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References:
1. Ergashev I. Theory and practice of building a democratic society in
Uzbekistan.Textbook. 2005.
2.
Karimov.I.Our ultimate goal is a free and prosperous homeland, a free
and prosperous life. T .: Uzbekistan.2000.
Shokhrukh Sultanov, Student of Namangan State University
Botir Turayev, Student of Namangan State University
Shokhjakhon Sultanov, Student of Namangan Institute of Engineering and
Technology
INNOVATIVE PEDAGOGICAL TECHNOLOGIES IN EDUCATION
Sh. Sultanov, B. Turayev, Sh. Sultanov
Abstract: This article discusses the essence of innovative pedagogical
technologies, their components, their stages, how they will be and more.
Keywords: Innovation, pedagogical technology, technology, innovative
technology, objective, subjective, humanism
Today’s high advances in science, engineering, technology, and
manufacturing are automatically putting new social demands on the agenda.
Among these social requirements, it is important to improve the system,
which is the driving force behind the development of society, as well as the
development of industries. The need for training qualified personnel has
emerged in the early stages of industrial development, but has not lost its
relevance. The main reasons for this are the emergence of new directions,
specialties in connection with the social, economic and cultural
development of society, the need for training in them, the professional
knowledge, skills and abilities of specialists in a changing, fast-paced period.
the formation of a need for consistent growth, as well as an increase in the
demand for the ability to withstand strong competition in the labor market
as a specialist.
In the current situation, the system of continuing education, which has
a well-founded mechanism for providing the social, economic and cultural
spheres with qualified personnel, in particular, the stages of higher and
postgraduate education and training and retraining has a special place.
holds. As mentioned above, the rapidly evolving period puts before
professionals the task of preparing for drastic changes, self-improvement
from a social and professional point of view in line with the period. A well-
organized system of advanced training and retraining will play an important
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role in ensuring that professionals meet this requirement. Indeed,
interconnected curricula over a period of time have the potential to equip
professionals with knowledge, skills, and competencies related to changes,
updates, problems, and solutions in their respective fields [1]. The
development of modern education has given rise to a new direction of
innovative pedagogy. The term “innovative pedagogy” and its specific
research emerged in Western Europe and the United States in the 1960s.
The socio-psychological aspect of innovation was developed by the
American innovator E. Rodgers. It examines the classification of participants
in the process of innovation, its attitude to innovation, its readiness to
perceive it.
Innovation is the introduction of something new. By innovation, AI
Prigogin understands the purposeful changes that introduce new, relatively
stable elements into a particular social unit - organization, population,
society, group. This is an innovative activity. [2]
Pedagogical technology organizes the problems of maintaining modern
pedagogical technologies in the process of education and upbringing,
increasing the efficiency of the process of education and upbringing on the
basis of a technological approach. [3]
Technology is a Greek word meaning technos-skill, art logos-
instruction, science.
Technology is an objective process that prepares the stage for the
evolution of education to solve qualitatively new problems.
The concept of technology arises as a result of technical progress, and
its lexical meaning (profession, science, concept, education, art) consists of
the methods and techniques of processing materials. Advances in science
and technology have led to the expansion of human potential.
New technologies have opened up great learning opportunities. The
qualitative changes that Roy is making show that in the usual explanation,
the teaching process has begun to go beyond the professional capabilities of
teachers. The emerging new technical, informational, print, audio and
exhibition media have become an integral part of the educational process,
introducing many innovations with new methods. However, the specificity
of the pedagogical technological process, its superiority over traditional
forms, and realistic solutions to the problems of modern education have not
yet been established. Many foreign and Uzbek authors write about it. But all
believe that pedagogical technology will be a priority in the future.
At the same time, special attention is paid to the organization of
"innovative" education. This training has the following specific features:
1) it is foresight, that is, not to teach the student on the basis of past and
present experience, but to teach him to plan for the distant future, to predict
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the student in social life and professional activity. crush be able to perform
modeling and design.
2) to ensure the active participation of students in joint learning and
important decision-making (solving local problems, taking into account the
development of the world, culture, civilization, both local and private. [4]
The concept of educational technology includes the analysis and
planning of educational goals, the scientific organization of the educational
process, the selection of tools, materials and methods to ensure the
effectiveness of education.
Today, educational technology is understood not only as an auxiliary
tool, but also as a new system that plays a major role in the development of
the educational process and changes its organizational forms, methods and
content. This, in turn, has little effect on the pedagogical thinking of the
teacher and the student.
Such a description of technology underscores the importance of the
organic connection between all developers in the learning process, the
interaction between educator and student. From the object of passive
learning, the student becomes an active person, a subject of education and
upbringing, and as an active subject, participates in this process with the
teacher, seeks to acquire independent knowledge. In our opinion, it is
necessary to show the role and tasks of new pedagogical technology in
primary school.
Teaching technology is more multifaceted than methodologically based
education.
First, the technology is based on a clear description of the original
products. In technology, the goal is a central component, which leads to a
clear finding of the level of achievement.
Second, as primary and intermediate goals are identified, technology
allows for the development of objective methods of goal achievement and
control.
Third, technology reduces the situations that force a teacher to
experiment pedagogically.
Fourth, technology provides a draft of the learning process that defines
the content and structure of students ’learning and organizational activities,
rather than the teacher and its lesson-oriented coursework. Methodological
lesson development is differentiated by each teacher, and lessons and
student activities are organized differently. Designing students 'learning
activities, on the other hand, increases students' mastery, as programmed
learning experiences have shown. Man is a complex system and is influenced
by a large number of external forces with different or opposite strengths and
directions, so it is difficult to predict the effect of this or that influence. Social
technology is very effective in this regard because it can be reconnected.
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For example, the teacher organizes constant monitoring, identifies
students who have difficulty in mastering the learning material, and
conducts additional work with them. At this point, the teacher uses the
technology to explain and reinforce the new material. That is, it is held for
those who have not sufficiently digested the material. Now let’s talk about
another type of technology. This is a method of explanation and
reinforcement.
For example, at the beginning of a lesson, the teacher spends 4-5
minutes asking and answering questions to determine which students in the
previous lesson missed the most. Then, without asking the teacher to re-
explain the topic, the teacher focuses the class on these questions during the
questioning. Students who answer the question in full will be listened to and
all students in the class will know that they have not mastered it. This
method allows teachers to identify problems in the classroom and solve
them quickly, that is, to help students.
This technology saves time and helps to consolidate the material
through the request method. Social technology is clearly visible as it adapts
quickly to all specific conditions.
The main peculiarity of the technologies introduced in education is that
they are humane. Person-centered learning is associated with a humane
approach to education, characterized by children's professional approach to
working with information, the ability of each student to systematize the
information obtained, to follow a logical sequence of thinking. The main
component of the person-centered learning process is the learning situation,
which analyzes the professional functions of learners on the basis of four
basic technologies:
1) The technology of problem-solving consists of different levels of
issues, consisting of elements that determine the content of person-centered
learning;
2) The technology of educational dialogue is associated with the
creation of a didactic communicative environment, providing subjective
thinking communication, reflection and independent self-organization of
the individual;
3) "Imitation educational game technology" competition;
4) "Technology of flexibility of education" is based on the specificity of
intellectual systems, consists of content, interconnectedness of processes
and stages of interaction. is determined on the basis of operational analysis
and on the example of the correction of the level of professional
development of the learner. The use of non-linear organizational and
management techniques in the learning process ensures the achievement of
the goal in a short time.
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Innovative pedagogy is a system of knowledge that is now known as an
informal science, but is gaining more and more attention around the world.
Recognizing its educational significance, the pedagogical community,
scholars, are therefore critical of the existing traditional pedagogy.
Innovative pedagogical-dominant theory is the basis for solving
theoretical and practical problems. According to the innovators, the usual
classical pedagogical theories are outdated, and in the new conditions it is
impossible to educate the current generation in this way.
This is the general situation in the current pedagogical science. In this
case, innovation is very important. It is a pedagogical-knowledge system.
Adequacy of the level of knowledge about the mental development and
upbringing of a person is the only requirement of objectivity.
How children are born does not depend on anyone other than his
parents. However, it is up to the school to ensure that every person develops
enough, reaches the level of a well-rounded person, finds a job and a place
in life, and spends his or her life in accordance with the norms of life. It is
necessary to love, respect and create the necessary conditions for the
development of each child's personality. If nature-based pedagogy does not
require adaptation, humanistic pedagogy requires putting the issue at the
center of the relationship and doing everything possible to ensure that the
child develops normally. Humanistic pedagogy is often called innovative.
But its innovation is only relevant to certain education systems. Modern
Western education systems, on the other hand, are already becoming more
humanistic. Education gradually began to turn into new relationships. When
humanistic pedagogy is called innovative pedagogy, it can be said in the fiber
sense of the word: it does not require “injection” from the outside, the
results of higher educational impact are achieved through internal
reorganization of the system.
Humanistic pedagogy is a scientific-theoretical system that plays a role
in the development of an equal, conscious, active pupil, who develops the
participant of the educational process, as little as possible. In our state,
where human dignity is paramount, it has opened a wide way for the ideals
of humanity.
From the point of view of humanity, the main purpose of upbringing is
that each pupil develops into a subject with the right to fiber, an independent
free person. The level of humanity of the educational process is determined
by the ability of the individual to express himself, to reveal all his natural
potential, his ability to be free, to create conditions for the disclosure of
responsibility for creativity.
Humanistic pedagogy is focused on the individual, its features: instead
of acquiring knowledge and developing a certain range of skills and abilities,
focus on technical, physical, intellectual (mental) development:
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concentration of forces aimed at forming a free, independent thinking and
moving person, any life and learning to become a humane citizen who is able
to make informed decisions based on their circumstances: to provide them
with the necessary organizational conditions to achieve a successful
reorientation of the educational process.
The humanization of the educational process should be understood as a
transition from authoritarian pedagogy to pedagogy, which gives priority to
the individual, freeing the pedagogical pressure on the individual and
establishing a real human relationship between the student and the
educator.
Development of specific forms and methods of innovative activities of
the practice of the School of Humanities. Some of them are:
1. Differentiation of educational activities.
2. Coordinate the learning process according to the characteristics of
each person.
3. To create the necessary conditions for the development of each pupil
and interest.
4. Organization of heterogeneous classes and the like.
5. Convenience of educational activities.
6. Psychological security, protection of students.
7. Believing in the student, his strengths and abilities.
8. Accept the reader as he is.
9. Ensuring educational success.
10. Change the direction of the school goal.
11. Substantiation of the level of development of each student.
12. Suspension, loss of distance learning (extronate) due to the lack of
"spiritual connection with the student."
13. Redirect the teacher’s personal internal guidelines.
14. Strengthening humanities education.
Statistical evaluation of humanistic pedagogy is very difficult. However,
it has been found that authenticity, empathy, and unconditional approval are
found to be poorly adapted to student development and to problems with
discipline, such as negative attitudes toward school. [5]
References:
1. R.A.Mavlonova, N.H.Rahmonqulova, K.O.M atnazarova, M.K.Shirinov,
S.Hafizov. General pedagogy. “Science and Technology” .2018. - 528b.
2. Sharipov Sh. S., Muslimov N. A. (TDPU). State demand of professors
and teachers.// Tashkent. PEDAGOGY. 2015. - 134b.
3.
M.X.
Tokhtakhodjayeva,
S.
Nishonova,
J.
Hasanboyev,
M.Usmonboyeva, S. Madiyarova, A. Qoldibekova, N. Nishonova, N.
Scientific research results in pandemic conditions (COVID-19)
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Sayidahmedov. Pedagogy. Tashkent: National Society of Philosophers of
Uzbekistan Publishing House, 2010. - 400 p.
4. Kamoldinova diyora. Graduation thesis. Andijon. 2013.- 55b.
Gulzabira Tolibaeva, Teacher of English language at specialized public
secondary school N2
METHODS OF TEACHING ENGLISH IN PRIMARY SCHOOL
G. Tolibaeva
Abstract: An important goal of teaching English in elementary school is
to create a basic vocabulary that consists of single words and short
sentences. Therefore, they will learn its vocabulary in a different way than
that of their first language. There are many different methods for teaching
children English as a language. One of the best ways for any child to learn
English is in a natural setting, but this is not always so easy. Games are a
great option. There are tons of different methods used to start getting the
English language into a child's education. Be sure to choose a method that
your pupil will enjoy.
Keywords: TPR activities, children, foreign language, vocabulary, action
verbs, reality, songs, games, method, approach, poems, option, first
language, language acquisition.
It is widely known that English is an international and universal
language since it is spoken by many people all over the world. English
nowadays, is being articulated by not only the citizens of English speaking
countries, but also the citizens of other countries. Teaching English in
primary school level is naturally much different from teaching the language
in other levels of education, such as secondary school or university.
Teachers at primary schools, in curriculum component, teach the basic of
English for most of the time. One of the basic English materials that the
students learn is the list of words with their meaning glossaries known as
vocabulary[1]
In primary level kids has knowledge on letter and words. They need to
improve their basic grammar and vocabulary part. And for that reading
story books in best. It will help to grow their comprehension and vocabulary
strength. The teaching of vocabulary can be manifested by learning simple
subjects, such as things around us, name of fruit, animals, sport, game and
giving instruction.
