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инновациялар
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Общество
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Society and innovations
Journal home page:
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Aspects of achieving efficiency in the educational process
based on an innovative approach
Gulnoza NARKABILOVA
1
Fergana State University
ARTICLE INFO
ABSTRACT
Article history:
Received February 2021
Received in revised form
28 February 2022
Accepted 20 March 2022
Available online
15 April 2022
Today, the basis of the sustainable development of any state
is an innovative activity. History has shown that man has come
a long way with his intelligence, from inventing the first tools of
labour to inventing algorithms and nanoparticles, modern
innovative computers, the sun and other high technologies. At
the same time, it has an impact on the education system, but
also on the development of all spheres of society. Logical
thinking based on innovative technologies is one of the most
important factors in the development of a system of continuing
education. They are reflected in a holistic system of various
initiatives and innovations that lead to certain changes in the
educational process, enriching the content, quality and effective
organization of education.
2181-
1415/©
2022 in Science LLC.
DOI:
https://doi.org/10.47689/2181-1415-vol3-iss3/S-pp
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:
Innovative technologies,
innovative activities,
innovative processes,
educational effectiveness,
strategic directions in
education.
Innovatsion yondashuv asosida ta
’
lim-tarbiya jarayonida
samaradorlikka erishish aspektlari
ANNOTATSIYA
Kalit so‘zlar
:
innovatsion texnologiyalar,
innovatsion faoliyat,
innovatsion jarayonlar,
ta
’
lim samaradorligi,
ta
’
limdagi strategik
y
o‘
nalishlar.
Bugungi kunda har qanday davlatning barqaror taraqqiyoti
asosini innovatsion faoliyat tashkil etadi. Tarix shundan dalolat
beradiki, inson
o‘
zining aql-zakovati bilan dastlabki mehnat
qurollarini
o‘
ylab topishdan, algoritm va nanozarralar,
zamonaviy innovatsion kompyuter, quyosh va boshqa yuqori
texnologiyalarni kashf etishgacha b
o‘
lgan murakkab y
o‘
lni bosib
o‘
tdi. Shu bilan bir qatorda, ta
’
lim sohasi tizimiga, balki
jamiyatning barcha sohalarining rivojiga
o‘
zining aks ta
’
sirini
k
o‘
rsatadi. Innovatsion texnologiyalar asosida mantiqiy fikrlash
1
PhD, Lecturer, Department of Primary Education, Fergana State University. Fergana, Uzbekistan.
E-mail: g.p.narkabilova@mail.ru.
Жамият
ва
инновациялар
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Общество
и
инновации
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Society and innovations
Special Issue
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02 (2022) / ISSN 2181-1415
107
uzluksiz ta
’
lim tizimini rivojlantirishning eng muhim omil-
laridan hisoblanadi. Ular ta
’
lim jarayonida ma
’
lum
o‘
zgarish-
larga, ta
’
lim mazmuni, sifati boyishiga va samarali tashkil
etilishiga sabab b
o‘
ladigan turli tashabbus va yangiliklarning
yaxlit tizimida namoyon b
o‘
ladi.
Аспекты достижения эффективности образовательного
процесса на основе инновационного подхода
АННОТАЦИЯ
Ключевые слова:
инновационные
технологии,
инновационная
деятельность,
инновационные процессы,
эффективность
образования,
стратегические
направления в
образовании.
Сегодня основой устойчивого развития любого
государства является инновационная деятельность.
История показала, что человек своим интеллектом прошел
долгий путь от изобретения первых орудий труда до
изобретения алгоритмов и наночастиц, современных
инновационных компьютеров, солнца и других высоких
технологий. В то же время он оказывает влияние на
систему образования, а также на развитие всех сфер
общества.
Логическое
мышление
на
основе
инновационных технологий является одним из важнейших
факторов развития системы непрерывного образования.
Они отражаются в целостной системе различных
инициатив и нововведений, которые приводят к
определенным изменениям в образовательном процессе,
обогащая
содержание,
качество
и
эффективную
организацию образования.
INTRODUCTION
It serves as a key factor in educating young people to be creative and independent
in all respects, which determines the future intellectual potential of the Republic and its
prosperity and development. Therefore, the most important strategic direction in
education is the innovative activity of educational institutions. This has been one of the
most pressing issues in all educational institutions, especially in higher education
institutions that train creative, high-potential professionals in the form of innovative
technologies.
In particular, there is a growing interest in the use of innovative technologies, and
pedagogical and information technologies in the educational process. It is known that in
the national program of Personnel Training
“the tasks of” further strengthening the
resource, personnel and information bases of educational institutions, complete
provision of the educational process with new educational-methodical complexes,
advanced pedagogical technologies have been defined [1-3].
The goal of accelerating and increasing the effectiveness of public education for
our country to become one of the developed countries also requires the widespread use
of advanced pedagogical measures and technologies. Logical thinking based on
innovative technologies is one of the most important factors in the development of a
system of continuing education. They are reflected in a holistic system of various
initiatives and innovations that lead to certain changes in the educational process,
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
02 (2022) / ISSN 2181-1415
108
enriching the content, quality and effective organization of education. The rapid
development of science, science and technology, the penetration of new techniques and
technologies into all segments of society, and the use of information technology in all
governmental and non-governmental institutions require continuous education of
teachers [3-7]. The work of teachers is multifaceted, and they will have to play the roles
of manager, communicator, guide, organizer, and evaluator.
Understanding the need to reform the education system requires that educational
institutions be involved in innovation processes in practice, to see themselves in an
innovative space where there is an opportunity to create, and most importantly, to adopt
concrete innovations.
The research aims to theoretically study the pedagogical possibilities of improving
the effectiveness of education based on an innovative approach.
LITERATURE REVIVE
Education is one of the first in our country to launch an active innovation movement.
At some point, in the late twentieth century, such movements were launched. For example,
the views of A.G. Rivin and V.K. Dyachenko on team teaching, D.B. Elkonin, V.V. Davidov, L.V.
In addition, other innovative educational technologies: dialectical teaching methods
(A.I. Goncharuk, V.L. Zarina), individual-oriented teaching (A.A.
Yarulov), “Ecology and
dialectics” (L.V.
Tarasov), heuristic teaching (A.V. Khutorskoy) dialogue culture (V.S. Bibler,
S.Yu. Kurganov), projected self-reflection (G.P. Shedrovitskaya) and others [7-13].
MATERIALS AND METHODS
Today, the traditional and popular forms of education and upbringing in the school
and higher education system are being replaced by innovative processes in the
development of educational institutions. Innovation (Novus-
“new”) means news, to
innovate. Integration of science and industry, cooperation between private
entrepreneurs and the state, and support for international relations of small and
medium-sized innovative businesses are important conditions for the development of
innovative activities. It should be noted that in the developed countries of the world,
almost half of the innovations are carried out by organizations, small and medium-sized
businesses. For example, according to the U.S. National Science Foundation, the number
of innovations implemented in small firms is much higher than in medium and large
firms per unit of cost. In addition, small firms are about a third more advanced in terms
of innovation and customer delivery than large firms.
The process of integration of science and industry will be most effective only when
universities and technical institutes, together with manufacturing companies and firms,
determine their share in patented development and implement research and innovation
projects. It is no coincidence that 85% of all international patents issued by the European
Patent Office are the result of such joint development. World experience shows that only
in countries with a well-developed innovation system, innovation processes are carried
out effectively, and technologies and other science-intensive products are
commercialized [11-14]. The participation of the state in this process, the real sector of
the economy and the support of innovative activities of leading companies are important.
After all, science is the basis of this integration mechanism, which ensures the technical
progress of the state and the socio-economic development of society.
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RESULTS AND DISCUSSION
Before examining the content and direction of innovation in the education system,
let’s define the concepts of “
Pedagogical system
”
and
“
Innovation in the pedagogical
system
”
. We know that the pedagogical process is based on the pedagogical system. The
pedagogical system is an integrated set of founders who remain resilient to change. If the
changes (innovations) exceed any possible limits, the system breaks down and is
replaced by a new system with other features. The pedagogical system is a very strong
combination of elements. The structure of any pedagogical system today consists of a set
of the following interrelated elements: student; the purpose of education; educational
content; educational process; teachers (or TTV
–
technical means of education);
organizational forms of educational work. Each of the components of this system can be
divided into elements of any size and spread. We have reason to believe that the system
under consideration is not a perfect structure. Those who do not agree with this may
believe that the important components of the pedagogical system are
“
results
”
,
“
management of the educational process
”
, and
“
technology
”
.
They are reflected in the model of the pedagogical system in the given diagram.
The goals are consistent with the results and form a continuous process. The full
alignment of goals with the results serves as a measure of confidence in the pedagogical
process. The pedagogical system is a relatively independent part of management, uniting
all its components, because they have their own goals and structures. Emphasizing the
unity of individual factors as an integral part of the pedagogical system, they are often
referred to as the technology of the educational process. In this approach, the
pedagogical system becomes a strong organizational and technological complex that
ensures the achievement of the intended goal. It should be noted that the pedagogical
system is always technology. It is in this sense that it is easy to distinguish the
components of the pedagogical system from any arbitrary
“
set
”
. Technology is the
intrinsic quality of a system that defines its capabilities under strict organizational logic.
At the same time, at the level of task evaluation, the technologist relies on certain
processes and events.
Certain processes are used as evidence of success, and the results of remarkable
events are used as sources of new causes and formulas. Designing learning technologies
does not provide
an “impossible” conclusion other than methodological “generalization
of experience”. For the technologist, this is just a matter of time and expense. Technology
is based on well-known, proven, well-founded, unquestionable ideas. The technologist
does not conduct experiments but works with clearly defined results. Technology does
not allow variance, its main task is to get a clear guaranteed result, it is always simple in
the basic solution. Understanding the basic solution reveals everything else, the system of
elements, the content of the order. No part of technology can be removed, there can be no
excess, and there can be no excess.
This is a very complex situation, as every second teacher is engaged in research
research, which increases the uncertainty of
the outcome of the child’s school life. There are
always those, especially among the so-
called “exact” disciplines, who criticize teachers for
their behaviour, and they, as always, begin with the revision and modernization of models of
the pedagogical system. Let us now consider some of the principal characteristics of the
processes that take place in the pedagogical system [14-17].
We proceed from the principle that each specific modification of the pedagogical
system has specific features and capabilities to achieve the desired result. These
capabilities are strictly defined by the specific features of the system. In this way, if we
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want to achieve the desired level and quality of education, we need to think about the
appropriate pedagogical system, and its operation should provide the necessary
direction and intensity of the pedagogical process.
As a result, the higher efficiency of the educational process is always the result of
improving the pedagogical system. This is a very complex problem, and the world is now
beginning to develop them. The possibilities of intensive development of pedagogical
technology are over: the existence of the school is a return to the fate of modern
educators, who have tried all ways for thousands of years, a deep reminiscence of the
content and mission of education, a deep understanding of its primary foundations.
Again, if a school is not yet dead, if it is living, developing, and educating children, it is
only because of its conservative nature. Some theorists argue that in the very near future,
innovation in pedagogy will only mean one thing
–
a return to the past, a thoughtful and
rational upbringing, a spiritual educator, and a return to a peaceful system without
innovation and effort.
Western schools are expanding their pedagogical output extensively through new
information technologies, the allocation of time to a variety of learning activities, and
classroom differentiation and individualization. At the same time, the quality of
pedagogical products is improving, and the question remains clear: many independent
experts are sceptical. The way out of this situation is the development of a pedagogical
system called
“
interconnected innovation
”
that allows you to combine intensive and
extensive approaches. This requires an in-depth examination of the possibilities of the
use of pedagogy, which is manifested at the point where they come together in different
forms, with different characteristics and at different levels of the pedagogical system
[17-18]. One can try to improve the overall effectiveness of the pedagogical system by
strengthening the gaps with new technologies. In this approach, innovation is not an
imaginary
“
external
”
measure, but a profound demand and knowledge of the system, a
conscious transformation. If you look at innovation challenges from that perspective, it
seems like they have almost nothing new. In particular, there are no new
“
recipes
”
for
solving old problems.
In general, we have to include innovative ideas based on new knowledge about the
process of human development, unprecedented theoretical approaches to solving
pedagogical problems, and high results from specific practical technologies. The number
of general and partially innovative projects on the adequacy of the level of development
of ideas in the field of pedagogy, as well as the analysis of their use in pedagogical
practice allowed to include them in general pedagogical innovations.
CONCLUSION
Understanding the need to reform the education system requires that educational
institutions be involved in innovation processes in practice, to see themselves in an
innovative space where there is an opportunity to create, and most importantly, to adopt
concrete innovations. Today, the traditional and popular forms of education and
upbringing in the school and higher education system are being replaced by innovative
processes in the development of educational institutions. The strategy for the future
development of science and innovation is to create an
“
innovative person
”
, that is,
regardless of his work, he must be prone to innovation and new knowledge. Today,
modern innovative suitability is emerging. Now that other areas of activity, including
manufacturing, have shifted to an innovative path of development, education has only
served to train them as leaders. Changing the pattern of communication between teacher
and student is one of the conditions for innovative activity.
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The new relationship, as is customary, should be free of coercion and judgment.
They should be built in the form of peer cooperation, mutual management, and mutual
assistance. The most important feature of their relationship is the creative collaboration
between teacher and student.
The teacher’s innovative activities include analysing and
evaluating innovation, formulating goals and concepts for future actions, implementing
and editing the plan, and evaluating effectiveness. The effectiveness of innovative
activities is determined by the personality of the teacher.
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