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Advantages of modular learning in modern schools
Dilmura UMAROVA
1
, Khonbibi UMAROVA
2
Олийгох (Cambria Math
-11)
ARTICLE INFO
ABSTRACT
Article history:
Received October 2024
Received in revised form
15 November 2024
Accepted 25 November 2024
Available online
25 December 2024
This article discusses the technology of block-modular
learning as applied to foreign language lessons. The technology
has been shown to engender several advantages, including the
possibility of multi-level training, the creation of conditions for
the development of communicative skills, close contact with the
teacher through an individualized approach, the formation of
conditions for conscious and motivated learning of personally
meaningful subjects, and the reduction of stress during tests
and independent work.
2181-
1415/©
2024 in Science LLC.
https://doi.org/10.47689/2181-1415-vol5-iss12/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:
block-modular learning,
individualized approach,
thinking,
flexibility principle,
emotional atmosphere of
collaboration,
self-analysis,
self-determination,
self-realization.
Modul o
‘
qitish texnologiyasining zamonaviy maktabda
qo
‘
llanilishi afzalliklari
ANNOTATSIYA
Kalit so‘zlar
:
blok-modulli o
‘
quv,
shaxsiy yondashuv,
fikrlash,
moslashuvchanlik prinsipi,
hamkorlik muhiti,
o
‘
zini tahlil qilish.
Ushbu maqolada chet tili darslariga nisbatan blok-modulli
o‘qitish texnologiyasi ko‘rib chiqiladi. Uning quyidagi afzalliklari
mavjud: ko‘p darajali tayyorgarlik imkoniyati, kommunikativ
ko‘nikmalarni rivojlantirish uchun shart
-sharoitlar yaratish,
o‘qituvchi bilan yaqin aloqani shaxsiy yondashuv orqali
ta’minlash, shaxsiy jihatdan muhim bo‘lgan fanlarni ongli va
motivatsiyalangan tarzda o‘rganish shart
-sharoitlarini yaratish,
nazorat va mustaqil ishlarda stressli vaziyatlarni kamaytirish.
1
Senior Lecturer, Fergana Polytechnic Institute, Fergana, Uzbekistan. E-mail: ferpi_info@edu.uz, d.umarova@ferpi.uz
2
Master degree student, Fergana State University.
Жамият
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инновациялар
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Общество
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Society and innovations
Special Issue
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12 (2024) / ISSN 2181-1415
314
Преимущества применения модульного обучения
в современной школе
АННОТАЦИЯ
Ключевые слова:
блочно
-
модульное
обучение,
индивидуальный подход,
мышление,
принцип гибкости,
эмоциональная атмосфера
сотрудничества,
самоанализ,
самоопределение,
самореализация.
В
статье
рассматривается
технология
блочно
-
модульного
обучения
применительно
к
урокам
иностранного языка. Данная технология имеет следующие
преимущества: возможность многоуровневой подготовки,
создание условий для развития коммуникативных
навыков,
тесного
контакта
с
учителем
через
индивидуальный подход, создание условий осознанного
мотивированного изучения личностно
-
значимых учебных
предметов,
уменьшение
стрессовых
ситуаций
на
контрольных и самостоятельных работах.
One of the main tasks of modern schools is to develop students' motivation to
study the subjects of the school curriculum. In the context of the global economic
development of the Republic of Uzbekistan, the competitiveness of the state is directly
dependent on its ability to utilize fully its scientific-educational and scientific-technical
potential, to introduce effective innovations not only in the economy, production, and
social spheres but also in education [1]. When it comes to subjects of foreign languages,
the problem gradually arises as students transition from primary to secondary school,
and so on. In other words, there is a decrease in interest in mastering the language, which
delays the achievement of the planned learning objectives. One such technology is block-
modular learning. This technology has several advantages: the possibility of multi-level
training, the creation of conditions for the development of communication skills, close
contact with the teacher through an individualized approach, the formation of conditions
for conscious and motivated learning of personally significant subjects, and a reduction of
stress during tests and independent work. Modular technologies individualize and create
conditions for independent cognitive activity. As is known, learning is effective when the
student absorbs the learning material through activity. Only in this way does learning
lead to conscious and deep mastery of knowledge and the development of the student's
intellect. Modular learning is precisely what enables this task to be accomplished.
What, then, should we understand by modular technology? It is the
implementation of the learning process by dividing it into systems of "functional units,"
namely, professionally significant actions and operations that are performed by the
learner in a more or less unambiguous way, allowing the planned learning outcomes to
be achieved. The essence of modular learning is that it allows each student to achieve
specific goals in the learning process fully independently. This approach cultivates the
student as a researcher. It opens up a broad space for the development of an active and
creative personality capable of independent inquiry
–
making discoveries, solving
emerging problems, making decisions, and taking responsibility for them. Only in the
process of independent research does a child's thinking develop. Knowledge and skills
are acquired due to the student's cognitive work. This kind of learning is characterized by
the creative acquisition of knowledge based on the internal developmental process of
each child. Educational research allows students to learn in their zone of proximal
Жамият
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Общество
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Society and innovations
Special Issue
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315
development. The focus in such learning is not on cognitive processes that are already
developed but on those that are still in the process of maturation. Thus, the application of
this technology contributes to the formation of a stable internal motivation to study a
foreign language.
Modular learning gets its name from the term "module," which, in turn, is a tool for
this learning technology. A module can represent a learning program that is
individualized in terms of content, teaching methods, level of independence, and learning
pace. When introducing modular technology into practice, the teacher needs to have a
clear understanding of the principles of modular learning:
1.
Principle of Modularity, which involves:
Designing learning materials to ensure the achievement of each goal set for the
student. Presenting the learning material as a complete block. Integrating various types
and forms of learning.
2.
Principle of Isolating Distinct Elements and Conscious Perspective, which
involves developing multi-level didactic goals
–
complex, integrated, and specific
–
for the
course, and class, based on the structuring of educational content.
3.
The principle of Dynamism, which includes the idea of openness, is understood
as the possibility of altering information, forms of organizing cognitive activity, and
analyzing each lesson stage from the perspective of adaptability and student comfort.
4.
Principle of Systematicity, Effectiveness, and Timeliness of Knowledge, which
combines variability in learning, meaning the diversity of its content, forms, and
methods, the change in educational activities, and the formation of general educational
and specialized skills.
5.
Principle of Flexibility, which focuses on developing the student's personality by
creating conditions for the formation of an individual learning style.
6.
Principle of Success for Each Learner, which involves using encouraging rewards
for active student engagement and individualizing learning based on monitoring to
define the zone of actual development and the zone of proximal development.
7.
Principle of Multifaceted Methodological Counseling, which means that the
modular program contains teacher recommendations that facilitate information
assimilation (algorithms, question systems, etc.).
After mastering the principles of this technology, we can proceed to design the
modular program. However, the teacher must understand and define their new functions.
Their novelty lies in the following: a) The teacher manages the student's cognitive
activity, transitioning from the role of a knowledge bearer to that of an organizer of the
student's cognitive activities. The teacher motivates the student's cognitive engagement
in the lesson through communication, mutual understanding, and fosters a positive
attitude towards the subject. b) The teacher organizes independent work in the
classroom, including working with informational materials. c) The teacher uses collective
learning methods, involving all students in collective creative activities and fostering
mutual assistance. d) The teacher creates a situation of success, developing methods and
providing tasks that are achievable for every student, thus creating a positive emotional
atmosphere of cooperation. e) The teacher organizes the student's self-analysis of their
activity and helps form an adequate self-assessment.
To build a modular course program, one must move from general to specific in the
process of understanding. Only after understanding and recognizing the phenomenon as
a whole system can its specific manifestations be determined. Therefore, the
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implementation of modular technology requires meticulous work on structuring the
educational content, based on an algorithm for restructuring the learning material
(a clearly defined sequence of using various forms of work with educational material and
forms of organizing cognitive activity). Next, a technological map of the lesson block and
the technological map of the subject module, which includes a completed cycle of lessons
on a specific topic, educational program block, or period (quarter, semester, trimester),
is developed.
Sample Modular Program Structure
A particularly important aspect of designing the technological map of the module is
determining the key forms of organizing cognitive activities, predicting forms of
assessment, and expected outcomes. At the beginning of working with each module, the
teacher informs students about the volume of the module, and the procedure for working
with it, and provides a modular program or a methodological guideline. The module is
accompanied by: the "Exercise Appendix," "Control Sheet," and "Knowledge Level
Scheme," which allows students to assess their work. The module is completed after
studying new grammatical material. If independent work is carried out in class, the
teacher allocates specific time, informing students in advance. If such work is planned as
homework, students complete it at their pace. Initially, this work should be done in class
so that students learn to work with modules and receive timely help and explanations
when difficulties arise. Thus, modular learning has several advantages: most students
work independently (some with a certain "portion" of help from the teacher) and achieve
specific learning goals
–
consolidating knowledge on a particular topic. By working
independently for the maximum amount of time, students learn self-organization, self-
control, and self-assessment. This enables them to realize their level of knowledge
acquisition, identify gaps in their skills and knowledge, and correct these gaps. Using
modular learning elements promotes the development of qualities like independence and
collectivism. During module completion, students usually maintain discipline and avoid
distractions. Implementing modular learning in school practice allows for the
modernization of traditional methods (group, game, pair, etc.) in teaching grammar,
vocabulary, and other subjects. O.E. Krachak notes that modular learning also helps
address various educational and developmental tasks, such as identifying, initiating, and
utilizing students' personal experiences, developing individual cognitive abilities,
creating conditions for involving each student in activities corresponding to their zone of
proximal development, and fostering self-awareness, self-determination, and self-
realization.
As for the drawbacks of modular learning, the main ones include: the labor-
intensive process of creating modules, which takes a lot of time, and the difficulty of
applying this method to all types of material, particularly emotional or descriptive
content. According to researchers (P.I. Tretyakova, I.B. Senovsky, P. Ytsavichenya, etc.),
modular learning can reduce the duration of a course by approximately 30% without
compromising the depth and completeness of the material. The compression of learning
content through its larger, systemic representation occurs three times: during the initial,
intermediate, and final summarization stages.
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