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Increasing the professional competence of cadets through
the method of projects
Sunbula MENGLIEVA
1
University of Public Security of the Republic of Uzbekistan
ARTICLE INFO
ABSTRACT
Article history:
Received September 2022
Received in revised form
25 September 2022
Accepted 20 October 2022
Available online
25 November 2022
The most important task in teaching a foreign language is the
formation of positive, sustainable motivation among cadets.
Interactive teaching methods are an effective pedagogical tool,
and the use of interactive learning technologies in the
pedagogical process is a necessary condition for optimal
development.
2181-
1415/©
2022 in Science LLC.
https://doi.org/10.47689/2181-1415-vol3-iss10/S-pp29
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:
interactive teaching
methods; project training;
design technology; stages of
design technologies; project
evaluation criteria.
Loyihalar
usullari
bilan
kursatlarning
kasbiy
kompetentligini oshirish
ANNOTATSIYA
Kalit so‘zlar:
interfaol o'qitish usullari;
loyiha ta'limi; dizayn; dizayn
texnologiyalari bosqichlari;
loyihani baholash mezonlari.
Chet tilini o'qitishdagi eng muhim vazifa kursantlarda ijobiy,
barqaror motivatsiyani shakllantirishdir. O‘qitishning interfaol
usullari samarali pedagogik vosita bo‘lib, pedagogik jarayonda
interfaol
ta’lim
texnologiyalaridan
foydalanish
optimal
rivojlanishning zarur shartidir.
1
Lecturer, Foreign Languages Department, University of Public Security of the Republic of Uzbekistan.
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297
Повышение
профессиональной
компетенции
курсантов методом проектов
АННОТАЦИЯ
Ключевые слова:
интерактивные методы
обучения; проектное
обучение; технология
проектирования; этапы
технологий
проектирования;
критерии оценки проекта
.
Важнейшей задачей в обучении иностранному языку
является формирование положительной, устойчивой
мотивации у курсантов. Интерактивные методы обучения
являются эффективным педагогическим средством, а
использование интерактивных технологий обучения в
педагогическом процессе является необходимым условием
оптимального развития
.
Recently, the achievements of scientific and technological progress have caused
significant changes in various fields, including education. Under the current conditions, the
possibilities of increasing the efficiency and quality of trainees' training through the use of
traditional teaching methods have been practically exhausted. Today, higher education in
our country is characterized, on the one hand, by ongoing improvement, rethinking and
revision of the conceptual foundations, and on the other hand, by increased competition in
the educational services market, increased requirements for the innovative potential of
teachers, the quality of the educational process, and the use of interactive teaching methods.
Various options for interactive learning, including project technologies, make it
possible to involve, and interest students, intensify their learning activities, arouse interest
in learning, and, consequently, the desire to complete clear tasks and formulate thoughts, be
collected, competently build speech, that is, act actively participant in the educational
process.
In higher education, the goal of project-based learning is the formation and
development of the activity components of the competencies of a future specialist. Project-
based learning combines various approaches focused on independent intellectual search.
The main methodological component of project-based learning is an educational
project, the characteristic of which is the pragmatic orientation of the educational and
cognitive activity of students in the course of solving a theoretically significant or practical
problem.
A university graduate must have knowledge of project activities, and the ability to
carry them out at a high professional level. The process of effective formation of project
competencies of future specialists is possible by using project-based learning as a didactic
technology. To do this, it is necessary to comply with a number of pedagogical conditions,
the main of which are:
–
integration of psychological, pedagogical, subject, and methodological knowledge;
- the creation of a model situation of involvement in the design process, including the
emergence of the idea of project activities, the development of the project concept and its
implementation;
- the use and maintenance of various organizational forms and methods of organizing
independent, educational activities of students.
The technology of project-based learning has its own advantages and disadvantages.
Among the first experts include:
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1) wide and multilateral interaction of participants in the course of collective work on
ongoing projects;
2) formation of a group style of thinking and diligence at all stages of work on the
project;
3) managing the design process and providing pedagogical support to its participants,
the possibility of implementing various types of projects and mastering methods for their
further promotion.
It should be noted that project-based learning develops in students:
- research skills (the ability to analyze a problem situation, identify problems, select
the necessary information from the literature, monitor practical situations, record and
analyze their results, build hypotheses, implement, generalize, and draw conclusions);
- the ability to work in a team (there is an awareness of the importance of teamwork
for obtaining results, the role of cooperation, and joint activities);
- communication skills (the ability not only to express one's point of view but also to
listen, and understand another, in case of disagreement, be able to constructively criticize an
alternative approach in order to find eventually a solution that synthesizes, keeps the
positive of each proposal).
In general, the design technology includes the following characteristics:
1. The presence of a problem that requires integrated knowledge and a research
approach to finding its solution. The problem can be offered to students in a ready-made
form, or they are led to an independent formulation of the problem and the formulation of
hypotheses through various techniques, and visual aids.
2. Practical, theoretical, and cognitive significance of the expected results. The student
must be aware of where and how he can apply the acquired knowledge, and which product
of the project will be the logical conclusion of the latter. The ratio of the problem and the
practical implementation of its solution makes the project method very attractive for the
higher education system.
3. Independence, which is determined, on the one hand, by the available opportunity
to show one's abilities, independently choose ways to solve a problem, and on the other
hand, by the personal motivation of activity. The project method is always focused on the
independent work of students (individual, pair, group).
4. Structuring the content of the project, indicating the phased results.
5. The use of research methods, that is, the definition of the problem, the research
tasks arising from it, and the formulation of a hypothesis.
Short training periods, large volumes of information, and strict requirements for the
knowledge, skills, and abilities of cadets are modern conditions for the educational process.
High demands cannot be satisfied based only on traditional methods and means of
pedagogical technologies. The use of interactive methods in pedagogical process encourages
the teacher to constant creativity, improvement, development, professional and personal
growth. Interactive teaching methods are an effective pedagogical tool, and the use of
interactive learning technologies in the pedagogical process is a necessary condition for the
optimal development of both those who study and those who teach.
As you know, interest in the process of learning a foreign language is based on
intrinsic motivation. Thus, in order to maintain interest in the subject, the teacher must
develop this type of motivation in the student. Since motivation is a multifaceted
phenomenon, the content of training should include a whole range of means to maintain it.
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Hence, there are many ways to increase the motivation of foreign language learners. The
main ones are:
a) clear statement of tasks in a practical lesson;
b) communicative orientation of the organization of classes;
c) understanding the learning objectives;
d) professional orientation of training;
e) use in the classroom of various forms of work with elements of an educational
game;
f) an objective assessment of knowledge by the teacher.
The tasks that the teacher sets for the cadets should contain an incentive component.
Students should be put in a position where the motive is “I can’t be silent!” Works. For
ex
ample, text assignments should not look just like “Read the text" or "Do the exercise",
there must be a continuation of the task, from which it will be clear to the student why he
must complete it; to find the answer to the question, compare the characteristics of different
types of aircraft or mechanisms, explain the cause of a phenomenon, find the missing piece
of information to complete the picture, etc.
The game has great motivating potential. The effectiveness of the use of educational
games is determined by the following points: the game provides flexibility and reliability of
the skills being formed, sharpening mental activity and emotionally coloring it; the game
"erases" the differences between weak and strong learners. In the game, all participants are
initially equal, and the result depends on the player himself, and his personal qualities. The
situation of success creates a favorable emotional background for the development of
cognitive interest. In the game, an unreceived answer activates the student's mental activity
and pushes him to search for an answer (cognitive motives). In the classroom at a military
university, even with all their regimentation, it is also necessary to find time for games -
lexical, phonetic, grammatical, and, of course, role-playing. The use of role-playing games not
only makes the lesson brighter and more interesting, but also allows you to achieve the main
goal of teaching a foreign language - the formation of communicative competence.
The communicative orientation of teaching is not only the goal of teaching that
teachers set for themselves but also the goal that determines the methods and techniques of
teaching English in the classroom. Therefore, the teacher's task is to teach cadets to
communicate in a foreign language, simulating specific situations that will help them in their
future professional activities. Of course, it is difficult for cadets to imagine in what situation
they could apply their knowledge of a foreign language, given the general “closed” nature of
their service within Uzbekistan. Many do not understand why they learn a foreign language.
Therefore, in order to develop the motivation and awareness of learning a foreign language,
it seems important to us to use our imagination, formulating the objectives of the task,
starting with the phrase “Imagine that…” (“ Imagine that …”) —
“Imagine that you are at an
international forum/exhibition/air show/conduct a tour for foreign partners/ advertise
Uzbek weapons systems /are at a military base in another country/make a statement for the
foreign press/do an analysis of publications in the foreign press on any issue or weapon
system, etc.”
Of particular importance, in the formation of motivation, in our opinion, is the holding
of debates and discussions, some of which should be preceded by a thorough study of the
material being studied and be the final result, the “bringing into speech” of the acquired
passive knowledge. Other types of discussions can be spontaneously generated by the
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teacher, such as asking students to comment on a statement made by a famous politician or
military leader. To motivate students who are afraid to make a mistake speaking, the teacher
can go one level below the one students are studying, allowing them to create simpler
phrases.
The quality of knowledge, skills, and abilities in a foreign language is directly related
to the level of motivation. Like any other type of learning activity, learning motivation is
determined by a number of specific factors. Educational motivation is systemic,
characterized by direction, stability, and dynamism. An increase in motivation is associated
with the use of information and communication technologies, which makes it possible to use
a variety of illustrative materials - drawings, posters, photographs, and diagrams. Thus, there
is an impact on several types of memory at once - visual, auditory, emotional, and motor. The
lesson acquires an interactive character with the use of audiovisual means in training. The
use of multimedia presentations in the educational process allows you to conduct classes at
a higher quality level, and also makes it possible, in the absence of a natural language
environment, to create conditions that are as close as possible to real-everyday
communication in foreign languages. The creation of a large number of supports of a
meaningful, linguistic, and speech nature can reduce the difficulties experienced by students
and increase significantly the effectiveness and motivation of learning a foreign language.
Of particular importance in a military university is the atmosphere of goodwill, trust,
and mutual assistance, which is supported by the teacher.
With the combined application of all above ways and methods, a situation of success is
created, when even the weakest student gets the opportunity to prove himself, believe in his
strength, and the ability to develop existing skills. Having been in a situation of success, the
student experiences an emotional lift, which is a powerful motivating factor. The teacher
must not forget to celebrate the real achievements of students, to praise them for a job well
done.
Thus, is it possible to master successfully a foreign language only with a combination
of instrumental and integrative types of motivation.
So, motivation in learning a foreign language plays an important role in the life of
cadets and is one of essential components of the educational process. The interests and
inclinations of cadets, their worldview and life positions, goals and objectives form the basis
for the harmonious development of the individual. The pedagogical skills of the teacher,
making presentations, and reasonably organized extracurricular work contribute to
increasing educational motivation and developing the personality of future officers. Success
in learning activities is determined by the nature of the motives that underlie it. Educational
activity does not end at the end of training, it lasts a lifetime.
REFERENCES:
1.
Passov E.I. Kuzovlev V.P., Korostelev V.S. The purpose of teaching a foreign
language at the present stage of development of society. General methodology for
teaching foreign languages. Reader. - M.: Enlightenment, 2019.
2.
Selevko G.K. Modern educational technologies: a textbook for teachers of
universities and advanced training institutes. - M., 2018.
3.
Millrood R. English teaching methodology. - Moscow: Drofa , 2017.
