87
THE ROLE OF PEDAGOGICAL COMMUNICATION IN
ORGANIZING THE QUALITY EDUCATIONAL PROCESS
Tojieva Muhabbatkhon Mansurjon qizi
lecturer at the Kokand university
Maqola haqida ma’lumot
Qabul qilingan: 12.06.2024
Qayta qabul : 14.06.2024
Saytda mavjud : 20.06.2024
Muallif (lar)
M.M.Tojieva
Muallif bilan aloqa
https://orcid.org/0000-0002-5228-6923
muhabbatxontojiyeva11@gmail.com
© M.M.Tojieva
UNIVERSAL xalqaro ilmiy jurnal
Ochiq ma’lumotlar:
https://universaljurnal.uz/index.php/jurnal
Maxfiylik bayonoti
Materialni istalgan vosita yoki formatda nusxalash va
qayta tarqatish hamda maqoladan toʻgʻri iqtibos keltirish
va litsenziyasini koʻrsatish sharti bilan istalgan maqsadda
foydalanish mumkin.
Annotation.
communication methods used in the
educational process are studied in detail in
this article. Information is given about the
role and importance of pedagogical dialogue
in improving the quality of education, and it
is written about the fact that improving the
quality of education is one of the urgent
issues of today, as well as about the reforms
that are being carried out to improve the
quality of education in our republic. The
conditions
for
the
organization
pedagogical communication and the factors
affecting it are described. Pedagogical
communication methods are divided into
classifications, and educational methods used
in the course of the lesson and their details are
presented. A number of scientific research
works have been studied, and the personal
approaches of the author on the aspects that
should be paid attention to by the teacher in
the
organization
of
communication in the development of the
educational process are given. In order to
organize an effective lesson process,
conclusions and proposals have been
developed on which features of pedagogical
communication should be paid attention to.
Keywords:
communication,
pedagogical
communication,
pedagogical
process,
teacher,
development strategy, system, method.
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Universal Xalqaro Ilmiy Jurnal
Jurnalning bosh sahifasi:
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INTRODUCTION
The development of the education sector
in our republic, the training of personnel with
competitive,
advanced
knowledge
and
potential in the future is one of the priority
issues of today's Uzbek politics. Goals for
improving the quality of education are also set
in the Development Strategy of Uzbekistan.
Including goal 44 "Increasing the quality of
education in schools, bringing the knowledge
and skills of pedagogues to the international
level", goal 46 "Raising the level of coverage
with higher education to 50% and improving
the quality of education", goal 47 " "Targeted
preparation of 10 potential higher education
institutions to enter the QS and TNE
international ratings by 2026" and set a
number of goals to increase the quality of
educational institutions and education, to bring
our republic to the level of developed
countries[2].
It should be noted that, based on the
requirements of the state education standard,
the historical commonality of national and
religious values, their harmony with universal
human values, more clearly illuminates the
importance of these values in the current
conditions of Uzbekistan, and students are
correct in relation to science and technology
development. ri approach and to educate a
highly moral person for the society. This, in
turn, serves to form a correct worldview in
pupils and students who can draw correct
scientific conclusions about the world and
scientific and technical development, and can
reasonably analyze the relationship between
religion and secularism.
The role of pedagogical communication
and methods in increasing the effectiveness of
the educational process is incomparable. These
concepts are at the center of the
educational process and are the main
factors determining the quality of
education.
Pedagogical communication is
important as a method of organizing the
educational process aimed at ensuring the
intellectual,
spiritual
and
physical
development of students. Dialogues are
selected taking into account the needs,
interests and capabilities of students,
which allows for individualization of the
educational process.
Pedagogical
methods
include
methods and techniques used in the
implementation of the teaching process.
They
serve
to
deepen
students'
knowledge, develop their skills and
abilities,
and
develop
independent
thinking skills. The correct selection and
use
of
methods
determines
the
effectiveness of the educational process.
LITERATURE ANALYSIS
Dialogue - is a greek word that
means
conversation,
interpersonal
conversation, and exchange of ideas, and
occurs when two or more people speak. In
the process of communication, a person
lives and socializes under the influence of
social experience, education, various
relationships, moral norms, ideas and
ideological factors and matures as a
person. Interaction between people is
considered one of the main categories of
pedagogical and psychological sciences,
and it includes the most important
mechanisms of interpersonal relations.
Pedagogical communication - is a
professional relationship between the
teacher and students, which creates the
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most favorable psychological environment and
creates a positive mental climate in class and
extracurricular activities
.
The main goal of the teacher's close
communication with students:
• to eliminate all processes that cause
negative situations;
• forming students' independent thinking
skills;
• to teach students to be active, to think
freely, to express their opinions without fear
and rely on them;
• development of hidden abilities of
students;
• creating a mood of joy and happiness in
class and extracurricular processes.
According to A.S. Makarenko, the
teacher's communication should be in the form
of a relationship based on respect and demand.
V.D. Sukhomlinsky states that "...every
word spoken in the schoolyard should be
carefully thought out, full of intelligence and
reasoning, and aimed at a specific educational
goal." According to the scientist, every word
of the teacher should be directed not only to
the ear of the student, but also to his heart. In
the opinion of advanced teachers in general,
education and upbringing are built only in the
process of communication based on the
position of mutual cooperation between the
teacher and the student [3].
Pedagogical communication is a unique
example of teacher's creativity in terms of its
structure. Pedagogical scientists describe
many
descriptions
of
the
teacher's
communication with students in their
scientific works, communication is first of all
a personal psychological feature of the
teacher. Scientists only give direction to the
teacher for communication. In particular,
according to the Russian pedagogue V.A.
Kan-Kalik, the structure of the teacher's
pedagogical dialogue is carried out in the
following directions [4]:
1.
Prognostic stage (modeling
):
Modeling of future communication by the
teacher with the class team.
2.
Communicative
communication:
achieving
the
organization of direct communication
during the initial mutual acquaintance
with the student.
3
.
Pedagogical
process:
The
teacher's behavior and pedagogical skills
should be aimed directly at managing
communication.
4.
Analysis of results:
Analysis of
the
implemented
communication,
objective assessment of achievements
and shortcomings and modeling for future
activities.
Establishing effective pedagogical
communication
is
important
for
improving the quality of lessons, and it is
one of the most urgent issues today. A
number of scientists have been carrying
out their scientific research in this regard.
In particular, in the Republic of
Uzbekistan, the problems of organizing
effective pedagogical dialogue and
increasing the effectiveness of lessons
using modern technologies, the problem
of professional training and competence
of teachers were researched by N.A.
Muslimov,
Sh.E.
Qurbanov,
A.R.
Khodzhaboyev.
The
structure
and
methods of pedagogical communication
were studied by Kh. A. Faizullaevich, N.
Ergasheva, R. Yolchiyev, and scientific
publications were published.
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Based on the above considerations and as
a result of our own research, we can define
pedagogical communication as follows:
Pedagogical communication -
is a
communicative process between the teacher
and students during the educational process,
which serves to achieve the goals of teaching
and learning. This communication is important
for engaging students in cognitive activities,
arousing
their
interest,
clarifying
and
clarifying questions, as well as for the
implementation of educational and educational
goals. The main features of pedagogical
communication are as follows:
✓
Interactive
feature:
Active,
two-way communication between teacher
and students.
✓
Didactic
orientation:
The
purpose of communication is to teach and
educate students.
✓
Emotional and motivational
effect: Communication has a positive effect
on the emotional state and motivation of
students.
✓
Individuality:
Taking
into
account the individual characteristics and
needs of each student
.
These features play an important role in
increasing the effectiveness of the educational
process, building trust between students and
teachers, and increasing students' interest in
education.
METHODOLOGY
This study aims to analyze the
importance
of
effective
pedagogical
communication in improving the quality of
education and to study the methods and
approaches used in this process. The research
is carried out through the following
methodological steps:
–
Scientific
articles,
books,
dissertations and previous studies on
pedagogical communication are studied.
At
this
stage,
teaching
methods,
characteristics
of
pedagogical
communication and factors affecting the
quality of education are determined.
–
Direct observations are made in
groups. In the process of observation, the
type,
intensity
and
quality
of
communication between the teacher and
students are evaluated.
–
Data from observations are coded
and analyzed using thematic analysis.
Using this method, the main factors that
ensure the effectiveness of pedagogical
communication are determined.
–
The results of the research are
compared with previous scientific studies
and the level of compatibility is
determined. Based on the results,
recommendations
on
effective
organization
of
pedagogical
communication are developed.
Application of this methodology
makes it possible to draw general
conclusions on improving the quality of
education
through
the
effective
organization
of
pedagogical
communication, as well as to develop
practical recommendations for teachers
and educational organizations.
ANALYSIS AND RESULTS
Effective
pedagogical
communication is of great importance in
improving the quality of education and
deepening the knowledge and skills of
students. Pedagogical communication
methods are different, and their correct
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selection and application depends on the
professional skills of teachers.
Pedagogical communication methods are
mainly classified in two main directions:
a) organizationally
b) functionally.
Organizationally -
the classification
methods are related to how communication is
organized, under what conditions and in what
format. This includes:
Frontal (general) communication
- in
this type of communication, one teacher works
with a large group, that is, with the whole class
or audience. These include lectures, general
discussions, and demonstration classes. This
method is convenient for introducing students
to a wider range of information.
• Lecture: A method of delivering large
amounts of information given by the teacher.
This method is effective when working with
large groups.
• Lesson: A planned and structured
learning process with students.
• Demonstrative lesson: A form of lesson
that facilitates the acquisition of knowledge
with the help of demonstrative materials.
Group communication
- in this method,
the teacher works with small groups. This form
of communication provides more interactive
participation of students. Examples of this are
seminars and small group training.
• Workshop (Seminar): Students share
their knowledge in small groups and discuss
new knowledge.
• Discussion: Communication between
students aimed at discussing problems and
finding a solution together.
• Project Work: Students work together
in groups on a project and present it.
Individual communication
- in this
approach, the teacher works with an
individual student. This method takes the
form of more tutoring, individual
counseling and guidance.
• Tutoring: A method of imparting
knowledge individually between one
teacher and one student.
• Individual counseling: The teacher
gives guidance and advice to the student
individually.
• Mentoring: The teacher supports
the student's personal and professional
development by providing individual
guidance.
Functionally,
the classification
methods depend on the content of
communication and its pedagogical
goals. These methods are divided into the
following types:
Informative
methods
-
these
methods are aimed at providing students
with new knowledge and information.
Lectures, lessons, presentations are part
of this method.
• Lecture: The delivery of a large
amount of knowledge by the teacher.
•
Presentation:
conveying
information using visual materials.
• Reading: Reading and mastering
texts.
Motivational methods
- these
methods are aimed at making students
interested in learning and instilling
positive motivation in them. Asking
questions, posing problems, and listening
to students' opinions are examples of
motivational communication.
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• Question-Answer: Asking questions to
activate students and arouse their interest.
• Creating problem situations: Involve
students in solving problems.
• Experiments and practical Work:
deepening of students' knowledge through
independent work.
Cooperative methods
- these methods are
aimed at developing students' skills of mutual
cooperation. It includes group work, project
work, roller games.
•
Group Work: Students work together in
small groups.
•
Role
Plays:
Students
acquire
knowledge by playing certain roles.
•
Debate: Two-way debate between
students.
Corrective methods -
these methods are
aimed at correcting students' ignorance and
mistakes and improving their skills. Tests,
control work, analysis and feedback are
included in such methods.
• Tests: Various tests to determine the
level of students' knowledge.
• Control work: Written or oral control
work to assess students' knowledge and skills.
• Analysis and feedback: analyzing
students' work and activities and giving them
feedback.
In addition, the needs and level of
students, the level of knowledge and interests
of students, the purpose and topic of the lesson,
as well as the capabilities, technical equipment
and resources of the school or university are
the main factors in choosing pedagogical
communication methods. The length and time
of the lesson is also an important factor. Some
methods require more time, and some are
effective in the short term.
A
traditional
lesson
is
an
educational model designed for a certain
period of time, the educational process is
more focused on the personality of the
teacher, it consists of the stages of
introduction, clarification, consolidation
and completion of the topic.
In the traditional teaching model,
more methods such as lecture, question-
and-answer, and practical exercises are
used. For this reason, in these cases, the
effectiveness of traditional lessons is
much lower, and students become passive
participants in the educational process.
Usually,
traditional
teaching
is
considered as a passive teaching method.
But whether students are active or passive
in the lesson depends on how the lesson
is conducted and how it is planned. In
order to increase the efficiency of the
traditional lesson and to increase the
activity of students in the lesson, it is
recommended to divide the new material
into small pieces. Also, it would be
appropriate to monitor how the students
are mastering this material and to do
various exercises and assignments for this
purpose.
Non-traditional
teaching
technologies are aimed at increasing the
activity
of
students,
establishing
cooperation
and
reciprocal
communication between the pedagogue
and students, and applying new modern
teaching technologies to the educational
process.
Through
non-traditional
teaching, students are directed from
forced
obedience
to
conscious
responsibility.
In
non-traditional
education, students are able to find ways
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to apply theoretical knowledge to practice, to
discuss the learning material together, to take
the initiative, to form, express and justify their
personal opinions, to cooperate despite
individual differences, to demonstrate their
abilities, they learn to show each other's
success, to support each other, to work
productively in a small group formed to fulfill
a common task.
Pedagogical communication methods are
used to organize and develop communication
between teachers and students in the
educational
process.
They
include
different methods and approaches. Based
on our studies, we classified pedagogical
communication methods used in the
educational process into traditional and
modern (Table 2) methods.
Table 2. Pedagogical communication methods
1
These methods and approaches enrich
pedagogical communication and make the
educational process more effective. Each method
has its own characteristics and advantages, which
are selected depending on the teaching objectives,
the needs of the students and the content of the
lesson. Pedagogical communication methods are
different, and their correct selection and effective
1
Author development
use play a major role in the success of the
educational process.
CONCLUSIONS
AND
SUGGESTIONS
Pedagogical communication methods
are an integral part of the educational
process, and their correct selection and
effective use are of great importance in the
development of students' knowledge and
skills. Teachers can use different methods in
P
edagogi
cal
comm
un
icati
on
met
ho
ds
Traditional
methods
Lecturer
- teacher gives basic information and students listen
Explanation -
the teacher explains the topic in detail, answers
questions and gives comments
Conversation
is a dialogue between the teacher and students
through questions and answers
Observation
- observing and analyzing the process or
phenomenon shown by the teacher
Working with books -
students use textbooks and additional
literature
Modern
methods
Blended Learning -
combines traditional classes and online
learning
Flipped Classroom -
Students study the lesson at home
beforehand and do hands-on activities in the classroom
Project learning
- students work on projects and develop self-
directed learning
Gamification
- increases student interest by adding game
elements to the learning process
Multimedia education -
use of audio, video and interactive
materials
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their lessons to increase students' interests and
make the educational process interactive and
effective. Because each method has its own
advantages and limitations, it is important to select
methods that are appropriate for each lesson topic
and students' needs.
From the results of this research, we have the
following conclusions:
1.
Pedagogical
communication
and
pedagogical methods have a great role and
importance in the educational process.
2.
The use of effective pedagogical
communication and methods in the educational
process significantly improves the learning
process of students, increases their interest and
activity.
3.
Pedagogical communication is at the
center of the educational process and plays a key
role in choosing educational methods that meet the
needs and abilities of students.
4.
Pedagogical methods are a set of
methods and techniques necessary for the effective
implementation of the educational process.
5.
The use of innovative pedagogical
approaches in the modern education process and
their impact on the quality of education is positive.
6.
Experimental results obtained by using
various methods in the educational process were
analyzed and their effectiveness was confirmed.
Also, in this work, the types of pedagogical
communication and methods, their history,
modern approaches and the experience of their use
in practice were widely covered. With the
emergence of new technologies and innovative
approaches in the current educational process, the
demand for pedagogical communication and
methods and their changes were also analyzed.
Below, we have developed proposals on the
aspects that should be paid attention to in the
organization of pedagogical dialogue in the course
of educational institutions.
Individual characteristics and needs of
students should be taken into account when
choosing pedagogical communication and
methods.
1.
It is necessary to actively use modern
pedagogical technologies and approaches, to
constantly improve them.
2.
It is necessary to organize regular
seminars and trainings for improving the
qualifications of teachers;
3.
It is necessary to create the necessary
conditions for the introduction of innovative
pedagogical methods in the educational
process.
4.
It is necessary to continue research on
the study of new types of pedagogical
communication and methods and their
implementation.
5.
It is necessary to develop new
approaches and methods to increase the
effectiveness of methods in the educational
process.
6.
According to the results of the
research, the correct selection and use of
pedagogical communication and methods is
important in increasing the effectiveness of
the educational process.
7.
As a result of the in-depth study of the
scientific
and
practical
aspects
of
pedagogical communication and methods
and their widespread use in educational
institutions, the quality of education and the
level of knowledge of students will increase.
Thus, in this research work, it
contributes to the improvement of the
educational process by creating a scientific-
practical basis for pedagogical
communication and methods.
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