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Pedagogical technology is the activity of forming a harmoniously
developed personality.
Pedagogical technologies - obtaining information, their practical use,
new meanings in them and various relationships between information
consists of a learning process for creating new information through
discovery;
Pedagogical technology is the optimization of forms of learning in itself
setting goals, technical support for the entire process of teaching and
learning creation taking into account the interaction of resources and
people, it is a systematic method of application and detection.
The difference between pedagogical technology and methodology.
Clear concepts and ideas about pedagogical technologies today due to
some shortcomings, it is almost equated to special methodologies going on.
In fact, there are significant differences between them, which are discussed
below briefly described. Pedagogical technology - allows students to learn
on their own, it is a process that guarantees knowledge, learning to think.
Methodology - knowledge, skills, personal qualities of a teacher, depending
on temperament, a specific person teaches a teacher. This is a set of methods
and techniques. It is divided into separate methodologies. Subject of
pedagogy studies the laws of teaching certain subjects. For example,
languages methodology, arithmetic methodology, etc.
References:
1.
Barkamol avlod-O’zbekiston taraqqiyotining poydevori.-T.:“Sharq”,
1997 y.
2.
Selevko G.K. Sovremennie obrazovatelnie texnologii. – M., 1998.
3.
https://www.britannica.com/science/pedagogy
Zafar Niyozov, Samarkand State University
INVESTIGATING THE NOTION OF INTEGRATION AND ITS ELEMENTS IN
TEACHING FOREIGN LANGUAGE
Z. Niyozov
Abstract: An integrative approach means the implementation of the
integration principle in any component of the pedagogical process, ensures
the integrity and systematic nature of the pedagogical process. Based on the
selected methodological provisions, scientists identify a number of
concepts: the integration process, the principle of integration, integrative
processes, and integrative approaches in education.
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Keywords: innovative activity, pedagogical phenomena, pedagogical
activity, educational process, philosophical concept, integrated learning.
By integration in the pedagogical process, researchers understand one
of the sides of the development process associated with combining
previously disparate parts into a whole. This process can take place both
within the framework of an existing system, and within the framework of a
new system. Unlike multidisciplinary, which is additive, interdisciplinary is
integrative: Knowledge of different disciplines is contrasted and changed by
integration [Klein1990]. The essence of the integration process is the
qualitative transformations within each element included in the system. In
recent years there has been much attention to two characteristics of
professionalism, namely monitoring the level of professional actions by
experts or by the teachers’ network and, secondly, working from a
knowledge base which gives direction to professional actions. We will look
at the second characteristic.
The development of national education is characterized by the diverse
innovative activity of schools. One of the directions of personality-oriented
education, along with differentiated teaching and the variable organization
of the educational process, is the construction of a learning process on an
integrative basis. Integrative-pedagogical activity is a specific kind of
pedagogical activity, during which certain integrative tasks in the field of
educational theory and practice are actualized. When intrinsically
motivated, people willingly participate in activities that interest them, and
they do so freely, without the necessity of material rewards or constraints
[Deci& Ryan1985]. As for the extrinsic motivation, there are four types of it
(external, interjected, identified, and integral forms of regulation), all driven
by some extra linguistic factors but nonetheless important in creating a
fruitful studying environment.
A feature of a foreign language, as an academic discipline, is that, by
definition, I.A.Winter “pointless”. It is studied as a means of communication,
and the subject of speech is imported from outside. A foreign language is
open to use content from various fields of knowledge. “Interdisciplinary ties
are becoming very relevant at the present stage of the development of
education, the improvement of which is on the way of integrating
knowledge. Interdisciplinarity can help to address today's complex issues
since it is believed that across disciplinary approach facilitates a
comprehensive understanding (Newell 2007). This belief has led to an
increased interest in interdisciplinary higher education over the years
(Newell 2009). Integration is the process and the result of creating an
indissolubly connected whole. In teaching it can be carried out by merging
in one synthesized course of study subjects, summing up the fundamentals
of sciences, revealing complex educational topics and problems”.
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The problems of integration in pedagogy are considered in various
aspects in the writings of many researchers. The works of V.V.Kraevsky, A.V.
Petrovsky, N.F.Talyzina deal with the integration of pedagogy with other
sciences. G.D.Glaser and V.S.Lednev reveal the ways of integration in the
content of education. In the works of L.I.Novikova and V.A.Karakovsky, the
problems of integrating educational influences on a child are revealed.
Integration in the organization of training is considered in the works of S.M.
Gapenkova and G.F.Fedorets. Named and other scientists identified the
methodological foundations of integration in pedagogy: a philosophical
concept of the leading role of activity in the development of the child;
provision on a systematic and holistic approach to pedagogical phenomena;
psychological theories about the relationship between the processes of
education and development.
In conclusion, these classes create conditions for motivated practical
application of foreign knowledge, skills and abilities, and provide an
opportunity to see the results of their work, to receive at is faction. As
practice shows, students' interest in learning a foreign language decreases
with years of study. If at the initial stage the students show a great interest
in studying this subject because of the novelty and specifics of this stage of
training, then at the intermediate stage an additional search for motivation
is needed.
References:
1.
Klein, J. T.(1990). Interdisciplinarity: History, theory, and practice.
Detroit: Wayne State University Pres
2.
.Deci, E.L.,Ryan, R.M.(1985), The general causality orientations scale:
Self-determination in personality. Journal of research in personality, Vol.
19(2), pp. 109-134
3.
.Newell, W. H. (2007). Decision making in interdisciplinary studies.
Handbook of decision making. NewYork: CRC
