Universal International Scientific Journal
52
Turakulova Manzurakhan
is a teacher at the National Center for
Training Pedagogues in
New Methods of Andijan Region
Uzbekistan
WAYS TO INCREASE THE COMMUNICATIVE ABILITIES OF EDUCATORS
Abstract:
This article describes the evaluation system based on the processes implemented as a result of
methodical support.
Key words:
information and communication technologies, digital technology, cognitive activity, digitization,
education, virtual world, development, globalization, motivation, integration.
Annotatsiya:
Ushbu maqolada uslubiy yordam natijasida amalga oshirilgan jarayonlarga asoslangan baholash
tizimi tasvirlangan.
Kalit so’zlar:
axborot-kommunikatsiya texnologiyalari, raqamli texnologiya, kognitiv faoliyat,
raqamlashtirish, ta'lim, virtual dunyo, rivojlanish, globallashuv, motivatsiya, integratsiya.
Аннотация:
В данной статье описывается система оценки, основанная на процессах, реализуемых в
результате методического обеспечения.
Ключевые слова:
информационно-коммуникационные технологии, цифровые технологии,
познавательная деятельность, цифровизация, образование, виртуальный мир виртуальный мир, развитие,
глобализация, мотивация, интеграция.
Language:
English
Universal Xalqaro Ilmiy Jurnal
Universal International Scientific Journal
Year: 2024 Issue: 1 Volume: 7
International indexes
Universal International Scientific Journal
5
3
Citation:
Turakulova , M. WAYS TO INCREASE THE COMMUNICATIVE ABILITIES OF
EDUCATORS.
Universal
International
Scientific
Journal,
1(7),
52–54.
Retrieved
from
https://universaljurnal.uz/index.php/jurnal/article/view/1161
Doi:
https://doi.org/10.5281/zenodo.14024965
The essence of the oral examination is that
the teacher determines the level of mastery of
the students based on the content of the subject
studied. Oral examination is carried out based
on the question-and-answer method of
checking students' knowledge. This method is
sometimes called the interview method. In the
oral examination, the teacher divides the
studied topic into separate parts and asks
students questions from each of them.
However, in order to develop students' speech
and to have deep and solid knowledge, they
can be asked to completely recall this or the
previous topic. In many subjects, the oral
examination is completed based on the
organization of written exercises for students'
answers. They give an example to prove their
answer. They write these examples on the
board and analyze them syntactically and
grammatically.
Oral
examination
of
mathematics, physics and chemistry is solved
according to the rules based on the purpose of
assessing practical skills and skills. Despite its
widespread use and effectiveness, oral
examination in monitoring and evaluating
students' knowledge has some disadvantages.
Therefore, various forms are used to monitor
the students' knowledge and ensure the success
of the assessment.
An oral public examination is an oral
questioning of students, who answer questions
directed at the group. The answers to such a
check will be short. This type of questioning
provides control for most students and
activates the whole group, but does not
increase student speech. Such defects are not
visible in individual inquiries. But in this form
of asking, it is very difficult to achieve the full
performance of other students in the group.
In combined (accelerated) testing, the
teacher calls several students to the blackboard
at the same time, one gives an oral answer, and
3-4 students do written work on cards, etc.
This is a complex method of examination,
which requires the teacher to have sufficient
experience and to be able to distribute his
attention to all the students in the group.
Written examination is one of the most
effective
methods
of
monitoring
and
evaluating students' knowledge, skills, and
abilities, and allows to evaluate their creative
abilities. The essence of this method is that the
teacher controls and evaluates the knowledge
of students after passing a specific subject or a
certain section of the curriculum. A written test
allows you to do homework, that is, to write an
essay, as well as to perform various supervised
and independent tasks. In this process, a lot of
work and time is spent for the teacher to
familiarize himself with the completed work
and check its quality.
1. Examination based on the completion
of practical tasks. It can consist of observing
the correctness of the performed practical
actions (sports, labor actions) or relying on the
obtained results. Monitoring of all the student's
activities during the entire lesson is a special
type of examination, which ends with a score
for the student's participation in the lesson.
This encourages the student to always move
and be active.
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2. It is known that rating control is widely
used in the education system today. Rating
means evaluation, arrangement, classification,
evaluation of any event according to a
predetermined scale.
3. Scaling - modeling specific processes
using a number system. Its various techniques
help convert qualitative descriptions into
quantitative changes.
4. Along with the above-mentioned
methods of taking into account the educational
activity of students based on rating control, the
test method is also effectively used. The test
survey has been used effectively not only to
determine the level of knowledge, skills and
qualifications of students, but also in the
process of selective admission of applicants to
higher educational institutions in the Republic
of Uzbekistan since 1993.
A test is a test tool that allows you to
determine the level of a certain condition in
qualitative and quantitative indicators based
on a specific goal.
A number of advantages of the test are
evident in pedagogical practice. They are:
1) less time spent on control;
2) the possibility of determining the level of
theoretical and practical knowledge in
objective conditions;
3) it is possible to organize supervision with
a large number of students at the same time;
4) short-term verification of knowledge
results by the teacher;
5) all students are asked questions of the
same complexity and the same conditions are
created for them.
Since the five-point evaluation system is
still used in school practice today, pedagogues
are looking for ways to increase the
motivational role of this system. Several
methods are used in this regard. In particular:
Expressing values with addition and
subtraction signs. The current rules for
keeping class journals do not allow the use of
expressive marks. Therefore, the pedagogue
makes a compromise and puts accurate grades
in the class journal, and records pluses and
minuses in his personal notebook;
Completing the number with a point value
(additional value). This method has no
instructional prohibitions, but it is rarely used
by pedagogues, because this method requires
spending more time during the lesson, which
is already scarce;
Teacher writing notes for parents along with
grading in the diary. This method is based on
strengthening the student's responsibility
towards the family. If the following situation
is not taken into account, there is nothing
unusual about it. Acquaintance with the
content of the entries in the diary shows that
they are mostly negative in content. It is known
that negative thoughts destroy students'
motivation to study. According to the results
of the research, negative notes in the diary are
the factor that reduces the motivation to study
among 5th-6th graders.
Communicative motive - attitude, opinion
of peers. Students cannot be indifferent to the
attitudes and opinions of their peers. A teacher
should be able to use such a factor, but it is not
appropriate to abuse it, because such an
approach also weakens the motivation of
students to learn. At the beginning of the 19th
and 20th centuries, such a rule prevailed in
gymnasiums: a student can be praised in front
of the team, but not put down. Even today, it is
not without benefit to follow this rule in
educational practice.
Universal International Scientific Journal
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Strengthening the communicative effect,
which consists in teaching students to feel the
successes and failures of their classmates, to
help them.
FOYDALANILGAN ADABIYOTLAR
1. Abdurazzakov. N.K. - Socio-psychological possibilities of ensuring informational and
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Professional and Methodical Competence of Future Biology Teachers // Eurasian Journal of
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739, - P.19-21. (№7. SJIF; IF-8.115) (www.geniusjournals.org)
3. Kuychiyeva M.A., Eshmatova D. Development of Professional and Methodical
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