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THE IMPORTANCE OF INDEPENDENT WORK AT THE STAGE OF
DEVELOPING CREATIVE ACTIVITY
Seilkhanova Rita Nurniyazovna
Teacher at Karakalpak State University
https://doi.org/10.5281/zenodo.14987342
Annotation.
The article discusses the importance of independent work at
the stage of developing creative activity. In organizing high levels of independent
work, the teacher acts as a coordinator of students' efforts: assists in defining
research topics, explains the stages of project work, and advises students when
they encounter difficulties in solving English language tasks.
Keywords.
Independent work, development of creative activity, stages,
assignments in English, project work.
At each stage of the development of creative activity, the performance of
any activity should end with reflection (the use of such technologies as
"Conclude the Word," "Small Story," etc. is possible), which allows bachelors to
develop skills in self-analysis, goal-correction, and designing their own direction
of creative professional (educational) activity.
It is advisable to create a portfolio reflecting students' personal
achievements based on the results of mastering the topic (section, subject):
project assignments, rating points, self-assessment papers, etc.
The use of these methods allows the student to understand their
individuality, assess the level of development of creative competence, and also
contributes to the development of their reflexive component.
For the development of students' creative competence, in addition to the
teaching methods described above, we consider it useful to use the methods
proposed by V.S.Sekovanov.
The sketching method in teaching is based on the principle of visualization,
because visual teaching allows for the comprehensive and complete
development of any activity, including creative skills. This method is particularly
relevant to any process or phenomenon (related to pedagogical or educational
fields). This method allows for the regulation of the process of developing
students' creative thinking through images.
The aforementioned teaching methods and techniques are applied within
the framework of traditional training for non-philology students, but mainly in
higher courses. We believe that their early introduction into the educational
process will contribute to the development of competence in students.
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It is known that this is not only related to audit work. Students' personal
professional development is also actively implemented within the framework of
their independent work (IW). We emphasize that the curricula for non-
philological bachelor's degree programs allocate a limited number of lectures
and practical hours for studying English language subjects. Therefore, their
mastery and the realization of their potential for developing students' creative
competencies are carried out through extracurricular activities.
Student independent work (SI) refers to the planned individual or collective
educational and scientific activity at various levels, carried out within the
framework of the educational process, both with the methodological support of
the teacher and without their direct participation [1]. Following the research of
A.V. Baribin, A.R. Ganeeva, A.S. Elizarov, and E.A. Saribekova, we believe that
independent work encompasses the potential to activate students' internal
cognitive motives related to their pursuit of new knowledge, self-development,
and self-improvement. Therefore, it can be an effective tool for developing the
cognitive abilities of non-philology students.
It is necessary to comply with a number of requirements when organizing
an educational institution that contributes to the development of students'
professional competencies:
1. Independent work should be systematic, continuous, and progressively
complex. Typically, five levels of independent work are distinguished in
psychological and pedagogical research [2].
The first two aspects are: the degree of word-for-word and variable
repetition of information and the degree of independent work according to the
model. Often, this type of assignment is given to first-year students, that is, at the
initial stage of KK development. These can be KBITs of the first two groups
described in the previous paragraph.
When completing independent work assignments at the second
(reconstructive) level, students are compelled to engage in creative activity:
demonstrating active thinking, answering unfamiliar questions, establishing
similarities, searching for necessary theoretical material and connecting it with a
practical task, etc. For independent study, the student may be offered most of
the four groups. Specifically, KBITs aimed at developing the KK activity
component include essays, individual homework assignments, tasks for
systematizing information and presenting it in tabular and graphical form,
presentations, crosswords, final tests, and tasks for creating key summaries on a
new topic.
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Self-directed learning utilizes personality-oriented learning technologies at
the heuristic and creative levels: problem-based learning, problem-based
learning, project-based learning, case-based learning, etc. For example, the
student's development of a learning task model and its solution, or the student's
proposed case study solution.
Third-level independent assignments involve the high level of development
of students' creative competence criteria and the acquisition of knowledge in a
specific subject. Therefore, it is advisable to present tasks of this level at the
second and third stages of developing the creative competence of non-philology
students.
We emphasize that the results at each level directly influence the results at
the next level and contribute to the development of KK in the process of training
future teachers.
2. At each level of the educational institution, the teacher should organize
monitoring of student activities.
At the first and second levels, students should pay special attention to
setting independent work goals: deepening and systematizing knowledge about
the possibilities of information processing in activity; acquiring creative activity
skills; developing analytical and synthetic skills.
To achieve the set goals, it is necessary to use various reflective
technologies ("Reflective goal," "Concluding the sentence," "Mini-work," etc. It is
assessed using [3], therefore, when working on first-level assignments, it is
advisable for the teacher to familiarize students with these technologies and
determine self-assessment indicators. To quantitatively assess these indicators,
we recommend using a scale for assessing KBIT.
In organizing high levels of independent work, the teacher acts as a
coordinator of students' efforts: helps in determining research topics, explains
the stages of project work, advises students when they encounter difficulties in
solving English language tasks, etc. Weekly consultations conducted by the
instructor; development of methodological recommendations for students;
organization of discussions of the results of completing assignments in the form
of round tables, defense of projects, etc.
References:
1. Пичкова Л.С. Организация самостоятельной работы студентов как
фактор формирования профессионально значимых компетенций // Пути
повышения конкурентоспособности экономики России в условиях
глобализации, Материалы конференции. МГИМО (У) МИД РФ. - М.: МГИМО-
Университет, 2008. – С. 16.
SOLUTION OF SOCIAL PROBLEMS IN
MANAGEMENT AND ECONOMY
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2. Андросюк Е.Р. Самостоятельная работа студентов: организация и
контроль / Е.Р.Андросюк, СМ.Леденев, А.О.Логинова, В.В.Майзель,
С.М.Москвичев, С.Ф.Строкатова // Высшее образование в России. – 1995. –
№ 4. – С. 61.
3. Муштавинская И.В. Использование рефлексивных технологий в
развитии способности учащихся к самообразованию как педагогическая
проблема // Педагогика: традиции и инновации: материалы междунар.
науч. конф. (г. Челябинск, октябрь 2011 г.). – Челябинск: Два комсомольца,
2011. — С. 150.
