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COLLABORATIVE LEARNING: A POWERFUL TOOL FOR
DEVELOPING COMMUNICATIVE SKILLS IN STUDENTS
Risnаzаrovа Аysаnеm Risnаzаrovnа
Аssistаnt tеаchеr
Nukus stаtе pеdаgogicаl institutе
https://doi.org/10.5281/zenodo.14875209
Annotation:
This article discusses the crucial role of educators in shaping
the personality of individuals, emphasizing the importance of communicative
skills and pedagogical influence in educators. It highlights the significance of
fostering motivation in students to control their speech and communication
skills.
Key Concepts
: communicative competence, pedagogical influence, Alisher
Navoiy, discipline, character education, pedagogical skills, pedagogical
technology, speech, ability.
"In his book, "We Will Build Our Great Future Together with Our
Courageous and Noble People," our President Shavkat Mirziyoev emphasizes the
importance of every citizen possessing patriotic and civic virtues, loving and
cherishing their homeland with a pure heart, and being ready to sacrifice
themselves for their country, even their lives [1]. Therefore, future specialists
must not only be proficient in their own language and culture but also learn
other languages and cultures to contribute to the prosperity of their homeland
and develop genuine civic positions.
Independent learning plays a crucial role in developing communicative
skills in students. This requires students to develop a responsible attitude
towards independent learning. Providing students with opportunities for
independent development during the educational process fosters their ability to
engage in productive communication. This communication process, in turn,
promotes students' cognitive activity and independent development. As
students improve their skills, they reach a new level of communicative
competence development. This results in the development of cultural and
professional communication skills. Students' desire for self-development
enhances their communicative activity and their willingness to engage in
independent communication. This process takes place directly during
pedagogical practice through interaction with students. Students must develop a
motivation to monitor their own speech and communication skills.
Communicative skills in students refer to their overall competence in
effectively performing tasks and assignments that demonstrate their knowledge,
experience, and willingness to engage in communication through language.
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The goal of educational and upbringing reforms being implemented in our
country is to shape a well-rounded individual. In this regard, the importance of
subjects within the pedagogical system is significant. For example, when
teaching the subject "Pedagogical Skills," particular attention is paid to
developing students' independence and creative thinking. It is clear that a higher
education teacher who teaches pedagogical skills must not only be a master of
their profession with strong skills but also have a broad worldview, with
internal and external cultures complementing each other, and possess rich
pedagogical and life experience. This is because future specialist teachers pay
special attention to the personality and professional qualities of their students.
At the same time, while studying topics such as "Teacher's Speech Skills," "Belief
and Persuasion in the Pedagogical Process," "Teacher's Skills in the Educational
Process," "Teacher's Upbringing Skills," and "Skills in Working with Parents,"
students gain initial skills and abilities related to the interactions,
communication, and solutions characteristic of teacher-student, teacher-parent,
and teacher-administration relationships. In such an environment, experienced,
creative, and inquisitive teachers extensively involve their students in creative
work, learning to observe the development of personal qualities that are
forming in students based on modern methods and approaches. The scientific
knowledge acquired provides opportunities to prepare children for specific
professions, work, and family life. It further clarifies the aspects of professional
skills inherent in the "teacher-student" collaboration." "For a teacher to
successfully implement interpersonal discipline and cultural behavior education,
it is essential to collaborate with students based on developing their needs and
motivational systems, which are closely linked to their zone of proximal
development, rather than relying on external methods of influence. In other
words, mutual relationships, discipline, and cultural behavior should be
cultivated from within, based on students' needs and motivations. The very
existence of the world around us and the way humanity lives inherently require
certain rules of interaction, discipline, and cultural behavior, which allow for a
specific impact on reality with certain outcomes in mind.
Mastery does not happen overnight. It is difficult to become a professional
with pedagogical skills just by studying pedagogy. The process begins with a
genuine interest and passion for the teaching profession, a conscious and well-
founded choice. The teacher's role in guiding students towards this profession is
crucial and depends on the scientific and methodological foundation of this
guidance. The formation of a stable interest and inclination towards the
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profession is also linked to observing and wanting to emulate a favorite teacher,
having a childlike nature, being interested in science, and understanding the role
of that profession in society. While this process is referred to as career guidance
in school, it is called professional training and knowledge acquisition in higher
education, where pedagogical subjects, especially pedagogical skills, play a
crucial role.
In their practice, teachers strive to perform their pedagogical duties
honestly, but due to varying working conditions, they do not always achieve the
same results. This can lead to pedagogical conflicts and shortcomings in
communication with school administrators, teachers, and sometimes parents.
While such situations occur less frequently, they can still harm the overall work
– the education of students. In some cases, teachers lack the will to work on
improving their knowledge every day, to see their work through to the end, or to
mobilize themselves for this task. As a result, they fail to meet society's
expectations of them. This indicates a lack of demandingness on the part of
school administrators towards teachers during such times.
Our great thinkers in the past have always highly valued the work of
teachers, considering them to perform a great, honorable, and noble duty.
Alisher Navoi, speaking about madrasa teachers, dreamed that they would be
well-rounded individuals. He considered teaching a noble and honorable
profession. He wrote the following lines about the value of a teacher's work:
"Whoever has taught you a single letter in the path of truth with hardship,
It is not easy to repay their kindness with a thousand treasures."
Therefore, a teacher must be skilled in pedagogy, knowledgeable in all
areas, and patient, as students may turn to them for help in all matters."
This translation aims to capture the essence of your text while maintaining
its original style and tone. Please let me know if you have any other questions or
need further assistance.
Developing communicative skills in students at pedagogical higher
education institutions, while fulfilling the requirements of state educational
standards, also involves identifying the dynamics of speech and the factors
influencing it, addressing identified gaps in students' knowledge based on
monitoring results, and setting measures to enhance the quality of the
educational process. It enables the comparison of the results of applying various
pedagogical technologies, identifying challenges in educators' use of advanced
pedagogical, information and communication, psychological, didactic, and
methodological approaches in the educational process, developing measures to
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address these challenges, and predicting the state of the educational institution's
educational quality to comprehensively address quality issues.
Person-centered teaching technologies have unique pedagogical
characteristics for developing students' communicative skills. "The expression of
ideas must be clear, simple, fluent, and understandable for students" [2]. The
teacher's presentation should be aimed at maximizing student engagement and
attention. The teacher uses specific words and phrases to activate students and
focus their attention. The teacher should avoid long sentences, complex word
combinations, and difficult, obscure expressions. Appropriate humor, wit, and
light-hearted irony enliven speech, which students appreciate. "The teacher's
speech should be clear, lively, emotional, imaginative, free in pronunciation,
expressive, and passionate, without stylistic, grammatical, or phonetic flaws.
Monotonous, long-winded, boring speech quickly tires students, makes them
sluggish and indifferent, and extinguishes their interest in the subject" [3]. Lively
speech yields effective results for students to better absorb the information
being conveyed. The teacher's communication should always be distinguished
by their inner motivation, determination, and their striving for what they are
communicating. They are required to have a legal and civic stance."
This translation aims to capture the key points of your text while
maintaining its original style and tone. Please let me know if you have any other
questions or need further assistance
* Communication Skills are Essential: For future professionals to succeed,
communication skills are crucial because they are necessary to build
relationships, express ideas clearly, and motivate others.
* Teacher's Speech Culture is Important: Teachers' speech should be fluent,
clear, and emotional, as this plays a vital role in educating and motivating
students.
* Focus on Developing Communication Skills: Pedagogical higher education
institutions should focus on developing students' communication skills. This can
be achieved by using various pedagogical technologies and encouraging active
student participation.
References:
1.
Mirziyoev Sh.M. Buyuk kelajagimizni mard va olijanob xalqimiz bilan birga
quramiz. - T.: ―O’zbekiston, 2017. - 488 bet
2.
Azizxadjaev N. N. ―Pedagogik texnologiyalar va pedagogik mahorat‖. – T.:
O’zbekiston yozuvchilar uyushmasi Adabiyot jamg’armasi, 2006. – 160 b
3.
Toxtaxodjaeva M.X va boshqalar; Pedagogika (pedagogika nazariyasi va
tarixi) O’qtuvchilar tayyorlash va pedagogika fani ta‘lim sohasi bakalavriat
SCIENCE AND INNOVATION IN THE
EDUCATION SYSTEM
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yo’nalishi uchun darslik O’zbekiston Oliy va o’rta-maxsus ta‘lim vazirligi —
Toshkent: «O’zbekiston faylasuflari milliy jamiyati» nashriyoti. 2010. - 400 b
4.
Chomsky, N. Language and mind. – New York: Harcourt, Brace &World,
1968.
