Жамият ва инновациялар –
Общество и инновации –
Society and innovations
Journal home page:
https://inscience.uz/index.php/socinov/index
Pedagogical features of creating collaborative projects in training
philological disciplines
Malika ARIPOVA
1
Navoi State Pedagogical Institute
ARTICLE INFO
ABSTRACT
Article history:
Received June 2021
Received in revised form
20 June 2021
Accepted 15 July 2021
Available online
15 August 2021
The article examines the pedagogical features of creating a
collaborative project in the educational process of the university in
the course of organizing and conducting a seminar with bachelor
students in the discipline “History of Russian Literature”. Features
of the module “Artistic features of the novel in verse”
Eugene Onegin “A.S. Pushkin”. Methodical recommendations for
conducting classes in pedagogical universities. Creation of
collaborative design and collaborative environment in conducting
classes.
2181-1415/© 2021 in Science LLC.
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
innovation,
collaborative project,
method,
analysis,
critical thinking,
pedagogical technologies,
lesson model.
Filologiya
fanlarini
o‘qitishda
hamkorlik
loyihalarini
yaratishning pedagogik xususiyatlari
ANNOTATSIYA
Kalit so‘zlar:
innovatsiya,
qo‘shma loyiha,
usul,
tahlil,
tanqidiy fikrlash,
pedagogik texnologiyalar,
dars modeli.
Maqolada “Rus adabiyoti tarixi” fanidan bakalavr talabalari
bilan seminar tashkil etish va o‘tkazish jarayonida universitet-
ning o‘quv jarayonida hamkorlik loyiha yaratishning pedagogik
xususiyatlari, A.S. Pushkinning “Evgeniy Onegin” she’ridagi
“Romanning badiiy xususiyatlari” modulining xususiyatlari,
“Pedagogik oliy o‘quv yurtlarida dars o‘tkazish bo‘yicha uslubiy
tavsiyalar va sinf uchun hamkorlikdagi dizayn va hamkorlik
muhitini yaratish o‘rganilgan.
1
Lecturer, Navoi State Pedagogical Institute. Navoi, Uzbekistan.
E-mail: Aripova1101@gmail.com.
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 7 (2021) / ISSN 2181-1415
45
Педагогические особенности создания совместных проектов
подготовки филологических дисциплин
АННОТАЦИЯ
Ключевые слова:
инновации,
совместный проект,
метод,
анализ,
критическое мышление,
педагогические
технологии,
модель занятия.
В статье исследуются педагогические особенности
создания совместного проекта в образовательном процессе
вуза в процессе организации и проведения семинара со
студентами бакалавриата по дисциплине «История русской
литературы»,
особенности
модуля
«Художественные
особенности
романа
в
стихах
«Евгений
Онегин»
А.С. Пушкина», методические рекомендации по проведению
занятий в педагогических вузах, создание совместной
конструкции и совместной среды при проведении занятий.
The rapid development of world society and technology allows the inhabitants of
our planet to use the latest inventions, ranging from robotic technology to nano products.
Several decades ago, a person could not imagine that without his participation any process
could take place. Now we see that technical capabilities allow us to see, control and
influence the world around us even at a distance.
The educational process, starting from preschool, secondary, specialized and higher
educational institutions, has undergone some changes. In particular, higher education has
become available due to the increase in admission quotas. Modern pedagogy and its
teaching methods of various disciplines began to adapt to modern requirements and
innovations. Young people today have different interests. The opportunities provided by
our state allow students to study not only in national, but also foreign universities.
The national education system of Uzbekistan is moving to the next stage of
development. By the Decree of the President of the Republic No. UP–4947 dated February
7, 2017, the “Strategy of actions for the further development of the Republic of Uzbekistan
for 2017–2021” was adopted. One of the priority areas of the strategy is: improving the
quality and efficiency of higher educational institutions through the implementation of
international training standards and assessing the quality of teaching, a gradual increase
in the quota of admission to higher educational institutions.
Creating a friendly environment in the classroom allows you to reveal the hidden
potential of students. Effective organization of a collaborative project in a student audience
involves dividing into groups and subgroups. Organization of work on a collaborative
project goes through the following stages:
1.
Development of a collaborative project: choosing a topic, highlighting points in a
general topic, drawing up a research plan, defining the tasks of each of the participants,
defining ways to present the results of a collaborative project.
2.
Search for the necessary information, project development
3.
Registration of the results of activities.
4.
Presentation of a collaborative project.
5.
Reflection.
Collaborative projects created by students in the classroom on the discipline
“History of Russian Literature” allow you to be in a constant search for new material and
explore the problem in group communication.
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 7 (2021) / ISSN 2181-1415
46
The experience of organizing the creation of collaborative projects at seminars on
the discipline “History of Russian Literature” allows us to present the structure and
content of one of the collaborative projects implemented in the process of mastering the
module “The Life and Work of A.S. Pushkin” on the 2nd year of the undergraduate course
5111300 – Russian language and literature. For the collaborative project, the theme was
chosen: “The artistic features of the novel in verse” “Eugene Onegin”. Since classes in the
history of Russian literature include not only the study and analysis of works of art, but
also the era, historical events in which the work was created. The tasks set by the teacher
in the lesson include the study of a literary work, an analysis of artistic features, a
description of the main and secondary characters, the composition and plot of the work.
To study the module “Life and work of A.S. Pushkin” is allotted only 30 hours: of
which 10 hours of lectures, 8 hours of seminars and 12 hours for independent education.
Module progress: lesson number 3. The origin of the concept and the history of the
creation of the novel in verse “Eugene Onegin”. Genre problem. A novel in the assessment of
screams and contemporaries. Problems and plot-compositional originality of the work. The
figurative system and the originality of the language. Modern interpretation of the novel.
OBJECTIVES OF THE LESSON:
The history of the creation of the novel in verse “Eugene Onegin” by A.S. Pushkin;
Study of the artistic features of the novel;
Analysis of the work;
Characteristics of the main and secondary characters;
Composition and plot of the work;
Review of critical literature;
LESSON OBJECTIVES:
Educational:
to acquaint students with the era of A.S. Pushkin;
analyze the artistic features of the novel in verse “Eugene Onegin” by A.S. Pushkin;
Developing:
the ability to develop monologue speech (deliver messages on a literary theme;
ability to independently analyze and select information;
Educational:
team building;
upbringing of a creatively active and independent personality with a moral
attitude and moral self-knowledge;
Forms and methods of work: a teacher’s story, conversation on issues, case-study
technologies, brainstorming, streaming and Flash, virtual reality (VR), implementation of
interdisciplinary connections with history, music and computer science.
Planned results:
Subject:
formation of an idea of the basic studied concepts;
development of critical and analytical thinking necessary for professional activity;
Metasubject:
possession of the primary skills of analysis and critical assessment of the
information received;
possession of skills to independently plan ways to achieve goals; correlate your
actions with the planned results;
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 7 (2021) / ISSN 2181-1415
47
possession of the basics of self-control, self-esteem, decision-making and
conscious choice in educational and cognitive activities;
Analytical abilities, educational information and communication and speech skills
are formed in students in the process.
develop skills and abilities to extract information from various sources;
the ability to determine priorities;
the ability to compose a whole picture from individual elements;
ability to formulate a general problem;
Personal:
develop the skills and abilities of public speaking;
develop creative activity;
skill to work in team;
The teacher gives students the opportunity to find quotes and sayings about the
novel in verse “Eugene Onegin”.
Students express their thoughts on statements. The next stage of work is the analysis
of the letter “Tatiana to Onegin”, in order to find out to what extent the students have
learned the text of the letter, you can apply the “Find the word” method. To do this, we
need the text itself and from it we need to skip words. Students will need to fill in the
blanks.
“Tatiana’s letter to Onegin”
I am writing to you what is more ...
What I can ……. to tell
Now …… .. I know your… ..
Me ………… .. to punish
But you to my ………… .. share
At least a drop ………… keeping
You do not …………. me…
A.S. Pushkin.
"A flower in the field of our
literature"
D. Venevitinov
"Encyclopedia of Russian
Life"
V. Belinsky
"This novel is an immortal
and unattainable poem,
and Pushkin is" a great
folk writer, like no one
before him. "
F. Dostoevsky
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 7 (2021) / ISSN 2181-1415
48
Eugene Onegin is a typical hero of the 20–30s of the XIX century. In order to
characterize the main character of the work, you can apply the cluster method.
A cluster (from the English – cluster – a bunch) is a graphical form of information
organization, when the main semantic units are highlighted, which are fixed in the form of
a diagram with the designation of all connections between them. It is an image that helps
to organize and generalize educational material.
Students should characterize the rest of the main characters of the novel
independently (Tatyana Larina, Vladimir Lensky, Olga Larina, etc.).
Advantages and results of using the technique.
The cluster has the following advantages:
It allows you to cover a large amount of information;
Involves all team members in the learning process, they are interested in it;
Participants are active and open, because they do not have a fear of making
mistakes, making a wrong judgment.
in the course of work, the following skills are formed and developed:
Ability to pose questions;
Highlight the main thing;
Establish causal relationships and build inferences;
Move from particulars to general, understanding the problem as a whole;
Compare and analyze; draw analogies.
The next stage in the analysis of the work is composition. Composition (from Lat.
Сcomposition – composing, linking, adding, connecting) – composing a whole from parts.
When analyzing the composition of a piece, you can apply the following method:
Eugene
Onegin
Egoist
Dandy
24 year
old young
man
Young
rake
Controversial
nature
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 7 (2021) / ISSN 2181-1415
49
The role of the author’s digressions in the novel in verse “Eugene Onegin”
No.
Themes of author’s digressions
Chapters, stanza
Comments
(retreat ideas)
1.
Autobiographical digressions
Chapter One, stanzas II, XXIX, LXI;
chapter eight, stanzas I-IV
2.
Love
Chapter Four, stanza VII,
chapter eight, stanza XXIX
At the end of the lesson, summing up the results, you can apply the individual
method of reflection “My proposal”.
The methods of retrospective reflection are aimed at organizing the comprehension
of the course and results of an already completed action; they represent a kind of look back.
The results of retrospective reflection are the basis for correcting subsequent actions.
“My suggestion”
Purpose
Equipment
Time
Encouraging participants to analyze the results of
their own activities, formulate an educational
request, proposals for improving activities
A-5 format cards according to
the number of participants
5 min.
Participants are invited to analyze the completed lesson, highlighting what they
managed and failed to do, formulate the questions that have arisen, as well as proposals
for improving the activities.
Participants are invited to analyze the completed lesson, highlighting what they
managed and failed to do, formulate the questions that have arisen, as well as proposals
for improving the activities. Each participant enters the results of reflection into an
individual card.
Individual card of reflection for the method “My proposal”
“+” I GOT IT:
“–“ I COULD NOT GET:
“?” I HAVE QUESTIONS:
“!” MY SUGGESTION:
This method allows you to get the results of reflection of educational activity in a
detailed verbal form. The analysis of the results of this method enables the teacher to
correct the content and methods of students’ activity.
EXPOSITION
INTRODUCTION TO
EVGENY ONEGIN
TIE
ARRIVAL OF EVGENY
ONEGIN IN THE VILLAGE
DEVELOPMENT OF ACTION
KNOWLEDGE WITH
LENSKY, LARIN'S FAMILY
CULMINATION OF
ONEGIN'S DUEL WITH
LENSKY
LETTER FROM TATIANA TO
ONEGIN
UNDERSTANDING THE
RESULTS OF THE NOVEL
MEETING TWO YEARS
LATER LETTER ONEGIN TO
TATIANA
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 7 (2021) / ISSN 2181-1415
50
Thus, one of the essential advantages of a collaborative project as a method is that it
allows you to acquire and develop teamwork skills. In the classroom, future philologists
master and apply in practice a variety of methodological tools.
REFERENCES:
1.
Abdullaeva Sh.A. Organization of work on the education of tolerance in secondary
schools J.: Zamonaviy ta’lim. 2017. – No. 5. – PP. 31–35.
2.
Abdullaeva Sh.A. Use of Pedagogical Diagnostic Methods in Secondary Education /
International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 09, 2020. ISSN: 1475-7192.
3.
Abdullaeva Sh.A. Improving the quality of education in the system of retraining
and advanced training of teaching staff. – Belgorod: J.: Practical Psychology and Pedagogy,
2019. – № 4. – PP. 17–20.
4.
Abdullaeva Sh.A. Technology of Perfection of Knowledge Transfer And
Acquisition On The Basis Of Computer Simulation Models. Journal of Computer Sciences
and Applications, 2020, Vol. 8, No. 1, 1-4 Available online at http://pubs.sciepub.com/
jcsa/8/1/1 Published by Science and Education Publishing DOI: 10.12691 / jcsa-8-1-1.
5.
Abdullaeva Sh.A. Use of Pedagogical Diagnostic Methods in Secondary Education /
International Journal of Psychosocial Rehabilitation, Vol.24, Issue 09, 2020 ISSN: 1475-7192
6.
Aripova M.G. Use of collaborative learning strategies in the formation of skills of
philology students of pedagogical universities, 20201. G.L. Ilyin. Pedagogical technology of
a new educational paradigm / G.L. Ilyin. // Educational technology. – 2008. – No. 3.
7.
A.K. Kolechenko. Encyclopedia of pedagogical technologies: a guide for teachers /
A.K. Kolechenko. – SPb.: Karo, 2009.
8.
New pedagogical technologies in the education system / ed. Polat E.S. – M.:
Academy, 2002.
9.
N.Yu. Russov. Modern technologies in science and education: master’s course:
program and terminological dictionary / N.Yu. Russov. – Nizhny Novgorod: Publishing
house of NGPU, 2002.
10.
Атоева М.Ф. Периодичность обучения физике. Аспирант и соискатель. –
Москва, 2010. – №6. – С. 41–43.
11.
M.F. Аtoyeva. Interdisciplinary relations in physics course at specialized
secondary education. The Way of Science. – Volgograd, 2016. – № 9 (31). – PP. 22–24.
12.
M.F. Аtoyeva. The significance of periodicity at teaching physics. The Way of
Science. – Volgograd, 2016. – № 10 (32). – PP. 62–64.
13.
Атоева М.Ф. Эффективность обучения электродинамике на основе
технологии периодичности. The Way of Science. – Volgograd, 2016. – № 10 (32). –
PP. 65–66.
14.
M.F. Аtoyeva. Use of Periodicity in Teaching Physics. Eastern European Scientific
Journal. – Düsseldorf-Germany, 2017. № 4. – PP. 35–39.
15.
M.F. Аtoyeva. Didactic foundations of inter-media relations in the training of
university students. International Scientific Journal. Theoretical & Applied Science. p-ISSN:
2308-4944 (print) e-ISSN: 2409-0085 (online). Year: 2020 Issue: 06 Volume: 86. – P. 124.
16.
M.F. Аtoyeva, R. Safarova. Pedagogical integration as a means of forming
professionally important qualities among students of a medical university. Academicia.
ISSN: 2249-7137. Vol. 10, Issue 8, August 2020. Impact Factor: SJIF 2020 = 7.13
ACADEMICIA: An International Multidisciplinary Research Journal https://saarj.com.
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 7 (2021) / ISSN 2181-1415
51
17.
M.F. Аtoyeva. Pedagogical Tests As An Element Of Types Of Pedagogical
Technologies. The American Journal of Applied Sciences, 2(09), (TAJAS) SJIF-5.276 DOI-
10.37547/tajas Volume 2 Issue 9, 19.09.2020. ISSN 2689-09. 92 The USA Journals, USA
www.usajournalshub.com/index.php/tajas 164-169. Имп.5.2.
18.
Farkhodovna A.M. (2020). The problems of preparing students for the use of
school physical experiment in the context of specialized education at secondary schools.
European Journal of Research and Reflection in Educational Sciences, 8 (9). – PP. 164–167.
19.
Saidov S.О., Fayzieva Kh.A., Yuldosheva N.B. Atoyeva M.F. The Elements Of
Organization Of The Educational Process On The Basis Of New Pedagogical Technologies.
The American Journal of Applied Sciences, 2(09), (TAJAS) SJIF-5.276 DOI-10.37547/tajas
Volume 2 Issue 9, 19.09.2020. ISSN 2689-09.92 The USA Journals, USA
www.usajournalshub.com/index.php/tajas 164-169. Имп.5.2.
20.
Atoeva Mehriniso Farhodovna, Arabov Jasur Olimboevich, Kobilov Bakhtiyor
Badriddinovich. (2020). Innovative Pedogogical Technologies For Training The Course Of
Physics. The American Journal of Interdisciplinary Innovations and Research, 2(12). –
PP. 82-91.
21.
M.B. Romanovskaya. The method of projects in the educational process.
M.B. Romanovskaya. – M.: Center “Pedagogical search”, 2006.
