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истории и краеведения Н.В.Богатенкова. Пособие
для учителей. СПб.: СПбГУПМ, 2001.
5. N.D. Djalilova, A.F. Axmedova From the Experience
of Applying Innovative Technologies in Teaching
Speaking Skills of Medical Students at the
English Language Lessons. Bulletin of Science and
practice. 2020:422-427.
6. Zhutova E.M. Critical thinking technology as one of
the ways to motivate students at the English lessons
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Педагогическаянаукаипрактика.2014;( 1)3
DavletyarovaN. I. TolipovaSh. Sh.
XORIJIY TIL DARSLARIDA TANQIDIY FIKRLASH TEXNOLOGIYASI ISHLATISH
Kalit so 'zlar.
Tanqidiy fikrlash, tanqidiy fikrlash texnologiyasi, chet tilini o' qitish metodikasi, chet tili, grafik
organayzerlar, metod, klaster, Venn diagrammasi, kommunikativ kompetentsiyani shakllantirish, uslublar,
kognitiv faoliyat.
Hozirgi vaqtda talabalarda tanqidiy fikrlashni
rivojlantirish chet tili o'qituvchilarining vazifalaridan
biri sifatida qaralmoqda. Shuningdek, bu talabalarni
chet tilini o'rganishga undashning bir usuli hisoblanadi.
Xo'sh, tanqidiy fikrlash nima? Tanqidiy
fikrlash bu vaziyat yoki hodisani ob'ektiv baholash,
odamning kiruvchi ma'lumotlarga va hatto o'z
e'tiqodlari va xulosalariga shubha qilish qobiliyatidir.
Ushbu maqolada tanqidiy fikrlash texnologiyalaridan
foydalanish muhokama qilinadi.
Давлетярова Н.И.Толипова Ш. Ш.
ИСПОЛЬЗОВАНИЕ ТЕХНОЛОГИИ КРИТИЧЕСКОГО МЫШЛЕНИЯНА УРОКЕ
ИНОСТРАННОГО ЯЗЫКА
Ключевые слова:
критическое мышление, технология критического мышления, методика обучения
иностранному языку, иностранный язык, графические организаторы, метод, кластер, диаграмма Венна,
формирование коммуникативной компетенции, приемы, познавательная деятельность.
В настоящее время развитие критического
мышления у учащихся считается одной из задач
преподавателей иностранного языка. Это также
способ мотивировать студентов к изучению
иностранного языка. Итак, что такое критическое
мышление? Это объективная оценка ситуации или
события,
способность
человека
подвергать
сомнению поступающую информацию и даже
собственные убеждения и выводы. В данной статье
рассматривается
использование
технологий
критического мышления.
Sharipova F.I.
A THREE-LINGUAL MEDICAL EDUCATION: WHO ARE THE ENGLISH-
SPEAKING STUDENTS?
Tashkent pediatric medical institute
English-speakingstudent is a standard part of
any institute and have an impact on education outcomes.
However, English proficient students lag in their use of
foreign medical education. This gap has been attributed
to a lack of multilingual education. Our institute,
Tashkent Pediatric Medical Institute,
offers a three-lingual (Uzbek, Russian, English)
education, but little data exists on who are English-
speaking medical students. The goal of our study was to
understand factors associated with the use of a three-
lingual medical education among Englishspeaking
students. Therefore authors tried to make a
contrastive view of the possibly existing problems of
studying English speaking students in the medical
institute to elicit possible factors and to suggests that
quick inclusion of foreign students in medical study
with more practical than theoretical approach.
Materials and methods
. The research
questions, concerning problems of teaching medical
subjects for English speaking students in medical high
schools, data collection and analysis are such methods
and material of the given study.
Results.
After discussing these various
problems the researcher proposes that teachers and
275
medical students need to interact to construct better-
informed understandings for diminishing the above
mentioned problems.
Introduction.
Young people across the world
are becoming increasingly inclusive in the study process
due to the globalization processes. (Chan, C. S. C.,
2009). They are spending more time far from home and
in the foreign classroom (Holmqvist, J., Van
Vaerenbergh, Y., & Gronroos, C. 2017). They spend
around 60% of their time at foreign school engaged in
student activities (Boxer, D., 1993), with time spent in
the classroom a major source of this self-study time
(Schott T., 1993).
The institutes across the globe have been tasked with
attracting and involving foreign students for their
studies. Most English-speaking students spend long
periods to search innovative and prestigious institutes to
get appropriate diploma and work. This makes it the
ideal space for promoting medical, economical,
technical types of institutes, including in |Central Asia,
which is the center of ancient medicine. In this sense,
medical education is defined as one of prestigious and
noble choices of the most foreign students. Although
study in the unknown places with unknown language
during study time make some difficulties for foreign
students, it is often at odds with the objectives set by
institute administrators and teachers. Tashkent Pediatric
Medical Institute started to call foreign students since
2017 and nowadays we can estimate the outcomes of
such great step in the process of globalization.
Therefore authors tried to review the factors and
difficulties of English-speaking students study in the
three-lingual medical education.
Materials and methods
We used institutional data from an academic
department of study affairs in the Tashkent Pediatric
Medical Institute using the following methods as
collection of data, descriptive analysis and research of
our study outcomes. Our study population was English-
speaking students, defined as those who had English as
their preferred language and who had at least 1 st years
as freshman course or senior ones since the
implementation of the international studies for foreigner
in our institute starting October 2007. Our primary
outcome was portal use, defined as having an active
registration status. We evaluated factors associated with
portal use including demographics and student study
process (defined as number of problems on their
problem list). We also examined the relationship of
portal use to aftergraduation (AG) information of
foreign graduates and their workplaces. We performed
unadjusted and adjusted analysis comparing English-
speaking students, studying in the TashPMI.
The results and discussion
From the 3,625 English-speaking students of
TashPMI included in our study, we found that only
1,789 students had problems with studying English
classes, accounting for 0.7% of all medical students in
the TashPMI. This number represents 10.5% of
English- speakers. In multivariate analysis of English-
speaking students only, the characteristics associated
with non-medical disciplines (History, Pedagogical
Technologies, Right and Law) use were problems with
search of translators and interpreters for foreign
students. We also found English-speaking students to
have a higher number of class visits, as compared to
local students due to high responsibility to studies.
Conclusion
Despite a three-lingual portal, English-
speakers made up a small percentage of medical
students in the TasPhMI. Medical students tended to
have worse understanding of non-medical disciplines
but more responsible for all class visits, in contrast to
local students. Our study is limited by inaccuracies of
number English-speaking students in administrative
Today, vast interests have opened up for engaging a
culture of written communication from the early stages
of continuing education. The importance for future
professionals in the culture of communication culture
has taken precedence in recent times. Nevertheless,
students are still developing enough in the classroom in
English, and the lack of free participation in the
academic wiritng learning process, the lack of essay and
medical article performance. It is known that the use of
the non-medical English language with academic
approach indicate in the future specialization spheres:
students must also can write dictations in the form of
various syntaxes independently. Existing deficiencies in
the studying in the non-native language speech of the
medical student negatively affect young people to later
take an active part in the process of communicating in
English language. To remedy the situation, we try to
review the study proces with foreign medical students,
to improve reform process, its academic education, in
terms of first term of the first year students in the
Tashkent Pediatric Medical Institute. In the
requirements of the state standard of education, the
curriculum is emphasized that each person must know
all skills of English lnaguages: listening, reading,
speaking and writing, in parrticularly academic writing.
The communication culture of Englishspeaking student
must be improved for development, regularity of
instructional materials for the systemic approach, and
teachers should be provided with appropriate
methodological guidance.
Despite the fact that most foreign medical
students studying linguistics, accustomed to English for
Specific Purposes, we had difficulty in research the
teaching for English speaking medical students for its
macroscopic perspective, an some groups of students
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276
might even be a daunting task for those with little basis
in academic literature and specific medical
ПЕДИАТРИЯ
literature, overall, the research is a “breath of freshair”
and an innovative addition to research of teaching
English-speaking medical students. It is highly
recommended to scholars working in education and
educational discourse research. It is our hope, as author
of this valuable addition to research of medical
englishteaching, that those current and future readers,
authors, reviewers or others will learn from it and apply
those learned ones to their future writings, so that
overall quality of research and its deliverability to wide
readerships are substantially enhanced.
In the process of our research we have carried
out the study and analysis of the state of teaching
medical and non-medical subjects for foreign medical
students. In accordance with the goal of the research,
the attention was focused on the formation and
theoretical substantiation of the system of teaching of
foreign medical students in classes and testing its
effectiveness. For this purpose, the theoretical
development of the problem of selection and
systematization of methods and means of teaching
foreign medical students in medical high schools was
carried out. Given that existing studies on this research
and identity predominantly focus on scientific issues
(meta markers, de-comforting teaching) while
complexity of academic identity construction has not
been attached adequate attention, the authors provide
readers with novel ideas about this issue.
In this regard, the following were:
1)
a theoretical and pedagogical analysis of the
general state of the teaching English academic language
was carried out;
2)
ways of reforming medical study for
foreigners as a continual process of identity
construction and tools focusing on the value of
uncertainty in constructing academic identities through
educational process and practice at the present stage
were studied;
3)
involvement of foreigner in the process of
education a way of engaging with the world and a
process of multiple identity construction was analyzed;
4)
modern requirements to training of foreign
medical students in classes have been found out;
5)
the state of development of students'
professional competence in studying in a medical high
school has been revealed;
6)
the goals, content, structure, levels and
criteria (scientific and methodological basis) of the
scientific and methodological bases for teaching foreign
medical students in lessons at medical high schools
have been determined;
7)
the practical training in the English
language, highlighting the value of activity and multiple
ways of being/becoming doctor of general practice has
been developed and designed;
8)
the knowledge of students and teachers
about the training of foreign medical students in lessons
was determined by questioning, interviewing and
seminars;
9)
an experimental study through utilizing
concepts of layering, mapping, smoothing, and
polishing, the author claims that editing has productive
results from which both teachers and students will
benefit data. Ultimately, language is only one barrier to
study in medical institute among English-speakers,
training and institutional commitment are critical to
achieve technology equity.
Following to the research, many English-
speaking students commented that they began to
appreciate the similarities between local language and
their native language (Uzbek-Korean, Uzbek-Urdu)
during medical classes and practice in medical clinics
and identified specific situations where verbal
communication would improve interprofessional and
teamwork and care delivered to patients in after-
graduation life.
Taking in account, the factors of fast inclusion
foreigners in medical study, within the scope of a
defined medical curriculum, may serve as a vehicle to
instruct
medical
students
on
three-lingual
communication. English speaking students and
foreigners share myriad similarities such as working in
teams comprised of individuals with specific tasks,
performing multiple practice interactions, i.e. seminars,
and retaining a hierarchical structure that promotes
mentorship. Most importantly, the profession of
“doctor” for the most of foreigners in the TashPMI
utilize verbal cues in diverse settings to achieve various
goals. Within medical literature, the study for English-
speaking students has been well estimated. The teaching
for English -pseakign students, however, has been
underrepresented. We hope our study serves as a
benchmark for the development of novel curricula
related to the cultivation of English-speaking students
medical education.
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