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RESEARCH ON IMPROVING STUDENTS' COLLABORATIVE SKILLS BASED ON
MULTI-VECTOR PSYCHOLOGICAL TRAINING APPROACHES
Turemuratova Aziza Begibaevna
Assistant, Department of Pedagogy and Psychology,
Karakalpak State University named after Berdakh, Republic of Karakalpakstan
.
Masharipova Maftuna Kenjaboy qizi
Student of Karakalpak State University.
Atabayeva Ma'mura Odilbek qizi
Student of Karakalpak State University.
https://doi.org/10.5281/zenodo.15187310
Abstract.
This article is devoted to improving students' cooperation skills through
psychological training and pedagogical methods. We believe that it is appropriate to use
cooperative learning methods in creating a new system based on multi-vector approaches in
education. We will further increase the effectiveness of education by forming students' worldviews,
improving cooperation skills, and consolidating their knowledge through psychological training.
Through this study, we examined the most effective method of group and collective learning. We
put forward the idea that this increases students' ability to remember the knowledge they have
received, helps them think freely, reason, and make decisions. During this study, we conducted
interviews with students through psychological training and listened to their opinions.
Keywords:
Psychological training, pedagogical methods, psychological potential,
pedagogical skills, modern education, collaboration skills, collaborative teaching, educational
technology, didactic education, individual approach.
KO‘P VEKTORLI PSIXOLOGIK TRENING YONDASHUVLAR ASOSIDA
TALABALARNING KOLLOBORATIV KO'NIKMALARINI OSHIRISH BO'YICHA
TADQIQOTLAR
Annotatsiya.
Ushbu maqola psixologik trening va pedagogik usullar orqali talabalarning
hamkorlik ko'nikmalarini oshirishga bag'ishlangan. Ta’limda ko‘p vektorli yondashuvlarga
asoslangan yangi tizim yaratishda hamkorlikda o‘qitish usullaridan foydalanish maqsadga
muvofiq, deb hisoblaymiz. O‘quvchilarning dunyoqarashini shakllantirish, hamkorlik
ko‘nikmalarini oshirish, psixologik treninglar orqali bilimlarini mustahkamlash orqali ta’lim
samaradorligini yanada oshiramiz. Ushbu tadqiqot orqali biz guruh va jamoaviy ta'limning eng
samarali usulini ko'rib chiqdik. Bu o‘quvchilarning olgan bilimlarini eslab qolish qobiliyatini
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oshiradi, erkin fikrlash, fikr yuritish, qaror qabul qilishga yordam beradi, degan fikrni ilgari
surdik. Ushbu o‘rganish davomida talabalar bilan psixologik treninglar orqali suhbatlar o‘tkazdik
va ularning fikrlarini tingladik.
Kalit so’zlar:
Psixologik tayyorgarlik, pedagogik usullar, psixologik salohiyat, pedagogik
mahorat, zamonaviy ta'lim, hamkorlik ko'nikmalari, hamkorlikda o'qitish, ta'lim texnologiyasi,
didaktik ta'lim, individual yondashuv.
ИССЛЕДОВАНИЯ ПО СОВЕРШЕНСТВОВАНИЮ НАВЫКОВ
СОТРУДНИЧЕСТВА СТУДЕНТОВ НА ОСНОВЕ ПОДХОДОВ
МНОГОВЕКТОРНОГО ПСИХОЛОГИЧЕСКОГО ТРЕНИНГА
Аннотация.
Данная
статья
посвящена
совершенствованию
навыков
сотрудничества студентов посредством психологического тренинга и педагогических
методов. Мы считаем целесообразным использование кооперативных методов обучения
при создании новой системы, основанной на многовекторных подходах в образовании. Мы
повысим эффективность образования за счет формирования мировоззрения учащихся,
улучшения их навыков сотрудничества, укрепления знаний посредством психологического
тренинга. В ходе этого исследования мы рассмотрели наиболее эффективный метод
группового и командного обучения. Мы выдвигаем мнение, что оно повышает способность
учащихся запоминать полученные знания, помогает им свободно мыслить, мыслить и
принимать решения. В ходе данного исследования мы провели интервью со студентами
посредством психологического тренинга и выслушали их мнение.
Ключевые слова:
Психологическая подготовка, педагогические методы,
психологический потенциал, педагогическое мастерство, современное образование,
навыки сотрудничества, кооперативное обучение, образовательная технология,
дидактическое обучение, индивидуальный подход.
Introduction
In collaborative learning, the implementation of activities that have a common social value
and are important for the individual by a team of students ensures the establishment of mutual
social relations, the elimination of conflicts between individual and collective relations. In the
process of such activities, special phenomena occur in interpersonal relations that cannot be noted
in other conditions, and a community is formed as a special sign of group development. That is,
the community expresses the dependence of the individual on society. Through this psychological
training, the individual achieves freedom. After all, the sufficient formation of the group and social
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self during school is an important "source" for the social development of the student's personality.
In our opinion, this process is determined by the manifestation of such qualities as group
responsibility, community, group cohesion, interdependence, mutual sincerity, group
organization, and mutual group awareness, which have a unique scope of possibilities. The main
goal should be to determine the average general and comparative-typical indicators confirming
how the criteria (group responsibility, community, group cohesion, group affiliation, mutual
sincerity, group organization, mutual awareness) that are relevant to the formation of the student's
personality and motivation for interpersonal activity within small groups, which play an important
role in social psychology, are manifested in the practical activities of each student and most
members of small groups in today's educational process, and to draw certain socio-psychological
conclusions on this basis. The fundamental differences of the team as a highly developed group
compared to all other groups based on the collaborative education program through the
psychological preparation of the teacher and the methods of using pedagogical methods have been
experimentally noted. The relationship between the effectiveness of activity in the team and the
acceptable nature of mutual emotional psychological relations is positive, and in poorly developed
groups it is negative. In poorly developed groups, an inverse relationship was found between the
size of the group and the desire of its members to make the greatest contribution to the common
cause; the motivation of the participants in the team for joint activity does not decrease as the
group size increases. In a random group, the probability of providing assistance to a person in need
decreases with the increase in the size of the group, while in a team such a pattern does not appear.
In psychology, many methods are used to study the stratification (its internal structure) of a group.
Of these, two of the main ones in terms of psychological potential and pedagogical skills are
sociometry (sociometric survey) and referentometry. American psychologist, microsociologist J.
Moreno proposed a method for determining the selection (choice, preferences) of individuals and
a technique for recording emotional preferences to study interpersonal relations in groups. He
called this sociometry. The sociometric method was proposed as a method for studying and
measuring interpersonal relations in small groups. With the help of sociometry, it is possible to
determine the quantitative degree of preference, indifference or dislike manifested by group
members in the process of interpersonal joint action. Sociometry is widely used to determine the
likes or dislikes of group members for each other. Group members themselves may not be able to
understand such relationships and may not be aware of their existence or non-existence. The
sociometric method is very fast, and its results can be processed mathematically and expressed in
written form. American researcher Linda Jewell in her book “Industrial and Organizational
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Psychology” (2001) describes her own unique approach to the issue of leadership, one of the most
important social psychological phenomena. She interprets this problem precisely in our conditions,
that is, she tries to reveal the features of the manifestation of leadership qualities in conditions
where there are no open spaces for showing courage and courage. In her opinion, the efficiency of
modern production occurs primarily due to increasing the role of employees and, conversely,
reducing, or rather, reducing, that of leaders. Only then can the unnecessary links in leadership be
reduced. The leader, that is, the Americans imagine the leader within the framework of the leader
phenomenon, whose task is to determine the ways in which the group can effectively function.
According to American researchers Mance and Sims, the best leader is a “superleader”. This is a
person who can turn most of his employees into leaders, first of all, leaders for themselves. The
main idea here is that if a person can first of all become a leader for himself, if he can transfer this
skill or ability to others, then the time will come for this person when the team becomes a
mechanism that works independently, does not need a person to direct it directly. This is
superleadership. There are also opportunities to improve the leadership skills of students through
collaborative learning. Thus, effective management of modern psychological trainings in
Collaborative Education is, in fact, the most demonstrative form of implementing social influence.
In this sense, leadership is defined as a set of qualities that are manifested in the influence that a
person can exert first on himself, and then on others. Special attention to small groups and the
process of separate psychological service in a special program for small groups leads to a
somewhat higher level of group activity and group social identification in each student. For
practicing psychologists working in educational institutions, it is recommended to conduct
interviews, written work on the topic “Me and my group” and conduct content analysis based on
their primary results, use the methods of D. Moreno's “Sociometry” and P.C. Nemov's
“Determination of socio-psychological relief indicators”. These methods help identify the
mechanisms of group activity in the student, and individual and group correction work in the
process of psychological service becomes more effective. Collaborative educational and research
institutions pay special attention to the issues of personal activity and social development, the
development of group work skills, the improvement of psychological service concepts, and the
scientific analysis of humanistic and identification processes. In this regard, there is a growing
need to develop the dynamics of group relations and motivation for group activity of students by
organizing the psychological service process on the basis of special programs, to improve
psychological activity at a professional level, and to study the socio-psychological mechanisms of
psychological service that affect the formation of the personality. It is recognized that the following
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methods can be used in conducting pedagogical practice: exercises, conversations, demonstration
and explanation of work methods and processes, practical laboratory work, performance of
production description tasks, production description games, use of written instructional
documents, demonstration through instructional tools, independent work with literature and
documents. Engaging in self-development management activities during pedagogical practice
provides students with opportunities to collaborate with future colleagues, share experiences, and
create professional networks. These interactions develop a supportive professional community in
which students can exchange ideas, gain new perspectives, and learn from each other's
experiences. Collaborative learning and networking contribute to professional growth and open
doors to future collaboration and career opportunities. Overall, the personal and professional
development of prospective educators is essential to enhance teaching effectiveness, adapt to
changes in education, promote personal growth and well-being, serve as a positive role model, and
foster collaboration and communication within the profession. Ultimately, this benefits educators
and students, leading to improved learning experiences and outcomes. Today, modern concepts
are being developed in higher and professional education aimed at the application of new
collaborative learning methods, the use of modern methods of new psychological training, the use
of person-oriented logical models, and a radical reform. One of the main priorities is to educate
students as well-developed individuals in higher and professional education, to provide them with
spiritual nourishment in the spirit of the present, and to form them so that they can think
independently and logically. “The priority is to qualitatively update the content of the continuing
education system, improve teaching methods, develop assessment criteria provided for in the
National Curriculum, and train creative specialists so that students can acquire knowledge that is
important for social life experiences and various fields of science. The use of logical models is
very important in organizing the higher education process. The basic didactic principles of using
logical models, or integrative teaching methods, are methods used to help students learn and
understand logical models. These principles help students learn logical models and apply them in
practical life.
Conclusion
In conclusion, it can be said that by improving the collaborative skills of students through
psychological training and using psychological training based on multi-vector approaches in
education through pedagogical skills, it is possible to show good results in the education system.
This requires pedagogical skills and psychological potential from teachers. If the teacher can
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choose the right methods and increase students' interest in science, the collaborative skills of
students will also increase.
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