Дидактическая система индивидуализации обучения иностранному языку студентов экономических вузов | Общество и инновации

Дидактическая система индивидуализации обучения иностранному языку студентов экономических вузов

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Рафиева, Б. . (2023). Дидактическая система индивидуализации обучения иностранному языку студентов экономических вузов. Общество и инновации, 4(5), 66–71. https://doi.org/10.47689/2181-1415-vol4-iss5-pp66-71
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Аннотация

В этой статье исследуется концепция автономии учащегося и ее значение в образовании. Автономия учащегося предполагает, что учащиеся активно участвуют в собственном процессе обучения, принимают решения и берут на себя ответственность за свой прогресс. Это поощряет независимость, критическое мышление и любовь к обучению. К характеристикам автономии учащегося относятся самонаправление, саморегуляция и ответственность. Автономия учащихся имеет решающее значение в современном быстро меняющемся мире, поскольку она способствует развитию таких навыков, как решение проблем и творчество, готовит людей к цифровой эпохе и способствует обучению на протяжении всей жизни. Воспитывая самостоятельность учащихся, преподаватели могут дать им возможность добиться успеха на протяжении всей жизни.


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Жамият

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инновациялар

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инновации

Society and innovations

Journal home page:

https://inscience.uz/index.php/socinov/index

Didactic system for individualization of foreign language
teaching students of economic universities

Bunafsha RAFIEVA

1

Samarkand Branch of Tashkent State University of Economics

ARTICLE INFO

ABSTRACT

Article history:

Received August 2023
Received in revised form
15

September

2023

Accepted 15

October

2023

Available online
25

November

2023

This article explores the concept of learner autonomy and its

importance in education. Learner autonomy involves actively

participating in their learning process, making decisions, and
taking responsibility for their progress. It encourages

independence, critical thinking, and a love for learning. The

characteristics of learner autonomy include self-direction, self-

regulation, and responsibility. Learner autonomy is crucial in
today's rapidly changing world as it fosters skills such as

problem-solving and creativity, prepares individuals for the

digital age, and promotes lifelong learning. By nurturing learner

autonomy, educators can empower individuals for lifelong

success.

2181-

1415/©

2023 in Science LLC.

DOI:

https://doi.org/10.47689/2181-1415-vol4-iss8/S-pp66-71

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:

motivation,

learning path,

evaluation,

learning styles,

scaffolded learning

Iqtisodiyot

universitetlari talabalariga chet tili o‘qitishni

indivduallashtirishning didaktik tizimi

АННОТАЦИЯ

Калит сўзлар:

motivatsiya,

o‘rganish traektoriyasi,

baholash,

o‘rganish uslublari,

tuzilmaviy o‘rganish

Ushbu maqolada o‘rganuvchi avtonomiyasi tushunchasi va

uning ta’limdagi ahamiyati o‘rganiladi. O‘rganuvchilarning
avtonomiyasi, o‘rganuvchilarning o‘z ta’lim jarayonida faol

ishtirok etishlari, qarorlar qabul qilishlari va ularning

muvaffaqiyati uchun ma’suliyatni o‘z ichiga oladi.

Bu mustaqillik,

tanqidiy

fikrlash

va

o‘rganishga

bo‘lgan

ishonchni

rag‘batlantiradi. O‘rganuvchilar avtonomiyasining xususiyatlari

o‘z

-

o‘zini yo‘naltirish, o‘zini o‘zi boshqarish va mas’uliyatni

qamrab oladi. O‘rganuvchilarning

avtonomligi bugungi tez

o‘zgarib borayotgan dunyoda juda muhim, chunki u
muammolarni hal qilish va ijodkorlik kabi ko‘nikmalarni

1

Senior teacher, Samarkand Branch of Tashkent State University of Economics


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Жамият

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инновациялар

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rivojlantiradi, shaxslarni raqamli asrga tayyorlaydi va umrbod

ta’lim olishga yordam beradi. O‘rganuvchilar avtonomiyasini

tarb

iyalash orqali o‘qituvchilar muvaffaqiyatga erishish uchun

shaxsiyatlarni kuchaytirishlari mumkin.

Дидактическая система индивидуализации обучения
иностранному языку студентов экономических вузов

АННОТАЦИЯ

Ключевые слова:

мотивация,

траектория обучения,

оценивание,

стили обучения,
структурированное

обучение

В этой статье исследуется концепция автономии

учащегося и ее значение в образовании. Автономия
учащегося предполагает, что учащиеся активно участвуют в
собственном процессе обучения, принимают решения и
берут на себя ответственность за свой прогресс. Это
поощряет независимость, критическое мышление и любовь
к обучению. К характеристикам автономии учащегося
относятся

самонаправление,

саморегуляция

и

ответственность. Автономия учащихся имеет решающее
значение в современном быстро меняющемся мире,
поскольку она способствует развитию таких навыков, как
решение проблем и творчество, готовит людей к цифровой
эпохе и способствует обучению на протяжении всей жизни.
Воспитывая самостоятельность учащихся, преподаватели
могут дать им возможность добиться успеха на протяжении
всей жизни.

In today's rapidly evolving world, where knowledge is constantly expanding and

industries are transforming, the ability to learn independently has become more crucial
than ever. Self-directed learning and learner autonomy have emerged as powerful
concepts that empower individuals to take control of their education and personal growth.
This article explores the principles, benefits, and strategies associated with self-directed
learning and learner autonomy, highlighting their significance in fostering lifelong success.

Understanding self-directed learning is crucial in empowering individuals to take

control of their education and personal growth. Self-directed learning refers to a process
where individuals take responsibility actively for their learning journey, setting goals,
identifying resources, and evaluating their progress. Key principles of self-directed
learning include learner motivation, self-regulation, and metacognition.

The concept of self-directed learning has its roots in educational theories such as

constructivism, humanism, and experiential learning. Pioneers like Malcolm Knowles and
Carl Rogers laid the foundation for promoting self-directedness in learning.

Self-directed learning is important because it allows individuals to make informed

decisions regarding their learning path, pace, and content. Learner autonomy
encompasses self-motivation, self-evaluation, and the capacity to reflect on one's learning
needs.

There are several benefits of learner autonomy. Firstly, it enhances motivation as

learners become more engaged and motivated to acquire knowledge when they have a say
in their learning process. Secondly, learner autonomy allows for personalized learning


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experiences tailored to individual interests, strengths, and preferred learning styles.
Lastly, learner autonomy fosters a mindset of lifelong learning, enabling individuals to
adapt to new challenges throughout their lives.

Several strategies can be implemented to foster self-directed learning and learner

autonomy. Cultivating intrinsic motivation involves setting meaningful goals based on
personal interests and aspirations and promoting curiosity through exploration and
questioning. Developing self-regulation skills includes teaching learners time
management, goal setting, and planning. Enhancing metacognition involves reflective
practices and self-assessment to identify areas for improvement. Fostering independent
learning skills includes equipping learners with information literacy skills and
encouraging resourcefulness in seeking out diverse learning opportunities.

There are challenges to implementing self-directed learning and learner autonomy,

such as resistance to change and balancing structure and freedom. Educator support
through professional development opportunities and parental involvement can help
overcome resistance to change. Structure and freedom can be balanced through scaffolded
learning and providing choices within a structured framework.

Historical Background of Self-Directed Learning

Self-directed learning is a concept that has gained significant attention in recent

years as educators and policymakers recognize the importance of empowering individuals
to take control of their education and personal growth. However, the roots of self-directed
learning can be traced back to several key historical developments.

One of the earliest proponents of self-directed learning was the philosopher and

educator John Dewey. In the early 20th century, Dewey emphasized the importance of
experiential learning and believed that learners should have the freedom to explore their
interests and passions. He argued that education should focus on promoting critical
thinking, problem-solving, and creativity, rather than simply transmitting knowledge from
teacher to student.

In the 1960s and 1970s, another influential figure in the field of self-directed

learning emerged - Malcolm Knowles. Knowles was a pioneer in adult education and
advocated for a shift away from traditional, teacher-centered approaches to learning. He
argued that adults learn best when they are actively engaged in the learning process and
have control over what and how they learn. Knowles' ideas laid the foundation for the
modern concept of self-directed learning.

During this time, the concept of self-directed learning also gained traction in the field

of psychology. Psychologists such as Carl Rogers and Abraham Maslow emphasized the
importance of autonomy and self-determination in human development. They argued that
individuals have an innate drive to learn and grow and that this drive is most effectively
nurtured in an environment that supports autonomy and self-direction.

In the 1980s and 1990s, with the advent of technology and the rise of the internet,

self-directed learning took on a new dimension. The availability of information at our
fingertips enabled learners to access a wide range of resources and pursue their interests
independently. Online courses and educational platforms emerged, providing individuals
with opportunities to engage in self-directed learning outside of traditional educational
institutions.

Today, self-directed learning continues to evolve and adapt to the changing needs

and demands of the digital age. With the rapid advancement of technology and the


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increasing emphasis on lifelong learning, the concept of self-directed learning has become
even more relevant. Learners are now able to personalize their learning experiences,
accessing resources and opportunities that align with their individual interests and goals.

The Importance of Learner Autonomy: Definition and Characteristics

Learner autonomy is a concept that has gained significant recognition in the field of

education as educators and policymakers realize the importance of empowering
individuals to take control of their own learning. It refers to learners' ability to be self-
directed, self-regulated, and responsible for their own learning process. Learner autonomy
is not about isolation or disregarding the guidance of teachers, but rather about fostering
independence, critical thinking, and a lifelong love for learning. In this article, we will
explore the definition and characteristics of learner autonomy and discuss its significance
in today's educational landscape.

At its core, learner autonomy involves learners actively participating in the learning

process, making decisions about what and how they learn, and taking responsibility for
their own progress. It goes beyond simply following instructions and memorizing
information; it encourages learners to engage with the material, ask questions, seek
answers, and explore their own interests and passions. Learner autonomy is about
creating a sense of ownership and agency in the learning journey.

One key characteristic of learner autonomy is self-direction. Self-directed learners

are motivated, proactive, and take initiative in their learning. They set their own goals,
develop strategies to achieve them and monitor their progress. They have a sense of
purpose and intrinsic motivation that drives them to learn. Self-directed learners are not
dependent on external factors or authorities to guide their learning; instead, they actively
seek out resources, opportunities, and experiences that align with their interests and goals.

Another important characteristic of learner autonomy is self-regulation. Self-

regulated learners have the ability to manage their own learning process effectively. They
are aware of their strengths and weaknesses, set realistic expectations, and develop
strategies to overcome challenges. They monitor their own progress, reflect on their
learning experiences, and make adjustments as needed. Self-regulated learners also
possess metacognitive skills, which enable them to plan, monitor, and evaluate their
learning strategies.

Learner autonomy also involves taking responsibility for one's own learning.

Responsible learners understand that they are accountable for their actions and choices.
They actively engage in the learning process, complete assignments and tasks on time, and
seek help when needed. Responsible learners take ownership of their mistakes and learn
from them, rather than blaming external factors or others. They understand that learning
is a lifelong process and are committed to continuous improvement.

The importance of learner autonomy in today's educational landscape cannot be

overstated. In a rapidly changing world, where knowledge and information are constantly
evolving, learners need to develop the skills and mindset to navigate this dynamic
landscape. Learner autonomy fosters critical thinking, problem-solving, and creativity -
skills that are essential for success in the 21st century. It also promotes a love for learning
and a sense of curiosity and exploration, which are crucial for lifelong learning.

Furthermore, learner autonomy prepares individuals for the challenges and

opportunities of the digital age. With the advent of technology and the rise of online
learning platforms, individuals have unprecedented access to resources and opportunities


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for self-directed learning. Learner autonomy enables individuals to leverage these
resources effectively, personalize their learning experiences, and pursue their interests
and passions independently.

In conclusion, self-directed learning and learner autonomy are transformative

approaches that empower individuals to become lifelong learners, equipped with the skills
and mindset necessary for success in an ever-changing world. Understanding self-directed
learning and learner autonomy is crucial in empowering individuals for lifelong success.
These concepts encourage individuals to take ownership of their learning journey, leading
to personal growth, adaptability, and fulfillment. Educators, parents, and policymakers
must recognize the importance of these principles and work collaboratively to create
environments that support and nurture learner autonomy. By understanding the historical
roots of self-directed learning, educators, parents, and policymakers can better appreciate
its significance and implement strategies to foster learner autonomy in today's educational
landscape. In today's rapidly changing world, where knowledge is constantly evolving and
technology is transforming the way we learn, learner autonomy is more important than
ever. By nurturing learner autonomy, educators can prepare individuals to thrive in the
21st century and become lifelong learners.

REFERENCES:

1. Rafieva, B. R. Teaching Professional Disciplines By Means of a Foreign Language

in Higher Education. Spanish Journal of Innovation and Integrity, 7, 302-304.

2. Obloberdiyevna, D. S., & Rustamovna, R. B. (2023). The Main Criteria of Autonomy

Approach in Teaching English for Students of Economics. Best Journal of Innovation in
Science, Research and Development, 2(2), 125-130.

3. Rustamovna, R. B., & Obloberdiyevna, D. S. (2023). Motivation as a Determining

Factor in Promoting Student Independence. Best Journal of Innovation in Science,
Research and Development, 2(2), 140-144.

4. Rustamovna, R. B., & Obloberdiyevna, D. S. (2023). ROLE OF THE TEACHER AND

STUDENT IN MODERN DISTANCE EDUCATION. ARXITEKTURA, MUHANDISLIK VA
ZAMONAVIY TEXNOLOGIYALAR JURNALI, 2 (1), 14

17.

5. Rustamovna, R. B. (2022). TWO MAIN PHASES IN IDENTIFYING THE CORRECT

STRUCTURE OF THE LESSON CONTENT IN VIRTUAL CLASSROOM. Current Issues of Bio
Economics and Digitalization in the Sustainable Development of Regions, 918-921.

6. Rafieva, B. R. (2021). MAIN FACTORS INFLUENCING THE DEVELOPMENT OF

DISTANCE EDUCATION. Scientific Progress, 2(7), 372-376.

7. Rustamovna, R. B. (2021). Positive Impact of Using Interactive Whiteboards in

Education. International Journal on Integrated Education, 4(11), 180-182.

8. Rustamovna, R. B., & Obloberdievna, D. S. (2022). Use of Problem Technology of

Learning in Literary Education. International Journal of Formal Education, 1(11), 47-52.

9. Obloberdiyevna, D. S. (2023). Assessing the Development of Emotional and

Communicative Competence in Medical Students: Longitudinal Research. American
Journal of Pediatric Medicine and Health Sciences, 1(2), 22

25. Retrieved from

http://grnjournal.us/index.php/AJPMHS/article/view/87

10. R.B. Rustamovna The Role of Some Effective Educational Approaches of Flipped

Learning in Higher Education DEVELOPMENT ISSUES OF INNOVATIVE ECONOMY IN THE
AGRICULTURAL SECTOR 416


background image

Жамият

ва

инновациялар

Общество

и

инновации

Society and innovations

Issue

4

5 (2023) / ISSN 2181-1415

71

11. R.B. Rustamovna Essential drawbacks of using multimedia affecting both

students and teachers in language teaching classes ACADEMICIA: An International
Multidisciplinary Research Journal 11 (3), 41-43

12. D.S. Obloberdievna, RB Rustamovna Digitalization as the Only Safe Learning

Option during the Covid-19 Pandemic. Journal of Intellectual Property and Human Rights
1 (11), 70-73

13. R.B. Rustamovna, DS Obloberdievna Use of Problem Technology of Learning in

Literary Education International Journal of Formal Education 1 (11), 47-52

14. Obloberdiyevna, D.S. (2023). EMOTIONAL AND COMMUNICATIVE

COMPETENCE OF STUDENTS OF HIGHER MEDICAL INSTITUTIONS. PEDAGOGIKA,
PSIXOLOGIYA VA IJTIMOIY TADQIQOTLAR| JOURNAL OF PEDAGOGY, PSYCHOLOGY AND
SOCIAL RESEARCH, 2(7), 1-7.

15.

Джамалдинова, Ш. О., & Рафиева, Б. Р. (2023). ПРОФЕССИОНАЛЬНОЕ

МНЕНИЕ

ПРЕПОДАВАТЕЛЕЙ

ОБ

ИСПОЛЬЗОВАНИИ

ПЕДАГОГИЧЕСКИХ

ТЕХНОЛОГИЙ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ. ARXITEKTURA, MUHANDISLIK VA

ZAMONAVIY TEXNOLOGIYALAR JURNALI, 2(1), 6-9.

Библиографические ссылки

Rafieva, B. R. Teaching Professional Disciplines By Means of a Foreign Language in Higher Education. Spanish Journal of Innovation and Integrity, 7, 302-304.

Obloberdiyevna, D. S., & Rustamovna, R. B. (2023). The Main Criteria of Autonomy Approach in Teaching English for Students of Economics. Best Journal of Innovation in Science, Research and Development, 2(2), 125-130.

Rustamovna, R. B., & Obloberdiyevna, D. S. (2023). Motivation as a Determining Factor in Promoting Student Independence. Best Journal of Innovation in Science, Research and Development, 2(2), 140-144.

Rustamovna, R. B., & Obloberdiyevna, D. S. (2023). ROLE OF THE TEACHER AND STUDENT IN MODERN DISTANCE EDUCATION. ARXITEKTURA, MUHANDISLIK VA ZAMONAVIY TEXNOLOGIYALAR JURNALI, 2 (1), 14–17.

Rustamovna, R. B. (2022). TWO MAIN PHASES IN IDENTIFYING THE CORRECT STRUCTURE OF THE LESSON CONTENT IN VIRTUAL CLASSROOM. Current Issues of Bio Economics and Digitalization in the Sustainable Development of Regions, 918-921.

Rafieva, B. R. (2021). MAIN FACTORS INFLUENCING THE DEVELOPMENT OF DISTANCE EDUCATION. Scientific Progress, 2(7), 372-376.

Rustamovna, R. B. (2021). Positive Impact of Using Interactive Whiteboards in Education. International Journal on Integrated Education, 4(11), 180-182.

Rustamovna, R. B., & Obloberdievna, D. S. (2022). Use of Problem Technology of Learning in Literary Education. International Journal of Formal Education, 1(11), 47-52.

Obloberdiyevna, D. S. (2023). Assessing the Development of Emotional and Communicative Competence in Medical Students: Longitudinal Research. American Journal of Pediatric Medicine and Health Sciences, 1(2), 22–25. Retrieved from http://grnjournal.us/index.php/AJPMHS/article/view/87

R.B. Rustamovna The Role of Some Effective Educational Approaches of Flipped Learning in Higher Education DEVELOPMENT ISSUES OF INNOVATIVE ECONOMY IN THE AGRICULTURAL SECTOR 416

R.B. Rustamovna Essential drawbacks of using multimedia affecting both students and teachers in language teaching classes ACADEMICIA: An International Multidisciplinary Research Journal 11 (3), 41-43

D.S. Obloberdievna, RB Rustamovna Digitalization as the Only Safe Learning Option during the Covid-19 Pandemic. Journal of Intellectual Property and Human Rights 1 (11), 70-73

R.B. Rustamovna, DS Obloberdievna Use of Problem Technology of Learning in Literary Education International Journal of Formal Education 1 (11), 47-52

Obloberdiyevna, D.S. (2023). EMOTIONAL AND COMMUNICATIVE COMPETENCE OF STUDENTS OF HIGHER MEDICAL INSTITUTIONS. PEDAGOGIKA, PSIXOLOGIYA VA IJTIMOIY TADQIQOTLAR| JOURNAL OF PEDAGOGY, PSYCHOLOGY AND SOCIAL RESEARCH, 2(7), 1-7.

Джамалдинова, Ш. О., & Рафиева, Б. Р. (2023). ПРОФЕССИОНАЛЬНОЕ МНЕНИЕ ПРЕПОДАВАТЕЛЕЙ ОБ ИСПОЛЬЗОВАНИИ ПЕДАГОГИЧЕСКИХ ТЕХНОЛОГИЙ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ. ARXITEKTURA, MUHANDISLIK VA ZAMONAVIY TEXNOLOGIYALAR JURNALI, 2(1), 6-9.

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