Means of Intensifying the Process of Teaching the Russian
Language Based on Modern Technologies
Alina Masalimova
1
1
University of Tashkent for Applied Sciences, Gavhar Str. 1, Tashkent 100149, Uzbekistan
https://doi.org/10.5281/zenodo.10442448
Keywords:
methodology, teaching technology, online learning, digitalization, technological competence, skill,
intensification.
Abstract:
The article reflects an acute problem of modern education associated with the systemic transformation of
society - the introduction of innovative technologies into the process of teaching the Russian language. The
need for methodological skill and technological competence of the teacher is asserted as the basis for
intensifying the process of teaching the Russian language in non-linguistic universities.
1 INTRODUCTION
The problem of the selection and application of modern
technologies as a problem of methodological science
has become extremely acute at the present time due to
a number of new social and technological conditions.
Society, both Uzbek and global, was faced with a
completely different reality, including in education,
when there was an emergency need to use the Internet
space and online learning. Let's consider several
issues that are in one way or another related to modern
technologies of learning, development, overcoming,
discoveries, etc. First of all, let's define the concepts
of teaching methodology and learning technology:
there is no equal sign between them.
Methods of teaching an academic subject -
pedagogical science, the theory of teaching a
particular discipline, exploring and defining the
goals, content, methods, patterns of the learning
process, etc. [5]; technology – in the broad context
accepted today as “rationally organized learning as a
whole.” If the methodology explores and determines
approaches,
methods,
techniques,
means,
organizational forms of training, etc., then the
technology selects a certain set of them for
professional and practical activities. With regard to
the concept of technology, it is important to clarify
that it was originally used in connection with the use
of technical teaching aids. The expansion of the
concept occurred with the advent of Information and
communications technology, however, innovative
changes affected not only the methods of accessing
computer technology, but also the meaningful
definition of technologies, for example, design
technology, gaming technologies, etc.
Note that the content of the term is differentiated
in relation to two components: teaching technology
and technology in teaching: techniques of using
technical
teaching
aids,
Information
and
communications technology, Internet networks. In
accordance with this, it should be said that
educational technology can be considered as a set of
technological methods and technological techniques,
the use of which provides such characteristics of the
educational process with different didactic goals:
explaining new things, developing competencies,
repeating what has been learned, control, etc. as
effectiveness, ergonomics, motivation [1].
Technologies ensure the productivity of the
educational model, for the implementation of which
it is important to use the achievements of modern
technologies in the practical work of a professional.
Several technologies can serve the same educational
model. For example, in the model of teaching the
Russian language based on the axiological approach,
dialogue
technologies
and
critical
thinking
technologies with technological techniques for
teaching the ability to discuss, evaluate, identify and
solve a problem are effective. The higher the skill of
a professional: teacher, university professor, the more
technologically advanced the educational process.
RESULTS AND DISCUSSION
The educational model based on digitalization is
connected more than what happens in the tradition of
using technical teaching aids and electronic
educational materials, with updating the content of
education and separating students from their usual
learning environment, immersing them in a
technological environment using Internet resources
and services: distance learning, electronic textbook,
interactive, etc. It will be strategically wrong to
accept this model as the only correct one, but it will
also be wrong to deny the tactics of educational work
taking into account the capabilities of new
information technologies.
Preserving
an
environment
of
live
communication, natural language, and an atmosphere
of cooperation in teaching the Russian language is
necessary for personal development. One of the acute
factors of public debate is the myth about the age
component in society and, accordingly, generational
differences. In the notorious 1990s, the idea was
driven into the public mass consciousness that people
of age (starting from 50) should leave as quickly as
possible so that the new democratic society began to
live differently [5].
Today, those who preached this inhumane idea are
well over 50, but for some reason they are in no hurry
to leave the rostrum of public life and do not shout so
loudly about the age of generations. Then, in the
1990s, the very idea of the need to educate the
younger generation was rejected. The absence of the
task of educating students at a university, primarily
through the Russian language, literature, history, etc.,
led to negative results: increased aggression among
young people, immoral attitude towards older people,
disrespect for the teacher, a decrease in the general
culture of relationships, including gender, etc. This
tilt is being corrected: upbringing is an integral part
of education [3].
Another myth - about the advantage of young
people in quickly mastering mobile technology - is
also becoming a thing of the past. Older generations
can also master new Internet resources: there have
always been times when new technology came into
the structure of human life. Recent trials (the
coronavirus pandemic) and a greatly changed reality
have made adjustments to the process of
understanding
information
technologies
and
mastering them. It turned out that if necessary, one
can reach the level of an active user of Internet
resources and new audio and video technologies quite
quickly. The age component is not a barrier to the use
of modern technologies. However, let us ask
ourselves: is this always necessary in everything?
How necessary is digital content for education,
especially in the humanities? Progress in the
humanitarian spheres - education, science, culture -
ensures the successful development of the state.
Education is a key factor for the development of the
future of society and the country, its prestige in the
world, and its competitiveness. The slogan of rapid
digitalization of education, in our opinion, should be
considered in connection with the country’s
educational model, its compliance with humanistic
goals and ensuring its success.
New technologies in education provide the
prospect of keeping up with the times. The primary
task - the introduction of modern technologies - was
set in the 2020 Presidential Address. The Information
and communications technology system brought into
active action helped us get through this difficult 2020
more effectively. The process of learning in a distance
format made me look differently at myself and at the
world around me. But what can and should be taken
into account and introduced into education? The
context of teaching the Russian language itself is
complex. Modern technologies are designed to ensure
the intensification of the educational process in
accordance with the requirements of the time.
Methodological science should largely determine
how to do this today.
The Russian Language Department of the
Tashkent University of Applied Sciences, the entire
pedagogical community not only puts together the
contours of the problem of digitalization, but also
programs and designs the practice of digital platform
solutions in the preparation of teachers of the near
future. For students and the entire pedagogical
process organized by university teachers, several
points (provisions) related to the intensification of the
educational process in teaching methodology at the
university
became
obvious:
strengthening
independent work, the need for more clear signals and
a prompt response to them in the education system,
building an individual trajectory student through a
digital portfolio, receiving feedback, acquiring “
selfi
sopti”
skills like working in a team, the need for
operational monitoring [3].
The complexity of the current moment is
adaptation to digital technologies in education:
interactive style in questions and answers, competent
structuring with preliminary monitoring, information
responsibility, selection of original system solutions.
The wider the set of visual information means, the
stricter and stricter the self-consistency should occur
in the mechanisms of language - thought - speech of
the Internet user. The right to provide information via
the Internet obliges it to be presented openly,
comprehensively (systematically), and objectively.
The more users work (“sit”) in networks, the stricter
the assessment both from within and from without:
how the teacher (student) views it and how society
views it. By the way, the employment of each side of
education is not reduced, but increases in the field of
removal, which should also be provided for in the
organization of distance learning. Let us also pay
attention to such a question as the technological
characteristics that each technology should have, and
accordingly to the technological competence of users
[4]: supported format, switching mode, slots for
memory cards, files, reproduction of photos and texts,
screen size, etc.
The effectiveness of the technology lies in the fact
that its mechanisms can be reproduced and repeated
many times. This applies to all technology as a
systemically organized mechanics of methods and
techniques, as well as individual technological
methods and techniques. The technology can be
developed in relation to any target stage in the
learning process, i.e. to be a technology for explaining
new things, developing skills and control. If the
methodology of each of these segments of the
educational process has its own classifications of
methodological concepts, then the technology
optimizes the application of the chosen methodology.
Thus, the method of problem-based learning is based,
for example, on a dialogue methodology, and its
implementation requires the technical characteristics
of including dialogue in the educational process and
the involvement of participants in the dialogue. We
are not talking about the degradation of methodology
and the triumph of technology. The choice of
methodology depends on the intellectual and
professional competence of the teacher. Practice
shows that, for example, dialogue as a teaching
method is not always successful, but technological
methods often turn out to be ineffective. The choice
of methodology is associated with the teacher’s
theoretical training, and the choice of technology is
associated with his practical ability to translate theory
into an action algorithm. An action algorithm,
figuratively speaking, is a “scenario” for solving a
specific issue, programmed in sequential procedures
(“steps”).
The intensification of the process of teaching the
Russian language with the use of modern
technologies largely depends on the professional
preparedness of the teacher and on his skill. N.F.
Efremov writes about this in the paradigm of
competency-based education [2]. Digitalization of the
educational process is part of professional excellence,
which does not devalue communication, but, on the
contrary, preserves the stability of the educational
space as a valuable quality. To do this, one should
develop informational and social immunity, which
allows one to be more cautious, calmer, and at the
same time, if mobilization is necessary, to be prompt
in response and decision. Online education cannot
and should not replace face-to-face education,
especially since the genetic code of the Uzbek nation
contains the idea of an Uzbek community.
CONCLUSIONS
Methodological science is faced with the task of
developing a technology of solidarity along with the
personalization of the process (a personal computer
should not separate people, but open up new
opportunities for personal and social development).
Teachers of our department discuss the conditions of
systemic transformation, answering the questions [4]:
How to teach? How can you help you realize who you
are? How to ensure the speed of information
processing? How to teach cognitive flexibility? For
the learning process to be productive, you need to
understand the new functions of the teacher in the
digital educational environment: teacher - student -
Information and communications technology
.
The main function of the teacher (he teaches, not
the computer), according to teachers of the Russian
language department of the Tashkent University of
Applied Sciences, remains the purpose of instilling in
the student the position of a subject of sociocultural
creativity and the basic types of teacher activity: goal
setting, content selection, content transformation in
the form of joint activity. New learning activities are
based on network interaction, and the types and forms
of interaction are defined in a new way. In all cases,
feedback is significant (a kind of connection between
the addressee and the addressee/s). Due to social
circumstances and technological progress, online
learning has been tested in the communication of
students with teachers, students with teachers. It is
still very immature. However, online learning is
becoming an educational resource and trend of the
XXI century, and, obviously, a combination of
different forms of learning that promote rapid
Teacher
Student
ICT
adaptation to a new, rapidly changing environment
and independence in decision-making will be
promising
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Panteleev A. F., Nefedov I. V., & Popova K. A.
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Baltic Journal of Humanities, 10 (1 (34)), 210-214.
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