honorable and sacred duty, the educational material presented in the content of
the training courses for students studying in the military education program
before conscription is of particular importance. Education is a controlled
process, the result of which, in principle, depends on the prepared didactic
project. The didactic project is a product of educational technology.
The pedagogical basis of educational technology is the management of
students' cognitive activity according to a didactic project. It should be noted
that didactic principles are directly related to the principles of organizing the
pedagogical process in higher education institutions and the management of
students' cognitive activity. The concept of principle (principle) is derived from
the Latin word ―principium‖ - beginning, basis. By their origin, educational
principles consist of a generalization of pedagogical practice with theory, arise
from practical activity and have a specific content. Accordingly, they have
guiding properties that regulate and correct the teacher's activity in the process
of educating students.
The main part.
Didactic principles cover all aspects of the educational
process and give it a clearly targeted, logically sequential beginning. However,
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by their form of existence, the principles have a subjective content, since they
are reflected in the mind of the teacher with varying degrees of completeness
and accuracy. Ignorance of the principles, failure to follow their requirements,
misunderstanding them does not negate them, but makes the educational
process unscientific, contradictory and ineffective. Adherence to the principles
of education becomes part of the pedagogical culture of the teacher, ensures the
effectiveness of his professional activity.
For the effective implementation of the educational process, the future
teacher of the "Pre-Conscription Military Training" direction needs to know the
following:
- the content of technological education in the volume envisaged at each
stage of general education;
- the requirements for the minimum necessary training of students within
the scope of the specified content;
- the maximum allowable volume of the educational load by years of study.
If the goal of the “Pre-Conscription Military Education” program is to
develop analytical and critical thinking skills, master logical methods of
perception, and process large amounts of information, it is appropriate to use a
research-oriented educational project. The purpose of this educational project is
to substantiate the project hypothesis. To achieve this goal, it is necessary to
conduct experimental work, analyze the results obtained, generalize, compare,
identify patterns of development, draw conclusions, and justify one's point of
view. Thus, the main emphasis in the research-oriented educational project is on
the development of intellectual competence. When there is a need to develop
practical skills and qualifications in a particular discipline or disciplines, the use
of practically oriented projects is effective.
Famous representatives of Eastern pedagogy, such as Al-Khwarizmi, Abu
Nasr Al-Farabi, Abu Rayhan Al-Biruni, Abu Ali ibn Sina, Omar Khayyam, Sa'di,
Abdurahman Jami, Alisher Navoi, scientifically substantiated the methods of
education and upbringing, such as experiment, observation, induction and
deduction, practical testing, question-answer in an algorithmic sequence,
comparison, and other methods, and at the same time scientifically illuminated
the activation of knowledge acquisition activities, the practical application of
knowledge, systematicity and sequence, and logic.
Thus, in the works of Eastern scholars who lived and worked in the 9th-
14th centuries, many didactic ideas were highlighted and their specific aspects
were revealed, which became the subject of separate research in modern
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pedagogy, in European pedagogy, especially thanks to the efforts of the great
Czech pedagogue J.A. Comenius. In his work “Great Didactics”, he recommends
adhering to the following didactic principles when implementing the school
education system: - the principle of indicativeness; - the principle of
consciousness; - the principle of consistency and systematicity; - the principles
of practice, thorough mastery of knowledge and skills. In our opinion, the
principles of project activity are understood as a set of general indicators that
regulate activity, which are clearly justified by the nature of the project and,
accordingly, indicate that one or another action of the teacher belongs to the
project area. Let us consider them in more detail.
The principle of predictability is based on the nature of design, which is
oriented towards the future of the object. This is especially evident when
designing is used to create new projects. The project can be defined as a step-by-
step implementation of the desired future. The principle of gradualism. The
nature of the project activity determines the gradual transition from the design
intention to the goal and the formation of the image of actions. And from it - to
the program of actions and its implementation. In this case, each subsequent
action is based on the results of the previous one. The principle of moderation
requires that all stages of project development go beyond the boundaries of
connection with limited processes, primarily with all forms of organizing
intellectual activity.
The principle of feedback implies obtaining information about the
effectiveness of each project process after its implementation and adjusting the
action accordingly. The principle of effectiveness emphasizes the productivity of
project activities, their orientation towards obtaining a practically significant
result. In other words, the design process is a productive formalization of the
results. The principle of cultural similarity indicates the similarity of the project
results to certain cultural samples. The risk of obtaining a project result that lies
outside the cultural sphere disappears if the participants in the project activity
have an understanding that the individual creativity of a student or teacher is
not enough on its own.
To join the cultural process, one must know what one's place is, learn to
express one's views on the achievements of mankind based on the study of
cultural and historical analogies. In this, the acquisition of scientific knowledge
and acquaintance with cultural values, in comparison with one's own reflections
and the results of cognitive activity, play an important role. The principle of self-
development applies to the subject of design at the level of branching activity of
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the participants, as well as to the emergence of new projects as a result of the
implementation of the set goal. The solution of one type of issues and problems
creates new tasks and problems for the development of new forms of design.
Summary
.
Thus, the successful organization of project activities depends on
the fulfillment of a number of requirements. The requirement of specialization,
that is, the description of the subject of the project, its connection with certain
areas, is a word. Educational principles are the most general guiding regulations,
which express the requirements for students regarding the content,
organization, technology, and methodology of education. The functioning and
development of the education system requires taking into account not only
psychological and pedagogical problems, but also philosophical, cultural, legal,
economic, social, psychological, physiological, and other problems, pedagogical
design is associated with the ability to work with interdisciplinary knowledge
covering a wide range of disciplines.
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