SHARE WITH FRIENDS:
M. Hakimova
PROFESSIONAL PEDAGOGY
from science
TEXT OF THE LECTURE
TASHKENT – 2012
I. Professional pedagogy at a new stage of education development in the Republic of Uzbekistan
1.1. Vocational education reform in Uzbekistan
1.2. Stages of development of professional pedagogy
1.3. Professional-qualification changes in the personnel training process; methods of analysis of professions
1.4. Higher professional education and its level of development
1.1. Vocational education reform in Uzbekistan
The national personnel training program was prepared in accordance with the provisions of the Law of the Republic of Uzbekistan "On Education", based on the analysis of national experience and world-class achievements in the education system, and high general and professional culture, is directed to creative and social activity, to the formation of a new generation of personnel who have the ability to independently achieve the goal in social and political life, and are able to promote and solve future tasks.
The program provides social-political, legal, psychological-pedagogical and other conditions for the realization of the national model of personnel training, the conscious selection of educational and professional programs that are mature in all respects, adapted to life in society, and then thoroughly mastered. means to create, educate citizens who feel their responsibility before society, state and family. 1
At this point, it is appropriate to emphasize the following comments of President IAKarimov: "No one can be indifferent to the fate of the growing young generation in particular. In this regard, higher educational institutions are of great importance. It is the sacred duty of each of us to take care of how to teach young people, educate them, and make them mature specialists of an independent country. In this regard, bringing the level of the higher and secondary special education system to the level of world standards, determining the demand and needs for specialties in the national economy on the basis of scientific analysis, and rationally using the experience of foreign countries are the urgent tasks of this day."2
Implementation of fundamental reforms, formation of market relations largely depends on economic education. It is impossible to make deep changes without forming an economic mindset in people.
Looking at the path of our independent development, we can see that our national economy has been economically strengthened, brought out of the crisis, and stable growth has been achieved in many areas. The components of the market mechanism have been decided and its infrastructures have been created, and now economic reforms are being deepened and the economy is being liberalized from all sides. The most important thing is that during this period, the idea and ideology of national independence is being formed and is being absorbed into the minds of our people. 1
Today, the formation of an excellent system of training specialists based on the achievements of the nation's rich modern culture, economy, science, technology and technology has become one of the priority directions of our country's policy. As President Islam Karimov noted: "... today, the achievement of our great goals, our noble intentions, the renewal of our society, the development and perspective of our lives, the reforms that are being implemented, the success of our plans - all this is, first of all, the fate of highly qualified, conscious people who meet the requirements of the time. we all understand that it is closely related to the problem of training specialist personnel"2.
Our opinion is evidenced by the regular holding of international scientific-theoretical conferences dedicated to economic education at the Tashkent State University of Economics, which is one of the most prestigious universities of our republic and has diplomatic relations with many prestigious higher educational institutions of the world. .
Today, in the higher education system of our country, in order to reorganize the system of training economists at the level of modern requirements, the effective use of international standards of economic education is gaining urgent importance. Because almost all developed and market economy countries of the world have a modern economic education system for training economists who can adapt to the sudden changes of the new mechanism and compete in any conditions3.
The level of development of society, information overload, structural changes in the economy, in general, life experience shows that young people are highly qualified professionals who can quickly understand the situation and make the right decision for this situation. it is not enough to rely only on traditional methods of preparation.
At present, mastering of ready-made knowledge is not the main goal, but the most important thing is to develop the intellectual ability of students, to create independent choice and decision-making skills.
It is known that the structural changes in the economy, in turn, require specialists to have higher qualifications and skills, to be flexible to changes in the demand for specialists, and to be eager to improve their skills. For this, it is necessary to train economists to research independently, think, compare different views, analyze, draw conclusions. At this point, President IAKarimov expressed the following opinion: "As we carry out fundamental reforms in various aspects of our life, in all sectors of the national economy, and move towards renewal, these reforms will change our lifestyle in a positive direction, help us to rise spiritually. we should not forget that it depends to a large extent on all-round qualified personnel to give and strengthen our national pride. National personnel will be one of the main factors in the economic, political and spiritual development of our republic, and in solving problems in these areas."1
The purpose of higher education is to train highly skilled, talented and competitive personnel capable of working in the conditions of the market economy according to the specialist of their choice to ensure the socio-economic and cultural-spiritual development of our republic. It is one of the main tasks of the higher education system to form deep and solid knowledge in the future cadres, to continue to educate their loyalty to the ideals of national independence, love for the Motherland, and self-sacrifice in this way. 2
The first task of dealing with economics is to increase the level of economic knowledge of students, and the next is to create qualifications and skills based on this knowledge. The process of developing economic knowledge and skills is as follows: knowledge-skills-qualification. This process mechanism can be implemented as follows:
Drawing 1
The science of professional education came to us from the first years of Uzbekistan's independence. Because the applied experiences serve as the basis of professional education. The problems of providing professional education and training to our students became evident. In this regard, President IAKarimov stated: "It is appropriate to provide professional knowledge during the transition to market relations"1.
As the basis of every person's life is economic activity, it certainly requires everyone to learn economic thinking. Especially in the conditions of the market economy, this demand becomes even stronger. That is why economists are taught the basics of economic knowledge starting from secondary general education school in our country2.
The students of the higher educational institution, especially the students of the educational institution of the economic direction, not only learn economic thinking, but also identify and analyze a wide range of economic problems, evaluate the trends of economic development, and see what results these changes will bring in the future. It is necessary to learn how to bring about.
Thus, in order to understand the economic problems that arise in the life of the society in a timely manner, it is necessary to determine the necessary measures for their rational solution. In order to meet the requirements of today's era, future economists should constantly improve their knowledge and skills, diligently study and search for modern experiences. This means taking on a huge responsibility not only to the people of today, but also to the future generation.
1.2. Stages of development of professional pedagogy
Vocational education for a long time was aimed at training a well-rounded person, but this event was carried out at the expense of a decrease in the level of formation of professional skills of graduates. This situation did not serve to increase the need to improve professional skills and abilities, to improve one's knowledge and educate oneself throughout one's life. For this reason, people who lack professional skills, who are far from creative pursuits, who are not good at education and professional work, also got involved in this field. Such errors and deficiencies in the higher education system have had negative consequences in our social life. As a result of the reforms implemented in the education system in our republic, special attention is paid to the issue of special training for working professions, formation of professional skills and abilities in the learner.
It is known that professional skills mean that a graduate has acquired high-level professional skills and qualifications, which is reflected in the level of competitiveness of a person's profession in the labor market. Professional skills are determined by such qualities as the high flexibility of the workforce and quick assimilation of innovations, the ability to move to new production conditions in a short time, and the ability to independently choose the field of activity.
At the current stage of education development in our republic, the main task of the science of "Vocational pedagogy" is to prepare specialists who can adapt to the modernized production conditions at the level of world requirements, to raise our economy to the level of a great country, and to form a creative approach, not the amount of information provided as the main factor in this process. , it is necessary to pay attention to training the qualities of independent thinking and application. The increasing attention to vocational education can be explained by:
1. Formation and development of new educational institutions of gymnasium, lyceum, college and other types as a result of educational reforms;
2. Organization of vocational education in higher educational institutions, organization of separate departments and faculties;
3. It is envisaged that vocational pedagogy will become more closely connected with other disciplines, and that new concepts and theories will emerge at the junction of knowledge fields;
4. Increasing the types of educational services provided by vocational educational institutions to the population, establishing the production of finished products and providing services to them at their base, introducing advanced forms of labor organization, and others.1
Vocational pedagogy studies the laws of education, upbringing, study and development of students, develops criteria for the use of educational, pedagogical and information technologies, establishes the types of vocational education institutions and their management system. This science envisages preparing a person for professional activity, educating the young generation, adapting the skilled labor force to the level of new requirements.
1.3. Professional-qualification changes in the process of personnel training, methods of analysis of professions
The main goal of the "National Personnel Training Program" is to develop a strategy for establishing a comprehensive system of highly qualified competitive personnel training and its main directions, taking into account its components: the individual, the state and society, continuous education, science, and production tasks. . Correct solution of this issue from a scientific and pedagogical point of view is the subject of current research and a problem that can be realized thanks to the hard work of researchers.
Therefore, in the conditions of economic liberalization and on the basis of studying the education system, it is necessary to thoroughly analyze the achievements made in the economy of our country, to completely eliminate existing problems and shortcomings, and to implement the methods of economic development through the effective use of advanced foreign experiences, to further improve the education system. issues are put forward. In this, the main attention is focused on the rapid development of the process of integration of Uzbekistan into the world economy. This requires the implementation of urgent measures to liberalize the foreign economic activities of our country.
Economy is an economic system that satisfies the needs of people and society by creating the necessary life benefits, improves economic activity, and ensures production efficiency. So, first of all, a person achieves satisfaction of his material needs through economic activity, creates his own sustenance. To achieve this, by developing the economic thinking of economists, they:
— arming the economic laws of society with educational knowledge;
— formation of an expert-person who correctly understands the economic policy of the society;
— participation in active economic activity in production, acquisition of initial skills leading to learning advanced forms and methods of work.
"Regardless of what measures are taken to implement market economy reforms, we may not be able to achieve the set goal if there is a lack of qualified specialists. It's time for higher education institutions to develop new approaches to training qualified specialists"1 - said President IAKarimov. Effective use of foreign experiences in the implementation of this process and the implementation of the first stages of the national personnel training program, as well as the study of the problems of personnel training in the conditions of the market economy, testify to the relevance of this topic.
The rational solution of such problems depends on the preparation of economic experts who can meet the requirements of market relations in all aspects. Because, in the conditions of economic liberalization, only economists who have a deep understanding of the new goals and tasks before our independent republic, who are mature in all respects, have knowledge and experience that are in line with the requirements of the time, can make their proper contribution to the economic and social development of our country. However, due to the existence of problems and shortcomings in the preparation of economic specialists who can work effectively in the new conditions, a number of obstacles have arisen in the preparation of specialists who embody the above-mentioned characteristics, and finding a reasonable solution to them directly affects the economic development of our country. is one of the determining factors.
The main concepts and essence of the science of "professional pedagogy" can perform the following tasks in various systems of professional education:
— teachers to improve their professional skills in order to implement new and more complex activities;
— to pay special attention to the creation of tools and ways to implement new concepts of professional and technical education, to educate an active-creative person;
— development of new approaches to acquisition of pedagogical knowledge;
— development of effective forms and methods of education;
— designing new developing pedagogical processes, creating conditions for students to use all their capabilities and abilities, reducing the time spent on acquiring professional skills.
1.4. Higher professional education and its level of development
After gaining independence, the Republic of Uzbekistan chose a unique and appropriate way of development and started building a legal democratic state and an open civil society. In such a state, all conditions will be created for the spiritual renewal of society, the formation of a socially oriented market economy, and its integration into the world community.
Universal values are important conditions for achieving specific goals in the field of education, taking into account the centuries-old scientific and cultural traditions of the Uzbek people, modern culture, economy, science and technology, and the development perspective of society.
Adoption and implementation of laws consisting of the "Law on Education" and the "National Program of Personnel Training", which are completely new in nature, the national model of personnel training, the formation of a creative, socially active, spiritually rich person and serves as a theoretical basis for achieving the strategic goal of preliminary retraining of highly qualified, competitive personnel.
In creating the great future of our country, the following words of President I. Karimov are closely related to the truth: "...Today, reforms in our republic are not only carried out in the field of economy, these are primarily institutional reforms, which replace the old centralized economic system with a new, free management provides transfer to the system, turning it into a stimulating, vital activity".
Implementation of these changes on the basis of special programs, introduction of modern methods of economic management, computerization, organization of intensive training of young specialists in higher education institutions both abroad and in our country, all this is in the focus of the attention of our country. . The government of our republic demands improvement of the financing system in general, in particular the financing of the education system.
Our good works cannot be brought to a logical conclusion without the fundamental reform of the existing education system in our country, which began in 1997, without attracting talented, knowledge-hungry young people to educational institutions, and without fundamentally changing the activities of higher schools. It is impossible to achieve the intended goal without having enough funds to improve the educational system, to create conditions and opportunities for the activities of educational institutions, to improve the effectiveness of the training of highly qualified personnel in the reform of the continuing education system.
In the conditions of the market economy, the financial support of higher education by the state is closely related to the increase in the income of educational institutions at the expense of publishing, production, scientific services and other activities carried out in accordance with the charter. must go. These provide the need for modern technical tools, equipment, new technologies, especially information technologies in educational institutions, they increase their independence, enable the development and implementation of effective means of combining science with education, and as a result as a result, it gives new strength to the higher education system. There is no doubt that these efforts will raise the quality of the training of selfless specialists who embody being a perfect person harmoniously with scientific knowledge, who deeply feel their responsibility towards the family, society, and the state.
Paying special attention to personnel training and new education priorities for our country, President I. Karimov said: "In the state policy in the field of personnel training, a continuous education system is closely related to the intellectual, spiritual and moral education of a person. it is envisaged that the citizen will be developed in all aspects", at the same time, the head of the state pays special attention to the establishment of a society that embodies and improves traditions, taking into account the international experience.
At the same time, as established in the Law "On Education", the state policy in the field of education emphasizes the humane, democratic and secular character of education and training, its continuity and consistency, and the openness of education to all. , regardless of gender, language, age, race, nationality, social origin and status, its development based on the principles of guaranteeing and ensuring equal rights in education, its place in the ideological and educational process, position and determines the breadth of possibilities". 1
The most important task of education is to modernize the society, to strengthen, improve, renew and fill it with professional staff capable of taking the country to the forefront of its development. In this, the modern market economy places new demands on the training of specialists. Participating in the development of production at each workplace, ensuring the fast-changing high quality of products that are more complex in terms of their description and technology, improving production methods and reducing costs when the cost of materials increases. consists of restraint.
The main issue is that the conditions of the market economy require every participant to achieve active economic thinking. This is especially important in innovation strategy. The fact is that the market economy, although it facilitates innovation, cannot itself create conditions for it. Therefore, strategic thinking, understanding the laws of economic development, being able to evaluate innovation, making independent decisions, being able to overcome difficulties, and justifying and justifying one's decision, if necessary, are important qualities for all professional employees involved in market relations. is considered
A short summary
In conclusion, the main goal of implementing vocational education reforms in Uzbekistan is to bring the educational process to the highest level. The need to implement reforms puts the task of creating more creative scientific research works before the science of professional pedagogy. Nowadays, it is necessary to train qualified specialists in all aspects, to arm them with modern technologies. In order to achieve the desired goal, it is necessary to abandon the old methods of education, from training young personnel who only have a certain set of knowledge to training a highly moral, comprehensively mature person who is able to show all his knowledge and potential. The issue of the development strategy of continuous education, which is based on the national school, which takes into account the level of achievements of professional pedagogy at the world level, the priority of the development of moral and aesthetic standards, is considered the center of national culture, and at the same time is capable of conducting a rational dialogue of cultures, is urgent. became Such education should be developed and strengthened in general secondary education, secondary special education, vocational education and higher education institutions.
Questions for self-monitoring and discussion:
1. When did the vocational education reform start in Uzbekistan?
2. Comment on professional-qualification changes in personnel training?
3. What are the requirements for comprehensive and highly qualified personnel training?
4. What are the tasks of vocational education?
5. What do you understand by professional skills?
6. What is your opinion about the formation process of professional education?
7. What are the main directions in the development of the vocational education system?
8. What changes are being made in the economy of our country?
9. What are the priorities in the continuous education system in Uzbekistan?
10. Tell us about higher professional education and its development stages?
Recommended reading:
1. Pedagogical professional education. Pod.ed.VASlastenina. — Moscow. Academy, 2004.
2. Ye.N. Pronina, VVLukashevich. "Psychology and pedagogy". Uchebnik dlya studentsov VUZov. — M.: Elite, 2004.
3. O'. Tolipov., M. Barakayev., Sh. Sharipov. Professional pedagogy. (Text of lectures).– T.: TDIU, 2001.
4. N. Khojayev, J. Hasanboyev. Economic pedagogy. - T.: TDIU, 2002.
5. www.inter-pedagogika.ru.
II. Basics of professional pedagogy
2.1. Philosophical and methodological foundations of the science "Professional pedagogy".
2.2. The process of spiritual and cultural formation. The main didactic steps in the qualification training.
2.3. Methods of professional pedagogy.
2.4. History pages of professional pedagogy.
2.5. Use of foreign experiences in the development of vocational education in Uzbekistan.
2.6. The structure of vocational education in Germany and France.
2.1. Philosophical and methodological foundations of professional pedagogy
At the threshold of the XNUMXst century, it is becoming more and more evident that human intelligence and spirituality are the main coordinating, developing factor and tool in the development of socio-economic relations. Therefore, humanitarianism is accepted as the main principle of building a free civil society in a legal democratic state based on a market economy.
In the Law of the Republic of Uzbekistan "On Education" (1997), the announcement of education as a priority in the field of social development of our country has given great tasks to the science of pedagogy. Our rich scientific, spiritual, cultural and religious heritage, which has been revived since the first days of independence and is being harmonized with the demands of the spirit of the times, has been contributing not only to personal and national interests, but also to the spiritual, social and economic development of the world.
It is known that each independent science has its own subject (theme) and methodological foundations. In particular, Vocational pedagogy was formed as a science and got its own subject. Vocational pedagogy, like other subjects, emerged based on the demands and needs of society.
Therefore, the educational process should be considered an integral part of social life, because it is difficult to imagine society and its development without educational activities.
Pedagogy as a science has its influence on other sciences and forms a whole of the knowledge system. At the same time, this science can be divided into several sections.
They include: preschool education, general secondary, special secondary, higher education pedagogy and others.
The philosophical-methodological stage of imparting knowledge consists of effective imparting of knowledge in general terms of qualified pedagogy. There is no doubt that the training course will lead to effective results if it is carried out based on specific problems.
In recent years, special attention has been paid to imparting philosophical knowledge. Philosophical education is the first step in the system of professional education, and the achievements and experiences in this field can be applied in practice.
In order to determine the scientific place of professional pedagogy, it is necessary to separate its object and subject. As we know, science is a branch of scientific knowledge aimed at the objective study and proof of the processes occurring in society.
The cultural and spiritual formation of a person is based on the following.
Information
Culture
Mentality
There are 2 main directions in pedagogical activity.
On the one hand, this activity depends on the daily, educational work of the teacher, the interaction between the teacher and the student, the knowledge, skills and abilities of the student in the educational work.
The main issue of the science of professional pedagogy is to provide this process effectively and qualitatively. For this, it is necessary to use specific methods and organizational forms effectively. In this method, a certain amount of freedom, pedagogic art, and pedagogic skills should have found their place.
2.2. The process of spiritual and cultural formation. The main didactic steps in the qualification training
Since the first days of independence, special attention has been paid to the development of spirituality in our country. In every speech and works of the President of our country, Islam Karimov, it is repeatedly emphasized that high spirituality is the foundation of the future.
It is impossible to achieve success in the way of life of our society and the development of our country without raising human spirituality. In the first stage of the reforms, the goal of reestablishing the national spirituality was largely achieved, and the ground was prepared for the tasks to be carried out in the second stage. The era of spiritual chaos has ended. As President Islam Karimov stated in his book "Uzbekistan on the Way to Deepening Economic Reforms": "Reviving the spirituality and culture of the people, its true history and identity is a successful way to renew and develop our society. If it is decisive in shifting, it is decisive"1.
In the conditions of the market economy in our country, the attitude towards the structures of the society and the state itself, with a sense of patriotism that understands various educational and cultural ideas and concepts, responsible for the nation, people's interests, social, economic, cultural development, scientific knowledge, work and is interested in raising a cultured person who embodies professional skills. The values created on the basis of the spiritual needs and demands of our people over the centuries play an important role in the formation of such a person.
It is known that the most important goal of continuous education is to strengthen the idea of humanitarianism in the content of education based on universal and national values, nationalization and formation of spiritual culture among young people based on this.
The reforms implemented in the education system in our country are based on the democratic education system, and the ideas put forward in it are as follows:
• It is necessary to build a person's spiritual culture on the basis of all the achievements of mankind in the present period;
• It is necessary to achieve that national and universal values take priority in the formation of spiritual culture;
• In the formation of spiritual culture, it is necessary to avoid elements that are far from nationalism and contrary to it.
The concept of "spirituality" is unique to the human race and is an integral part of the essence of the human being, which is considered to be the perfect product of nature.
Man is a biosocial being, he has a biological essence as well as a social essence. Its biological essence includes its upright walking, which distinguishes it from other creatures as a biological species, the fact that its body is not covered with wool, the shape of its head and hands, the ability to think, and a number of other biological indicators.
In the Holy Qur'an, Surah Al-Baqarah, there are the following verses about the qualities that distinguish man from other creatures: "And He taught Adam the names of all things. Then he turned them to the angels and said: "If your words that we are entitled to the caliphate are true, tell me the names of these things!"
They said, "O Lord, we only know what You have revealed." Indeed, You are the possessor of knowledge. (Allah) said: O Adam, tell them the names of those things." 1
From these verses we know that Man is God's caliph on Earth and even the innocent angels bow down to him.
Therefore, the following philosophical definition can be given to spirituality. Spirituality is a set of positive social qualities of a person, whose useful knowledge has been tested in his practical life, passed the levels of skills and qualifications, absorbed into his soul, and reflected in his lifestyle.
This definition given to spirituality was created as a result of observation and perception of a complex social phenomenon that exists objectively, feeling its most important features and analyzing a number of literatures published on the topic of spirituality. Below are some of the definitions given to the concept of "spirituality" by our contemporaries.
"Spirituality is a sign of a person, a component of his activity, a product of his mind, intellect"2.
"Spirituality is the spiritual content of human activity, through which people realize themselves, solve the problems of society, nature, their lifestyles, practical activities"3.
"Spirituality is the light of truth reflected in the human heart, in the mirror of the soul"4.
"Spirituality is the internal intellectual (mental) and stable emotional world of the nation, whose roots have been formed over the centuries and are inextricably linked with its historical experiences and socio-cultural development"5.
These definitions only express one or another characteristic or importance of spirituality, which is a complex social phenomenon. This is an assessment category.
Leaving aside all opinions, let's turn our attention to the most attractive number three definition, "The Light of Truth." Indeed, spirituality means the light of truth. This is absolutely true. A question arises here. What is light itself? In our opinion, "light" is knowledge. And knowledge, after the truth comes to a person's heart from the Almighty, grows in a person's heart and goes through several stages. Only then will he start spreading the word. We called this last stage of the movement of the light of truth in the human spirit and thinking, that is, the light beam, "spirituality".
As we mentioned above, it is known that man is distinguished from other creatures by his social essence. Knowledge is the basis of social essence, and it is divided into useful and useless types. In fact, not everyone is able to lie, steal, insult others and do a lot of bad things. However, they are useless and harmful knowledge for social life. For the development of society, only useful knowledge (wisdom) is needed. The purpose of acquiring useful knowledge is to benefit oneself first, and then one's loved ones and society as a whole. As a result of a person performing a certain useful work many times in his daily life, this activity is absorbed into his soul and becomes spirituality. The set of actions absorbed into the soul of a person and turned into his spirituality is called his lifestyle.
Culture is an Arabic word, and it is a set of achievements of a society in the production, social and spiritual life. Culture affects the development of a person in two different ways, they are as follows:
1. Material, that is, equipment, production experience, material resources;
2. Spiritual, that is, science, literature, education, art, religion, universal and national spiritual values.
As a result of the interaction and interaction of this material and spiritual culture, a mentally mature, morally perfect, physically healthy, broad-minded, holistically formed, i.e., perfect person is formed.
The main didactic stages in the qualification training are as follows:
1. A graduate of the educational institution must have the following knowledge:
- position of work;
— quality of outlook;
— knowledge that meets standard requirements;
— knowledge, skills and qualifications used in the workplace;
— such as formation as a specialist and creative work.
2. Selection of educational material in terms of content.
The choice of educational material must be based on its logical sequence, content development of the graduate's thinking framework and ideas, development of a scientific hypothesis, and at the same time motivation to contribute to science in the future.
3. Systematic classification of selected educational material.
The main part of the study material, it requires logical thinking, understanding and discussion. At the same time, it is necessary to master it, to take a creative approach based on one's own abilities.
4. Conducting experiments and tests of the solution of the accepted issues.
The correctness or incorrectness of the selected material is determined not only through educational methods and forms, but also through theoretical, practical and methodological interdependence, sufficiently reliable diagnoses obtained from didactic and experimental methods and used in practice. will have to be resolved with the help of documents.
2.3. Methods of professional pedagogy
Educational method is a regulated method of interaction between a teacher and a student, an activity aimed at solving educational and developmental issues in the teaching process.
Method (Greek term - a way to something) is a regulated activity in a certain sense, it means a way to achieve a goal. Teaching methods are an important component of the educational process. Without appropriate methods of activity, it is impossible to achieve the goals and tasks of education, assimilation of the specific content of the educational material by students.
Each of the main groups of methods is divided into subgroups and separate methods included in them. Taking into account that the process of organizing and implementing educational activities itself involves the transfer, reception, understanding, memorization of educational information and the practical application of acquired knowledge and skills, the answer to the first group of methods methods of transmitting and receiving information by listening (oral methods; story, lecture, conversation, etc.), methods of visual transmission and reception of educational information (visual methods: pictorial , demonstration, etc.) includes giving and receiving educational information through practical work activities (practical methods: exercises, laboratory experiments, work activities, etc.).1
The educational process involves organizing the understanding of educational information and its logical assimilation. Therefore, it is necessary to distinguish groups of inductive, deductive, as well as reproductive and problem-search methods of student activity.
Methods of stimulating and justifying educational activity can be divided into methods of stimulating interest in education and methods of justifying duty and responsibility for education. Methods of promoting education:
Methods of stimulating interest in education;
Methods of encouraging duty and responsibility for education.
Control and self-control methods during the educational process can be divided into oral, written, laboratory-practical, test, rating methods.
The methods of control and self-control in education are:
Verbal control and self-control methods;
Written control and self-control methods;
Methods of laboratory-practical control and self-control;
Test control.
The above-mentioned methods are relatively comprehensive, as they take into account all the main structural elements of the activity. In it, the aspects of cognitive activity of perception, understanding and practical application are seen as a whole.
A number of other methods are widely used in the study of "vocational pedagogy". These include research methods. In turn, there are 2 types of search methods:
Theoretical;
Empirical
Theoretical research methods include: analysis, synthesis, modeling, concretization.
Empirical research method: divided into primary and general methods. Primary methods include observation, oral questioning, interview, written questioning, expert debate, tests.
The general research method includes learning to diagnose, generalization of pedagogical experience and experience.
These methods are widely used in qualification pedagogy and are widely used in determining the qualifications of workers and solving professional problems. Studying work performance, determining the overall productivity of the work performed, is carried out using a description that examines the work summary.
2.4. History pages of professional pedagogy
Based on the laws defined in our encyclopedia, which are used in the practice of our independent republic, it should be noted that in order to educate a well-rounded person who has matured in all aspects, they must have the aspects of spirituality in their mind; it is necessary to form such qualities as faith, faith, love, patriotism, unlimited love for people, friendship, kindness, contentment and patience, generosity, national pride.
Thanks to our rich spirituality created by human intelligence over the centuries, - says President IAKarimov, while pausing in this regard, - our people lived proudly, worked hard, always strived for freedom and freedom. It is necessary to arm the youth with the knowledge of the theoretical and practical aspects of the secrets of faith and belief, which are passed down from generation to generation in oral and written works, hadiths, folk books, pandnamas created by our great scholars.
So,
to correctly understand the nature and content of positive qualities necessary for a perfect person and react by analysis;
acquiring the skills of living and working in a team;
It is the necessity of today to imagine a complete human module, to form necessary qualities in his spirituality, to search for forms and ways.
Teaching generations in all aspects of human history and imparting professional pedagogical knowledge, using the information gathered in the experience of pedagogy for many years and several generations, has a special place in the history of the world.1
In the slavery system, mental labor and physical labor differed from each other. Physical labor was assigned to slaves. The main work of the slave consisted of intellectual work, which mainly consisted of philosophy and politics. This had an impact on the ideological development of professional labor knowledge.
In the Middle Ages, religion reigned supreme over the state, where vocations were considered divine and the profession was divine and mysterious. This determines the attitude to the profession in society.
As a result of the complexity of capitalist relations, the development of science, culture, and technology, in the XNUMXth-XNUMXth centuries, the problems and forms of professional education, their organization, and increasing interest in increasing their effectiveness.
At the end of the XNUMXth and the beginning of the XNUMXth century, under the influence of socio-economists, the reform of the labor school began in Western European pedagogy. Its main leader is Georg Kerschenscheiner.
The development of professional pedagogy in the USA is related to the improvement of the quality of the production of new technologies and the increase of competitiveness in the scientific approach to labor and production. The scientific organizer of these actions is FUT Taylor, an engineer from the USA. The methods developed by Taylor have reached us under the name "Taylorism".
The pedagogues of the XNUMXth century understand that the main task of professional pedagogy is the integration of professional and polytechnic knowledge, work and training, technological forms, skills and abilities, which meet production requirements.
A new stage of development of qualified pedagogy begins in the 50s with the law on strengthening the connection between life and school in the public education system.
In the 70s and 80s, the development of professional pedagogy took place in difficult social and political conditions. Its development was influenced by socio-economic facts, and the development of pedagogical sciences was hindered by the strictly limited decisions of the state and politics. Many aspects of science were not allowed to be solved, and the imparting of general professional knowledge was under severe pressure. For a long time, the main task of higher education was considered to be only training of specialists. However, the spiritual world, legal and political awareness, skills and talent of the specialists, the spiritual benefits and benefits they bring to the society and educational institutions were not taken care of. This caused economic difficulties at the time. On the one hand, it led to a decrease in team performance, and on the other hand, it hindered the improvement of the skills of production workers and the implementation of real innovations.
To date, the development trend of the qualified knowledge system is manifested in the continuous development of regionalization, integration, standardization, democratization, etc. of knowledge.
1. Continuity of education.
For the first time, the concept of continuous education was presented to the UNESCO Forum in 1965. It was brought out by the great theoretical scientist Lengrandom. We see the true essence of continuous education in the wise words of "Bible", "Qur'an", "Hadiths", and in holy books about the history and development of humanity in general.
2. Integration of education.
During the last 20 years, great changes have taken place in the education system. Some documents refer to 2 aspects.
1. Advances in scientific technology.
2. Advances in science and technology, new technology, new applications, data processing devices, which in turn lead to the development of science.
3. Educational standards.
Primary qualification education standards require given educational stages and objectives.
1. Establishment of a base meeting the minimum level for continuing education of specialist workers.
2. Expanding the profile of specialists by improving the quality of specialist training.
3. To improve the communication of the continuing education system and organize the training aspects.
4. Ensuring confidence in the knowledge gained by specialists in the international labor market inside the country and outside the country.
2.5. Foreign in the development of vocational education in Uzbekistan
using experiences
The achievement of state independence of the Republic of Uzbekistan opened wide opportunities for the development of national forms of education. The academic lyceum opened in our republic in the following years,
organized in gymnasiums and some general education schools
In the specialized courses of pedagogy, the study and research of the history and culture of the Motherland was made the main task. According to this, the creation of textbooks and manuals based on national and universal values of pedagogy has been started. In this work, the main goal was to develop general culture and spirituality, pedagogical knowledge and culture, and pedagogical thinking of students and future teachers. This goal is realized with the knowledge of pedagogical thinking and religious-ethical, educational ideas, universal and national-cultural values.
With the granting of state status to the Uzbek language, in-depth study of the mother tongue became the basis of education in schools and other educational institutions. To develop the logical thinking of students in the process of mastering the knowledge given in the mother tongue; it was envisaged to form their skills and competences in their native language, to raise them to be cultured and literate who have thoroughly mastered the written and oral forms of the Uzbek literary language.
The test method is used in education, special importance is attached to identifying and teaching gifted children. More than a thousand talented children are studying in America, England, Sweden, Japan and Turkey, acquiring knowledge and skills necessary for the national economy of our independent republic.
It is known that the history of pedagogy has developed and is developing in connection with the history of pedagogy of other nations and countries. For this reason, in researching the history of pedagogy in Central Asia, the educational system of foreign Eastern and European countries is also being studied. In this field, the contests organized by the republican science and technology committee in the name of "National spirit", "Qadriyat" and on the development of advanced pedagogical manuals and textbooks for higher educational institutions of the Republic of Uzbekistan became important.
On the basis of this competition, the scientists of the TNKori-Niyazi Research Institute of Pedagogical Sciences, in cooperation with well-known philosophers, historians and literary scholars, pedagogues and Islamic scholars and researchers in this field, created a manual entitled "Pictures from the Development of Pedagogical Thought in Central Asia" and "Pedagogy" created the history" textbook. Now pupils and students acquire new pedagogical knowledge based on the new textbook, which explores the pedagogical views and theories of the great thinkers of Central Asia, and not the "History of Pedagogy", which consists of the history of Russian and Western European pedagogy.
The establishment of the High Attestation Commission under the Cabinet of Ministers of the Republic of Uzbekistan is an important symbol of independence. This is the huge tasks assigned to the Higher Attestation Commission, that is, "forming a new system of training highly qualified scientific and scientific-pedagogical personnel, directing them to solve the priority problems of the republic's socio-economic, political and spiritual development, scientific It has an effective influence on the cultivation of mature scientific and pedagogical personnel by providing state expertise of research and development.
With the establishment of a specialized council for awarding scientific degrees in higher pedagogic educational institutions, a wide opportunity was created for representatives of different nationalities to defend their doctoral and candidate theses in the Uzbek language on the history and theory of pedagogy, methods of teaching subjects in our republic. , these councils are an important factor in the growth of the ranks of national pedagogic scientists. This event will contribute to the creation of quality, scientific and pedagogical works, educational and methodological manuals in the republic, to the high level of education in pre-school educational institutions, general education schools, secondary and special higher educational institutions. , has an effective impact on the improvement of the content of the educational system.
The experience of developed countries shows that where there is a lot of attention to education and upbringing, there is progress and growth. Therefore, the perspective of our republic depends on the extent to which continuous education is implemented. Continuing education requires all citizens to study, search, and become highly qualified.
The implementation of the continuous education system will fundamentally change the activity of public education in the republic and make an important contribution to the socio-economic development of the republic. In the continuous pedagogical education system, the training of pedagogical staff is carried out step by step.
Admission to higher educational institutions is carried out in accordance with the rules approved by the Ministry of Higher and Secondary Special Education of Uzbekistan, and admission to pedagogical higher educational institutions is carried out according to the rules approved by the Ministry of Public Education of Uzbekistan. Since 1993, applicants have been admitted to all higher educational institutions of the republic through tests.
They can acquire "bachelor's" and "master's" degrees in higher educational institutions based on a two-stage analysis.
One of the integral parts of continuous pedagogic education - training of scientific, scientific-pedagogical staff, training in post-graduate and doctoral studies - are the higher (after university) stages of education.
Currently, the priority areas of continuous pedagogical education implemented in the Republic of Uzbekistan were implemented and widely implemented on the basis of the provisions established by the Law "On Education".
The carried out reforms and effective experiences show that the development and implementation of state standards of education in the republic is the demand of the times, and it is necessary to implement this work without delay. Because educational standards provide state standards of personal education. With the help of educational standards, the level of education in demand is kept balanced, developed, and compliance with the prospects of society's development is ensured.
State educational standards do not set the educational process in a rigidly limited pattern, but, on the contrary, give great importance to pedagogical creativity, to various differentiated programs, study guides, and teaching methods around the single basis of educational content. paves the way.
The introduction of the alphabet based on the Latin script in our republic places a great responsibility on educational institutions. The fate of any country and nation, its future, the basis of its development is connected with the school, which is the place of education and the language and writing of peoples and nations. Therefore, the creation of the Uzbek national school and the positive solution to the problems that have accumulated in the public education system on its basis is an urgent task of today.
In developed countries, the expenditure on maintaining the level of intellectual capacity of social processing is significantly higher than the expenditure on material and material production, because in the near future, leadership intellectual capacity in economic, social, cultural and other vital areas will belong only to relatively developed countries. will be
Successes were also felt in the field of higher education on a global scale. According to statistics, in the 90s, the number of students entering higher education institutions increased 15 times in Spain, 9,4 times in Australia, and 6,7 times in France. This situation is typical of developing countries, for example, the number of students in Indonesia is 36 times, in Venezuela 63 times, and in Nigeria, even 112 times.
The higher the level of selection, the higher the level of maturity and upbringing of the person. That is why each educational system provides one or another level of upbringing, as well as educational and educational succession in continuous education. This is done taking into account the specific socio-economic tasks of community development.
In general, thanks to independence in our country, "... we are gradually enjoying the springs of people's humanity, which is the first basis of universal values" (IA Karimov). Due to this enjoyment, human qualities such as hard work, humanitarianism, patriotism, faith, honesty, moral purity, justice, knowledge, consciousness, friendship, internationalism are formed and developing in the young generation, their mother tongue, national customs customs, the sense of pride in the natural resources of our land is growing.
2.6. The structure of vocational education in Germany and France
New reforms in this field cannot be implemented without studying the world's professional education. In this regard, it is very necessary for us to study the experience of the countries that have a continuous education system, and study the educational standards developed by them. Today, a new system of continuing education and vocational training has been developed in Great Britain. This system envisages the training of specialists in various fields, as well as graduates of primary and secondary schools.
In many countries of the world, higher education institutions are the next level of education after the secondary general education system. In most higher education schools, the duration of study is 2 years or more and is carried out in three cycles or stages.
First-level education lasts 3-4 years (or more) and graduates are awarded a bachelor's degree (in the USA, Great Britain, Japan, Australia). In France, graduates of the first stage of higher education are awarded a master's degree, and in Belgium, a bachelor's degree. 10-25% of graduates who completed the first cycle are admitted to second-level higher education schools. For example, this indicator is 20% in the USA, 15% in Great Britain, 10% in Austria, 7% in Australia, and 6% in Japan. During this period, non-specialized, general, fundamental knowledge is taught in the chosen direction (England, Spain, USA). In countries such as the FRG, France, and Belgium, students of secondary higher education schools acquire more advanced and purpose-oriented knowledge. But they still need to continue their studies in the second cycle in specialized courses for 1-2 years to get the title of a highly qualified specialist in a narrow profile.
Such a system of education has an effective effect on coordinating the activities of secondary and higher education schools, ensuring consistency in higher education in the chosen field (S. Suzuki, 1992: 89; Naiboleye Prestige University and College SSHA, 1986; D. Bligh, 1990: 102-108; J. Ledgar, 1996: 102-108; J. Spring, 1994: 148-159).
Special exams for certain specialties can be passed even after 3 years of practical work.
Studying in the second stage of higher education schools lasts 1-2 years. Graduates of this cycle are awarded a master's degree. (USA, UK, Japan, Australia).
In France and Belgium, the master's degree is also awarded to graduates of in-depth courses in certain specialties. One of the unique features of master's education is the individualization of educational programs. In this case, educational programs are drawn up by students and their academic supervisors and approved by departments and deanships. Young people who have completed the master's degree have the right to enter the doctoral program. (Sanyae, 1998: 210-211; AABarbariga, NVFedorova, 1979: 78-87).
The third stage of higher education is the doctorate.
Students who have successfully graduated from second-level higher education schools are accepted for doctoral studies. The duration of study is 1-3 years depending on the type of specialty. Graduates of first-cycle higher education schools can also enter doctoral studies. But in this case, the study period is extended to 3-5 years.
The first cycle is aimed at imparting general knowledge in the specialty according to the rules of higher education. Organization of education into separate specializations usually starts from the 3rd year. Personnel training for narrow specialists is carried out only in the third cycle.
Such specific features of the multi-level higher education system are widespread in the world in the Anglo-American and French models (J. Springing, 1994: 3-24). The Anglo-American system of higher education exists in the USA, Great Britain, India, Australia, New Zealand, Japan, Israel and other countries (see J/ Leadgar, 1996: 102-103; Latin America. 1991).
The duration of studies in the first cycle higher education institutions is different in different countries. For example, 4 years in the USA, 3 years in the UK. To get a master's degree, it is necessary to study for another 2 years (1-1,5 years for some specialties). A bachelor's degree can be obtained after 5 years of study at several engineering schools in the USA. 8 years of education have been introduced to obtain the first doctor's degree in the field of medicine (in stomatology, veterinary medicine). In Japan, a bachelor's degree can be obtained after 4 years of education (with the exception of medical specialties), and to obtain a diploma equivalent to a master's degree, it is necessary to complete an educational program of another 2 years (see: S. Suzuki, 1992).
1. Vocational education system in Germany
Germany has adopted an educational system with several complex structures. 3-level schools have been established to train learners to specialization, and they continue their activities after primary education.
Different aspects of the educational process have specific requirements, which are implemented differently at different stages.
2. The structure of vocational education in Germany
Stage 1: The first year of preparation for professional education (theoretical knowledge is given and oriented to this profession).
Stage 2: Students also get acquainted with theoretical and practical family occupations (after completion, the first test is taken).
Stage 3: Consists of a specialization process that ends with an exam. In this system, learners should have theoretical and practical knowledge and understanding of professions.
In the 1-2 stages, workers are trained in a broad sense. They complete simple work processes and move on to complex processes in step 3.
Higher education in Germany, while largely vocational, differs (as in Russia) from Anglo-American and French models. Here, even division of higher education into cycles does not exist. The educational process lasts from 4 to 6 years, and all this does not correspond to the requirements of the Anglo-American and French higher education system. 5-6 years of education carried out in German higher education institutions corresponds to the first cycle (bachelor level) of the Anglo-American and French higher education system according to international standards. Therefore, in the following years, in order to increase the importance of the diplomas of German higher education institutions, suggestions are being made to shorten the initial stage of higher education, i.e. to set it to 4 years.
The French model of professional education
France is dominated by the college education system after graduation. This, in turn, prevents early occupation. Primary education in France is mainly until the age of 11, after which the student goes to college. After that, students continue their education in general education or technical lyceums. Today, technical lyceums provide technical knowledge, on the basis of which it is possible to obtain a bachelor's degree. Depending on the specialization of the educational institution, undergraduates have a good command of the French language, the basics of sociology, mathematics, natural sciences and technology.
Bachelors in technology have foreign languages, computer and business knowledge, all bachelors have the right to study in higher education institutions.
State and private lyceums are involved in the training of skilled workers, all of them are under the control of the state. The study process in vocational education is developed by the Ministry of Education, and the state is responsible for its material maintenance. General vocational training is free in France.
In addition to France, the French model of higher education has been introduced in Belgium, Switzerland, Austria, Norway and other countries. This system envisages the admission of students on the basis of careful selection. In the first 1-3 years, students take an active part in the selection of future narrow specialties, along with education through general programs.
The distinctive features of the multi-level French higher education model are:
1. In the first 2 years of education at the French university, there are uniform curricula for a number of specialties.
2. A student who has completed the 2nd year of the university and received an appropriate certificate can continue his studies in the 3rd year of this university in the specialty of his choice or transfer to another university or study in elite higher educational institutions (Grande Ecole - He can continue at the senior school, Ecole Normale (Normal school).
3. Students who have completed the 3rd year of the university will receive a "license" diploma. Students who have received such a diploma can continue their studies in the 4th year or have the right to engage in practical work in their specialty after graduation. Students who have completed the 4th year will receive a "metriz" diploma.
4. "Metriz" diploma indicates that its holder has received a complete higher education.
There is no single copy of the master's degree in France.
Also, the second cycle in the French higher education system (the special term of education, the name does not exist) usually means the next stage after the 4-year first cycle of higher education. The second cycle of the French model of higher education includes 1-2 years of study, the graduates of which receive a special specialization diploma confirming that they have acquired in-depth knowledge in their chosen specialization.
5. A diploma indicating specialization (for example, a university diploma in the field of technology, awarded after 2 years of study) indicates the first graduation of the 3-cycle education system in the higher education system. For example, if a student who has completed a 5-year course of a specialized higher education institution receives an engineering diploma, a student who has completed the first 1 cycle of the university can become the holder of such a diploma only after completing another 3-year course (LMMakarova, 1986: 71-73).
6. A wide network of 1-year retraining courses providing a diploma of specialization in a certain field or giving the right to enter a doctoral program operates in specialized higher educational institutions.
A number of national characteristics in the organization and structure of the higher education system are also present in other European countries:
After 4 years of higher education, Danish universities award their graduates with a candidate's degree, which is considered the main level. But such a diploma is given to engineering specialists after 5 years of education, and to medical specialists after 8 years of higher education. Another 1-2 years of study is required to obtain a master's degree. Graduates of the Higher Technical School (3-4 years) are awarded a diploma in the field of engineering (but 5 years of study are required to obtain a diploma of an engineer-builder).
Bachelor's degree in Ireland with 3 years in humanities and commerce, 4 years in natural sciences and various engineering specialties, 5 years in agriculture, dentistry, veterinary, and 6 years in medicine can be Entering the master's degree with a bachelor's degree, the period of education there is characterized by the following aspects: humanities and commerce - 1 year; pedagogical sciences - 2 years; engineering sciences - 1,5-2 years; natural sciences (chemistry) and medicine - 4-6 years.
Higher education in Greece is mainly 4 years, and some fields have a slightly longer period of study: engineering and dentistry - 5 years, medicine - 6 years. Primary school teachers, educators of pre-school education institutions are trained in 4-year higher education institutions, which are not of university status, called Pedagogical Academy. Secondary school teachers are trained in universities.
Thus, the same approach to the organization of higher education among European countries is evident in its multi-level, in determining the duration of education, in attracting mainly young people to higher education. Currently, the high policies of foreign countries are characterized by the following aspects:
1. Practical work on the organization of private higher educational institutions and their development is supported by the states. This approach is especially evident in the USA, Japan and France.
2. Countries with state-owned institutions of higher education stand out. In these countries, private higher education institutions are under the control of the church, and they make up 2-3 percent.
3. The system of private higher education institutions in developing countries and their presence does not harm the reputation of state-owned higher education institutions.
4. Private higher education institutions in all the above countries are financially supported by the state.
5. Establishing a private higher education institution is an event that requires a lot of investment. Experiences gathered in this regard show that only an economically strong social organization can organize the activities of a medium-level private higher education school.
A short summary
Thus, the implementation of the continuous education system will fundamentally change the activities of higher and secondary special, vocational education in our republic and will make an important contribution to the socio-economic development of the republic. In the continuous pedagogical education system, the training of specialist personnel is carried out step by step. The state educational standards do not put the educational process in a strictly limited form, but, on the contrary, encourage pedagogical creativity, various differentiated programs, study guides, teaching around the single basis of the content of education. methods create wide opportunities. Also, this chapter presents ideas about the experience of the countries that have a continuous education system, and the educational standards developed by them. Today, a new system of continuing education and vocational training has been developed in a number of European countries, which provides for the training of specialists in various fields, as well as graduates of primary and secondary schools.
Philosophical and methodological foundations of the science "Vocational pedagogy", the subject of the science, philosophical and methodological development in vocational pedagogy, the process of spiritual and cultural formation, the main didactic stages in professional training, research methods, the role of science in education and training. given in a comprehensible way based on examples.
Questions for self-monitoring and discussion:
1. What are the philosophical and methodological foundations of professional pedagogy?
2. Explain the place of professional pedagogy as a science?
3. Define the concepts of education, culture, mentality?
4. What are the directions of the main development system in providing qualified knowledge?
5. What are the research methods?
6. When was professional pedagogy founded?
7. Comment on continuing education?
8. How did vocational education develop in Germany?
9. Talk about the French model of vocational education?
10. How is the higher education system organized in the USA, Denmark, and the Netherlands?
Recommended reading:
1. Sibirskaya MP Professional training: Pedagogical technology. - St. Petersburg, 2002.
2. Pedagogy of professional education. Pod. ed. VASlastenina. — Moscow. Academy, 2004.
3. O'. Tolipov., M. Barakayev., Sh. Sharipov. Professional pedagogy. (Text of lectures). - T.: TDIU, 2001.
4. IYTursunov., UNNishonaliyev. Pedagogy course. - T.: Teacher, 1997.
5. www.thelearningweb.net. — Educational network.
6. www.inter-pedagogika.ru.
III. Theoretical basis of training of all-round mature and highly qualified personnel
3.1. Laws of professional pedagogy.
3.2. Training of fully qualified and highly qualified personnel.
3.3. The theory of step-by-step teaching. Continuity of technological knowledge.
3.4. Periods of production education.
3.1. Laws of professional pedagogy
The provisions of the Law of the Republic of Uzbekistan "National Program of Personnel Training" and "On Education" were prepared based on the analysis of the national experience and world-class achievements in the education system, which is based on a high general and professional culture, is directed to creative and social activity, to the formation of a new generation of personnel who have the ability to independently find the right goal in social and political life, and are able to promote and solve future tasks.
A good mastering of the rules of professional pedagogy makes it easier to solve some methodological problems of professional study.
The main direction of science and technology is standardization, it is directed to automation of the production process, complex mechanization, application of EHM and new technology, inventiveness, rationalization, creative technical creativity of specialists. Automated equipment, electronic computing equipment forms the technical basis of all aspects of production. The generality of different professions of science and technology is that, although different professions work in different areas, preparation for work and its control are required in the same way. This makes it possible to train specialists in a timely manner by grouping them into similar professions.
Currently, there are more than 6,5 professions in the national economy, and it is impossible to study these professions. Therefore, all professions are grouped together. Grouping of professions and qualification description for each profession is developed for grouped professions and workplace design in the enterprise.
In the production process, mechanization and automation become important for workers. Today we can see the development stages of automation in a short period of time.
In step 1, full automation or semi-automation, special or universal equipment workflow.
In step 2, create interdependencies between devices and transports.
A special measurer and mechanical manager to control the quality and dimensions of the products being produced in the 3rd stage.
Automatic control devices programmed in step 4. They are self-adjusting.
At the 5th stage, the task of employees is to calculate, manage and control the cybernetic and EHM machines for special production.
1. Continuity of technological knowledge.
Continuity of the technical process depends on the continuity of work forms. For this, a deep analysis of technological processes is necessary.
2. To study the working conditions of the production enterprise.
Here, first of all, the study of the internal conditions of the enterprise and the main professions, technological operations that employ workers, the working conditions of specialists and the internal conditions of the enterprise.
3.2. Training of fully qualified and highly qualified personnel
As a basic model for all-round mature and highly qualified employees, the work performance of advanced employees should be taken as an example. The abilities and skills of employees are studied through pedagogical observation and experience. Based on the studied results, a perfect model is created. Such a model helps to determine the personal qualities and thinking of specialists-employees, levels of knowledge, skills and qualifications, methods used in the work process. The model of a highly qualified specialist-employee can be constructed as follows: 1
1. Prognostic - predicting and characterizing the progress of work.
2. Requirements for qualification — technical content.
1. Specially authorized and approved documents are widely used for this purpose: articles, manuals, scientific and technical information, dissertations and conference materials.
2. Requirements and content developed in the professional training of workers. Pre-diagnosed information is recorded in the model and allows to increase the qualification of the employee with a scientific basis. At the same time, it is necessary to distinguish the didactic forecast. Diagnostic information is essential for curriculum and program improvement.
Pedagogical activity found its place in the early stages of development. To date, the interdependence of science and production, as well as qualified pedagogy, has been showing its influence in these areas. In order to effectively form it again, it is necessary to know the pedagogical laws.
They consist of:
3. Training of employees in this field depending on the type of production.
Depending on the type of production, training programs are divided into 3 large groups:
Individual production
Batch production
Mass production
Each type of production has its own technical processes, as well as its own forms. Regardless of one or another type of production, one workshop can have 3 types of production.
Stand-alone production has its own advantages, it allows to perform one or another operation using universal equipment, to meet various requirements for the product. It also requires an expert to be able to use measuring instruments correctly.
Batch production - this type is slightly different from individual production. In this case, the product is intended for production in parts, not in bulk. Each operation is performed on separate equipment. Here, production service, i.e. adjustment, adjustment, minor repairs are entrusted to special workers.
Mass production - these operations are characterized by their constant repetition in the workplace. The quality and efficiency of the tools in the workshops should match the product being manufactured.
3.3. The theory of step-by-step teaching. Continuity of technological knowledge
The main goal of education is to form spiritually rich individuals who possess modern scientific knowledge, have the ability to think independently and solve problems. As the society develops, the level of living requirements also increases. So, as the volume of scientific knowledge expands and the level of scientific knowledge deepens, the demand for logical thinking and quick problem solving becomes stronger. From this point of view, we come to the conclusion that the educational system should not take into account today's demand, but should work based on the identified and taken into account the future requirements. Because today's requirements will become the main core of society in the future. Therefore, the education system should prepare students not for today's life, but for future life. This is also one of the unique features of education.
The basis of the didactic system is the educational process, which is divided into 2 stages: permanent and dynamic.
The main educational process - at this stage, learners have knowledge, skills and abilities that meet the general requirements, and they receive such knowledge that it corresponds to the impact of scientific and technical changes. General labor is the basis of acquired knowledge, skills and professional knowledge, and its consistency leads to the effectiveness of training. The knowledge that learners should acquire in the main educational process depends on their future activities, the type of work and the place they will occupy in production. The process of imparting basic knowledge serves as the basis for imparting special knowledge, so the learner should have solid theoretical and practical training in the specified subjects. 2
Special educational process - the transition from the main educational stage to the special stage occurs gradually, and the entire educational process is carried out during the time aimed at these goals. At the special stage, training is carried out according to the orientation of the chosen profession, and the training process must meet the requirements of technical and technological development in this field, but the training program developed in a centralized manner meets the requirements of the economy or enterprise. cannot give, because if one type of technological equipment is studied in one field, it is preferable to train specialists in different fields in the other.
In the course of special training, it is necessary to ensure that students can apply their acquired knowledge and skills in all types of work in the enterprise in the process of clearly and perfectly familiarizing them with the characteristics of the enterprise. Learners should be able to apply knowledge of technical and technological processes, devices and equipment to production. In the process of special training, the teacher should achieve the following in teaching the production process of the master:
To teach the learner to work with modern technical process methods and modern methods and devices;
The method of labor organization is to organize production that meets the requirements of modern technology to perform various work operations depending on the necessary knowledge, skills and qualifications of the learner, and professional qualifications;
To teach the learner to approach the fulfillment of work standards;
To teach how to correctly read the working drawings in the enterprise, how to use technological documents correctly;
Using the student's work as an important education in the enterprise team;
To teach the learner to follow the requirements of labor safety, production and fire safety;
Instilling in the mind of the learner a sense of responsibility and appreciation for the workplace and working tools;
To give the learner an impression of the work culture, to teach the correct organization of the workplace.
In general, today, it is necessary to train such specialist personnel that they can consciously contribute to the increase of work productivity. It is necessary to educate them in the spirit of increasing the reputation of the enterprise, the quality of work, and strict observance of labor discipline.
3.4. Periods of production education
The initial period - at this time, students do not know their masters, they do not have complete information about each other's production process. Studying the personal characteristics of each learner, the teacher introduces them to the general requirements for work and working conditions, awakening their interest in choosing a workplace and profession. The master engages students in technical circles and organizes meetings with veterans in the field of production. At this stage, more organizational work is carried out, and students mainly get to know each other and the work process. This process has nothing to do with production, training, and this period lasts two weeks.
Preparatory period - by this time, learners get acquainted with specific types of work and solve the following issues: organization of the workplace, compliance with labor safety, discipline in production, maintenance of work tools, personal hygiene and sanitation compliance with the rules, etc. The work process of trainees consists of studying technical documents, setting up devices, preparing the workplace for work, checking the quality of the developed product, they learn simple work processes.
The period of mastery of the profession - after learning the work processes, the acquired knowledge and skills are perfected. For this, such work is selected that the newly established topic and previous ones are covered in the course of work. Then the characteristics of the formation of acquired knowledge will be developed in learners.
Control and completion period - the main task of this period is not only to strengthen the acquired knowledge and skills, but also to improve them using modern equipment and devices. Studying and mastering the work of industrial pioneers and veterans helps the learner to develop a sense of independence in the process of industrial practice. Learners enter the flow of the labor team, are trained in the team and are formed as individuals.
Thus, at the end of the given period, students can independently plan all work, apply advanced methods in their workplaces, use drawings and technological documents, and at the same time strive to achieve achievements in production, save time and raw materials, they will have to meet the rules and requirements of labor safety.
A short summary
This chapter provides an opinion on the grouping of occupations and the need to develop a qualification description for each occupation on the design of grouped occupations and workplaces in the enterprise.
As the society develops, the level of life requirements also increases. As the scope of scientific knowledge expands, the demand for logical thinking and quick solving of problematic issues becomes stronger. Therefore, based on this idea, it can be concluded that the educational system should not take into account today's demand, but should work based on the determined and taking into account the requirements of the future.
In general, the education system should prepare students not for today's life, but for future life. This is also one of the characteristics of the educational process.
Questions for self-monitoring and discussion:
1. What are the laws of professional pedagogy?
2. How many types of training programs are divided into?
3. What are the basics of grouping employee occupations?
4. How many types of production principles are divided into?
5. How are occupations grouped?
6. How many stages does the theory of teaching consist of?
7. Explain the periods of industrial education?
8. Why are workers given qualified technical knowledge?
9. What works are carried out during the preparatory period?
10. Define the main learning process and the special learning process?
Recommended reading:
1. Pedagogical professional education. Pod. ed. VASlastenina. — Moscow. Academy, 2004.
2. Ye.N. Pronina, VVLukashevich. Psychology and pedagogy. Uchebnik dlya studentov VUZov.-M.: Elit, 2004.
3. O'. Tolipov., M. Barakayev., Sh. Sharipov. Professional pedagogy. (Text of lectures).– T.: TDIU, 2001.
4. N. Khojayev, J. Hasanboyev. Economic pedagogy. - T.: TDIU, 2002.
5. www.inter-pedagogy. ru.
IV. Educational process in professional pedagogy
4.1. The nature and structure of the educational process in professional pedagogy.
4.2. Principles of vocational education.
4.3. Designing the pedagogical process. The object and problems of the design process.
4.4. Organization of educational activities of learners.
4.1. The nature and structure of the educational process in professional pedagogy
The educational process is one of the integral and important parts of the pedagogical process and deals with issues of education, knowledge, skills and competence formation. The theory of education is also represented by the concept of "didactics". The word "didactics" is derived from the Greek word "didasko" which means "teaching, teaching". The learning object of didactics is the educational process, the development laws of the educational process, teaching principles, methods and forms. The main essence of the educational process is to convey the historically accumulated social knowledge and experience to the younger generation, to implement interdependence between generations through a certain system.
The development of science and technology also affects the volume and nature of scientific knowledge. All this, in turn, is reflected in the education system. The education system serves as the basis for the development of every society. Because it is the educational system that occupies the most important place in the formation of the spiritual and scientific outlook of every member of the society. That is why the reform of the educational system has taken an important place in all stages of historical growth and renewal. The educational system is formed based on the level of development of each society and the demands of this society.
In the process of education of the growing young generation:
Will be armed with necessary knowledge.
Has the necessary qualifications.
Builds skills.
During the educational process, a unique relationship is established between students and pedagogues, and this process is the result of joint activities of both parties. That is why the educational process is said to have a two-way character. The level of activity of teachers and students determines the effectiveness of the educational process. Of course, the pedagogue acts as a guide in this process. The teacher forms knowledge, skills and competencies based on a plan and program with a specific goal in mind. Students should actively learn them. During the educational process, the pedagogue fulfills the task of teaching, creating knowledge, skills, and students experience the process of mastering. It is a complex mental process that involves intuition, perception, imagination, thinking, etc. Learning is the process of forming students' acquisition, cognitive skills, thinking operations and actions. This is not a passive spectatorship process, but an active, creative process that reveals unknown truths to the student.
One of the main tasks of education is to arm the young generation with the scientific knowledge and achievements of science and technology achieved by mankind so far. It is necessary to create such a system of knowledge in the young generation, so that this knowledge serves as a basis for their further development. Nowadays, in the era of increasing amount of knowledge and information, the educational system is struggling to determine the amount of knowledge, skills and abilities that should be given to students, and which factors should be taken into account in this process. One of the most important issues is determining the amount of necessary knowledge and, at the same time, determining the period of study. It would be completely wrong to think that in the course of education one should learn everything that has been achieved by mankind in a field of science. During the educational process, the most basic, most important knowledge - the basics of sciences are studied. But despite this, new fields of science (ecology, EHM, family psychology, economic foundations, spiritual foundations) that need to be studied are emerging, which cause a reckless expansion of the scope of education. Such problems are present in almost all countries, and each country is trying to solve these problems based on its capabilities. We are trying to find a solution to these problems without violating the principles of education, without harming the health of the young generation.
Pedagogical process includes the practical application of teacher and student knowledge, skills and abilities. In the process of professional education, content, reading, teaching, education are the main connecting components.
Education as a type of cognitive activity has several main meanings in the science of pedagogy. That is: formation of knowledge, skills and abilities in students: formation of worldview, thoughts and beliefs in them; to achieve that students become educated, cultured, well-educated real people at a certain level; is to develop their abilities.
Education is an activity that ensures certain aspects of human experience, that is, that students acquire knowledge and education at a level in accordance with the current requirements of social development.
So, the content of the pedagogical education process is made up of knowledge, skills and competencies. Students are armed with knowledge through reading. Knowledge alone is not enough. It is necessary to be able to use it in a way that gives many benefits in life. For this, it is necessary to develop skills and qualifications in the student.
A skill is a set of actions that result from practice. Talent and skill become proficiency through practice and repetition.
Skills and competences are formed on the basis of knowledge. If knowledge is needed in debate, skill is needed in work, mastering the world. In this regard, it is useful to organize debates, competitions, meetings of sharp minds, competitions of cheerleaders and wits in higher and secondary special educational institutions, vocational colleges and schools.
As the character and activity of the learner develops, its levels are different. But at the same time, if the learners are passive, the teaching process cannot be carried out.
The activity of receiving knowledge of the learner also affects his formation as a person. The attitude of the learner to himself, his work, other people, society, production, and the environment is formed.
Important specific conditions of the pedagogical process. One of the important specific conditions of teaching in higher educational institutions is practical teaching. This is its important constituent component. The training process is fundamentally different from practice, because the main purpose of the training method in production is to guide and train the learner for a specific profession.
When talking about the mutual unity and relationship between the teacher and the learner, one should not forget that the person who manages and teaches is the teacher. Only the pedagogue can give knowledge to the learner, form him as a person and show his influence.
An important component of the teaching process
The content of the imparted knowledge is defined in the curriculum, the state education standard, which includes social goals, the state order, and the specific goals of the pedagogical system. Pedagogical process affects not only the content of education, but also its legitimacy, that is;
If the content is not determined according to the conditions of the pedagogical process, it will be difficult for students to learn, as well as the connection between the process and the practical conditions is lost.
making logical changes to the teacher's program on the basis of the personal capabilities of the group, thereby achieving the goal without violating the interdependence of the pedagogical process.
The pedagogical process of providing information is the formation of teachers' knowledge in scientific, technical and technological production. In this process, the task of the teacher and master is to use educational tasks to the maximum to develop positive qualities in the learner. The teacher pays special attention to the development of such human qualities as community, friendship, discipline, honesty, responsibility for one's work. For this, the teacher must have the qualities of education.
The principles of education are determined on the basis of the huge tasks facing educational institutions. They form a system in a strong connection with each other, several didactic principles can be involved in each lesson. They contribute to solving the main goals of education. In the current process of reforming the education system, it is important to provide students with solid knowledge, to educate them as people who can think freely and independently, to deeply understand the essence of educational principles and to apply them to life.
The scientific nature of the knowledge imparted in educational institutions should reflect the latest achievements and discoveries of science and technology. Therefore, it is necessary for the teacher to be aware of the news in science. Academic subjects are also created on the basis of science. The scientific principles of teaching are aimed at equipping students with scientific knowledge at the level of modern science and technology development during the educational process, especially introducing them to scientific research methods.
4.2. Principles of vocational education
The principles of education include the basic laws and guidelines for the activity of the pedagogue and the assimilation of scientific knowledge by students, the acquisition of relevant skills and competencies. At the same time, the principles of education summarize a number of requirements that enable the successful implementation of the tasks set by both the teacher and the student. Accordingly, the rules of education are the main basis for correct theoretical and practical solutions to the most important issues of education.
The principles of education, the direction of the learning and teaching processes aimed at the realization of the goals and tasks of universal education, are the sum of the basic laws and rules of acquiring scientific knowledge by students, acquiring knowledge and skills.
Since man came into being, teaching his children what he knows, passing on the knowledge, skills and abilities he has to the next generation existed, albeit unconsciously at first. It was considered a necessary condition of existence, based on the law of the struggle for existence. As society developed, the amount of knowledge that needed to be passed on from generation to generation increased. Knowledge, competencies and skills to be acquired have become more complex. This process was analyzed by scientists and certain rules were gradually developed.
Encyclopologist Abu Rayhan Beruni (973-1048), one of the scientists who deeply studied the process of education, expressed such opinions about the ways and methods of acquiring scientific knowledge. In the educational process, the pedagogue follows the following rules:
not boring the student;
based on diversity in education;
must adhere to integrity and consistency.
Beruni also points out that an interesting, mainly visual presentation of new topics gives effective results.
Abu Ali Ibn Sina (980-1037), noting the need to educate young people in an educational institution, emphasizes the need to observe the following aspects in education:
don't book the book at once when giving knowledge to the student;
being a team in teaching and paying attention to teaching in an educational institution;
taking into account the inclination, interest and ability of students in education;
combining training with physical exercises.
These developed rules began to take a firm place in education.
Thus, the principles of education have been refined over the centuries. Of course, didactic principles change taking into account the unique characteristics of each era. Because the principles of education are determined on the basis of the huge tasks facing the society and the state. The process of education is complex and multifaceted. Teachers and students take an active part in it. The successful and effective result of this process depends on the extent to which the legal provisions of the educational process are followed, that is, the didactic requirements imposed on education.
In the following years, work is being carried out on the study of educational rules, their analysis and improvement. The issue of systematization of educational rules has always been an active issue.
Today, the science of professional pedagogy distinguishes the following principles of education:
Scientific education;
Unity of education;
Systematic and consistent education;
Ensuring that theory is related to practice in education;
Achieving awareness, activity and independence in education;
Instructional and demonstrative educational process;
Thorough and systematic assimilation of knowledge;
Taking personal characteristics into account during the educational process;
General didactic principles interact with the laws of the pedagogical process and have their own specific characteristics. The main principles of "Professional pedagogy" are as follows:
Polytechnic principle
The principle of linking practice and theory in learners
Modeling principle
The principle of mobility
The principle of orderly sequence
The principle of environmental organization
Principle of computerized pedagogical process
Polytechnic principle - this principle assumes the acquisition of the system of scientific bases of modern production, and on the basis of this knowledge forms general professional polytechnic and special knowledge.
The following conditions should be followed when teaching polytechnic principles:
advanced technical and scientific training in the main direction;
organization of the system of educational material connected with each other;
applying the taught subject in practice in the future;
training aimed at young learners;
relying on general education knowledge;
satisfying the interests of learners;
to observe the sequence and stability of the educational material.
The principle of linking practice and theory in education
Providing theoretical and practical knowledge in the educational process is aimed at interaction and the main goal of the educational subject is to apply it in practice, and this goal depends on the following conditions:
practical testing of theoretical knowledge;
field knowledge in work process and their application in science;
providing professional knowledge based on professional production for effective training of specialists-employees.
The principle of modeling the specialist's activity in the educational process
Facilitate prior mastery, teaching methods curriculum and curriculum can be obtained through modeling to demonstrate content and objectives.
The principle of mobility
This principle focuses on a person's ability to quickly acquire technical knowledge. The nature of the creative work of a specialist-employee, the breadth of his worldview is to understand problems, to be able to see the development of production.
The principle of orderly sequence
This principle includes:
planning the curriculum;
following the sequence in the educational process;
use of deductive teaching methods;
based on general education knowledge;
to deliver educational materials in an orderly manner in relation to each other.
The principle of environmental organization
In the educational institution, first of all, there is environment, it is necessary to produce a base of educational tools and didactic tools, technical, technological, environmental requirements, as well as to ensure labor protection and create conditions for the health of students. .
The principle of computerized pedagogical process
This principle is very relevant today, and computers are entering various areas of our lives. Entering the pedagogical field, it provides an opportunity for learners to use computers to make the topic wider, more interesting, and to show the practice of the topic being explained on the screen.
4.3. Designing the pedagogical process. The design process
object and problems
The issues of effective organization of the educational process at various stages of social development, achieving its consistency and continuity have attracted the attention of advanced thinkers and advanced pedagogues. These aspects of organizing the education of the young generation were studied by Abu Ali ibn Sina, Mirza Ulughbek, Jan Amos Comensky, DKUshinsky, Abdulla Avloni, Hamza Hakimzada Niyazi and others.
The globalization of information exchange, as well as the rapid increase in the number and quality of scientific innovations in the fields of science, technology and production, by themselves, make it necessary to provide students with fast and detailed information about them. is putting on the agenda. The positive satisfaction of this demand is carried out primarily in the educational process, which is a convenient form of assimilation of scientific-theoretical and practical knowledge. Appropriate and effective organization of the educational process depends on the level of educational resources (curriculum, plan, textbook, manuals), as well as the level of knowledge and pedagogical skills of the pedagogue.
Perfection of the content of the curriculum in the application of new pedagogical technologies in the educational process, the creation of textbooks and manuals based on modern requirements, serving to achieve a single goal according to the theoretical and practical aspects of the essence of the curriculum, training Pedagogical conditions that enable the effective organization of lessons are taken into account, such as the existence of conditions, the establishment of sincere, positive relations between the pedagogue and students.
The development of a project of a specific educational training process will consist of the following stages:
Stage 1. The initial stage of designing the educational process is to study the sources of the content of the subject or activity, for example, to collect materials and get acquainted with their essence, to summarize, categorize and round up the ideas presented in them.
Studying the nature of resources related to the topic of the educational subject or the content of the activity allows the pedagogue to provide detailed, perfect information about the topic presented to the attention of students, and to imagine the general process of education.
Stage 2. The second stage is to clearly define a single, general goal regarding the topic of the educational subject (activity content), to define specific goals to be solved by sub-sections (items) within the framework of the general goal, and to make a positive decision on the way to achieving the educational goal. directed to the development of tasks to be performed.
Clear and careful definition of educational goals and tasks allows the teacher and students to direct their activities in a certain direction, use time effectively to achieve educational goals, and prevent didactic and educational problems that may arise during the educational process. , prepares the ground for rational use of existing conditions. The result of the second stage is characterized by the recording of single, general and specific goals, as well as tasks on the subject of the educational subject.
Stage 3. The third stage of designing the educational process is to develop the content of the educational process based on the educational goals and tasks.
The educational process makes it possible to express a set of theoretical and practical knowledge on a specific topic (activity content) that serves to clarify the content of the educational material. The content of education should also reflect the amount of knowledge, skills, and competencies to be mastered by students. After all, the ideological perfection of the educational content is determined by the level of mastering of certain knowledge, skills and abilities by the students. The result of the third stage is manifested in the development of conditions that ensure the assimilation of certain concepts, the formation of skills and qualifications by students.
Step 4. At this stage, which is considered the most important stage of designing the educational process, actions such as choosing the form, methods and tools of training are carried out.
The importance of this stage is that it is the form, methods and tools of training that ensure the success of the educational process. Only with their help, theoretical knowledge about the topic of the educational subject (activity content) is transferred to the students, and this knowledge is received by the students. Determining the form, methods and tools that are considered the most suitable for a particular training ensures 90 percent efficiency of the educational process. The main essence of new pedagogical technologies is revealed at this stage. The correct selection of educational forms, methods and tools that direct students to creative research, activity, and free thinking will motivate the creation of interesting, contentious and creative debates. Only in this case, the students take the initiative, and the teacher is responsible for directing their activities in a certain direction, controlling the general activity, providing guidance in difficult situations, giving advice and tasks such as evaluating their performance remain.
Step 5. At the next stage, the amount of time determined as sufficient for the acquisition of knowledge, skills, and abilities by students, that is, the amount of time students will acquire certain concepts, skills, and abilities related to a specific topic (activity content) can be determined.
Step 6. At this stage, a system of assignments will be developed. The requirement to pay special attention to the effectiveness of the task system developed as a result of the stage is the main condition of this stage.
It is appropriate to divide the exercise system developed at this stage into the following groups:
• exercises to be solved by students during training;
• exercises (homework) intended to be performed in extracurricular conditions.
Exercises brought to the attention of students should complement each other, be interconnected, dependent and, most importantly, be able to acquire an evolutionary character.
Step 7. At the seventh stage of designing the educational process, tasks such as monitoring the general activities of students and developing a test system are performed.
The development of a theoretically and practically correct test system allows to accurately and objectively determine the level of students' mastery of certain concepts regarding the subject (activity content), as well as the ability to form practical skills and competencies. When developing a test system, it is necessary to pay attention to the consistency, coherence and harmony of the tests.
Step 8. The last stage of designing the educational process ends with the application of the created project (model) to the educational process, the study of the final level of the educational process.
At this stage, the general situation of the educational process, the achievements and shortcomings, the causes of their occurrence are analyzed, and measures aimed at preventing the shortcomings occurring during the next training are determined.
4.4. Organization of educational activities of students
In education, equipping young people with knowledge, skills and abilities, evaluating their abilities and talents in the process of development, as well as checking knowledge is important. Assessment helps to determine how effective the methods used in the educational system are, and the level of students' mastery. Of course, the effectiveness of the educational system also depends on the level of training of pedagogical personnel. First of all, a teacher must love and respect his profession, look at the student with great interest and affection, and be able to feel his great responsibility to the society. A pedagogue should be able to determine and take into account the level of knowledge and upbringing of each student, be able to correctly select, analyze and summarize educational materials, have a perfect knowledge of educational methods, tools and forms necessary for pedagogical skills, to be demanding towards the student, he should be able to use them appropriately depending on the pedagogical situation, to be able to analyze his work and draw conclusions.
The main learning activity of learners is acquisition of knowledge, and this activity includes the following components: receiving, thinking, mastering and applying learning materials. These components are interrelated, they are used sequentially in the educational process, forming a whole educational process.
1. Acceptance of educational material by the learner.
The reception of educational material is the most important part of the educational process. Good acceptance of educational material plays the role of a solid foundation in educational production activities.
2. Internal conditions of effective learning of educational material.
In order to effectively master the learning material, the inner need of the learner should be first of all. Internal learning is remembered from the time of answering until the exam, and then it is forgotten. The success of learning also depends on the performance of the learner. Because the learner can reach the peak of mastery if he is interested in the given materials and works on himself.
Another internal fact of mastery is the learner's understanding of the material being taught. Because if the learner does not understand the topic, no matter how much he works on it, if it is not related to the previous topics, the mastering of the topic will not happen and will be very shallow.
3. External factors of reception.
The main factors of learning material acceptance depend mainly on the content of the learning material. Its difficulty lies in the fact that the technical materials used in the teaching material differ in terms of concreteness and abstraction, depending on practice.
4. To remember.
The most important component of learning material is to remember the new material and be able to apply it theoretically and practically whenever you want. When the learner actively works with the educational material, he remembers it well and uses it effectively. The main effectiveness of memorization depends on the willpower of the learner.
5. Formation of skills and competences in the application of knowledge.
As we know, the ability to apply knowledge in practical activities shows the level of knowledge acquisition. Knowing how to apply theoretical knowledge in practice, that is, doing homework on the basis of the knowledge acquired during laboratory work, consists in independent acquisition of knowledge. In this process, knowledge expands and perfects, becoming deeply assimilated knowledge.
It is also important for students to work independently in organizing educational activities. Increasing personal knowledge is considered a special type of education, and the process of self-education is more the responsibility of the learner. The socio-psychological conditions in this process are as follows:
High personal professional qualification of the learner.
The level of knowledge of specialists increases the competitiveness of labor.
Modern technologies and the activities of specialists cause unemployment and require retraining of the unemployed in a new type of specialization.
The development of the world economy leads to the improvement of the knowledge of specialist personnel.
Efficiency criteria of professional education
The main efficiency criterion includes specialization:
— a sense of independence in professional activity;
— fulfillment of technical requirements in compliance with labor safety;
— fulfillment of time and standards in production;
— thinking and self-control in professional activity;
— strict adherence to labor culture;
— creative approach to work;
— include feeling responsible for the work done.
A short summary
In this chapter, it is important to equip young students with knowledge, skills, and abilities, to evaluate and check their knowledge in the process of developing their abilities and talents, how effective the methods used in the evaluation education system are, and how effective the methods used in the educational system are. opinions that help to determine the level are stated. Information is also given on the fact that the effectiveness of the educational system depends on the level of training of pedagogical personnel. A pedagogue should be able to determine and take into account the level of knowledge and education of each student, be able to correctly choose educational materials, have a perfect knowledge of educational methods, tools and forms necessary for pedagogical skills, be demanding towards the student depending on the pedagogical situation, he should be able to use them appropriately, analyze his work and draw conclusions.
Principles of education - the direction of learning and teaching processes aimed at realizing the goals and tasks of universal education consists of a set of basic laws and rules for students' assimilation of scientific knowledge, knowledge and skills. From this point of view, opinions on the principles of education and its types are stated.
The essence of the vocational education process and its structure, the principles of vocational education, the design of the pedagogical process, the general algorithm of pedagogical planning, the process of organizing the educational activities of learners, the effectiveness of vocational education criteria are treated separately.
Questions for self-monitoring and discussion:
1. What is the essence and structure of the pedagogical process?
2. How is the educational activity of students organized?
3. What do you understand by personal targeting in pedagogical technology?
4. What are the criteria of effectiveness of professional education?
5. Pedagogical design - what is it?
6. What do you mean by monitoring?
7. What is included in educational technology?
8. Explain the concept of work culture?
9. Comment on the principles of vocational education?
10. Give examples of the principle of computerized pedagogical process?
Recommended reading:
1. Pedagogical professional education. Pod. ed. VASlastenina. — Moscow. Academy, 2004.
2. Ye.N. Pronina, VVLukashevich. Psychology and pedagogy. Uchebnik dlya studentov VUZov.-M.: Elit, 2004.
3. O'. Tolipov., M. Barakayev., Sh. Sharipov. Professional pedagogy. (Text of lectures).– T.: TDIU, 2001.
4. N. Khojayev, J. Hasanboyev. Economic pedagogy. - T.: TDIU, 2002.
5. www.inter-pedagogika.ru.
V. Educational content in vocational pedagogy
5.1. The essence of vocational education in the Republic of Uzbekistan.
5.2. Vocational guidance of students.
5.3. State educational standard of secondary special, vocational education.
5.4. Macro and micro level of educational content structure.
5.1. The essence of vocational education in the Republic of Uzbekistan
The achievement of state independence of the Republic of Uzbekistan, the choice of a unique path of economic and social development made it necessary to reorganize the structure and content of specialist training. From this point of view, a number of changes were introduced in the education system of our country. Including the introduction of the Law "On Education", development of new curricula, programs, textbooks, certification and accreditation of educational institutions, establishment of new types of educational institutions, education in our republic is a clear example of the fact that the system is being given wider importance and that our President is paying special attention to the training of specialist personnel.
To date, a network of new type of schools, general education institutions is developing. "For a healthy generation", "Spirituality and enlightenment", "Economic education", "Village school", "Rehabilitation of children with developmental disabilities", "Social protection" and other network programs is being released.
Taking into account the regional characteristics of the labor market, especially in rural areas, the development of secondary special vocational education has been started. Nowadays, thousands of young people are learning the secrets of professions in this system. In higher education, the work of transferring personnel training from centralization to legal direction is being carried out, the network of educational institutions is expanding. The training of specialists in new fields of knowledge has been started, and the transfer of higher education to a multi-level system is underway. Advanced methods of assessing the level of knowledge of applicants and students based on tests and ratings are being introduced.
In accordance with the increased requirements for the quality of highly qualified personnel, the work of training personnel in postgraduate and doctoral studies is expanding. International relations in the field of science and education are expanding.
In providing highly qualified personnel based on the requirements of the national personnel training program, three main stages of its life cycle are comprehensively approached.
At the first stage, the forecasting of personnel needs and the development of the market economy based on the needs of individuals and society are defined. In this place, the growth of the qualification level is determined.
In the second stage, provision of personnel training and implementation of their qualification level.
In the third stage, the use of personnel in the field of professional activity, periodic training and providing and updating the qualification level within the framework of additional professional education or additional professional education.
From the decision to train high-quality personnel in the complex tasks of the national program, the "competitive and high-quality personnel training" program has been developed, which is devoted to the development of the most important task and the principles of the state educational standard at all levels of professional education.1
Standardization in vocational education needs to grow and improve in order to ensure the training of competitive personnel. Its essence is determined by its relation to norms achieved in practice according to high quality requirements. Standardization in vocational education should be comprehensive.
First of all, it is necessary to cover the continuity of professional education, from a working employee to a highly qualified specialist.
Secondly, the educational standard should cover all stages of the professional's life cycle and ensure their interaction.
Organization of educational institutions integrated academic lyceum, vocational college, etc. In such educational institutions, the following is provided:
Ensuring organizational and methodical consistency of professional education;
Implementation of targeted specialist training to solve the tasks of the fields;
Use of material and technical bases and professor-teachers of higher educational institutions for training middle level specialists.
The horizontal integration of professional education consists of the establishment of large technical universities, scientific training, scientific production and educational production associations. The purpose of this is to prepare highly qualified personnel for competitive higher education specialists (bachelor's and master's degrees), as well as industrial associations, vocational colleges.
Such integration allows:
Effective use of the material, technical, scientific and pedagogical potential of the merging higher educational institutions;
Ensuring the interdependence of the educational process and the fields of science in educational institutions;
Development of experimental and fundamental research base for joint use of scientific staff, teachers and students;
Continuous integration experience at all levels of professional education.
It is necessary to organize educational-scientific production associations to train competitive specialists of different levels in terms of vertical and horizontal integration of professional education.
Ways of international integration of vocational education:
1. Establishment of educational institutions (universities, colleges, training and retraining centers) in cooperation with industrially developed countries, which will be in the direction of specialists related to market and international relations, high technology. is necessary.
2. Education of talented young people in educational institutions of industrially and intellectually developed countries.
3. It is desirable to establish direct relations with educational institutions and scientific research centers of foreign countries, and at the same time to widen the exchange of experience of students, scientific researchers, and pedagogues. .
5.2. Vocational guidance of students
President IAKarimov's speech at the 1997th session of the Oliy Majlis in XNUMX on the topic "A perfect generation is the foundation of the development of Uzbekistan" defined the huge tasks facing the education system. The "Law on Education" and the "National Program of Personnel Training" adopted in this session have a special place in determining the priority direction of the fundamental reforms being carried out. That is why it is an urgent problem to independently prepare young people for choosing a profession in all aspects, taking into account the spiritual, moral, physical, and spiritual needs of young people.
In preparing young people to choose a profession, the set of individual characteristics of each boy and girl is taken into account, the innate abilities of their psyche are related to a certain profession that has been formed and strengthened during life, and has become a character. orientation to career choice based on aptitude, aptitude, talent, talent, ability, interest and intelligence are characteristic features of our time.
In guiding young students to a profession, the degree of compatibility between their human qualities in their spiritual and moral image and the set of qualities of an educational nature, science teachers, class leaders, parents in preparing for the chosen profession personal example of mothers and neighborhood activists and activities carried out in cooperation is one of the current issues of vocational training.
In order to better satisfy the intellectual and spiritual needs of schoolchildren for the profession, organizing excursions to production enterprises, educational centers providing information about the profession, factories and factories that meet the requirements of world standards, advanced organization of meeting evenings with representatives of the profession opens up special opportunities to expand students' imagination and understanding of the profession.
Experienced pedagogues work as alert trainers and competent pedagogues who feel from the heart that it is their sacred duty to work selflessly for the country, people, and the country. must be shown.
In guiding students to the profession, pedagogues take into account the scientific recommendations of psychological and pedagogical research to identify talented young people who are thirsty for science, who live in pursuit of news, who have high national pride, who can express themselves in emergency situations, and entrepreneurship. should be a creative, inquisitive, intelligent, intelligent, intelligent person who approaches on the basis of
Since ancient times, our ancestors have paid special attention to teaching children to work and interest them in professions. They brought up their children according to their abilities and skills. At this point, every parent should pay serious attention to the profession of their children in the family. Because children should be interested in a profession and try to master it. A person's profession is called his hus. Hard work is one of the main characteristics of our people. Thanks to work, our children will step into independent life as free people. They learn to solve everything themselves.
A child's attitude to work begins with the family. Naturally, parents should be an example to their children. The position, prestige, attitude towards family members is based on the results of work. Human labor is carried out through the profession he has acquired.
Every person can master one or another profession or several professions, the meaning of the proverb "Forty trades are not enough for a young man" indicates that mastering several professions is a vital necessity. Every profession has its own difficulty and taste. Only a person who overcomes his hardships with perseverance, unceasing search, and patience can enjoy his pleasure.
Labor education is an integral part of all-round development of a person. It is also a means of all-round formation of the child, a factor of his growth as a person. A child can develop his mind, will, emotions, character, and be formed as a person only in the course of regular work.
In the process of psychological, moral and practical preparation for work, moral and willful qualities such as hard work, discipline, enthusiasm are brought up in the student.
As stated in Article 13 of the Law "On Education", "Professional college students' deep development of professional inclinations, skills and qualifications, one or more specializations in chosen professions" is a three-year secondary vocational school that provides
In the process of working, they actively participate and train in the type of socially useful work, self-service work outside of class and school.
Arousing interest in the profession is directly related to the teacher's pedagogical activity. Connecting and harmonizing work education with life, taking into account the individual-typological, age characteristics, abilities and opportunities of students will have a positive effect. Because every profession requires willpower, mental seriousness, endurance and patience from a person. Only those young men and women who can withstand all the difficulties and trials are considered suitable for this chosen profession. Labor education has the opportunity to reflect its practical side.
Hard work is a process that takes place throughout a person's life and work. Honest work is the essence of a person's life. Making a living and living by honest work is the highest decoration of human life.
That is why the sages did not say for nothing that "Work is the most necessary condition for the existence of human society", "Everything that a person is proud of or proud of is the result of work", "Work is the basis of the development of universal, national and spiritual values". In this place, Bakhouddin Naqshband's famous saying "Dil ba yoru dast ba kor" has not lost its importance even today. The great scholar himself followed this. He was asking the students if they had any profession during admission to the madrasa. A person without skills is not accepted to study. The great scholar explained the reason for this. "If a person is a craftsman, he devotes his knowledge to the truth, makes a living by his work, if he has no profession, he uses his knowledge to make a living, and forgets about honest work." This teaching of Hazrat Bahauddin Naqshband spread widely in Central Asia and Khorasan in the XNUMXth and XNUMXth centuries. He glorified everyone's honest work, such as farming, trading, painting, and construction.
Jalaluddin Davani, a mature scholar of the East, who lived in the XNUMXth century, also created based on the teachings of Bakhouddin Naqshband.
Davani highly appreciates the importance of work in making a person moral. He emphasizes that every action of a person is due to work and every step taken by a person must be carefully thought out and measured with the scales of the mind before making it. Special importance is attached to working together.
"It is difficult for a person to work alone and get things necessary for living and everyday. In order to live alone, he had to cook, sew clothes, make tools, and so on, and he had to take up several professions. Not everyone is lucky enough to do this. "When people come together and help each other, they truly care about others, when mutual help and communication are established, the tried and tested paths of justice emerge, livelihoods are regulated, the human condition is strengthened, and the human race is preserved." "1
Davani shows that the necessary activities can be cultivated only as a result of people helping each other to create the means of living.
There are proverbs in our people such as "Work is the foundation of happiness", "There is no life without water, no happiness without work", "There is no happiness without work", "Work in youth brings wealth in old age", "You live happily when you grow old with work". It can be seen from this that among the Uzbek people, working, building a house, building a yard, building a building has been inherited from the ancestors since ancient times. That's why in Uzbek families, when there are more children or before marrying a son, following the paternal heritage, valuing and enriching it, has not lost its importance even now.
Since ancient times, our ancestors have paid special attention to teaching children to work and interest them in professions. They brought up their children according to their ability. At this point, every parent should pay serious attention to the profession of their children in the family. Because children should be interested in a profession and try to master it. A person's profession is called his hus. Professions such as farming, horticulture, tailoring, painting, woodcarving, and carpentry have taken a large place in the labor activities of our people for several centuries. Hard work is one of the main characteristics of our people. Thanks to work, our children will start an independent life, become free people and decide everything by themselves. 2
When our people say "earn from craft", it means that a person's livelihood comes from craft and labor. These sayings are a lesson for young people. Our forefathers have always been artisans, creators and craftsmen. Even after hundreds of years, their crafts have not lost their value and show their freshness. Whether you call it carpentry, painting, jewelry, gardening, entrepreneurship or craftsmanship, the wonderful works that amaze everyone have been handed down from our ancestors to us.
In order to fully convey their crafts and arts to future generations, to familiarize them with the culture and art of our past, our ancestors worked with great affection, enthusiasm and enthusiasm. We are witnesses of those who spent their light and heart and worked tirelessly. At the same time, we know that the products of art and creativity that we have seen are just a drop from the river of the works created in their time. Because by the time of the former Shura period, the value of handicrafts fell sharply, and the wealth left by the ancestors was looted. Ne-ne wonderful occupations, including carpentry, homemaking, handicrafts, were almost deleted from the list of production. Genuine works of art have been replaced by toys.
It is not for nothing that our wise people say that "the truth will be decided in the right place". Here, the time has come, and a wide path has been opened to the art of craftsmanship left by our ancestors. But it is a pity that these works were started only after the death of our most skilled and talented masters. Now it remains for young people to continue the work of our ancestors with great interest and enthusiasm.
Another example of our ancient traditions is that parents gave their children complete freedom in choosing a profession. They agreed to help him learn any craft perfectly. Most of today's parents do not follow this rule. They don't think that their children will have a happy life if they get the profession they want instead of studying. As soon as their children graduate from high school, they try to enroll them in universities without considering whether they have enough skills, knowledge, or patience to study at a higher school. Many will succeed in this. But what will be the consequences later? Children drop out either because they can't stand the challenges of studying or because they don't have enough knowledge to continue studying. However, during the one or two years lost in between, they could acquire a suitable profession and find a smooth path in life.
So, to sum up, it is today's demand that especially parents should take a responsible approach to the issues of imparting knowledge to young people and training them in professions.
Vocational orientation of students is a component of the work of a comprehensive school. It is known that if the profession is chosen correctly, work for a person becomes a source of joy and creative inspiration, which is useful for both a person and society. Vocational orientation of students is a socio-pedagogical issue. In this process, first of all, the abilities and work of students should be taken into account in accordance with the interests of society. The social status of a person is initially determined by his place in the social production system, and the main sign of this status is the characteristic and social nature of work. Vocational guidance system is a set of goals, essence and principles, methods and tools that help a person learn a profession and his personal qualities. Vocational guidance is carried out in connection with all educational activities. A conscious career choice is possible only if teenagers have a sufficient level of general and polytechnic training. Before directing a student to one or another profession, it is necessary to study his personality. To do this, it is possible to observe (directly, indirectly), analyze the student's practical actions at school, in public places, in the family and at work, conduct a survey, interview, test, interview. In career guidance, it is important to inform students about different professions, the requirements for them, and where they can get this profession. This prepares students to make a conscious decision to choose a career. Students learn about professions and knowledge not only at school, but also from mass media, acquaintances, and relatives.
Young people should make a lot of effort in order to open a real, wide life path in front of them, and most importantly, they should choose a job that they like, that is necessary and useful for society. For this reason, young men and women graduating from high school often think about what kind of profession they will have. Our country has created all the conditions for acquiring various professions.
Because choosing a profession is a serious and responsible job. It is not an easy task to determine one's life path at a serious pace. This requires a long period of special preparation. In order to learn the vocational skills of young students, it is necessary to know their mental and physical abilities, to study their skills and abilities.
In order to influence students and conduct career guidance successfully, the school psychologist works in cooperation with the district diagnostic center.
5.3. State educational standard of secondary special, vocational education
State educational standards determine the most necessary and sufficient level of the educational system and the main state requirements for the volume of educational loads.
The condition of ensuring a stable level of education in various educational institutions on the territory of the country is implemented by means of the educational standard, which is considered the necessary core of the educational content. Educational workloads will be standardized, criteria for evaluating the knowledge of learners will be developed.
The learner can be limited by the standard of education set by the state, or he has the right to acquire knowledge independently, that is, to acquire a wider, deeper knowledge and collect a higher rating score. As a result, when studying a subject that is difficult or that the learner does not like, he is allowed to limit himself to the norm set by the standard. In this, the learner will have the opportunity to realize his interest, desire, abilities and aspirations, to choose the most suitable path for him consciously and independently.
State educational standards provide that the requirements for mandatory training are open to all participants of the educational process. These requirements, which are clearly expressed in terms of form and content for students, are communicated in advance to students and their parents.
Based on the requirements of the state educational standard, the state educational standard of higher and secondary special, vocational education will be developed. Sectoral standard of secondary special, vocational education - the necessary and sufficient volume and ultimate goals of a specific training direction and vocational education content based on the professional description in accordance with the qualification requirements, educational is a regulatory document that determines the size of the downloads and ensures compliance with the standard requirements of the quality of education.
Vocational education program includes general and special subjects of a given profession, as well as production education and practice, in the scope of enabling a graduate of a vocational college to competently perform work in the profession.
Successful completion of the vocational education program provides graduates of vocational colleges with the right to work in their profession and specialty. The purpose and tasks of the standardization of secondary special and vocational education are the high quality of secondary special and vocational education and the training of competitive personnel that meets the requirements of the deep economic and social reforms implemented in the country and the establishment of a developed democratic state. provision, provision of high-quality educational services, protection of the interests of the individual in the field of personnel training, determination of the criteria and procedure for evaluating the quality of personnel training, educational activity.
Establishing acceptable requirements for the quality of secondary special and vocational education and personnel training, the types of educational services provided, the procedure for periodically assessing the level of education and professional qualifications of the students, the wealth of the people will be to introduce effective forms and methods of spiritual and moral education of students based on heritage and universal values.
Secondary special, vocational education, educational process, provision of pedagogical and information technologies, control of the level of education, education in relation to the qualifications of students and their graduates in educational institutions setting standards and requirements; is to ensure effective integration of education, science, and production for purposeful and high-quality training of personnel.
The content of education comes from its purpose. The content of education is understood as a clearly defined range of knowledge, skills and abilities that should be acquired by students in the course of studying.
The content of education is determined by taking into account a number of needs:
1. The most necessary needs of social production, features of the social structure.
2. The goals and tasks set by the state for public education and a certain type of educational institution.
3. Didactic requirements arising from the rules of teaching and taking into account the capabilities of students (age capabilities, etc.).
The educational content is expressed in the curriculum, curriculum and textbooks.
Curriculum is a state document that defines the subjects to be taught, the hours allocated for teaching and the structure of the academic year.
Curriculum is a state document that must be followed unconditionally in all general education schools. It will indicate the subjects to be studied by class and the hours of study allocated for those subjects.
The curriculum is developed based on the curriculum. Curriculum is a state document that defines the amount of knowledge, system and ideological-political direction allocated for teaching each academic subject.
The educational program defines the amount of scientific knowledge, skills and qualifications to be given to students in individual subjects in each class during the academic year. In the program, the content of each academic subject is covered consistently and shown through certain topics. The knowledge, skills, and abilities that the student should master in relation to a certain topic are briefly expressed.
Textbook is a necessary part of the educational process. It has long been considered the most important tool for teaching.
The content of each academic subject is covered in detail in the textbook. The textbook is a book that describes the basics of scientific knowledge of the relevant subject in accordance with the program and didactic requirements.
In addition to textbooks, study guides are also prepared for some subjects. Examples include problem and exercise sets, chronographs, atlases, dictionary books, and the like.1
Students work independently with textbooks and study guides both in class and at home. Textbook material has great educational value. Working with him helps the mental education of students, the development of their scientific outlook, morals, speech and thinking, and independent thought.
5.4. Macro and micro level of educational content structure
The macro level of the structure of the educational content is implemented using a modular block. The modular block approach helps to isolate the basis of the educational content, and ensures the flexibility of the professional education system.
The examination of the content of education in a specific direction begins with the areas of initial vocational education. The content of vocational education generally includes general education and vocational training. General education is introduced through humanitarian and natural science blocks.
The block of general education includes theoretical and practical educational material, the group of close professions passes the integration basis, is separated from branches, that is, from production, or is at the inter-branch level.
In education, the professional block is the most important, in the professional block, educational material, various professional activities are studied at the requested level. Specialization block - theoretical and practical educational material necessary for studying a professional specialty.
The block of general specialization is indicated in some cases, covers a wide range of techniques and technologies, and is distinguished by the relative diversity of the content of work. For several specialties, the content of general education by professions can be separated and included in the general specialty block. For example, when choosing the educational content for the profession "Tailing", according to the upper layer - tailoring production, according to the middle layer - clothing, individual sewing technology, group of related professions, lower layer - "tailoring" profession specialties, for example, tailoring women's light clothes. 1
The first layer will be for sewing production in the form of a general technical block (the disciplines "Materials Science", "Market Economy"), the second layer - sewing clothes individually - a group of related professions in the form of a general professional block ("Culture", "Clothing Design fundamentals"), the third layer is in the form of a general block for the tailoring profession ("Fundamentals of clothing sewing technology", "Fundamentals of clothing modeling and construction"). 3 specialties corresponding to the three main blocks: women's light clothing, women's outerwear, men's clothing. This block is filled with specific contents depending on the specialty chosen for the "Clothing Manufacturing Technology" subject.
Let's look at 4 additional blocks.
1. The block of changing direction - acquiring a new one on the basis of acquired professions is important for the system of training the unemployed. To retrain the tailor and give him the specialty of reaper according to his specialty. Mastering such a direction will help the tailor to lead a solo activity.
2. Vocational training block - related to 2 systems of personnel training. If it is a matter of 2 systems - general technical level and branch training, vocational education up to the secondary level, then they will receive a technical diploma along with vocational education diplomas.
3. Business block is important in market economy conditions. This block helps people to go to the market and start their business. Block - vocational training block - information about new techniques and technologies in their profession is important in training workers and specialists to work in new techniques and technologies. Training on this block can be included in the training program by a company at its request.
We looked at the main and additional blocks. Based on these, the content of professional education is built in continuous professional education. Blocks of socio-economic level can be included in the blocks to make up the integrity of continuing professional education.
Blocks such as "Computer Basics", "Market Economy and Small Business", "Legal Basics" are the main structural element for them. With their help, the educational content is also formed. For example, the acquisition of many professions in the content of initial vocational education is carried out step by step. Such a specialty is acquired at the initial level.
After the high-level training content is compiled (standard, module-block curriculum for educational institutions for vocational training or, otherwise, the block module curriculum for training people for employment), the content of modular units is revealed ( science, scope of science, types of practical training and work).
Objects, events and methods of activity included in the program of the subject before science can be expressed by the general term "educational element". Any educational program consists of educational elements. Educational elements are divided into 2 groups.
In the first group, object and subject activity styles are considered in the educational process.
In the second group - all indicators are included, with the help of which the advantages of objects and processes are revealed, they are called educational elements.
The content of the major learning element, the main learning element, the joint learning element, and the most basic learning elements are revealed.
For the structure of micro-level teaching content, we can take the subject of "Fundamentals of Artistic Design" as an example. Included in the general professional block - sewing clothes individually, the basics of the educational elements of subjects corresponding to the thematic plan, that is;
— figure drawing
— making silhouette shapes
— in the artistic design of clothes - parts of clothes
— drawing clothing models based on magazines
— the basis of colors
— artistic costume design, etc.
In the artistic design of clothes - the details of clothes are revealed through educational elements - types of hems, types of collars, types of adips, types of sleeves, types of pockets, their decoration, etc.
Thus, in micro-level teaching, the content of the internal module is revealed through practical work. A micro-level structure helps develop the content of training courses.
A short summary
In this chapter, the requirements for the size of educational loads, educational standards, vocational education program, requirements for personnel training, pedagogical and information technologies, module level of the educational content structure, micro- and macro-level o A number of information on teaching, etc. are given. Based on the requirements of the state educational standard, the state educational standard of higher and secondary special, professional education will be developed. Sectoral standard of secondary special, vocational education - the necessary and sufficient volume and ultimate goals of a specific training direction and vocational education content based on the professional description in accordance with the qualification requirements, educational is a regulatory document that determines the size of the downloads and ensures compliance with the standard requirements of the quality of education. It also contains comments on DTS.
Questions for self-monitoring and discussion:
1. Comment on the state educational standard of vocational education?
2. What is included in the content of education in professional pedagogy?
3. What is explained by the macro level of the educational content structure?
4. What determines the structure of teaching content at the micro level?
5. Tell us about the vocational training program?
6. What are the content and main features of professional pedagogy?
7. Describe the requirements for the content of professional education?
8. What is included in the training programs?
Recommended reading:
1. Professional pedagogy. Textbook for students. - M.: Pedagogy, 2002.
2. Pedagogical professional education. Pod. ed. VASlastenina. — Moscow. Academy, 2004.
3. I. Inomov Theory of economic education. - T.: TDIU, 2005.
4. O'. Tolipov., M. Barakayev., Sh. Sharipov. Professional pedagogy. (Text of lectures). - T.: TDIU, 2001.
5. N. Khojayev and others. Fundamentals of pedagogy. — T.: TDIU, 2003.
6. www.school.edu.ru.
7. www. knowledgeable. en. — The main website of the Ministry of Higher and Secondary Special Education of the Republic of Uzbekistan.
VI. Educational methods in vocational pedagogy
6.1. Vocational education methods and their general description.
6.2. Theoretical training and production training methods.
6.3. Method of activity in the production process.
6.4. Control of knowledge, skills and qualifications of students during training.
6.1. Vocational education methods and their description
The main goal of education is to form spiritually rich individuals who possess modern scientific knowledge, have the ability to think independently and solve problems. As the society develops, the level of living requirements also increases. So, as the volume of scientific knowledge expands and the level of scientific knowledge deepens, the demand for logical thinking and quick problem solving also increases. Based on this idea, we come to the conclusion that the educational system should work not only with the requirements of today, but also with the requirements of the future. Because today's requirements will become the main core of society in the future. Therefore, the education system should prepare students not for today's life, but for future life. This is also one of the unique features of education.
Education is a process conducted under the leadership of specially trained people, which equips students with knowledge, skills and abilities, develops their abilities, and forms their worldview. The educational process is a joint activity of the teacher and students. It has two complementary characteristics. Thanks to the activity of the teacher, education becomes a process based on well-thought-out goals, content and programs, and gives the expected result. The content of the educational process is externalized by knowledge, skills and competence.
Vocational education methods are methods of activities performed jointly by teachers and students, and these methods help students acquire technical and technological knowledge, skills and abilities, increase their ability to independently acquire knowledge and use this knowledge in practice. will be directed.
Ministry of Public Education, Pedagogical Scientific Research Institute, one of the urgent tasks of Methodist pedagogues, in particular of pedagogy, is to review the problems in education, taking into account local and national characteristics, to develop new ideas in all academic subjects. consists of creating national programs, gradation of education, classification of the teaching process.
In this regard, taking a look at the history of teaching in Uzbek educational institutions in the recent past will facilitate the study of educational methods at the same time. Undoubtedly, this resource on the history of educational methodology to a certain extent spiritually fills the methodological gaps of education, satisfies the great needs and interests of pedagogical heritage and folk pedagogy of pedagogues.
Teaching methods play a key role in education. Method is a Greek term that means method, way, that is, the way to achieve a goal. Methods (methods) are divided into the following classes depending on the nature of transmission and reception of any information (purpose):
• verbal method;
• demonstration method;
• practical method.
The following methods can be distinguished in order to master students and organize the thinking process in the educational process:
• lecture (conversation) method of teaching;
• practical work method of teaching;
• method of laboratory works;
• method of independent work;
• reproductive-heuristic method;
• scientific research method;
• problem-research method of teaching;
• inductive and deductive method of teaching.
The first group of methods aimed at conveying and receiving information through words can include: story, conversation, lecture.
The potential of the story as a method of teaching and expression of ideas in the development of speech culture is higher than other methods.
Telling a story is a concise, short and consistent description of facts, events and events related to a new topic being studied by the pedagogue, as a whole or in parts, by means of figurative representation. This method is useful in describing materials, characterizing images, describing natural phenomena and events in social life.
Students should not be allowed to become passive listeners during the narration. It is necessary not only to focus the students' attention on the depicted object, but also to ensure that they consciously and actively think about the same object.
Explanation of the educational material is the presentation of concepts, laws and rules characterizing the content of the subject, events and events studied by the pedagogue. This method is more useful in teaching mathematics, physics, chemistry, mother tongue, Russian and similar subjects. The pedagogue proves how valid the laws and regulations of a certain subject are by giving facts, examples and arguments, as well as by working on problems and examples.
The expected goal cannot be achieved without ensuring the active participation of students in this process. It is especially important to ensure students' participation in summarizing the presented material and drawing conclusions.
Lecture method. This method is distinguished by the size of the educational material, its logical structure, and the considerable complexity of proof and generalization. If the story takes up only a part of the lesson, the lecture usually covers them completely. Creating problem situations during the lecture, showing visual materials related to the topic, making general conclusions at the end of the lecture increases efficiency. The lecture method is very useful in conveying comprehensive information to students.
Conversation. This method is mainly conducted in the direction of questions and answers. The fact that conversations are aimed at a certain goal determines their character. Conversation can be heuristic, ethical, instructive methodical in nature.
Since the interview method is carried out through the active participation of students, it also forms qualities such as independent thinking and conclusions. In the process of organizing and conducting classes, the pedagogue should follow the following conditions when using the interview method.
Demonstration methods of teaching
The importance of using the demonstration method in the teaching process is to encourage the student to emotionally perceive the things and events being studied, to follow and observe them, to be sure of the unity of logical and theoretical elements, and finally, to be able to teach how to apply theoretical knowledge in practice.
Practical work method of teaching.
Practical methods can include solving problems, making drawings, and performing written exercises. Theoretically acquired knowledge is supported in practice. Drawing charts and cards also helps to develop and strengthen relevant skills and competencies.
Method of laboratory work.
Laboratory exercises are carried out in the form of frontal experiments, laboratory work, practical teaching techniques and other equipment of the type of educational tools. The difference between the laboratory method and other teaching methods is that when working with this method, each student experiences something independently and personally. The lesson will be aimed at students conducting independent experiments under the guidance of a teacher. Independence, activity, and initiative increase in laboratory classes.
Method of independent work.
In the next period, great attention is paid to the organization of independent work of students. Because this method develops creativity and independence in students. Hours are allocated for independent study in educational programs. In the organization of students' independent work, the content, form and tasks of independent work are selected based on the characteristics of a certain subject. In order to perform the assigned independent work, the pedagogue should show the necessary literature and guidelines, give a brief explanation. The independent work that the student has to do should not take up much time and at the same time have a developmental impact on the student.
Reproductive, heuristic method.
Reproductive methods are useful for quickly identifying typical gaps in knowledge, primarily to ensure that students remember the learning material faster and more firmly. Reproductive methods are especially effective when the content of the educational material is mainly informative, when complex and completely new knowledge needs to be learned. The reproductive nature of thinking implies that learning information communicated by a pedagogue or other source becomes more active and remembered. A story, a lecture, demonstration, and practical work can also be built on a reproductive basis. Practical works of a reproductive nature differ in that during these works, in order to increase the activity of students who have mastered the model earlier or recently, they can often be combined with a heuristic, that is, a partially searching method. During the description of the new topic, students are given the opportunity to reflect on some elements of the studied material. The teacher prepares easy short questions and tries to find answers to them with the participation of students. The heuristic method also helps to determine the level of knowledge of students. Therefore, the heuristic method ensures the partial participation of students in the perception of a new topic.
Scientific research method.
This method is not widely used in the educational system and requires certain training. Under the guidance of a teacher, students or one student conducts certain scientific researches and makes new conclusions for a certain subject. This method is mainly used in universities. During this method, the process of scientific knowledge takes place, that is, knowledge that is still unknown is discovered and mastered. A scientific research plan will be drawn up for this. The purpose is determined and research methods are selected. Conclusions are made based on the research results.
Problem-search method of teaching.
The process of learning a new topic involves presenting the studied material as a problem, rather than presenting it to students in a ready-made form, which gives rise to the problem-search method. That is, the conclusions to be made during the lesson are tried to be made not by the teacher, but by the student. Each student tries to solve the given problem in his own way and expresses his thoughts. The ideas raised are discussed and guided by the teacher. The teacher and students make conclusions together. Problem-research method activates students' cognitive activity, teaches them independence, creativity, increases their interest in studying, and helps to educate their personal qualities. This method helps in deep analysis of the studied issue and thoroughness of knowledge. This method should take into account the deep analysis of the studied issue and the level of knowledge. In order to analyze the chosen topic, students should have a certain knowledge base. Because of this, students are armed with special information to use this method. In the following periods, special attention is paid to the use of the problem-search method.
Inductive and deductive method of teaching.
There are two types of logical methods of teaching: inductive and deductive methods.
In the process of preparing for lessons, it is necessary to choose inductive and deductive methods of teaching. In the following periods, the demand and attention to deductive teaching increased. However, without forming inductive methods of thinking, one cannot hope to achieve success in not only natural-scientific, but also general labor experiments. The use of inductive or deductive methods means choosing to move from specific to general or from general to specific.
Inductive methods are widely used in studying technical devices and performing practical tasks. Many problems related to mathematics and physics are solved by means of inductive method, especially in those cases where the pedagogue considers it necessary to lead students to master some more general formulas on their own.
When using the deductive method, a general situation, formula and law are first given in the activity of the pedagogue and the student, and then it is assumed to solve more specific tasks by gradually extracting certain situations.
The deductive method helps to pass the educational material faster, develops abstract thinking more actively. It is especially useful to use the deductive method in the study of theoretical material, in solving problems that require the determination of some consequences of more general situations.
6.2. Theoretical training and production training methods
In pedagogical practice, the following methods are used - oral method (oral statement, explanation, conversation), working with books (instructional materials), visual method (exhibitions, cinema, video film, observation), practical method (exercises, laboratory , practical works) are widely used.
Depending on the didactic tasks, the following methods are used - creating knowledge, forming skills and competences, applying knowledge, strengthening it, checking knowledge, skills and competences.
According to the educational activity of students, two methods are distinguished and they are combined into 2 groups: reproductive and problem research methods.
Reproductive and problem-research methods of teaching are divided into parts, first of all, based on the assessment of the level of creative activity of students in learning new concepts, phenomena and laws.
Reproductive methods are primarily used in order to provide students with a stronger memory of educational materials, direct control of cognitive activities, and to acquire practical skills and competencies for quick detection of deficiencies.
When the method of storytelling is structured reproductively, the teacher gives ready rules, arguments, definitions of concepts, he focuses on the main aspects that need to be firmly mastered.
The lecture is structured in the same way: the teacher presents certain scientific information, makes notes on the board, and the audience briefly notes them.
Problem-based learning means studying the educational material in such a way that cognitive tasks and problems similar to scientific research appear in the minds of students. In the student's thinking activity, problematic situations occur that encourage the search for and mastering of logically correct, scientific conclusions. In order to solve the emerging problem, he tries to understand the studied rules correctly.
We can divide the educational method into 3 main groups:
1. The method of organization and implementation of educational knowledge and educational production activities.
2. The method of interest and stimulation in educational activities.
3. The method of monitoring and self-control of the effectiveness of educational activities of learners.
Each type of methods is divided into groups, and in turn, they also have separate methods, which are tools of the educational process.
The method of organization and implementation of educational knowledge and educational production activities includes the following - conversational, demonstrative and practical methods, inductive or deductive, reproductive or productive methods under the leadership of the teacher.
The method of interest and stimulation in educational activity includes the methods of organization of educational knowledge and educational production activities and methods of interest in study activity.
Each method is used by another method. For example, the method of reproductive and problem research is used with the help of conversation, exhibitions, and practical activities. At the same time, conversational, demonstrative and practical activity methods can also be used through reproductive or research methods.
In the process of life education, the most important thing is not to divide these methods into types, but to have a deep knowledge of the teacher, to be able to use the methods effectively, to produce training for the students, to use the methods in the educational activities. is to teach to apply.
The theoretical part of primary vocational education in educational institutions consists of 3 cycles of the following subjects: general education, general technical education and professional education.1
The general didactic, special didactic and special methodical aspects of the method of education in general education subjects are described in depth in the pedagogical literature.
Methods of teaching general technical and professional subjects are often defined according to specific content:
— multi-component structure, study of objects in different directions;
— interdependence of learners with production education;
— comprehensiveness of the material, number and quality of experimental research, practical study of service methods;
— introduction of new techniques and technologies into the content of educational material, reflecting local conditions.
It is necessary to take these into account in educational methods.
1. The method of organizing educational activities of learners.
Interview method. Oral presentation. The process of learning general technical and professional sciences is carried out by telling and explaining the teaching material, in which the topic is fully compared, proved and explained with examples.
The method of oral presentation is used in cases where the presented material is difficult for students to understand, new information is reported, and the ways of performing work methods are required to be explained.
We can distinguish the following from the general requirements:
— specific scientific and technical content;
— logical structure and sequence;
— understandable and easily accessible to learners;
— clarity and clarity of thought at each stage;
— increasing the attentiveness and activity of students.
Conversation is a method of professional education, in which the teacher, with the help of correctly posed questions, reminds students of previously acquired knowledge and encourages them to independently create new knowledge on this basis.
Organization and management of educational activities of learners is carried out through the question-answer method. Such conversation is called heuristic conversation.
Conversations conducted in general lead to the increase of interest, attention, and better acquisition of knowledge. But the interview method is more complicated than the oral presentation method, that is, it requires careful preparation for the lesson from the teacher.
The following conditions of heuristic conversation in the study of professional sciences can be indicated:
— the content of the educational material must be structured logically and correctly;
— when learning new educational material, it is necessary to focus more on the discussion of technical and technological documents;
— conversation should be conducted together with other methods and types of educational work (explanation, working with a book, observation).
In a heuristic interview, the questions should be comprehensively structured.
The following questions can be shown here:
1. Contrasting sciences (its appearance, process, evidence, etc.);
2. To determine the ability to use knowledge even when falling into different situations;
3. Explanation of the cause with a diagnosis;
4. Proving "yes" or "against" evidence;
5. Establishing interdisciplinarity.
When conducting an interview, it is necessary to strictly follow its logical plan, the sequence of questions and answers should be structured in such a way that the learner should feel that the subject will become more complicated and develop. The teacher should conclude the conversation with a summary.
Working with the book: quick study, taking notes, making plans, discussing examples, answering control questions, etc.
2. Demonstration method
The most important organ of human perception of the external world is the eye. According to scientists, 80% of information comes through the eyes, 80% of work operations are done through the eyes. From these we can see that the demonstration method is of great importance in the educational process.
Demonstration methods in general technical and vocational education subjects, natural (tool, machine, detail, equipment, material samples) and pictorial (posters, model, mock-up, scheme, film-video film, film projection, computer, multimedia) . Demonstration methods are very convenient when the teacher explains the topic as an exhibition or in the same cases as a specific exhibition on the studied subject.
3. Practical method.
Exercise is the basis of the practical method. The main purpose of the training is to teach students to apply the knowledge they have acquired in technical and professional sciences during the training process. Exercises also have a great role in strengthening the knowledge of learners. All exercises can be divided into 3 main types: reproductive, artistic, research.
Reproductive exercise - during this type of exercise, students study the structure of the device, material, equipment, and written tasks. In the reproductive exercise, drawings, schemes, graphs, diagrams are discussed and learners perform them. Technical documents, technological cards of machine tool passports can be studied in professional subjects.
Artistic exercise - during this type of exercise, students use their acquired knowledge and skills in various combinations, that is, they find independent original answers to the tasks set before them. One of the types of artistic exercise is solving productive issues: selection (tool, type of processing, adjusting mechanism), comparison and evaluation (way of doing work, use of tools) dependent on determination (technical requirement, relevance), consists of explaining various technical processes. Schemes of the studied machine, mechanism, and devices are made through this type of exercises.
A research exercise is also an artistic application of acquired knowledge in exercises, which helps to develop the thinking ability of learners.
6.3. Method of activity in the production process
Currently, educational methods are gaining great importance in scientific and practical pedagogy. Various games are used to increase the internal and external activity of learners. The most used of these are didactic games.
Didactic games in vocational education: "technical dictation", small contests, "who is dexterous, who is agile", "technical fights", "questions", "technical lotto", "technical domino", etc.
The active method of education also includes seminar classes. It consists of three stages: the lecture of the teacher on the seminar, students preparing independent homework on the seminar, and conducting the seminars. In this, the learner explains using prepared texts and visual aids, tools and equipment.
Interactive lessons are also widely used in practical work in vocational educational institutions. In these lessons, the relationship between the topics of two or more subjects is studied. For example, mathematics and computer science, physics and chemistry, vocational technology and industrial education, etc.
The activity of learning activities of learners is carried out through the development of technical inventiveness in extracurricular activities. Extracurricular activities - master of professional education are carried out through competitions, scientific-practical conferences, meeting with rationalizers and inventors, meetings with representatives of science, technical scientists, exhibition of exemplary works, technical circles.
The main goal of industrial education is the formation of mastery in a specific profession and field. In industrial education, this main goal is achieved step by step. Below are the benchmark indicators that reveal the concept of "master of the profession":
The quality of the work being performed - meeting technical requirements, compliance with standards and indicators, obtaining positive results;
Organization of work - execution on time, effective use of time, economy during work;
Professional independence - knowing how to choose an independent type of work, ensuring high quality of production, making correct conclusions, self-management, following work culture, planning work, being able to work with new equipment and technology, high technological discipline, ability to apply professional knowledge at work, proper organization of work and workplace, compliance with labor safety rules.
Activity, that is, intellectual knowledge, plays a major role in educational production work. Activity is manifested in learners' independence and purposeful choice of activities and bringing them to positive results, work planning, analysis and avoiding mistakes. The activity of students in educational production education is seen in their ability to use machines, aggregates, know the internal process and come to targeted solutions based on the analysis.
The "activity" method in production education includes solving technical problems in production: processing, correction, calculation of control parameters, development of control programs for automated equipment, finding the necessary information from tables, diagrams, etc.
The "activity" method of production training also includes exercises. Exercises are used to solve problems that arise in the production process. Such exercises prepare trainees for the processes that occur in production life. You will need to create a process to conduct the exercises. For example, adjustment of aggregates, violation of technological standards, occurrence of violations in the workplace.
6.4. Control of knowledge, skills and competences of learners
There are 2 types of supervision in education. The first one is various monitoring of educational activities of learners, and the second one consists of checking knowledge, skills and qualifications of learners.
Skills are the ability of a person to successfully perform a task based on knowledge, basic experience and skills. Acquired knowledge is the theoretical basis of human behavior. Based on knowledge, the sequence of actions, individual stages are thought out. It allows to create a clear idea about an activity in elementary experience requirements. It is important to imagine the experience of others along with the elementary experience in having an idea about a profession or activity. Here, the personal example of a pedagogue, the best experiences of specialist staff, and the work process of mature scientists and creators can be used as an example.
During the formation of work skills, students only get an idea of how actions are performed by seeing or hearing. This is only an example, an introductory instruction about the work to be done. For the formation of the skill, the student must try these actions himself. At different stages of education, the level of students' work skills is different. Elementary skills gradually develop into complex skills, with complex skills being repeated or practiced many times, resulting in proficiency.
A skill is an automated component of an activity that has become based on knowledge through practice. Competence refers to the automated elements of skills associated with rapid and accurate performance. Skills represent only the skill side of the activity being performed, i.e. certain actions.
Thinking or mental activity alone is not enough for the formation of work skills. For the formation of complex skills and general mobilization skills in students, they must participate in practical work activities and practice for a long time.
In the study of "Professional pedagogy", the main methods of control in the process of theoretical education, oral examination of students' knowledge, as well as written examination, control work, "technical dictation", discussion of technical documents, etc. is used. In theoretical education, methods such as control of students' ability to apply their knowledge in practice, assembly of schemes, measurement, repair of mechanisms, causes of breakdowns are used. This method can also include testing through laboratory - practical work.
In the process of production education, the main methods of control performed and performed by students in educational production are: current, intermediate and final controls.
One of the types of diagnostic control is testing. The test is conducted in two ways.
The first way is as an organizer, programmed training, control and feedback system.
The second method is the method of independent control. In industrial education, the test is a method of independent self-control. Tests can be conducted at each stage of industrial training.
Programmatic activity of the teacher and the student represents an aspiration to eliminate excess effort from the educational process, to ensure high cohesion and, as a result, to achieve the intended final results. In the design of the didactic process, the pedagogue works as a "technologist": he must clearly set the educational goal in each lesson, take into account the level of students' mastery activity, the scientific language of the subject description, when sorting the educational materials by content. It also organizes an effective didactic process within the specified time by choosing the appropriate organizational forms. In order to carry out educational activities in accordance with the requirements of this indicator, it is necessary to prepare for it in advance. It is impossible to technologize the educational process without pre-treatment of the educational process in general, without assessing the conformity of the final results with the educational goal, without taking into account the possibilities of management depending on the unfavorable situations that arise during the education.
Evaluation includes current, intermediate and final control. Current supervision provides continuous feedback and is usually conducted without assessment, so it participates in knowledge formation. Feedback in pedagogical technology serves not only to correct the teaching process, but also to clarify educational goals. The level of achievement of the planned educational goals is evaluated in the final control.
Rating control can be oral, written and test:
1. Oral and written control.
The advantages of oral supervision include a personal relationship, live communication of the teacher with the student, training to express his thoughts in the form of a speech, opportunities to ask additional questions by the pedagogue in order to check knowledge more deeply. Preparing to give an oral answer to the question posed by the teacher is always connected with the active thinking of the student.
An oral answer allows a well-prepared student to demonstrate his talent and additional knowledge. Due to the direct communication, the pedagogue has the opportunity to eliminate all doubts about the student's knowledge during the question-and-answer session. At the same time, the teacher's personality is reflected to a certain extent in the evaluation of students' knowledge in oral supervision. Each pedagogue always has an impartial and personal attitude when assessing the students' learning levels.
In general, the student's assessment in written and oral tests is sometimes not objective. A student's grade usually depends not only on his level of knowledge. In the practice of knowledge assessment, pedagogues aim at the average level of the group. Therefore, grades in weak groups are usually raised, and in strong groups they are lowered.
Written control allows you to document the mastery of the learning material, and also allows the student to express his thoughts on paper. External written control, which involves the involvement of two or three independent experts to check the work, allows for an assessment close to an objective assessment if there are clear criteria. But the traditional method of oral and written control of knowledge also has certain disadvantages:
in the exam, the student answers 3-4 questions of the given ticket, and the grade is set for knowledge of the entire academic subject;
a 5-point scale with weak discrimination ability was used;
oral and written control does not always ensure the objectivity, accuracy and reliability of knowledge assessment;
oral inquiry requires spending a lot of study time, written works are associated with the fact that pedagogues spend a lot of work on checking them.
2. Test (English-trying) - these are tasks aimed at acquiring a certain level of knowledge to perform some activity. In order to measure and evaluate the correct performance of the test, a benchmark is developed for each test using an expert method. Any test that does not have its own benchmark usually becomes an inferential control task in exchange for subjective judgments about the quality of performance.
Test controls and its advantages:
the results of a sufficiently structured pedagogical test are an impartial pedagogical measurement tool that does not depend on the person conducting the control;
the test can cover all the main content of educational topics, the measurement of learning results by the test method provides a clear and reliable assessment based on a pre-developed criterion that is equally applied to all examinees;
test control is technologically flexible, it allows full control of mastering of certain educational topics in a relatively short time with little effort and resources.
test control is easily automated using computers. This is one of the main advantages of pedagogical testing.
When properly organized, a pedagogical test gives the effect of an impartial assessment of student knowledge, since this assessment does not depend on the person who makes it. It is determined on the basis of the percentage of correctly solved test items according to a criterion designed to be applied equally to all examinees. That is why the pedagogical test is called a pedagogical measurement tool that allows accurate and reliable assessment of teaching results with full justification. But such an evaluation process can be carried out only with a quality test tool that is structured, verifiable and standardized in accordance with scientific requirements.
Control of the formation of knowledge, talent and skills takes an important place in the educational process. Based on the conducted experiments and the advanced methods described in the educational literature, the criteria and functions of control can be defined as follows:
1. Diagnostic function of control. As a result of control, the level of formation of knowledge, talent and skills is determined.
2. The function of supervision is to increase students' enthusiasm for learning. As a result of supervision, the need for further improvement of knowledge, talent and skills arises in students.
3. In the process of supervision, personal characteristics of students are formed and most importantly developed. Development is carried out through educational activities, that is, through speech.
4. During the supervision process, students strengthen their knowledge. Learning material is absorbed more deeply, new connections between events are established, thus mental activity is further improved.
5. Educational function of control. In the process of supervision, positive psychological qualities of students should be formed.
6. Control evaluation function. As a result of control, the norm of quality changes is determined.
7. Control is a multifaceted complex process. Supervision always awakens vivid interest, laughter, pity, joy in students and activates mental activity. The above-mentioned functions are connected to each other.
Properly organized self-monitoring allows a creative and critical approach to mastering the learning material. This is especially evident in the fact that when a new subject is being studied, students acquire knowledge acquired in previous subjects. It is good for students to fill in the knowledge that they lack, but the process of mastering a new subject is difficult for students who cannot control themselves. That's why pedagogues working in higher education institutions need to carry out preliminary control in order to determine the level of readiness of students to master the new program before starting a new subject and a new topic.
A short summary
Methods used in pedagogical practice - oral method (verbal presentation, explanation, conversation), working with books (instructional materials), demonstration method (exhibitions, cinema, video film, observation), practical method (exercises , laboratory, practical works) a number of materials are given. Statement of opinions on the main methods of control in the process of theoretical education in the study of "Vocational pedagogy", oral examination of students' knowledge, as well as written examination, intermediate control, current control, final control works and tests done
Also, in this chapter, methods of vocational training, theoretical training and production training methods, organization of educational activities of learners, exercises and independent training, method of activity in the production process, test, rating, such as the choice of educational methods are clearly explained to the students.
Questions for self-monitoring and discussion:
1. What are the methods of vocational education?
2. Explain the method of activity in the production process?
3. What do you understand by theoretical teaching method?
4. Explain the demonstrative and practical methods?
5. Why is written instruction used in production?
6. Define knowledge, skills and competence?
7. What is included in the method of showing labor activity?
8. What types of control are there in the educational process?
9. What are the advantages of the test?
10. What is included in the interview method?
Recommended reading:
1. Bordavskaya NV, Rean AA Pedagogy. — M.: Peter, 2004.
2. Professional pedagogy. Textbook for students. - M.: Pedagogy, 2002.
3. Galaktinov VV Chernova MV Mejdunarodnaya praktika vzaimnogo prizhaniya dokumentum ob obrazovaniya i professionalnix qualificatsiy. — M.: 2003.
4. Pedagogy. Pedagogical theory system, technology. Pod. editorial office. SASmirnova v kachestve uchebnika. — M.: Akademia, 2004.
5. IYTursunov., UNNishonaliyev. Pedagogy course. - T.: Teacher, 1997.
6. Tolipov O'., Barakayev M., Sharipov Sh. Professional pedagogy. (Text of lectures).– T.: TDIU, 2001.
7. www.inter-pedagogika.ru.
VII. Creation and use of teaching tools. Teaching tools in the educational process
7.1. Teaching tools as a category of didactics.
7.2. Description of modern educational tools.
7.3. Teaching tools and their types.
7.4. Prospects for the development of educational tools.
7.5. Ways to introduce new information technologies into the educational process.
7.1. Teaching tools as a category of didactics
Educational tools are educational tools that are used to achieve a successful result of the methods that serve the purpose of education. They can consist of a device for measuring heat capacity, computers, various types of equipment used in the laboratory, and measuring devices. Educational tools are important for students to do practical work and to develop skills.
Teaching tools are material and surroundings, natural objects, besides, they are used by pedagogues and teachers for the purpose of teaching and training. are man-made objects created as weapons.
At the same time, teaching tools, their content, methods, and organizational forms are one of the structural parts of the educational process. It is also the most important component of every educational institution. The material teaching tools in the departments of various systems used in the science and practice of pedagogy have a direct impact on other components, assuming the movement, reconstruction and interrelationship of the currently implemented systems. shows.
Today, students have real opportunities to control their creative potential, to develop their natural talents and abilities, and to acquire new methods and technologies of teaching. Thus, in the category apparatus of didactics, material means (tools) together with their goals and contents, methods, and organizational forms of teaching have a status of independence. In addition, in connection with technologyization in every sphere of social life, the importance of teaching tools in educational activities is increasing, there are two main directions in the research of problems: pedagogical and engineering point of view.
The didactic point of view includes the classification of educational tools dedicated to the description of the environment:
1. Natural objects - includes real real sciences for research and study: samples and collections of substances, raw materials, tools, details, plants, herbariums, animals and their frozen state, micropreparations and etc. This group of teaching tools also includes specially designed devices and their mechanisms, as well as educational production devices used for the development of professional skills and competencies.
2. The group involved in the representation and reflection of material objects consists of the following: models, dummies, mock-ups, tables, visual aids (pictures, photocopied drawings, portraits), screen-sound means (transparencies, slides, slides), motion pictures, video and sound recordings, records, radio broadcasts and television broadcasts.
A separate group includes technical means of teaching. Such teaching tools require special technical devices that deliver educational information and express it. These devices include transports, slides and motion pictures, video films, sound recording computer programs and others.
The system of formation of teaching aids is not only a clear classification of teaching aids from different characteristics, but also the knowledge of their functions and features is assumed.
Teaching tools are described as follows:
1. Natural objects. Natural objects usually include objects of animate and inanimate nature, with which learners get acquainted in the form of materials that are distributed or displayed in classes.
2. Educational models, dummies, models. Models are regarded as teaching aids that reproduce the appearance of artificially created natural objects, their essential qualities, connections and relationships.
The most common and typical types of models are material, that is, object models. Models are divided into flat models and flat models according to their size.
Dummies and models are used in the study of external signs and characteristics of objects and environmental phenomena, models provide the internal device of the studied objects and the principle of movement, the kinematics of machines and mechanisms, and other connections and relationships that take place in the studied phenomena.
Screen and screen-to-audio teaching tools are common today. The requirements for these teaching aids are distinguished by their relevance to the subject, and secondly, by the quality of these teaching aids.
A slide is a non-moving teaching display device. Drawings and pictures on slides are usually better received than on posters.
A slide is a very convenient teaching tool, because the teacher can show a part of it or a single frame. Each frame has a complete information. Slidefilm is also a non-moving screen teaching tool.
Transports is also a non-moving screen guide.
A great advantage of this teaching tool is that the transparencies can be shown using a projector and there is no need to darken the room. Transparencies are a substitute for the classroom blackboard. The teacher can explain to the learners in the facing position by projecting the notes or drawings on the screen.
Educational films have not been released in recent years. In their place, educational video recordings incorporate screen-sound tools that reflect information; cinema, radio, television, video film, slides took over. Educational equipment, devices, instruments, laboratory equipment constitute an important part of the system.
Training in production facilities carried out in training workshops requires creating favorable conditions in these workshops.
Material and technical - devices working in sufficient area, providing technical protection.
Sanitary and hygienic - natural and artificial lighting, meeting sanitary and hygienic conditions of the workshop and provision of first aid equipment.
Aesthetics - pay attention to the interior decoration of the workshop and the colors of the devices, decoration with plants and flowers.
Technical-pedagogical - interrelationship of educational production rooms in the performance of work, creation of suitable working conditions for learners and provision of personal workplace and organization of work on the basis of scientific techniques.
Organization of students' workplace:
— technical setting of the workplace;
— sufficient lighting;
— operation of an emergency signal or communication device with the master in an emergency;
— ease of cleaning, adjustment and assembly of the production device.
The workplace for the master of the training workshop should be lit and organized in such a way. In the process of teaching, organizing the master's work on a scientific basis, connecting its content and form with the workplaces of the students should be the defining quality of his pedagogical activity.
7.2. Description of modern teaching tools
In recent times, the concept of "computer technologies of education" has spread, which is explained by the technologies of education implemented on the basis of computers. However, the concept of information technology is broader than the concept of computer technology of education, because computers are a component of technical means of information technology.
Today, various optical storage devices (video discs, optical discs) are widespread. Their use allows simultaneous writing of graphic information with text, while at the same time a high-quality image appears during its reconstruction. Unlike magnetic recording, recording on optical discs does not deteriorate even with any number of resets. Software-mathematical support of computer work is becoming an important direction of high-tech production development.
There are also technical and software information technologies, which include:
Networks of exposure. Currently, EHM or computer networks (local or global) are widespread in all fields of knowledge. EHM local networks are implemented in a small space and the information service is an integrator of various networks. They integrate all information technology tools in organizations and increase their efficiency. EHM global networks allow the transmission of information over large distances.
Satellite communication systems include many ground stations and ground satellite repeaters. To date, these systems are used to collect data and transmit television programs for communication between computers.
Artificial intelligence systems. The difference between EHM with an artificial intelligence element and conventional EHM is that conventional EHMs only generate statistical data, while AI systems generate knowledge. A special branch of computer science is artificial intelligence. Software and technical tools that implement some types of human mental activity are being developed.
Email. "Electronic mail" means the use of electronic methods of information transmission and development similar to mail for the exchange of correspondence, i.e. the transmission of printed materials, tables and magazines, and electronic mail, i.e., paperless postal communication service. it is a system for collecting, processing and presenting messages and data transmission networks.
Information services such as electronic newspapers and magazines have been provided to the population based on e-mail. In recent years, the number of electronic publications in the world market is increasing more and more. This process was accelerated by the widespread use of compact optical discs.
Teleconferences. Teleconferences are an example of the implementation of modern information technologies. The following equipment is used for conducting teleconferences: terminals, television cameras, graphic displays, large display screens. Also, through teleconferences, opportunities arise such as quickly organizing the discussion of current issues, using any visual materials for discussion, expanding the circle of experts participating in the discussion of current issues, using any information in international data banks.
The new information technology of teaching is not the student-student's technology, it is primarily the teacher's (pedagogue's) technology. The student does not study modern information technology, but uses its products as a technical means of education. The teacher (pedagogue) prepares for the lesson using modern technologies, organizes the lesson, monitors the knowledge of students, and the highest level of computerization in improving the educational content is the introduction of new information technologies into the educational process.
The following are the factors of development of information technology, computerization and computer networks: it is necessary to develop both directions of computerization. For this purpose, it is necessary to create a "concept of computerization" at all stages of the continuous education system, based on the legal documents adopted in this field.
Computer technology develops the ideas of programmed teaching, opens up new technological options of education, which are also unexplored, related to the unique possibilities of modern computers and telecommunications. Computer (new information) technologies of education is the process of preparing and transferring information to the learner, the means of its implementation is the computer, that is:
forming the skills of working with information in students, developing their communicative abilities;
training of the person of "information society";
providing learners with sufficient amount of information at the level of assimilation;
formation of research, optimal decision-making skills in students.
The content of computer technology is based on the application of several established models, which are manifested through pedagogical software tools recorded in computer memory and the capabilities of telecommunication networks.
Information technologies can be used not only in the educational process, but also in information work that provides scientific-technical and special information to teachers operating in the continuous education system, and in the management of the educational system.
In developed countries, the integration of their technical means is considered the main direction in the introduction of information technologies to education. In this regard, even the concept of "multimedia" appeared, which means the complex use of many technical tools in education. The most important thing when using multimedia is to teach students to select the information they need. The task of the teacher (pedagogue) is not to provide information, but to help in finding it, the teacher (pedagogue) is a guide in the field of knowledge.
Using such a complex of teaching tools, influencing the student is carried out through only information channels (vision, hearing, etc.). This leads to an increase in educational efficiency.
When information technologies are used in the educational process, the problem of restoring the forms of organizing students' cognitive activities should be solved in a new way. If the most common forms of cognitive activity organization in traditional educational conditions are individual and frontal forms, the use of information technologies can be implemented by using both of them simultaneously.
Also, the introduction of information technologies into the educational process causes a change in the role of the teacher (pedagogue), that is, the pedagogue becomes more of a researcher, organizer, consultant and programmer than an educator. . All this requires changing the system of retraining and professional development of teachers (pedagogues). According to the researchers, the foundations of the information culture of teachers are methodological, general educational, general cultural in nature, and they are formed in the process of professional training, retraining and professional development of pedagogical staff, as well as in the process of studying the complex of all academic subjects. must
In the following years, great positive changes will take place in terms of equipping higher and secondary special educational institutions with information technologies, the content of the educational system, the forms of its organization, and the improvement of its quality.
It is known that teachers spend a lot of time on laboratory and practical work in the traditional teaching method. This is an important component of professional training. It helps not only to strengthen the student's theoretical knowledge, to increase the effectiveness of learning the learning material, but also to create practical skills in a specific field. However, we cannot say that such training will give full results. The reason is that there are not enough laboratory stands and many laboratory stands and classrooms are not equipped with modern devices and equipment, most of which do not fully meet today's requirements. Nowadays, with the rapid development of technologies, laboratories and stands for practical training require improvement every academic year. For this, it will be necessary to make additional expenses. Another important factor is that due to the slowness of work processes in some laboratory studies, learners find it difficult to repeat analysis or tests in the allotted time, whereas practical training to gain sufficient work skills and experience in a particular field. training is required to be repeated many times. Unfortunately, this is not always possible due to the lack of laboratory stands and frequent breakdowns of equipment and additional costs for related materials in the conditions of traditional work.
Taking into account the above, we can say that there is a need to introduce a new effective, universal pedagogical method, which can help to solve important tasks for the training of new system specialists. To do this, it is necessary to make the activities in the laboratory stands and educational workshops not only interesting, but also convenient and easy for all students. Lessons should be able to attract, take into account all mental and didactic factors, demonstrate the processes in a lively way, conduct exercises and increase the mastery of the taught subject, in general, increase the effectiveness of the entire teaching. it is necessary to provide an opportunity for self-assessment of knowledge. It is from this point of view that the implementation of modern information technologies helps to solve the above-mentioned tasks in an optimal way and to eliminate a number of shortcomings of the traditional teaching method.
7.3. Teaching tools and their types
Today, innovative processes in economic and social life require fundamental changes in education. It is gratifying that an objective basis has been created for qualitatively quick transition to new technologies of education and training. No teacher can be left out without joining this process sooner or later. The necessity of mastering the traditional working methods of the teacher, the integration of education, science and production, the qualities of computerization of teaching remains an objective factor in the birth of the idea of scientific-methodical justification of these.
The teacher definitely needs a system of scientific imagination that allows him to consciously program the prospects for the development of educational practice, to justify new pedagogical technologies.
The development of the state information policy aimed at the development of all the components of the information space and the promotion of the activities of management subjects in it is one of the main issues in the way of building an information society in our country. Based on the objective necessity of forming the market of information and communication technologies, which requires solving large-scale economic, legal and political solutions affecting the interests of almost all sectors of the national economy, the President of the Republic of Uzbekistan "Further development of computerization and introduction of information and communication technologies" "Decree" was announced. It stipulates "...wide introduction of computer and information technologies in real economic sectors, management, business, science and education, creation of conditions for wide enjoyment of modern computer and information systems by different strata of the population...".
Our republic has a large amount of information resources collected in libraries, higher education institutions, research institutes and ministries. However, integrated access to these resources has not yet been established. Because the transition to a new level of economic and social development, access to global information products and services, it is a problem to organize the rapid access of various population groups to the above-mentioned sources. Other factors affect the development of the information sector in our republic, including: low level of informatization of society, insufficient resources necessary for the development of information technologies, insufficient development of computing equipment and means of communication, application and development of EHM local and regional networks the backwardness is the slow use of technological information and knowledge bases.
The analysis of the world practice shows that only the society that trains its citizens to operate in the information environment will win, because the economic system based only on quantitative indicators has no future.
Information products and services are the main commodity in the market of information and communication technologies, with the help of which it is intended to provide more information services to users.
Market relations place high demands on the levels of novelty, reliability and completeness of information products. Because without it, it is impossible to conduct effective marketing, financial-credit and investment activities. The place and role of information products in the life of our republic is changing in a positive direction. We are sure that the formation of the information and communication technologies market industry in our country will lead to profound social changes in our society, turning it from an "industrial to an information society".
To date, virtual stands are successfully used in higher and secondary special educational institutions. So what do we mean by virtual booth? A virtual booth is a practical training booth or training workshop, which helps students to strengthen their theoretical knowledge, to develop necessary skills in a certain direction through computer programs and technologies.
Virtual stands allow each student to "order" his input parameters to the technique, to control his knowledge. The loss of time associated with carrying out laboratory work, understanding it in the necessary order, etc., is reduced due to the efficiency of the computer.
In this, it is especially important to save huge financial reserves related to the purchase of modern equipment and apparatus, their distribution in all educational institutions. A simple compact disc with modern information technology can fit dozens, and sometimes hundreds, of laboratory works. Now it is not difficult to calculate how many times one such virtual laboratory stand will cost. In addition, educational institutions can be provided with them. Even better if they have a computer network connected to the Internet. From this it can be seen that if more virtual booths are used, such costs can be avoided.
The possibility of training specialist personnel and improving the qualification of pedagogical personnel by means of remote methods through the international information system of the Internet system is provided for in the special decision of the Cabinet of Ministers of the Republic announced on October 2001, 4. Both students and educational institutions benefit from the use of virtual stands.
As a result of their introduction, compared to traditional education, a higher quality of the educational process for training specialists is ensured. This includes the use of automated teacher (pedagogue) and test taker, systems, test tasks, and specialized instructional manuals that include questions for self-examination, rapid development of the methodological basis of the educational process. update account is reached. We will have access to organizational forms of teaching, modern information technologies and various educational facilities. This ensures that diplomas of specialists from different institutions are of equal value to a certain extent.
Therefore, the effective use of virtual stands in the educational process not only improves the quality of education, but also allows saving huge financial reserves and creates a safe, environmentally friendly environment. The introduction of virtual stands requires a general approach of education, production, and other state institutions. Virtual training stands should be carefully researched before purchasing, especially expensive equipment. This makes it possible to train employees in local conditions and prevent the departure of trainees to foreign countries in groups.
Thus, the introduction of teaching tools into the educational process leads to:
— to help students more individually, taking into account the educational process, specific level of preparation, abilities, rate of assimilation of new material, interests and inclinations;
— to strengthen students' cognitive activities, to support and develop their aspirations for self-improvement, formation of interest in education and profession;
— strengthening interdisciplinary relations in the educational process, comprehensive study of the phenomena of existence;
— constant and dynamic updating of the educational process at the expense of improving its flexibility, effectiveness, organizational forms and methods;
— use of problem and computer teaching tools and virtual stands in all educational institutions;
— improvement of the technological base of the educational process by introducing modern technical means.
7.4. Prospects for the development of educational tools
The need to exchange information in various spheres of human activity, to obtain new results as a result of collective discussion of any problem has given rise to forms of communication such as conferences, seminars, meetings. Nowadays, no serious work can be done without intermediate results, endings, options, decision options, listening to opponents and dealing with various levels of appropriate decision-making.
The possibility of digital technology for transmitting and re-receiving information makes it possible to organize a teleconference - a combination of telephone and television at a new technical level. The teleconferencing technology makes it possible to communicate between employees of different remote institutions at the same time. Participants will not only see and hear each other, but also have the opportunity to stand side by side, face to face.
The main advantages of teleconferencing are:
1. To quickly organize the discussion of important issues and inform the comrades who are interested in this issue who are geographically far away. In this case, there is no need to go somewhere and transport costs. A specialist does not leave his workplace for a long time.
2. Any material from one of the participating organizations - table, diagram, text - can be used for discussion. Sometimes it becomes necessary to make some calculations or return model situations. All of this can be done using teleconferencing technology.
3. In the presence of teleconference equipment, it is possible to expand the range of experts who need to attend to make a decision on the discussed problem. It is difficult to do the work through traditional methods.
4. During a teleconference, it will be possible to use almost any reference information and introduce all the participants of the teleconference with it.
Teleconference requires the involvement of various devices such as facsimile communication, television camera, VCR, computer, modem, display, acoustic equipment. Usually, a special hall is set aside for video conferencing, and television and acoustic equipment and other equipment are placed here. This is where the communication line goes. A large television screen will be installed in the building.
The educational material bases of the system of higher and secondary special vocational education and general secondary education schools are developing today in several directions:
— easy access and use of educational and technical means by learners;
— use of information technologies;
— use of educational visual aids;
— interdependence of the education system.
Currently, the use of new information technologies in four areas in the educational process:
1. Application of publishing technologies.
2. Telecommunications.
3. Large layouts and media.
4. Computer robotics.
Today, many decisions have been made about the creation of technology applications. But before using these technologies, it is recommended to use them only after pedagogues, but also sanitary-hygiene and psychologist examinations.
Application programs designed for different directions create wide opportunities for users in all areas of learning. The learner not only works with ready-made information, but also has the opportunity to create models, solve mathematical and economic problems, model various situations, conduct scientific research in natural sciences, economics, environmental sciences and humanities. .
The future of distance learning is bright because distance learning is computer based. Great importance is attached to the comprehensive conduct of the teaching process. Teaching processes perform three main functions. Informative, educational and developing. In the demonstration of the teaching process, complex teaching, all the main functions of the pedagogical process are carried out through teaching tools. The effectiveness of the integrated use of teaching tools, specific requirements and recommendations for rational equipment in their use are as follows:
not to overuse visual aids, handouts and teaching tools used in the lesson;
the tools used in the lesson (poster, scheme, model, layout, mock-up, etc.) must always be selected in advance and ready for use;
trying out technical tools and other visual aids in advance;
Didactic visual aids and other manuals selected for individual use should be sufficient for all learners;
clearly plan the purpose and place of use of each didactic material.
Distance learning provides the opportunity to deliver the learning material at a higher level and to broadcast the learning material. Types of distance learning organization:
transfer of the saved learning product using computer teaching tools:
transferring one exercise to classes and groups located at different distances:
transfer of lectures and trainings of scientists, pedagogic innovators, methodists:
teleconferences, debates:
exchange of teaching methodology materials.
Telecommunication systems provide an opportunity to transfer new pedagogical and informational and professional knowledge in various fields in the shortest possible time. The development of information technologies creates another direction of education, that is, media education. In this, students are trained to take over various mass media (newspaper, magazine, TV, film, radio, video, etc.).
7.5. New information technologies in the teaching process
input ways
Today, information technology is one of the most important factors influencing the development of our society. Information technology has been present at various stages of human development. A characteristic feature of today's information society is that information technologies occupy a leading position among all existing technologies, especially new technologies.
Wide use of didactic materials that determine the effectiveness of information technology and technical tools is one of the main features of modern pedagogical technologies. In the national program, special emphasis is placed on this important tool for managing the educational process. The level of use of information tools (computer, electronic communication, radio, television) is determined by two factors:
1. Development of didactic materials on the topics where informational tools are effective for the educational process.
2. Checking the readiness of teachers to use technical tools and didactic materials methodically correctly in their practical activities.
The intended goal can be achieved only when the informed educational process is planned pedagogically in advance. Computerization of the pedagogical process is one of the main directions and a must-do area of modern pedagogical technologies.
Information technologies are methods and technical means of organizing, storing, developing, restoring, transferring information that develop people's knowledge, expand their capabilities in managing technical and social processes. Also, information technology means a creative activity consisting of a chain of processes to achieve a certain goal. If it is possible to use computers in the processes that make up the technological chain - the organization of information exchange between them and their coordination - the efficiency of any technology will increase. Of course, for this, it is necessary to carefully study this technology, to analyze the information exchange in and between processes, as well as the information supply of managing the chain of processes (that is, technology).
The basis of modern information technologies is the following three technical achievements:
1. Emergence of a medium for collecting information in machine-readable concepts (magnets, tapes, films, magnetic disks, etc.);
2. The development of means of communication, which ensure the delivery of information to any point of the globe without significant limitations in terms of time and distance, wide coverage of the population with means of communication (radio broadcasting, television, data transmission networks, satellite communication, telephone network i and h.);
3. Increase the possibility of automated development of information using computers (sorting, classification, expression in the required form, creation, etc.) according to the given algorithm.
Information technology is, firstly, a set of circulation and processing of information, and secondly, a description of these processes.
Information technology plays an important role in the educational process and helps to solve the following tasks:
to open, maintain and develop the individual abilities of students and students, which are unique qualities of each person, to form in them the ability to know, the desire for self-improvement;
to ensure the comprehensive study of events and phenomena, the close interrelation between technology, social, humanitarian sciences and art;
constant dynamic updating of content, forms and methods of educational processes.
From the point of view of the educational system, the following problems that arise with the introduction of information technologies are important:
1. Technical problems - these determine the requirements for electronic computing and microprocessor technology used in the educational system, the features of its application;
2. Program problems - these determine the content and types of software for use in the educational system, their content and features;
3. Preparation problems - these are related to the teacher and student, pedagogue and student's learning to use computer technology.
Today, the main direction in the informatization of education is the creation of pedagogical program tools for various educational subjects. But existing and developing computer-based pedagogical software tools can lead to significant shifts in teaching and learning. One of the reasons for this is that computer technology has begun to be introduced into the traditional structured teaching process. In terms of its main content and methods, it is not oriented to these technologies and does not feel the need for them.
In general, educational technologies have always been informational, because they were related to the storage, transmission, and delivery of various information to users. With the advent of computers and communication tools, teaching technologies have changed radically. The implementation of information technologies in the educational process requires the following:
— computers and communication tools as technical means of education;
— provision of a systematic and practical program suitable for the organization of the educational process;
— suitable methodical developments for the implementation of new educational techniques in the educational process.
A short summary
Taking into account the rapid development of society's life, the expansion of development needs and opportunities, the acceleration of the flow of various information, it is required to undertake the creation of a mechanism for the use of new forms, tools and methods of modern education. Today, research aimed at determining the place and level of education in various types of educational institutions requires a wide use of the possibilities of teaching tools. Only then, the results of the educational process can serve the development of science, production, culture, economy and all spheres of social life. In this chapter, the description of educational tools, production teaching tools, screen and sound screen teaching tools, prospects for the development of teaching tools, information technologies are discussed in detail, and there is a lot of information in the chapter. received
Questions for self-monitoring and discussion:
1. What are the teaching aids?
2. Give examples of modern educational tools?
3. What are natural and material objects?
4. Comment on screen and screen audio teaching aids?
5. Define information technology?
6. What do you mean by distance learning?
7. Since when are the teaching aids used?
8. What do you mean by teleconferencing?
9. What is a virtual booth and give an example?
10. Comment on the development of information technology?
Recommended reading:
1. Pedagogical professional education. Pod. ed. VASlastenina. — Moscow. Academy, 2004.
2. Professional pedagogy. Textbook for students. - M.: Pedagogy, 2002.
3. Ye.N. Pronina, VVLukashevich. Psychology and pedagogy. Uchebnik dlya studentsov VUZov. — M.: Elite, 2004.
4. Farberman. BL Progressive pedagogical technology. - T.: Fan, 1999.
VIII. Innovative technologies in vocational education
8.1. Innovative technologies in vocational pedagogy
8.2. Teaching technologies as a complex interactive system
8.3. Interactive methods in organizing seminar classes
8.4. Design of teaching technologies
8.5. Application of innovative technologies in pedagogical practice
8.1. Innovative technologies in vocational pedagogy
The Republic of Uzbekistan is building an open democratic legal state, forming a socially oriented market economy that guarantees human rights and freedom, morally renewing the society, raising it to the level of the world community, and ensuring unity.
Establishing an excellent education system based on the rich spiritual competence of the people and universal human values, as well as the latest achievements of modern culture, economy, science, technique and technology is of urgent importance in the development of Uzbekistan.
In the national personnel training program, the need to introduce and master advanced pedagogical technologies is emphasized.
3 different approaches to education
It is known that several teaching methods have been developed in pedagogy aimed at increasing the activity of students in the educational process; problem-based learning, performance games, role-playing, thematic learning, etc. But it cannot be said that they are widely used in the public education system. In our opinion, the reason for this is that preparation for each training session requires pedagogical research, high professional skills, a creative approach and a lot of time. Usually, each such training scenario is unique and unrepeatable.
The oral-visual approach in education has a lot of experience and has been developed piecemeal and has served the educational system a great deal, it continues to improve, albeit slightly, but the laws of this improvement approach is limited within. Rapidly growing demands of science and technology, reforms in the education system lead to conflicts between the needs of the society to satisfy the needs of the society and teaching methods for competitive personnel training, development of the individual. will come.
Uzbek pedagogues are not familiar enough with pedagogical technology. Of course, it is necessary to pay serious attention to correcting this situation. In the multi-level educational system, the educational process within the framework of new standards and programs cannot be allowed to be conducted according to outdated methods.
It is necessary for republican pedagogues to strengthen comprehensive structural reforms in the educational system by mastering advanced pedagogical technologies and applying them to the educational process. As mentioned earlier, it is necessary to train our pedagogues in the technological approach to the educational process, which, along with the use of pedagogical technology, will lead to its enrichment with the culture, traditions and experience of Uzbekistan.
The peculiarity of pedagogical technology is that the educational process is designed and implemented in it, which guarantees the achievement of educational goals. The technological approach is, first of all, not a description, but a practical instructional structure that allows the realization of the designed results.
Methods such as goal-orientation, diagnostic testing of intermediate results, and the division of education into individual training sessions are embodied in the idea of educational technology that can be repeated over and over again.
It mainly includes the following factors;
setting a common goal in education;
transition from a structured general goal to a specific goal;
preliminary (diagnostic) assessment of students' knowledge level;
a set of educational activities to be carried out (at this stage, current adjustment to education based on communication with students) should be included;
evaluation of the result.
A technological approach to education
Although educational technology is a relatively new term, it is widely used in developed countries. Educational technology deals not with the idea, content, structure of educational work with young people, but with the effective implementation of goals and tasks developed by the government in this field. Educational technology considers a set of tools that ensure effective achievement of the intended educational goal. Therefore, it is important for professors and teachers to master the technologies of education of students in accordance with the government policy aimed at forming a well-developed highly intellectual and moral citizen.
In his speech at the 14th session of the Oliy Majlis of the Republic of Uzbekistan, President IAKarimov said, "We have before us the spirituality of a free citizen, in other words, a free person who is fully developed, who knows his rights well, who relies on his strength and abilities, depends on the surrounding events, his independent "There is a task to educate a person who has thoughts and attitudes, who will harmonize his interests with the interests of the Motherland and the people."
"Comprehensive educational work plan on formation of general and professional culture of future specialists in higher and secondary special educational institutions" published in the 1996st issue of 1 of the journal of education and training is an example of educational work programming. will take This program is the product of the work of a group of scientists and pedagogues of educational institutions of the Ministry of Higher and Secondary Special Education. It is based on the instructions of the President of the Republic of Uzbekistan IAKarimov to strengthen the integrity of Uzbekistan, build its great future, and educate every student as a multifaceted person who is loyal to the high ideals of the Motherland.
The following main educational directions and goals are presented in the program.
1. Civil education. Cultivating the highest national values and qualities, developing national self-awareness of citizens of the Republic of Uzbekistan, taking into account universal values.
2. Cultivating the desire to acquire a profession, personal responsibility, becoming highly qualified and professional skills, cultivating qualities that encourage labor activity and continuous improvement of skills.
3. Preparation for family life. Raising a sense of responsibility and accountability to parents and blood relatives.
4. Development of the student as a person. To support the all-round creative development of unique personal qualities and social image.
Modern educational technology - implements a comprehensive approach and complies with the following mandatory requirements:
1. Students are affected in three ways - thinking, feeling and behavior.
2. A positive result is achieved due to the integration of education (external pedagogical influence) and self-education.
3. Coordination of all tools and activities involved in the educational process; social institutions, associations, mass media, literature, art, family, school, law promotion agencies, communities are a necessary condition of comprehensive approach.
4. Certain qualities of a person are formed through a set of practical educational activities. It is necessary that these works are clearly visible and multi-faceted, they simultaneously carry out mental, physical, behavioral, aesthetic and labor education in an integrated manner.
5. An all-round educational approach requires a systematic attitude and management of the educator. Management can be successful only if the external and internal factors involved in the educational process and their interaction are taken into account. Therefore, it is necessary to have a clear idea about those factors.
In the "National Program of Personnel Training", the need to introduce and master modern pedagogical technologies has been repeated many times, and it has been emphasized that they should be brought to educational institutions.
Well-known scientists of our republic are trying to create scientific-based pedagogical technologies adapted to the socio-pedagogical conditions of our region and apply them in educational practice.
In the process of educational work, it is important for students to teach young people to think creatively, to adapt to changing situations, to organize activities based on free competition, and to use information technologies, electronic textbooks, versions and multimedia in practical training. It is necessary to make it an internal need of students to cultivate independence, free thinking, analyze their educational activities, and achieve a clear definition of their plans for acquiring professional skills and computer literacy in the future.
Innovative technologies are a set of new forms, methods and tools based on scientific-theoretical and methodological basis, integrated into one system. In this case, the integrity of the goal, task, activity and pedagogical result is ensured in the combination of new content, form, method and means, and the educational process that guarantees the achievement of educational goals is designed and implemented. The technological approach is, first of all, not a description, but a practical instructional structure that allows the realization of the designed results.
Educational technology is based on reproductive teaching, in which the learning process is directed to students' acquisition of actions in typical situations. In the process of reproductive learning, the lesson is divided into clear parts, and in each part the results that the students must know and learn are shown. Learning materials are divided into modules based on the purpose of training and are built on the basis of students finding concrete answers to specific questions in the learning process. .
It is necessary to organize effective forms and methods of students' activities, their independent work in the process of teaching based on a new approach, new thinking. Such independent tasks teach students to think, to think comprehensively, to solve given tasks based on their life experiences.
In the course of lectures and practical training, the problem situation is organized taking into account students' interest, level of knowledge, scope of thinking. In order to achieve the main goal of creating a problem situation, it is appropriate to periodically use students' oral and written responses in the assessment of the situation.
The following results will be achieved if training is organized on the basis of innovative technologies based on a wide range of knowledge, experience and independence from debate classes, brainstorming games:
students' independence, volition and freedom are achieved during training;
students learn to defend their thoughts and views, master the skills of communicating them to others;
students learn to rely on the opinion of the team, respect it, and their sense of mutual respect increases;
students get used to working independently with academic materials, searching, creatively using effective forms and methods of teaching;
students develop the skills of independent acquisition of knowledge, creative thinking and free thinking;
learn to use information technologies, exchange ideas, critically analyze and compare pedagogical activities in educational sessions.
The most important elements of today's education have been formed since ancient times and have not lost their importance even now. Educational goals, content, forms, methods and tools are traditional categories used in pedagogy to analyze educational processes. It is these categories that appear as the subject of the activity of the pedagogue who organizes the educational process on a certain subject, specialty or specialization. Legitimacy and criteria of pedagogic and educational activities, which guide the mentioned pedagogical categories in accordance with the purpose, act as a systematizing factor.
The essence of the pedagogical process is reflected in the joint activity of the teacher with the learner, in which the pedagogue helps the learner to overcome difficulties. The essence of pedagogical support is expressed in the orientation and description of the pedagogical process, as well as the tasks to be solved in the formation and education of the individual. These tasks are manifested in situations such as reminding, showing, understanding, directing, justifying, advising, eliminating, sympathizing, and supporting demand.
The controllability of pedagogical technology is that it has the ability to plan, diagnose, evaluate, and correct the educational process. In this case, the expected result of education is achieved, time is saved, which means the effectiveness of pedagogical technology. Verifiability of a pedagogical technology means that the developed model should produce similar results when used by other educators. In a word, the effectiveness of education will rise to a new level only if a new approach is taken to the educational process, and creativity and innovation are applied, i.e.:
• the student's demand, inclination, desire and desire are satisfied at the level of his capabilities;
• the responsibility, responsibility and duty of the student for academic work increases;
• skills of independent acquisition of knowledge are formed;
• he is confident that he can enrich his own knowledge throughout his life;
• the skill of free thinking is formed;
• creates an environment for a person to find his place in society faster.
To do this, we need to move from the compelling call to the student: "you need to know this" to awakening the inner confidence and aspiration that "I need this and I am able to know this and apply it in life."
Thus, the use of innovative technologies in higher educational institutions paves the way for the activation of students' cognitive activity, the effectiveness of educational activities, the professional training of teachers, distance education and computer literacy.
8.2. Teaching technologies as a complex interactive system
Modern teaching technologies are complex interactive systems, which include the acquisition by learners of professional skills and competencies, personality traits, and organized operations and actions aimed at mastering knowledge. covers the set. In this case, it should be based on the determination of educational goals, the selection and development of content, the organization of educational processes, the determination of educational methods and tools, as well as the level of qualifications of teachers, and the method of evaluating the achieved results. The collective application of the mentioned criteria determines the nature of the educational process and its technology.
The Law of the Republic of Uzbekistan "On Education" and the "National Program of Personnel Training" are intended for every teacher who looks at the world with new eyes, who is capable, who knows how to work, who builds the foundation of our great future and The promotion specialist set the task of training personnel. In the implementation of such huge tasks, the time demands the use of modern and world's most advanced educational technologies in teaching practice.
It is known that any pedagogical technology is based on new principles that develop education and should be directed to the formation of the student's personality. In the center of the new pedagogical technology is the leader of the educational process, as well as the teacher and the pupil-student, who are the subject and object of this process. Therefore, the processes of interaction, cooperation, and mutual influence between these two persons should be at a high level, based on modern and national requirements. For this, the requirements for the educational process, the teacher and the educational process, the principles and ways of organizing and managing education, the methods of mental and physical development of the student, cooperation with him to do, to direct him to study and study, to properly organize the personal activities of students, to communicate with them, to eliminate problems and disagreements, to create a creative and working environment in the audience, should be equipped with accurate and correct methods of evaluating student activity. 1
Another important requirement for the organization of modern education is to achieve high results in a short time without spending too much mental and physical effort. Delivering specific theoretical knowledge to students in a short period of time, forming skills and competencies in them for certain activities, as well as monitoring the activities of learners, evaluating the level of knowledge and skills acquired by them, high pedagogical training from the teacher requires skill.
Today, developed countries have accumulated a lot of experience in this regard and are using it under the name of interactive methods. Since 1996, theoretical and practical knowledge of interactive methods and their use in organizing the educational process has been promoted among the employees of the educational system of our country.
One of the technologies that we used in practice and gave positive results is the "BLITZ-GAME" method.
This technology is aimed at teaching students to correctly organize the sequence of actions, to think logically, to select what they need from many, diverse opinions and information based on the subject they are studying. Through this technology, students are able to communicate their independent thoughts to others.
The goal:
"Bliss-game" technology allows students to determine the sequence of actions indicated on the papers distributed to the students, first independently, and then to be able to convey their opinion to others or stay in their opinion and agree with others. helps to get.
TRANSFER PROCESS
STEP 1.
— the teacher explains to the students that this game is played in several stages. Reminds them that specific time is allotted for each stage of the task, and that students should make good use of this time;
— students are given individual handouts;
— the teacher explains to the students the content of the handout and the task to be performed, that is, the sequence of actions given in the handout must be correctly determined, and the symbol must be indicated with numbers in a separate section of the paper;
- says that the task will be done individually first.
STAGE 2
— the teacher observes the completion of the first assigned task by each student individually and provides assistance in case of misunderstandings;
- each student marks the logical sequence of the actions given here in the "individual assessment" section of the handout, based on his personal opinion, that is, from several given actions, which one, in his opinion, is the first, which one determines the second, the teacher gives the students 10 minutes to complete this task.
STEP 3
— the teacher asks the students to form small groups of 3 people. Groups of 3 people can be organized according to the wishes of students or according to numbers;
— each of the students in small groups introduces each other to the sequence of actions defined in the individual assessment section of their paper, then three different sequences come together, argue with each other, argue, and they mark them with numbers in the "group grade" section of the paper distributed to them;
— the teacher does not participate in small group discussions, only observes the activity of small groups and each student, 20 minutes are given to complete this task.
STEP 4
When all small groups have finished their work, the teacher gives the correct answer according to the sequence of actions, that is, the students are asked to find the "correct answer" section from the distributed papers and asks to write the numbers of the sequence of actions told by the teacher.
STEP 5
The teacher asks to write the difference in the "single error" section after subtracting the numbers given in the "correct answer" section from the numbers given in the "single grade" section (or vice versa), i.e. subtracting the largest from the smallest. ride indicates that they should calculate the total by adding the numbers in the "single grade" section from top to bottom.
STEP 6
In the same way, the difference between the "correct answer" and the "group mark" is done by subtracting the largest from the smallest, the number of differences is written in the "group error" section, and added from top to bottom, and the total number is obtained. .
STEP 7
The teacher gives insight into the total number of individual and group errors, interprets them separately.
EXPLANATION: Another type of evaluation of the completed task is as follows: "satisfactory" if the answers of the students correspond to more than half of the "correct answers" given by the teacher. , if it corresponds to 75%, it can be defined as "good", if it corresponds to 100%, it can be defined as "excellent".
In general, today innovative technologies, information technologies serve as the main means of education. Because their use ensures that students are actively involved in the learning process. Therefore, it is necessary to develop a concept of complex teaching tools on the basis of educational technologies, and the use of new information technologies within the framework of this concept will lead to an effective educational process.
8.3. Interactive methods in organizing seminar classes
The method of organizing seminar competition classes has been used since 1976. This method increases the interest and activity of students. To prepare for this method, students are given advance warning and the topic is announced. The group of students is divided into two small groups. Each of them should prepare questions on the topic. At the beginning of the seminar, students will be introduced to the terms of the competition. Not only for the answers, but also for the correctness and accuracy of the questions, for additions and corrections. For the active participation of all students in the group, minus points can also be indicated, for example, from +3 to -3 for wrong answers and questions, the method of subtracting points can be used. Scores can be recorded on the board during the competition. At the end of the workshop, the participants of the winning group can be encouraged with additional points. The teacher should carefully listen to the answers and evaluate each student. This method teaches a more solid acquisition of knowledge, an increase in speech culture, the correct structure of questions, and the expression of one's opinion. The most important thing is that students acquire independent knowledge, search for it, and have a creative approach to the subject. The studied topic is analyzed in every way and connected with life processes. 1
Small group method
In this method, group students are divided into several groups, each group can have 4-6 students. A leader is appointed for each group. They are given a task in advance. Group students should prepare for the seminar together and try to fully reveal their questions. Other groups ask questions to the main speaker, and the students of the group help to answer the questions. After the main speaker's defense, the opponents should explain the question more fully. After the students of the third and fourth groups express their opinions, they should rate and comment on the group that conducted the research. In order to work in this way, it is necessary to try to make the students' knowledge equal when forming groups. It is necessary to choose students who learn well as group leaders. In this way, students' skills such as independent work, creative approach, and team work are developed. Student interaction deepens and the expression of individual characteristics increases.
When certain sections are finished, different competitions can be held on the section: express method, KVN method (Slaboye zveno), method of finding empty chains, discussion method, problem situation method, etc.
Importance of problem, graphics and modeling in economic education. In economic education, studying the laws of economic development in lectures and seminar classes together with working on various issues increases efficiency. During the lecture, it is encouraged to work on the issues that will be dealt with in a short period of 2-3 years, and in the seminar classes and when planning the homework, it is encouraged to find the solution of a little more complex issues (for example: the law of added value). Diagrams and graphs are visual tools that need to be widely used, especially in economics. Because they help the formation of student's imagination to keep information clearly in memory.
But when creating diagrams and graphs, attention should be paid to interdependence, consistency of the process and, most importantly, logic. Graphs should accurately reflect the development of the process. Only then will they meet the demand. Flowcharts are required to be structured logically and coherently and clearly show the workflow.
8.4. Design of teaching technology
We consider the design of teaching technology based on the setting of a pedagogical task and its solution.
1. Setting the pedagogical task.
2. Development of didactic process.
The definition of the pedagogical task covers the following:
— analysis of educational goals and determination of the content of the educational subject on this basis;
— developing the structure of the content of the educational subject and expressing it in the form of a system of educational elements;
— determining the levels of mastery of educational elements;
— to determine the initial level of knowledge of learners, this indicator is derived from the level of mastery of the educational material on which the content of the educational subject is based;
— determining the limits of educational and material base and organizational forms of education.
The activity of the teacher aimed at the design of teaching technology that ensures the solution of pedagogical tasks is determined by the formation of methods, forms and tools of education. In other words, the activity of a pedagogue is characterized by three main organizations: the type of management, the type of information exchange process, the types of means of information transfer, and the management of cognitive activities. Based on the concept of an activity-based approach to the teaching process, the following logical sequence of its organization can be constructed. First, the description of the content of the educational material, the purpose of learning it, and the conditions for setting the pedagogical task are analyzed. Then the appropriate methods of teaching and the scheme of managing the cognitive activity of learners are determined. Based on this, a list of teaching tools is compiled. The system of methods and educational tools created by this method is combined with organizational forms, that is, technology is developed.
The learning process is stochastic in nature. It includes expected and unexpected, planned, extraordinary and random events. In the process of processing the learned knowledge, new changes, additions and corrections are made to the project based on the results of current control;
— students in the processes of drawing general conclusions on a department or topic, applying the conclusions to complex educational situations, collecting information on a topic or department according to the results of interim control, processing the collected information to analyze the achievements, to show the shortcomings of the students' knowledge and skills, experience of creative activity, to give each student in the group additional tasks to be completed until the final control, to encourage them to master the educational material more comprehensively;
— the main task of the final control is to determine whether the students have mastered the elements of information and educational content at the standard level, to warn students who have mastered below the standard level, and to give additional assignments.
Pedagogical technology requires creative activity for each of the stages, from clearly setting the educational goal to evaluating its results. The degree of technologyization of the teacher's activity was assessed by prof. N. Sayidahmedov singled out based on the following criteria. 1
1. Diagnosable set goal - clearly measurable concepts, actions and types of activities mastered by students as a didactic, process product.
2. Taking into account the levels of abstraction and the level of assimilation of information when describing the content of education with the help of educational elements.
3. Sufficient logical rigor of the stages of mastering educational materials - compliance with the structure of the didactic process.
4. Introduction of new tools and information methods into the educational process.
5. Demonstration of the limit of possible deviation in the teacher's regular (algorithmic) and free, creative activity.
6. Provision of personal motivation in student and teacher activities (freedom, creativity, struggle, vital, professional essence, etc.).
7. Expediency of communicative relations, dealing with information technology at each stage of the educational process.
The indicators given above fully represent the technological level of the designed educational process, and their practical implementation turns the pedagogue into a highly qualified specialist, increases the prestige of the student and opens up new aspects of the development of creative activity.
Trainings conducted on the basis of educational technology in the system of higher and secondary special vocational training differ from traditional pedagogical practice in a number of features:
— classes begin with clarification of students' educational goals;
— the educational process is organized with a view to a pre-recorded result;
— each student works at a pace that corresponds to the characteristics of his activity;
— each member of the team is often warned about the result they have achieved; the achieved result is integrated into the standard at each stage of education;
— the result is determined according to the main educational goals of the students;
— a student who has fully mastered the educational material moves on to study the next topic;
— education is repeated under similar conditions for students who have mastered below the standard;
— begins with the implementation of goals for the student equal to the study-learning movement;
— the student moves from goals equal to action to an intermediate goal - knowledge, and from there to the general educational goal;
— moving from the goal equal to the action to the general educational goal ensures the cycle of reading and learning;
— the final (control) grade is issued after the full study of the training course.
Today, the interest and attention to the use of interactive methods, innovative technologies, pedagogical and information technologies in the educational process is growing day by day. So, one of the main reasons for this is that, until now, in traditional education, students were taught only to acquire ready-made knowledge, while modern technologies allow them to search for the knowledge they acquire, independently study and analyze, and even draw conclusions. also teaches them to create themselves. In this process, the teacher creates conditions for the development, formation, learning and upbringing of the individual, and at the same time performs the functions of management and direction. In the process of education, the student becomes the main figure. 1
A distinctive feature of the pedagogical technology method is that it designs a mastering process that guarantees the achievement of the planned goal of education.
Aiming for the goal, checking the current results, dividing the educational material into some parts - these signs of organizing the educational process - are characteristic features of the re-developing, i.e. repeating, educational cycle.
In other words, the main parts of the iterative learning cycle are:
general definition of educational goals;
clarifying the general goal and turning it into educational goals;
a set of educational practices;
evaluation of educational outcome.
Since the educational process has such a repetitive form, it acquires the character of a module, it is divided into separate parts, which have different content and general structure.
Drawing 2
The structure of the educational process
error correction
error correction
In fact, this is a cyclical algorithm of pedagogical activity, which can be applied to new sections and topics of the educational content.
In order to organize the educational process according to pedagogical technology, high skills are required at the design stage, a group of leading pedagogues develops methodical materials based on the rules and principles of pedagogical technology. ladi.2
At all stages of the educational process, the main focus is on achieving the educational result.
Professor M. Ochilov introduced the following into the method of pedagogical technology:
1. Classification of general goals and important issues of education.
2. Development of clarified goals (learning tasks).
3. Transforming educational goals into control (test) tasks.
4. Ways to achieve goals.
5. Assessment of achievement of educational goals.
Each of these is a simplified system of pedagogical practices.
According to experts who study the issues and problems of pedagogical technologies, pedagogical technology is only related to information technology, and it is necessary to use TSO, computer, distance learning, or various means using techniques.
Drawing 3
The general structure of the pedagogical technology method
Error correction Current control
(error according to private study
for purposes of) correction
As we mentioned above, the main basis of pedagogical technology depends on the technologies chosen by the teacher and the student-student to achieve a guaranteed result from the specified goal, that is, during the teaching process, it helps to achieve a guaranteed result according to the goal. every educational technology that is used can achieve a positive result by forming a cooperative activity between the teacher and the student, and if the students can have an independent opinion and be creative during the learning process, if they are sought , if they can analyze and draw their own conclusions, if they can evaluate themselves, the group, and the group can evaluate them, and if the teacher creates opportunities and conditions for such activities, all this is the basis of the teaching process. Each lesson, topic, educational subject has its own technology, that is, pedagogical technology in the educational process is an individual process, directed to one goal based on the needs of the student. is a pedagogical process aimed at providing a pre-planned and guaranteed result. 1
8.5. Application of innovative technologies in pedagogical practice
It is necessary to understand the following main directions of fundamental reforms carried out in the field of education on the basis of the Law "On Education" and the "National Program of Personnel Training":
• reforming the content and system of education;
• reforming the educational administration;
• creation of a mechanism of education based on the market economy;
• formation of new views of parents, teacher-students towards the educational process;
• the main driving force of these fundamental reforms is the implementation of new pedagogical technology.
The current educational development brought a new direction - innovative pedagogy to the field. The term "innovative pedagogy" and researches related to it appeared in Western Europe and the USA in the 60s. Innovative activity was studied in the works of FNGonobolin, SMGodnin, VIZagvyazinsky, VAKan-Kalik, NVKuzmina, VASlastenin, AIShcherbakov. It is highlighted in the research in terms of innovative activity practices and wide dissemination of advanced pedagogical practices.
Management of innovation processes, organization of changes in education, innovation The issues of conditions necessary for "life and activity" were analyzed.
The socio-psychological aspect of innovation was developed by the American innovator E. Rogers. He studies the classification of the participants of the innovation process, their attitude to the innovation, their readiness to perceive it.
Innovative activity of a high school teacher is one of the main problems of high school pedagogy.
Innovation (English innovation) is innovation.
AIPrigojin understands innovation as a purposeful change that introduces new, relatively stable elements to a specific social unit - organization, population, society, group. This is the activity of the innovator.
Researchers (AIPrigojin, BVSazonov, VSTolstoy, AGKruglikov, ASAkhiyezer, NPStepanov, etc.) distinguish two approaches to studying the components of innovation processes: the individual microlevel of innovation and the microlevel of the interaction of individually introduced innovations.
In the first approach, some new idea brought to life is highlighted.
In the second approach, the interaction of separately introduced innovations is their unity, competition and, as a result, the replacement of one by another.
This concept stems from the fact that innovation is a measurable process.
In the literature on pedagogy, a scheme of the innovation process is given. It covers the following steps:
1. The stage of the birth of a new idea or the emergence of a new concept, it is also called the stage of discovery.
2. Invention, that is, the stage of innovation.
3. The stage of being able to apply the created innovation in practice.
4. The stage of spreading the news, its wide implementation.
5. The stage of dominance of innovation in a certain field. At this stage, the novelty loses its novelty, its effective alternative appears.
6. On the basis of a new alternative, the stage of reducing the scope of the innovation through replacement.
7. VASlasten considers innovation to be a set of purpose-oriented innovation creation, wide distribution and use process, the purpose of which is to satisfy people's needs and aspirations with new tools.
The authors of the systematic concept of innovation (AIPrigojin, BVSazonov, VSTolstoy) distinguish two important forms of innovation processes.
In the first form, a simple development of the innovation is included. This applies to organizations that are adopting the product for the first time.
The second form refers to the large-scale development of the innovation.
Both innovation and internal logic are dynamic systems that evolve legitimately over time and represent their interactions with the environment.
The concept of "new" occupies a central place in pedagogical innovation. It also arouses interest in special, conditional, local and subjective innovation in pedagogical science.
According to VASlastenin, the current modernization involves updating one of the elements of a specific system product.
Conditional innovation is a combination of certain elements that lead to complex and progressive innovation.
Local novelty is determined by the use of novelty in a specific object.
Subject novelty is determined by the fact that the object itself is new for a given object.
The concepts of novelty and innovation are different in scientific fields. Innovation is a tool: a new method, methodology, technology, etc.
"Innovation" is learning: a process that develops in certain stages.
VIZagvyazinsky defined the concept of "new" and said that "new" in pedagogy is not only this idea, but also approaches, methods, technologies that have not yet been used, but the elements of this pedagogical process are elements taken together or separately and are changing. , reflects the advanced beginnings of effective solution of educational and educational tasks in the changing situation and conditions.
RNYusufbekova views pedagogical innovation as a previously unknown and previously unrecorded situation, result, developing theory and content of pedagogical reality leading to practice.
RNYusufbekova distinguishes three blocks of the structure of the innovation process in pedagogical innovation:
The first block is a new separation block in pedagogy. This includes the classification of new, pedagogical innovation in pedagogy, conditions for new creation, standards of innovation, readiness for its assimilation and use, tradition and innovation, stages of new creation in pedagogy.
The second block is the block of perception, assimilation and evaluation of the new: pedagogical communities, diversity of processes of evaluation and assimilation of the new, conservatism and innovation in pedagogy, innovation environment, readiness of pedagogical communities to perceive and evaluate the new.
The third block is the block of new use and its implementation, that is, the laws and types of new implementation, use and wide implementation. MMPotashnik's interpretations of innovation processes attract one's attention. It provides the following structure of the innovation process:
• activity structure-motive-goal-task-content-form-methods-methodology components sum;
• international, regional, district, city and other levels of subjective structure-innovative activity subjects;
• content structure - emergence, development and assimilation of innovation in educational and educational work, management (etc.);
• life cycle structure based on stages - emergence of novelty - acceleration - growth - maturity - assimilation - diffusion (absorption, spread) - modernization;
• management structure - interaction of four types of management actions: planning, organizing, leading, controlling:
• organizational structure - diagnostic, predictive, purely organizational, practical, generalizing, implementing.
The innovation process consists of a system that includes structural structures and laws.
In the literature on pedagogy, 4 main laws of the innovation process are distinguished:
• the law of vicious disorder of the pedagogical innovation environment;
• the law of final realization;
• the law of periodic repetition and return of pedagogical innovation;
• the law of molding (stereotyping);
Currently, the attention to the use of interactive methods, innovative technologies, pedagogical and information technologies in the educational process is increasing day by day, one of the reasons for this is that until now traditional education if students are taught to acquire only ready-made knowledge, modern technologies teach them to search for the acquired knowledge by themselves, to study and analyze independently, and even to draw their own conclusions. In this process, the teacher creates conditions for the development, formation, learning and upbringing of the individual, and at the same time performs the functions of management and direction. In the process of education, the student becomes the main figure.
Therefore, the place and role of modern teaching methods, interactive methods, and innovative technologies in the training of qualified professionals in higher educational institutions and faculties is huge. Knowledge, experience, and interactive methods of pedagogical technology and pedagogical skills ensure that students acquire knowledgeable, mature skills.
Innovative technologies are innovations and changes in the pedagogical process and activities of teachers and students. Interactive methods are called group thinking, that is, they are methods of pedagogical influence and are a component of the educational content. The uniqueness of these methods is that they are implemented only through the joint activity of pedagogues and students.
Such a process of pedagogical cooperation has its own characteristics, which include:
— forcing the student not to be indifferent during the lesson, to think independently, to create and search;
— to ensure that pupils-students have a constant interest in knowledge during the educational process;
— strengthening the student's interest in knowledge by independently approaching each issue creatively;
— to ensure the continuity of cooperative activity between the pedagogue and the pupil-student.
It is up to the teacher and the student-student to choose the technology to achieve the expected result, because the main goal of both parties is to achieve a specific result, in which the technology used is selected depending on the level of knowledge of the students-students, the character of the group, the situation, for example, the result in order to achieve it, it is necessary to work with a computer, perhaps a film, handouts, drawings and posters, various literature, information technology will be needed, it depends on the teacher and the student.
In addition, it is necessary to plan the teaching process in advance, in this process, the teacher can organize the specific aspect of the educational subject, the place and conditions, TSO, and most importantly, the ability and need of the student-student, as well as cooperative activities. must take into account, only then it is possible to achieve the desired guaranteed result. In short, the student should be brought to the center of education.
It is necessary for the teacher to be able to see each lesson as a whole and to plan the future lesson process. In this case, it is of great importance for the teacher to draw up a technological map of the upcoming lesson, because the technological map of the lesson is drawn up based on the nature of the subject, the subject taught for each subject, the capabilities and needs of the students. . It is not easy to make such a technological map, because for this the teacher needs to be aware of pedagogy, psychology, special methods, pedagogical and information technologies, as well as to know a lot of methods and methods. Making each lesson colorful and interesting depends on the planned technological map of the lesson.
In the "National Personnel Training Program" prepared in accordance with the provisions of the Law of the Republic of Uzbekistan "On Education", in the spiritual and moral education of the young generation, based on the rich intellectual heritage and universal values of the nation, pedagogical forms and tools of modern culture and economy are used. special importance is given to development and implementation.
In this regard, the problem of improving the economic education and economic education provided for by the state educational standards in general secondary schools, instilling it into the minds of students and forming economic thinking is urgent.
Because every pupil-student should be able to understand the economic reality surrounding him, the process taking place in it, researching and analyzing it, and drawing conclusions in a time when market relations are developing. This requires every citizen to be aware of the basics of the economic theory, to master the ways and means of its practical implementation at the required level. These issues are mainly implemented in educational institutions.
The main goal of economic education is to increase economic literacy, economic consciousness, and economic culture among young people. This is the realization of a system of theoretical knowledge, as well as a complex of economic knowledge, skills and abilities, which directly affects the student's economic consciousness through the activity of personal development.
In the process of gradual continuous education of students, in particular, during the study of the basics of economic knowledge, their economic thinking is formed. They serve as a set of the following knowledge: taking into account the needs of a person, creating specific plans and programs, and implementing them based on specific methods and methods; clear economic concepts that are effective in the independent activity of a person; legal frameworks related to political and market relations of the economy and guidelines for their practical use; mastering all the set of economic knowledge, skills and qualifications necessary for independent activity; to form economic preparation at the level of need, regardless of which field he chooses in life; to consider the ability to use the basics of economic knowledge correctly and appropriately as one of the moral qualities that determine the integrity of a person; demonstrates awareness of the basis of economic knowledge during his activity on the basis of the economic and legal policy of the society and the state.
Today's socio-economic development, along with numerous branches of production, requires the introduction of modern pedagogical technologies in the spheres of education, culture and economy, including social-humanitarian and economic knowledge.
The development and implementation of modern pedagogical technologies as a scientific problem envisages conducting special scientific researches in educational institutions of the economic direction. First of all, it is necessary to determine the following:
— determining the existence of socio-pedagogical bases for the development and implementation of modern pedagogical technologies;
— defining what it means as an educational complex and what components it consists of;
— to determine what the functional set of pedagogical technology consists of as a process;
— to show how modern pedagogical technologies meet the goals of the "National Personnel Training Program" and how it can be evaluated;
— to develop a guide to control the compliance of the pedagogical technology with the basic laws of the theory of sets.
Thus, until today, although our society is rapidly developing, its economic and political status is increasing day by day, but in the social sphere, and especially in the process of education, it is felt to lag behind the general development. One of the ways out of such an unpleasant situation is the technologicalization of the educational process based on the accepted state standards.
A short summary
Today, the place and role of modern teaching methods, interactive methods, and innovative technologies in the preparation of qualified professionals in higher education institutions and faculties is huge. Knowledge, experience, and interactive methods of pedagogical technology and pedagogical skills ensure that students acquire knowledgeable, mature skills.
Innovative technologies are innovations and changes in the pedagogical process and activities of teachers and students. Interactive methods are called group thinking, that is, methods of pedagogical influence, which are a component of the educational content. The uniqueness of these methods is that they are implemented only through the joint activity of pedagogues and students.
At this point, it should be noted that modern pedagogical technologies, as a research object of pedagogic science, are not only a method of teaching specific subjects, but also a new approach to teaching socio-economic subjects.
Questions for self-monitoring and discussion:
1. What does the term "innovative processes" mean in education?
2. Explain the conditions for the formation of innovative activity?
3. Define pedagogical technology?
4. Explain the classification of pedagogical technology?
5. What is the essence of problem-based teaching?
6. What types of technologies do you know?
7. Give an example of an interactive method?
8. Explain the importance of modern teaching technologies?
9. Why is pedagogical technology designed (justify with examples)?
10. Give an example of the "Bliss-game" method?
Recommended reading:
1. B. Farberman. Advanced pedagogical technologies. - T.: Science, 2000.
2. Tolipov O'.Q., Barakayev M., Sharipov Sh.S. Professional pedagogy. - T.: TDIU, 2001.
3. Sayidahmedov N. Pedagogical technologies. — T.: Finance, 2003.
4. Sayidakhmedov N. Examples of using new technologies in pedagogical practice. — T.: RTM. 2000 year.
5. Azizkho'jayeva NN Pedagogical skills and pedagogical technologies. — T.: TDPU, 2003.
6. www. knowledgeable. en. — The main website of the Ministry of Higher and Secondary Special Education of the Republic of Uzbekistan.
7. www. dl.uz — Web site dedicated to the distance education system.
IX. Use of advanced pedagogical technologies in the process of teaching professional subjects
9.1. Educational technology and its structure.
9.2. Information technologies in vocational education.
9.3. Problem-based educational technology and its purpose, task.
9.4. The importance and necessity of using advanced pedagogical technologies in teaching professional subjects.
9.1. Educational technology and its structure
Education is an extremely complex process, and its effectiveness depends on the activity of the pedagogue and student, the availability of educational tools, the organizational, scientific, methodical excellence of this process, the need for knowledgeable people in society, and other factors that have not yet been determined. liq. The society demands high educational efficiency based on its socio-political and economic needs.
Nowadays, when economic structures based on market relations are being created in Uzbekistan, the demand for highly qualified persons who can apply the acquired knowledge in practice is increasing. A knowledgeable and entrepreneurial, socially active person finds his place in the life of society, in work. The President of Uzbekistan IAKarimov showed that "...we need to understand that further democratization of our society and the formation of civil institutions are first of all inextricably linked with the active participation of the population in political, social and state life." In order for such activity to occur, it is necessary to form a person who is knowledgeable and active, who is loyal to the idea of national independence.
All links of the continuous education system should be organized in such a way that it will teach the youth of today to think comprehensively while providing a deep and sound education. The need for independent learning in the student during the education process is the current demand.
A number of working methods were used in pedagogical practice and research. The problem-based organization of education, the activation of pupils-students in education, cooperative pedagogy, basing on key words, optimization of education, etc., were tested. But even if these pedagogical tools are effective for some teachers, they could not be included in the education system in a mass way.
The main essence of pedagogical technology is to engage students in education and achieve full mastery of knowledge. The main goal of the introduction of pedagogical technology is the thorough assimilation of the knowledge provided in education by the majority of students.
The most basic requirement for teaching based on pedagogical technology is to provide knowledge based on the knowledge and interests acquired by the student's life experience. Pedagogical technology requires not to leave room for negative experiences in the student, even if the knowledge of the students in the field of study is insufficient, to recognize that this is not the fault of the student. It is recommended that students be confident in acquiring knowledge if they are active.
In the current pedagogic science, the focus is more on the presentation of new knowledge, its consolidation and consideration of the result. The previous knowledge and life experience of the student were not sufficiently taken into account in education. In the lesson plan, it is proposed to complete the previous topic and connect it to the new topic. However, it is not enough to determine the student's knowledge on this new topic, to provide the initial information specific to the topic.
Pedagogical technology shows that recalling and revitalizing students' knowledge of the studied field is the basis for mastering new knowledge. Determining knowledge and preparation creates a positive motivation for student activation and knowledge acquisition. When starting to study the topic, it can be revived in free conversation, discussion, brainstorming and other forms.
Pedagogical technology is used in educational practice at three levels:
1. General pedagogical level. General pedagogical (general didactic, general educational) technology is the overall systematicity of the educational process, the general laws, scientific-theoretical bases, principles, practical use of technology at a certain stage of the continuous education system by a certain region, educational institution. represents the general characteristics and conditions of development. At this point, it should be noted that since each stage of the continuous education system is intended to implement specific goals and tasks through the educational content, the pedagogical technology will also have its own characteristics. At this level, pedagogical technology is synonymous with the concept of pedagogical system. It includes the goal and task, content, tools and methods of the educational process, algorithms of the object and subject of the educational process.
2. At the special methodical level, a set of educational content, teaching tools, methods and forms used to implement the goals and tasks of a specific subject, course teaching process is understood.
3. At the local (module) level, a technology aimed at solving the special didactic and educational purpose of a certain part of the educational process is understood. It envisages issues such as organization of independent work of students, control of their knowledge, formation of personal qualities.
The above-mentioned three levels of pedagogical technology complement and require each other. Pedagogical technology issues are mainly studied in the framework of education in Uzbekistan. Educational technology means changing the status of the student in the educational process, updating the information content and modeling levels - educational material, pedagogical treatment of the educational subject, the subject to be studied. we understand the methods and means of adapting to the real knowledge capabilities of students, raising the educational result to the accepted standard level, and evaluating, as well as the organizational forms of education. Educational technology limits the current leading principle of educational process management (subordination), in which coordination becomes the leading principle of mutual coordination of teacher and pupil-student activities. When coordination becomes the main principle of organization, management and control of education, the pupil-student becomes a subject of the educational process with equal rights with the teacher, in which the educational process is carried out by the teacher and the pupil-student together.
The main idea of educational technology in Western countries goes back to programmed education. Beres Frederic Skinner, one of the founders of programmed education, said that students' learning material and behavior related to its acquisition (student activity) are divided into stages (educational stages). , at each stage, a certain part of the educational material is fully mastered, this mastered part of the educational material is checked, and the next part is studied. So, the main principle of pedagogical technology consists of the tactics of full mastery of information content, which first appeared on the basis of the theory and practice of programmed education.
Pedagogical technology represents a complex pedagogical process as a field of knowledge related to human consciousness and thinking. Its unique aspect is that it also covers the problem of education. Therefore, the effectiveness of technology depends on the solution of the questions of how fully a person with his multifaceted aspects is manifested in him, his psychological and professional aspects, how their future development (or decline) is taken into account. From this point of view, the technology has the ability to design and diagnose the development stages of a person. It depends on the pedagogue's ability to work with the technological process.
The ability of a pedagogue to perform the specified educational tasks within the limit indicators allowed based on the requirements specified in the regulatory documents can be called the ability to work. So, when determining the skills of a teacher of a particular subject, it is assumed that his activity corresponds to the requirements of the state educational standards and pedagogical conditions.
Pedagogical publications recommend a number of indicators for evaluating the performance of a pedagogue, including:
Pedagogical effectiveness - the average value of mastering the subject in the group of pedagogues;
scientific level of teaching - the pedagogue's explanation of educational elements according to the levels of science abstraction;
methodical preparation of educational content - taking into account requirements such as generality, consistency, mobility, non-redundancy;
effective use of ways to achieve this or that result in education - in extensive or intensive conditions, etc.
In general, the main professional-normative indicator for a pedagogue is that he first of all feels and realizes his position as a creator in the pedagogical process. Creativity can never be demanded from a pedagogue if he cannot assess his own professional suitability for his work, his place in the pedagogical reality. Therefore, every person entering the pedagogical activity should fully imagine his adaptability to it, his ability and interest in this profession.
The main goal of educational technology is to create an educational project that is compatible with the full mastery of educational subjects. Such a project is created based on the basic and advanced ideas of modern psychology, didactics and pedagogical practice.
Education is a controlled process, the result of which largely depends on the prepared didactic project. A didactic project is a product of educational technology. Management of students' cognitive activity according to the didactic project is considered the pedagogical basis of educational technology. Just as there is a beginning and an end to any process, the implementation of a didactic project also has entry and exit points. Just as many points can be placed between two points, in the distance between the beginning and the end of the didactic project, there are many effective methods and tools of education. Here, educational technology is the most effective method and helps the teacher to choose an effective form of education. The process of preparation of the didactic project and its implementation is presented in Figure 4.
Drawing 4
Exit Enter
etalon
Maqsad
So, it can be seen from the diagram that the mind of the teacher and the student will encounter many events before reaching the benchmark. A technological approach to education is an analysis of the general and specific goals of the educational process through a detailed analysis of information and educational content, at the meeting points of the goals of the teacher and the student (the goal of education, o "winter goal") is to achieve the target standard by designing and implementing education based on the didactic goal of education.1 In general, when it comes to educational technology, there is a need to distinguish the following phenomena 'iladi: didactic design of education; project implementation; making corrections and changes to the didactic project according to the current and intermediate results of education; consisting of training repetition and final control. The first and second of these phenomena also occur in traditional educational experiences. The difference between educational technology and the traditional education system is that the result of education and its standard level are always in the center of attention of the teacher and the student. The teacher frequently checks the educational results and informs the students about their achievements, and the students realize their achievements and shortcomings and try to increase their achievements and eliminate their shortcomings. Students perceive the necessity of education when they become real subjects of the educational process.
So, before reaching the standard from the goal, the mind of the teacher and the pupil-student will encounter many events. A technological approach to education is an analysis of the general and specific goals of the educational process through a detailed analysis of information and educational content, at the points where the goals of the teacher and the student meet ( teaching goal, learning goal) is to achieve the target standard by designing and implementing education based on the definition of the didactic goal of education. In general, when it comes to educational technology, there is a need to distinguish between the following phenomena: didactic design of education; project implementation; making corrections and changes to the didactic project according to the current and intermediate results of education; consisting of training repetition and final control. The first and second of these phenomena also occur in traditional educational experiences.
The difference between educational technology and the traditional education system is that the result of education and its standard level are always in the center of attention of the teacher and the student. The teacher frequently checks the results of the education and informs the students about their achievements, and the students realize their achievements and shortcomings, increase their achievements and eliminate their shortcomings. moves. Pupils feel the need for education when they become real subjects of the educational process.
Work on educational technology consists of two parts: preparation of an educational project and implementation of the project.
1. Preparation of an educational project. The project is the product of the activities of the teacher or expert members and has a number of common features. The project is based on the future activities of teachers and students.
The educational project begins with the analysis of information content based on the requirements of state standards. The analysis focuses on how the elements of information content (knowledge, skills and competences, experience of creative activity, attitudes) are given in the programs, how they are reflected in the textbooks. Then the content of education is studied, the intended purpose of studying this or that topic, the didactic purpose of education, the purpose of the teacher and students-students, the implementation of the goals and the record sheets, the assigned homework amount, subject test questions, rating control steps, mastering method at the standard level are determined in advance. All this work leads to the creation of a learning model in the mind.
2. Implementation of the educational project. The educational project is implemented directly in the educational environment. In this process, special attention is paid to:
- introducing students to the goals and tasks of the studied topic in advance, announcing problems, assignments, as well as homework, independent work, the order and time of their completion, complete mastery of the topic to give instructions, to tell the standards of mastering;
— to encourage students to active, independent activities, draw their attention to the content of the section or topic, tell how it is necessary to study it, arouse interest in knowledge, enthusiasm for reading and learning, solving problems collecting information on the subject through ways of arousing needs, emotions, thought phenomena, applying knowledge to educational situations, organizing current control over the collected information, fully studying the subject determination of changes, additions, corrections related to development;
— processing of accumulated knowledge on a department or topic.
The learning process is stochastic in nature. It includes expected and unexpected, planned, extraordinary and random events. In the process of processing the learned knowledge, new changes, additions and corrections are made to the project based on the results of current control;
— to draw general conclusions on the department or topic, to apply the conclusions to complex educational situations, to collect information on the topic or department according to the results of interim control, in the processes of processing the collected information "to analyze the achievements of the students, to show the shortcomings of the students' knowledge and skills, experience of creative activity, to give each student in the group additional tasks to be completed until the final control, to read the educational material more thoroughly" motivation to learn;
— the main task of the final control is to determine whether the students have mastered the elements of information and educational content at the standard level, to warn the students who mastered below the standard level, and to give additional assignments.
Modern pedagogical technology requires creative activity for each of the stages, from the clear establishment of the educational goal to the evaluation of its results. The degree of technologyization of the teacher's activity was assessed by prof. N. Sayidahmedov singled out based on the following criteria. 1
1. Diagnosable set goal - clearly sized concepts, actions and types of activities mastered by the pupil-student as a didactic, process product.
2. Taking into account the levels of abstraction and the level of assimilation of information when describing the content of education with the help of educational elements.
3. Compliance of the stages of mastering educational materials with the structure of the didactic process.
4. Introduction of new tools and information methods into the educational process.
5. Demonstration of the limit of possible deviation in the teacher's regular (algorithmic) and free, creative activity.
6. Provision of personal motivation in student and teacher activities (freedom, creativity, struggle, vital, professional essence, etc.).
7. Expediency of communicative relations, dealing with information technology at each stage of the educational process.
Thus, the indicators given above fully represent the technological level of the designed educational process, and its implementation in practice turns the pedagogue into a highly qualified specialist, slightly increases the prestige of the pupil-student, and opens new aspects of the development of creative activity.
9.2. Information technologies in vocational education
Information systems and technologies are being used more and more widely in various spheres of personal activity from year to year. The purpose of their creation, implementation and widespread use is to solve the problems of informationalization of society and the whole life of a person.
Informatization of the society is understood as the implementation of comprehensive measures aimed at ensuring full and timely use of enriched knowledge, reliable information in all socially important areas of human activity. This implies that the implementation of modern information systems and technologies everywhere will increase the effectiveness of the decisions to be made. This ensures not only the growth of the economic indicators of the development of the national economy, but also the development of production, the creation of new jobs, the improvement of the standard of living of the population, and the achievement of quality scientific achievements in fundamental and applied sciences aimed at environmental protection. .
In the new 90st century, the national economy of countries is becoming globalized and becoming a form of information economy. That is, the role of information and knowledge in the national economy is increasing and they have become a strategic resource. 30% of the accumulated information and knowledge in the world was created during the last XNUMX years. The daily increase in the amount of information and knowledge requires effective use of information and communication technologies in all spheres of the national economy, including education.
Information has become a resource that can be searched and distributed just like traditional resources. There is a strong reason to say that the total volume of this resource will determine the strategic capability of the states in the future, as well as the defense capability.
In the rational organization and use of information resources, they appear as the equivalent of labor, material and energy resources. At the moment, information is the only type of resource that helps to use all other resources wisely and efficiently and to preserve them.
Thus, information resources are not only the main part of production in a modern information society, but they are also a commodity as a source of national income.
By the XNUMXst century, for the first time in the history of mankind, information has become a working tool in the production of industrialized countries. The tendency of the transfer of labor resources from the field of material production to the field of information is increasingly evident. The main reason for this is that the amount of information required for decision-making and management is increasing during the growth and development of production. This growth is manifested primarily in economic, technical, scientific, technological and social systems and processes.
Due to lack of information, management errors are very costly.
Meanwhile, the system with the most information on management and production efficiency, development and use of advanced technologies is winning.
Experts consider, first of all, the free access of economists to information as one of the main conditions for the efficiency of the market economy in the context of industrial development. The main spheres of their activities and society's production are related to information in one way or another, and make up 40-60% of the employed. Information services make up 10% of the world gross social product and national income. 90% of that is accounted for by the USA, Japan and Western Europe.
Information is an important product of intellectual activity. In all industrialized countries, the development and introduction of "methods and means" of delivering these products to their users is being carried out at a rapid pace, which is reflected in the creation of the information systems and technologies industry.
The emergence of the information technology industry depends on how they ensure the creation of the information society. The information technology industry produces and delivers information products and tools to consumers. Information products mean, first of all, the field of various knowledge obtained in a traditional way or with the help of electronic technology, as well as information and other forms of information.
The mass production of personal computers opened wide opportunities, especially for the information technology industry. Personal computers have penetrated into almost all areas of human activity and have expanded the possibility for specialists to enter the source of knowledge and participate in the process of its direct processing.
The role of the personal computer in the use of information and communication technologies in the educational system is increasing. In 2000, there were 1000 computers per 500 people in the United States, but the situation is more serious in countries where the information economy has not yet entered. That is, in Brazil - 24, in Russia - 31, in Turkey - 20, and in India - 3. Shopping and doing over the Internet is increasing day by day, including 47% of families in the USA with a personal computer connected to the Internet buy goods from electronic stores. Information economy creates new jobs. Servants change jobs on average every 4 years in the US and 8 years in Europe. In such conditions, continuous education cannot be established without information and communication technologies. 1
The development of information technologies is directly related to the use of information systems by economic objects. Modern information technologies help managers, specialists, technicians in processing information and making decisions, as well as in creating a complete and reliable modern information system.
Information technology works both as an independent system of data processing and as a functional component and provides a management process within a larger system. Such systems include industrial enterprises, firms, corporations, financial-credit and commercial-trade organizations, automated management of production and economic processes, scientific experiments, economic-mathematical model, data processing system, library service and others. includes a number of areas.
The education system in the world is developing at a rapid pace. If we take the Netherlands as an example, graduates with high qualifications remain unemployed. That's why we need to closely study the level of demand for our personnel. If there is no need for such personnel in our domestic market, we need to find the demand for them in the foreign market through the Internet. It should be noted that 85% of professors in US universities are Indians. Their achievement of these achievements can be explained primarily by their in-depth knowledge of specific sciences, their excellent learning of foreign languages, and their ability to effectively use information and communication technologies in the fields of national economy and education.
Currently, the Internet, e-commerce, e-business, virtual commerce, virtual education, distance learning, and virtual stand technologies are widely used not only in the field of education, but also in all sectors of the national economy.
Thus, today, the penetration of information and communication technologies into all aspects of our life, especially the economy, professional education, business and continuing education, is fundamentally changing the mechanisms. It should be noted that in the globalization of the world economy, the size of the labor market for offering educational services via the Internet is unlimited.
9.4. Problem-based educational technology and its purpose, task
A systematic approach to this process is considered an important condition for increasing the effectiveness of the educational process in higher educational institutions, and the following types of lessons are recommended for teachers:
1. Lecture (introductory lecture, thematic lecture, summarizing lecture) training.
2. Seminar (consolidating knowledge, intended for independent acquisition of new knowledge) classes.
3. Modular lesson.
4. Problem (brainstorming) lessons.
5. Discussion (scientific discussion and free thinking) lessons.
6. Didactic-game (plot-role, creative, business, conferences, game exercises) lessons.
7. Test (didactic cards, test tasks, cross-check sheet, conducted by means of EHM control programs) classes.
The special aspect of these lessons is based on problem situations created during the lesson.
Problem-based education refers to creating a problem situation under the guidance of a teacher, and this problem refers to the organization of an educational process that allows the creative assimilation of knowledge, skills and abilities and the development of mental activity as a result of the active independent activity of students. is caught. Also, the essence of problem-based teaching is the teacher's management of students' cognitive activities to acquire new knowledge by creating a problem situation in their educational work and solving educational tasks, problems and questions. . This creates a scientific-research method of acquiring knowledge.
The success of problem-based learning depends on the following factors:
1. Problematization of educational material;
2. Activation of students' cognitive activity;
3. Harmonizing the educational process with play and work;
4. Having the ability to effectively use problematic methods by the teacher;
5. Compile a chain of problematic questions about solving a problem situation and explain to students in a logical sequence.
Problem methods create problem situations and require active cognitive activities based on the activation of knowledge and skills of analyzing individual objects, phenomena and laws in the process of solving problems and finding answers to complex questions.
The problematic situation arises in specific teaching conditions, which are organized according to the purpose of certain pedagogical tools, and it is necessary to develop special methods of creating such situations based on the characteristics of the studied topics. A problem situation in teaching is not just a state of mental strain associated with an "unexpected obstacle in the path of thought", but it is a state of mental tension specifically required by the goals of knowledge. At the basis of such a situation are traces of previously acquired knowledge and methods of mental and practical action to solve a new task. In this case, if any difficulty is not related to the problem situation, that is, if the new knowledge is not related to the previous knowledge, then the mental effort is not problematic. The problematic situation is different from any thinking difficulties, in which the pupil-student realizes the inner, hidden connections of the concept or fact that required difficulty with the task and problem known to him before and at the same time.
Symptoms of a problematic situation include:
— existence of a fact unfamiliar to the student;
— instructions given to the student to perform the tasks, their personal interest in solving the cognitive difficulty that has arisen.
When solving problem situations, the teacher directs the activity of students to logical operations of thinking: analysis, synthesis, comparison, analogy, generalization, classification and conclusion.
Problem situations can be used at all stages of the learning process: new topic statement, reinforcement and control of knowledge. In cases where the system of problem situations has been successfully created, it is recommended to pass this topic in the form of a problem lesson. In order to apply problem-based lessons to the teaching process, the teacher will have to solve the following issues:
— which subjects of the curriculum can be taught in the form of a problem lesson;
— identifying questions and assignments that cause a problematic situation regarding the issues in the subject text, in which the didactics follow the principles of scientificity, systematicity, logic, sequence, and consistency;
— it is necessary to determine the means and methods that ensure the activation and management of students' cognitive activities, and to determine the ways of their proper and effective use.
The teacher determines the didactic purpose of the studied chapters and topics, the type of training that will be highly effective based on the educational content, plans the calendar topics from the beginning of the academic year.
Modern educational technology in higher educational institutions is problem-based teaching, research and problem solving. And the educational technology consists in stimulating the developing educational process, the process of active learning of the problematic teaching task, conducting research and educating the way of thinking. The process of problem-based teaching is widely used in the work practice of higher educational institutions, along with problem-based teaching, such as illustrative explanatory technology, information-information technology, and programmed educational technology.
In the process of problem-based learning, the role of independence of the student is more effective than in reproductive learning methods. The purpose of problem-based teaching is to search for answers to educational issues, problems and questions in the process of working with students, to acquire new knowledge with ways to solve them, to solve problematic situations in the educational activities of students. teachers (pedagogues) on creating and solving is to be able to arouse interest in them.
Professor NNAzizkhojayeva defined the meaning of a problematic situation as follows, i.e., a problematic situation is a dialectical opposition between information, knowledge and new evidence, events, situations to students, and in order to understand them, lack of acquired knowledge. These contradictions (misunderstandings) serve as a driving force for mastering creative knowledge.1
The nature of the problem situation in the educational process is as follows:
— the presence of unknown news for students;
— solving problems by themselves;
— try to learn the misunderstandings caused by their personal interests and needs;
- such as trying to find out what is unknown, understand its meaning, and solve it.
Analyzing and thinking about the encountered problems is one of the important requirements for the development of independent mental activity of students. This kind of reasoning makes the student realize that he/she has not understood this and focuses on seriously paying attention to the meaning of this sentence.
It is also important for the teacher to clearly understand his educational activities in organizing and conducting problem-based education. The teacher should not give ready-made ideas to the students, but should give the right direction to their search. Pupils should aim to have an independent opinion by analyzing events, messages, incidents and various evidences encountered in classes and in everyday life. Also, problem-based education in higher and secondary special educational institutions has the opportunity to have a great positive impact on students' research activities, deep acquisition of knowledge and skills, and their view of the surrounding changes. also creates.
In the problem-based education system, the teacher organizes the educational and research activities of students in such a way that their attention is focused on solving the difficulties and shortcomings, independently analyzing various information, finding a solution, summarizing and drawing conclusions. , should be aimed at applying the acquired knowledge and skills in future situations. Therefore, as a result of this, it allows students to think independently, gain knowledge, set new goals, learn new ways of thinking, and develop their thinking. Pupils should study educational materials in the process of problem-based education, analyze relevant information independently, put forward their hypotheses and solve them by proving them, study the educational process. intelligently trying to master will increase their intellectual activity.
The activity of the teacher in problem classes is, first of all, to identify learning problems based on the content of the topic, to create a system of problem situations, to put learning problems before students at a high scientific and methodical level, to effectively use these learning problems in the lesson achieving use will consist of directing the activity of students to solving problems.
Pupils' activities will consist of perceiving problematic situations, searching for solutions, analyzing the problem, putting forward assumptions, justifying assumptions from a scientific and logical point of view, checking assumptions and drawing conclusions.
The didactic purpose of modern problem classes is as follows:
Skills of acquiring new knowledge by creatively using the previously acquired knowledge by students in solving educational problems;
Skills of creative assimilation and practical application of knowledge;
It consists in developing inquisitiveness, interest, motives, logical thinking, creative activity, mental perfection, intelligence.
A problem-based activity involves a problem situation and includes all the steps of a traditional lesson: checking homework, special oral exercises, setting a lesson goal for students, new such as preparing training material and studying it, connecting and strengthening new and previously learned material, completing the training and giving homework. The process of gathering facts about the newly learned laws and regulations, comparing and analyzing them with each other, learning and strengthening knowledge is carried out in the problem classes.
There are three conditions for problem-based learning in education:
1. Systematic, orderly development of educational materials in the organization of problem-based education.
2. Giving the opportunity to choose the methods of solving the task when given.
3. A student should be able to correctly evaluate his knowledge in order to set a goal for learning and achieve his goal.
A number of didactic goals are also envisaged when creating a problem situation in the educational process, namely;
students' attention is drawn to the educational material;
arousing interest in science in students;
revitalizing their development activities;
to put before them issues that develop mental activity;
to demonstrate, based on evidence, that the knowledge that students need to learn is insufficient;
teaching to analyze educational materials;
to help them find ways to solve teaching problems.
Problem situations in the educational process are divided into several types:
1. Pupils cannot find a solution to the problem in front of them, when a problematic question arises, they cannot answer it in time, they have difficulties in understanding a new topic.
2. Pupils cannot apply their previously acquired knowledge when new conditions and situations arise.
3. Contradictions arise between their theoretical solution to the problem and the implementation of this chosen method.
4. The lack of knowledge between the results of the tasks performed by the students and their theoretical understanding also leads to problematic situations.
In order for problem-based teaching to be effective and appropriate in the educational process, it is necessary to make it a part of the basis of the educational process and educational work. With the help of problem-based education, students are trained to develop a research approach to solving educational problems and specialized issues, and the ability to learn independently.
Thus, problem-based education helps students to effectively master knowledge systems and mental and practical activities, to use their new knowledge effectively in future situations, to solve educational problems, to teach independent research, it reveals opportunities to gain creative experience and develop it, to analyze the tasks of the educational process, to identify problematic education.
9.4. The importance and necessity of using advanced pedagogical technologies in teaching professional subjects
As President IAKarimov emphasized, "We always remember that the future of our country depends on how our young generation is brought up, what spiritual qualities they grow up with, how active our children are in life, and what high goals they serve." we must remember." That is why, first of all, the idea of expanding and deepening the content of education and its structure, in particular, including not only knowledge, skills and qualifications, but also the experience of creative activity, relationships with the environment, which forms the universal human culture, is on the agenda. was placed transversely.
In our opinion, this idea can be realized through the following components of social life:
types of activities (material, practical, social, spiritual);
forms of social consciousness (ethics, art, politics, philosophy, science, etc.);
system of social relations (material and ideological);
material, social and natural existence (wealth left as an inheritance to future generations).
When it comes to the content of education, its components, structure, tasks, it is necessary to determine the acceptable relationship between evidence and laws, clarity and abstraction, knowledge and methods of independent knowledge of the truth.
As stated in the "National Program of Personnel Training", "Creating an improved system of personnel training based on the development of modern economy, science, technology and technology is the most important condition for the development of the country. The implementation of the system ensures the formation of a new generation that has a high general and professional culture, creative and social activity, and the ability to independently take direction in social and political life.
Until now, the changes in the field of personnel training were aimed only at reforming the existing education system. It did not ensure the elimination of gaps between the needs of the individual, society and the state and the existing system of vocational training. Based on the analysis of the international experience, the situation and problems of the existing personnel training system, a new model was developed in principle.
The essence and distinctive feature of the new model of personnel training system is that it includes the following components as its main components:
— a person is the main subject of the personnel training system, a consumer of educational services and their creator;
— continuous education - the basis of the foundation of personnel training;
— science - a producer of highly qualified specialists and their consumer;
— production - the main customer, which determines the perspective of the need for personnel, evaluates the quality of their training level, as well as provides partial financial and material-technical support of the personnel training system;
— the state and society are the main guarantors of the training and recruitment of personnel, who control and evaluate the quality of personnel training.
"National Personnel Training Program" aims to create socio-economic, legal, organizational, psychological-pedagogical and other conditions for the formation of general culture, adaptation to life in society, conscious selection of professional and educational programs and their subsequent implementation. , implies the education of a well-rounded person who understands his responsibility to the family, society, and the state.
The process of rapidly entering the socially oriented market economy is one of the factors that increase the level of education for the population of our republic. First of all, it depends on the development of market relations, and this process depends on the level of knowledge, economy and ecology, computer equipment and information technology and developed sectors of the national economy, improvement of the education system and personnel training. will be
An effective solution to the problem of personnel training is, first of all, teachers who have professional qualifications and thorough knowledge of psychology, pedagogy, economics, ecology, culture, law and other similar disciplines that can meet today's requirements. related to preparation. In this regard, as the President of the Republic of Uzbekistan IAKarimov stated at the 1th session of the Oliy Majlis: "If teachers, professors, heads of departments do not work on themselves, do not go on scientific trips to foreign countries in their field, do not exchange experience, of course, such a situation will have a negative effect on the educational process and its effectiveness". XNUMX
The experience of developed countries shows that the following are of crucial importance in the process of training highly qualified, competitive personnel:
1. Effective interaction of education, science and production.
2. The diversity of types of educational enterprises and professional educational programs, their use of the latest achievements of science and technology, the highest models and views of economy and technology.
3. Turning the professional education system into a priority and profitable economic sector.
4. Providing educational institutions with modern educational and methodological literature and creating their material and technical base and strengthening their financial indicators.
5. Attracting the most qualified teachers and specialists to the professional education system.
6. Informatization and computerization of the educational process.
7. Application of quality assessment and objective control system of personnel training.
8. Conducting psychological-pedagogical research on the problems of personality development, measurement, quality and behavior, ability intelligence assessment and professional skills.
9. High financial incentives for teachers and their social protection.
All these cases are reflected in the "National Personnel Training Program". Today's specialist should be a knowledgeable, intelligent, wise, dedicated, enlightened and spiritual person with a well-developed high-level intellect, who has studied the basics of science in depth. In addition to his specialty, he must have mastered one of the foreign languages and be able to use computer technology.
A teacher working in the higher education system uses modern pedagogical technologies, methods of activating the educational process, and pedagogical methods that ensure the formation of quality knowledge, skills and competencies in the subjects taught. should know. After studying the essence, purpose and tasks of modern pedagogical technologies, developing scientifically based information, practical guidelines, and mastering advanced pedagogical and information technologies, he introduces them to the educational system. it is necessary to get
Today, the process of socio-economic reforms, the rapidly changing living conditions of society, the ability to give the educational system the characteristics of effectiveness and speed, that is, to meet the requirements of social and economic development, to take into account the individual's abilities and talents, and requires the creation of conditions.
Ensuring the effectiveness and speed of educational programs is inextricably linked with the problem of differentiation of the educational process. In the current conditions, it is necessary to introduce the principles and mechanisms of differentiation of education into the continuous education system, not in words, but in deeds.
Differentiation of education is one of the main features of the modern education system. It provides students with the opportunity to acquire knowledge in various ways based on their personal needs, abilities, opportunities, interests, and career choices.
It is necessary to create mechanisms and conditions that ensure the effective interaction of all subjects participating in the educational process. In general, there are all components of this system - family, continuing education, neighborhood, public associations, foundations. However, first of all, it is necessary to increase their internal effectiveness, and secondly, to improve their activity based on their effective effectiveness, that is, their coherence and interdependence.
It is necessary to fundamentally revise the activities of educational institutions as social institutions. In this case, schools, lyceums, colleges, and institutes should be transformed not only into places of science, but also into real cultural and educational centers. They must be in close contact with the neighborhood, family, community associations. The spirit of creativity, social activity, personal participation, creation of an atmosphere of mutual cooperation in these places, on the one hand, leads to the education of an independent thinking person, and on the other hand, the formation of a new social environment, thinking.
Ways of using modular educational technology, cooperative teaching technology, didactic game technologies, and problem-based educational technologies were developed during the educational process in higher education institutions.
Modular educational technologies are used to develop students' skills of independent work with textbooks, popular scientific and additional literature, creative and independent thinking. A unique aspect of modular educational technologies is a modular program that allows students to work independently and creatively on the subject being studied. Students work independently and creatively with the help of the module program and achieve the intended goal of the training.
Module programs include assignments, assignments, and instructions for students to complete on the subject being studied. The developed programs are divided into module programs designed for students to work individually, two students together and in small groups according to their content and essence. Based on the didactic purpose of the module programs, the proper use of the educational process is highly effective.
The use of collaborative teaching technology methods in the educational process is to teach every student to daily intensive mental work, to think creatively and independently, to educate conscious independence as a person, to create a sense of personal dignity in the student, o aims to strengthen confidence in one's strength and abilities, to form a sense of responsibility in education. Cooperative teaching technology prepares the ground for regular and diligent mental work, high-quality performance of assigned tasks, thorough mastering of educational material, realizing that the success of each student in learning leads to the success of the group.
In order to use the methods of group teaching, zigzag or sawing, creative research in small groups of the cooperative teaching technology in the classes conducted in higher educational institutions, the pedagogue prepares educational tasks, realizing the didactic purpose of each method, and learns from them. defines the ways of using it.
Nowadays, many methodologists and pedagogic scientists believe that "Modern pedagogical technologies" fully guarantee the achievement of the intended goal in providing education to students. True, production with modern technologies does not require much effort from the manager. The special technology itself guarantees the full achievement of the set goal. But this theory cannot be fully accepted in pedagogical technology, because the object is a person, whose consciousness cannot fully accept the proposed technology, but can deny it. Therefore, the pedagogue who is the manager of modern pedagogical technologies in the educational process is the main guarantor of achieving the intended goal. Therefore, in the introduction of modern pedagogical technologies, information technology, which is its main basis, to the educational system, firstly solving the level of training of the pedagogue, who is its manager, has become one of the most urgent problems of the science of "Pedagogy" today.
Expanding the scope of introducing modern pedagogical technologies into the educational process in higher education, implementing advanced pedagogical experiences in this direction, drawing up and implementing specific plans in this field for each subject; It is important to develop a wide introduction of modern information technologies in the preparation of textbooks, training manuals, programs, lectures, in scientific and methodical work, in the educational process, to provide them with information tools and to connect them to communication networks. is a task.
In general, every pedagogue working in the higher education system uses the following modern pedagogical technologies, namely:
scientific and theoretical foundations of modern pedagogical technologies;
history of the development of the concept of pedagogical technologies;
to have an idea about the technological approach to the educational process;
didactic laws of pedagogical technologies;
advanced teaching technologies related to the taught subject;
designing the didactic process within a certain time limit;
to know and apply active methods of teaching;
assignment of homework in the form of purposeful, diagnostic and specific type of educational element, logical structure of technology projects, correction;
developing a recommendation letter for educational goals;
the requirement to have skills in creating test assignments in accordance with student activity levels;
use of the Internet computer network;
to acquire skills in the use of e-mail in the educational process;
should know rating control and objective assessment of students' knowledge.
Today, the system of higher education in our republic has reached a new level of development: two-level education - bachelor's and master's - began to operate; state education standards were developed; individual implementation of independent education of students is introduced, the integration of science and production is increasingly reflected in the content of education; it is especially gratifying that attention has been paid to improving the professional skills of professors and teachers.
The need to improve the educational process based on the experiences of developed countries, to organize the activities of its participants - teachers and master's students on the basis of "subject-subject" opportunities - today, it is necessary to include pedagogy and psychology in the curriculum of all higher educational institutions. proved. The task now is to pay special attention to the teaching of these subjects, to obtain practical conclusions based on the research of the secrets of pedagogical activity.
Thus, at a time when individual interest and priority of education are recognized in our country, the science of pedagogy studies the laws of forming a free personality, the forms and methods, contents and principles of adapting the personality of young people to life. Now pedagogy is re-interpreting the problems related to its subject, connection with sciences, system of pedagogical knowledge and their logical structure, application of theoretical pedagogical knowledge to education and educational practice. So, the relevance of research in pedagogy is determined, on the one hand, by the need of society - further development of the educational system, and on the other hand, by the level of renewal and development of pedagogical knowledge.
A short summary
Currently, a new educational system aimed at entering the world education arena has been decided in Uzbekistan. Simultaneously with this process, significant changes are taking place in the theory and practice of the pedagogical process. Approaches and structure in education are changing and different attitudes and pedagogical mentalities are being established.
The content of education is enriched by the development of new procedural skills, the ability to work with information, the creative solution of scientific problems and market practice, focusing on the individualization of educational programs.
Traditional methods of communication - oral and written speech, telephone and global scale telecommunications are being replaced.
An important part of the pedagogical process is the personal interaction between the student and the teacher. The role of science in the formation of pedagogical technologies equal to social knowledge is increasing.
Based on this point of view, this chapter presents a number of information on the topic and the most important ones are explained in an understandable way to students.
Questions for self-monitoring and discussion:
1. Tell us about the innovations in the education system today?
2. Comment on educational technology and its development?
3. What do you understand by technological approach options in education?
4. What does information technology include?
5. What is the role of information technology in a developed society?
6. Explain the definitions given to pedagogical technology?
7. What do you think about problematic educational technology?
8. Give an example of modular educational technology?
9. Explain the concepts of "Rating", "Technology", "Innovation"?
10. Give examples of "Internet", "E-mail", "Multimedia"?
Recommended reading:
1. Karimov IA A perfect generation is the foundation of Uzbekistan's development. - T.: Chief editorial office of Sharq publishing-printing concern. 1997.
2. Kadirov B. Goals and directions of reforms in the educational system. - T.: Uzbekistan, 2000.
3. Ghulomov SS and others. Information systems and technologies. — T.: Eastern publishing-printing joint-stock company, 2000.
4. Tojiyev., Salakhutdinov R., Barakayev M., Abdalova S. Modern information technologies in the educational process. - T.: 2001.
5. Farberman BL Progressive pedagogical technology. - T.: 1999.
6. Khojayev NX, Khodiyev B.Yu., Baubekova GD, Tilabova NT New pedagogical technologies. Study guide. - T.: Science, 2002.
www.biliddon uz. - Higher and secondary special education of the Republic of Uzbekistan
website of the ministry.
www.de.uz is a website dedicated to the distance education system.
X. Theory and practice of educational work in vocational education institution
10.1. Education of moral and moral habits of students.
10.2. The main nature and content of educational work carried out in vocational education institutions
10.3. The problem of moral education in vocational education institutions
10.4. Spiritual-ethical, cultural-household work based on the ideology of national independence in guiding young people to the profession
10.1. Education of moral and moral habits of students
Nowadays, educating young people as well-rounded people, progressive people of their country is one of the most important issues. Because the youth are the future of our country.
Deep, wide-ranging economic, political, and social reforms are being implemented in our country. At a time when society is moving towards spiritual growth and renewal, the ideas underlying the Decree of the President of the Republic of Uzbekistan dated September 1999, 3 "On the support of the Council of Spirituality and Enlightenment of the Republic", the main goals arising from them reaffirm the primacy of spirituality.1
Strengthening and developing the spiritual spirit of the people is the most important task of the state and society in Uzbekistan. Spirituality is such a precious fruit that it has ripened in the hearts of our ancient and modern people together with the feeling of understanding their independence and love of freedom in the huge family of humanity. Spirituality is instilled in a person with mother's milk, father's example, and ancestors' education. The great importance of mother tongue is that it binds people together as a symbol of spirituality. Proximity to nature, enjoying the beauty of the beloved country nourishes and strengthens spirituality. Spirituality becomes a powerful force only when it is based on a deep knowledge and understanding of the history, culture and tasks of its people.
People with high spirituality make the country known. A person is known by his spiritual image. Spirituality begins with education. It is a well-known fact that there is no spirituality without education.
According to one of the founders of national pedagogy, Abdulla Avloni, "Education is a matter of life, death, or salvation for us - or destruction, or loyalty, or catastrophe!" His words are proof of our opinion.
Education is a mutual practical and theoretical communication of a teacher with a student aimed at a specific goal, taking into account spiritual resources and the requirements and needs of the present time.
The role of the educational process in the development of society is extremely incomparable. It is necessary to educate a person, to encourage him to acquire knowledge, to work, and to gradually turn this behavior into a skill. This develops a person's ability to observe, and observation develops the mind. Mind preserves consciousness, and consciousness becomes the material and spiritual source. In this way, man gradually attains perfection. But this requires a long-term responsibility, honorable work, diligence and will from the teacher and the student.
The history of society's development shows that only in a country where spirituality and enlightenment are widespread, and where science and tradition are advanced, a just society can be built and mature people who are kind to each other can be formed in it. In such a society, the people's faith in the future and the desire for creativity, creativity, and goodness are strong, and common sense and common sense are always a priority in the society's citizens.
Independence allowed us to build an enlightened, cultural, just and humane society. Now, every person should conscientiously contribute to this society according to his position.
A person's spirituality is formed on the basis of his manners, moral, legal, economic and political knowledge. This knowledge, in turn, leads to the improvement and enrichment of positive human qualities. Virtues are a set of positive qualities of a person.
Quality is a moral category that expresses a specific quality of a particular person.
Virtue is a set of positive moral qualities that pertain to an individual, nation, nation, nation.
In the process of a person's development as a person, the level of his maturity is determined by the extent to which the elements of manners, ethics, culture, and spirituality are embodied in him. At this point, it is permissible to dwell on the essence of these categories.
Etiquette is the ability of every person to control himself in his communication and behavior with a person or a group.
Morality is a set of behavioral norms accepted in society and approved by public opinion.
Culture is a complex of all positive achievements accumulated during the activity of society and citizens living in it.
Spirituality is a complex of all positive, spiritual, intellectual qualities that reflect the human mind.
The process of raising a mature, comprehensively developed generation requires that it be in a continuous, regular, consistent and systematic form. In this way, it is necessary to improve the educational process in professional educational institutions, to teach social humanitarian sciences, whose ideological content, like professional sciences, should create a reserve of imagination that forms the social worldview necessary for every specialist of the new society. moral skills can be formed based on the approach. The following tasks should be solved in the education of moral and ethical habits in students in a single pedagogical process:
— to get rid of the ideological limitation that took place in the field of education during the period of the Shura regime;
— strengthening the Uzbek national mentality and the system of spiritual values based on the achievements of world civilization;
- Adherence to the teachings of the idea of the Perfect Man raised in the works of Eastern thinkers;
— In the works of the President of the Republic of Uzbekistan, education is full of answers to his teaching, especially what the youth of today should be.
10.2. The main nature and content of educational work carried out in vocational education institutions
Based on its independent development path developed by the President of the Republic of Uzbekistan, IAKarimov, it is moving with full confidence to the market economy. As President IAKarimov said, "As long as political independence is not strengthened by a developed, mutually balanced, full-fledged economy, it will become nothing more than empty, lofty words, and a tool for gaining false prestige."1
During the years of independence, our national economy has been economically strengthened, brought out of the crisis situation, and stable growth has been achieved in many of its sectors. The components of the market mechanism have been decided and its infrastructures have been created, and now economic reforms are being deepened and the economy is being liberalized from all sides. The most important thing is that during this period, the idea and ideology of national independence is being formed and is being absorbed into the minds of our people. 2
As the President of our country, IAKarimov, said, "The ideology of independence reflects the noble ideals of the multi-ethnic people of Uzbekistan, the age-old aspirations and life ideals of building a free and prosperous Motherland, a free and prosperous life"3
Our national economy, which is being formed as a result of these initial steps, is the common house in which we want to live in the new XNUMXst century, that is, the vital basis of our renewed homeland, the source of its future development.
Today, the formation of an excellent system of training specialists based on the achievements of the nation's rich modern culture, economy, science, technology and technology is an important condition for the development of Uzbekistan. As President Islam Karimov noted: "..to achieve our great goals, our noble intentions, the renewal of our society, the progress and perspective of our lives, the success of our plans, all these are, first of all, highly qualified people who meet the requirements of the time, We all realize that it is closely related to the problem of training a conscious specialist"1.
Education is a social institution that performs the task of preparing and adapting an individual to the culture existing in society in various areas of social life,
Looking back on history, there are problems in education as in any field. Such problems have not escaped our independent republic. In order to solve these problems and implement the necessary reforms in the field of education, the legal framework of the education system was created. According to the Law "On Education" and the "National Program of Personnel Training", a single continuous education system was established in our country, and the educational reform and its prospects were determined based on the following principles:
a) the opportunity to receive education is created for all citizens, regardless of nationality, religion, race, belief.
b) continuity, scientificity, secularity and consistency of the educational system.
v) priority of national, universal, spiritual and educational values in education.
g) humanitarianism, democracy of education, freedom of educational institutions from political party and other influences.
Therefore, as long as the above principles are implemented, every member of our society, be it a carpenter, accountant, business manager or a famous politician, should treat this industry with great respect. However, the motto of our President IAKarimov: "Our children must be stronger, smarter, wiser and certainly happy than us" should always be in the center of attention of each of us.
The essence of the work carried out in vocational educational institutions is based on its national independence ideology, spiritual-ethical, legal, patriotic, civil, labor, cultural-household, ecological and similar ideological actions and It is a matter of purpose to be carried out in accordance with the ideals. Implementation of these problems is a high task facing all pedagogues.
In the conditions of independence, it is necessary to solve a number of tasks in the spiritual and moral upbringing of students. Including:
- In the minds of every student, state independence is the highest ideological and moral value of the nation, pride in one's homeland, ensuring its security and building a new democratic society based on Uzbekistan's great historical past and market relations. strengthening the chosen unique path, correctly explaining the high spiritual and moral values imbued with the spirit of the Islamic religion and turning it into a belief;
- To inculcate universal human values in the minds of learners, to educate them in the spirit of being intolerant of vices such as the need for modern values - self-respect and dignity, trying to show off at family celebrations, using official duties for personal purposes is considered a pledge of arming with high moral skills.
In general, moral education takes a leading place in the complex of educational activities. In the implementation of moral education in vocational education institutions, it is better to start with creating a sense of moral understanding and trust. Because it is impossible to form moral habits, skills and habits related to behavior in young people without the formation of moral concepts and beliefs. Mainly, it is important to give young people knowledge about the content of moral norms and rules.
10.3. The problem of moral education in vocational education institutions
Uzbek thinkers have special services in the formation of the content of moral education. Great thinkers such as Abu Nasr Farabi, Abu Rayhan Beruni, Abu Ali Ibn Sina seriously considered the process of education and expressed their valuable thoughts on this matter in their world-famous works. These works are important in the development process not only of the Uzbek people, but also of the entire humanity. Their scientific views serve as a programmatic action for humanity even today. Abu Nasr Farabi is a famous thinker, the greatest propagator of ancient Greek science and philosophy in the East. A thinker who founded the development of social-philosophical thought of the Middle Ages. Farobi created more than 160 treatises, such as "Treatise on Mind", "What to study before philosophy", "On Substance", "Sources of Philosophy", "Introduction to Logic", "Source of Problems". In these works, Alloma reflects on issues such as the structure of the state and its management, the prevention of various social conflicts, and the creation of a mature social community. For the first time in the middle ages, Farobi put forward that creating a mature community is related to solving the problem of creating a perfect person. His famous works such as "About the Ideal Community" and "On the Attainment of Happiness" are devoted to these issues. In his works on education, Farobi thinks about the importance of education, what should be paid attention to, methods and methods of education. In his works such as "The City of Virtuous People", "Ikhsa-al-ilm", "Origin of Sciences", "On the Meanings of Mind", socio-educational views were expressed.
Moral standards and content are also reflected in the traditions and customs existing in the society. Moral values are accepted as a category of moral education, and these moral values serve as the main factor in defining the content and norms of moral education. In general, values mean national and universal values. Values have a social nature and appear and develop in the course of people's practical activities. Values arise in connection with a set of things and events that are beneficial for people's activities in various fields, primarily in the field of production and labor. Then gradually, as a result of increasing activity of the subject, it begins to act as a relatively independent field. Moral values activate the mind and activity of the child, help to ensure unity of work and speech. Such values include humanity, enlightenment, love, purity, respect for elders, love, politeness, friendship, generosity, generosity, sweetness.
and others included. The basis of these values is the idea of encouraging the child to consciously follow high human qualities in society, family, and school.
At the initial stage of the process of moral education, a person blindly follows the norms of morality to a certain extent, and when he reaches a high level of morality, he directly It is necessary to achieve harmony between the moral norms of an individual and the moral norms of the society, correct blind obedience to conscious perception. One of the important signs of moral culture is the formation of a harmonious relationship between the same person and society, moral unity.
A person begins to acquire the simplest norms of moral culture from early childhood, first in the family, and then in the relations with his friends. The motivations for following these moral standards vary. Respect and love for parents motivates the child to follow the moral requirements and thereby earn the affection and love of the parents. In addition, the use of punishment in case of non-compliance with moral standards also encourages the child to be aware. The desire to communicate with peers, the inner need, also motivates the child to follow moral standards. All this helps each young child to face moral standards and learn to follow them. It also leads to the formation of skills and abilities to follow moral standards in a person. But we cannot yet say that following such moral standards is a level of moral consciousness. Because in this case, moral standards are not based on internal needs, but as a result of external influences. Nevertheless, this first step of the moral level is very important, because it serves as a starting point for further development. At this stage of moral development, the level of moral culture in the environment plays the most important role.
At all stages of development, the moral knowledge settled in the society was required to be supplemented with new moral knowledge. That being said, this is a legal process. Therefore, even now, no matter how rich our moral knowledge is, the law of dialectical development requires that this moral knowledge be further supplemented. Especially if we take into account that the qualitative changes taking place in the Republic of Uzbekistan today require reinterpretation of moral views, the use of new knowledge gained as a result of the development of science and technology in the process of moral education, we feel how necessary this task is. So, we have identified the third task of moral education, which is: - to further supplement moral knowledge, to enable the use of new knowledge and achievements achieved by science.
10.4. Spiritual-ethical, cultural-household work based on the ideology of national independence in guiding young people to the profession
At the time when the Republic of Uzbekistan is carrying out deep and large-scale reforms, the primary importance is given to the formation of a continuous economic education system specializing in the training of highly educated economists who meet the requirements of the time. As President Islam Karimov noted: "We built the foundations of our future in difficult conditions. What will the younger generation who will replace us evaluate this, what will they say after weighing our projects and work? Each of us should work with this question in mind. I am sure that the people of Uzbekistan will be a great country where people live comfortably." 1
It is known that there will always be progress in any country where the personnel training policy is organized correctly and effectively.
Education is an integral part of every society, the main indicator of culture and development. Any country, when making future plans, first of all focuses on education. In this sense, since the first days of our independence, the reform of the education system has been started under the calls of the head of our country: "The future begins today", "If we do not pay attention to the issue of education now, the future will be wasted", "We will not spare anything from education"2. .
The "Law on Education" and the "National Program of Personnel Training" of the Republic of Uzbekistan, which serve to further improve the national economy of our country, increase the intellectual potential of the republic, increase the power of our state, and strengthen its independence, have been developed. . The financial and material support of the education system was positively resolved in a legal way.
65 billion for this program only during the transition period. It is planned to allocate soum. 1999 billion for these purposes in 34. more than soums were spent. At present, 8-10% of the gross domestic product is allocated to enlightenment, education and upbringing in our country - this is a large amount of money. For example, in 1999, educational expenses within the framework of the "National Personnel Training Program" in our republic amounted to 159,2 billion. 2000 billion soums in 248,8. amounted to 2001 billion soums in 336. soum was spent.
With the support of "Hope" and other foundations, which was established in 1997, talented young people are studying in prestigious educational centers in developed countries. Young people have seen life abroad, gained international life experience, mastered foreign languages perfectly, and are gaining experience and qualifications in foreign educational centers of various levels of personnel of our republic for modern bachelor and master degrees. Such approaches also serve the bright perspective of the educational system of Uzbekistan and increase its status.
Today, the thinking and worldview of building a great future state depends to a large extent on our experts, who have changed in accordance with the requirements of the times. The training of highly qualified, well-educated specialists who think in a new way and successfully run a business in new market conditions is the demand of the times and the reality.
Today, in the conditions of economic liberalization, the general content and specific features of the training of economists are as follows: 1
— it is the fundamental basis of the market economy;
— one of the priorities of the reform of the modern education system;
— prestigious field of vocational education of the population;
— is one of the important links of the continuous education system.
The experience of establishing and developing a system of training economists in our country is of great scientific and practical interest, as it allows for the analysis and theoretical interpretation of the state of modern economic education, its integration with the system of continuing professional education, and predicts effective didactic development. allows to solve tasks.
As President IAKarimov noted, "The main goal of all our reforms in the field of economy and politics is aimed at people. That is why the work of raising a new generation capable of realizing the idea of national revival remains the work of the state, one of its priority tasks."1
The main goal of vocational education (including higher education) in developed countries is to provide competitive services by producing competitive goods and training qualified employees of all categories.
After all, there cannot be a competitive economy without competitive specialists.
The national model of personnel training is considered the basis for successfully solving this issue in Uzbekistan. It includes the following:2
person - the main subject and object of the personnel training system, the person who requests and implements the educational service;
state and society - training of personnel who supervise the operation of the education and personnel training system and the management of work and guarantee of demand for them;
continuous education - the basis of qualified competitive personnel training, which includes all types of education, state education standards, the structure and environment of activity;
science - prepares and demands highly qualified specialists, develops advanced pedagogical and information technologies;
production is the main customer that determines the demand for personnel, as well as the demand for their training and quality level, a participant in the financing and material and technical support of personnel training systems.
In order to implement the problem of moral education in vocational education institutions, it is necessary to focus on solving a number of problems. They are:
1. Organizing the teaching process on the basis of advanced pedagogical technology and information technology;
2. To achieve an increase in the moral and intellectual level between the student and the teacher;
3. Carrying out educational issues based on a strict plan;
4. Creating a positive emotional environment in the educational institution;
5. Ensuring that the learners comply with the general order and life system of the educational institution.
Thus, in the implementation of moral education in the single educational process, it is possible to implement methods such as conversation, discussion, and lecture, and moral habits can be implemented through exercises and organizing various activities.
Questions for self-monitoring and discussion:
1. What kind of spiritual-enlightenment work is being done in our republic?
2. What are the approaches to determining the essence of educational content?
3. What forms of educational work are carried out in the higher school?
4. What do you mean by educating students of spiritual and moral habits?
5. Describe the mechanism of educational work?
6. How is the problem of moral education implemented in vocational education institutions?
7. How are the characteristics of students' mental activity explained?
8. Define culture, spirituality, morality, manners?
9. Tell us about the purpose and task of moral education?
10. Give examples of Eastern thinkers' views on moral education?
Recommended reading:
1. Karimov IA Uzbekistan is striving for the 1999st century. - T.: Uzbekistan, XNUMX.
2. Karimov IA Highly qualified specialists are a factor of development. - T.: Uzbekistan, 1995.
3. Karimov IA A perfect generation is the foundation of Uzbekistan's development. - T.: Uzbekistan, 1997.
4. Nishonova S. Education of a perfect person: a guide for secondary special and vocational education institutions. — T.: Independence. 2003.
5. Bordavskaya NV, Rean AA Pedagogy.- M.: Peter, 2004.
6. Munavvarov AQ Pedagogy. - T.: Teacher, 1996.
7. www. knowledgeable. en. — The main website of the Ministry of Higher and Secondary Special Education of the Republic of Uzbekistan.
XI. Formation of management skills in professional education
11.1. Management of educational process
11.2. Pedagogical team is the object of educational institution management
11.3. Pedagogical activity management program
11.4. The leader and his personality
11.5. Marketing in the implementation of management activities
11.1. Management of educational process
Based on the laws defined in our encyclopedia, which are used in the practice of our independent republic, it should be noted that the aspects of spirituality necessary for a fully matured person are faith, belief, kindness, patriotism, unlimited love for people, It is necessary to form such qualities as pride, kindness, contentment and patience, generosity, national pride.
The main goal of education is to form a morally and intellectually well-rounded person. Accordingly, the content, organizational forms and methods of educational activities require the achievement of this goal.
Educational work is a continuous and goal-oriented process. Often, several goals and tasks are fulfilled at once, which ensures the intellectual and moral growth of the student body.
Below we will consider the rules of the educational process.
1. The rule that education is aimed at a certain goal helps to see the development prospects of a group of children. If each educational event is carefully thought out in advance and subordinated to the realization of a specific goal, it will raise its ideological and political level, the chosen methods and tools will be appropriate for the purpose, and their educational effect will be high.
Setting the goal of education is based on the requirements of the society, the spirit of the time, and national characteristics. The purpose of education is to bring to adulthood a perfect human being who has matured in all respects.
Based on these goals, the team of teachers and each teacher determines the tasks of educational work, determines its content and chooses the forms and methods of educating young men and women, taking into account the working conditions of the school.
2. Humanistic and democratic rule of education; In the general education school, there is a need for a teacher who has a new pedagogical mindset, is a worthy person, and is a master of his work. After all, the level of knowledge and spirituality of a teacher is one of the leading factors that mobilize society and lead to development. It is necessary for the teacher to enter the student's heart with his human qualities, behavior, behavior, dress, manners and behavior, and direct him towards goodness.
In the entire pedagogical process, education always fulfills educational tasks, and education fulfills the responsible task of knowing life and preparing for it. The tasks of education are multifaceted. If the main task of education is to equip students with knowledge, it is important to form the beliefs, moral qualifications and skills, needs and aspirations of students in accordance with the rules of ethics accepted in our society.
The advanced people of all times have given high value to education. Among the people's sages and thinkers, Abu Nasr Farabi, Abu Rayhan Beruni, Abu Ali ibn Sina, Mirza Ulug'bek, Alisher Navoi, Zavqi, Furqat, Avaz O'tar, Hamza, Abdullah Awlani believed that human perfection lies in science and education.
Educationist scientist Abdulla Avloni in his work "Turkish Gulistan or Morality" emphasized the role of education in human development and said: created But this human ability can be perfected through education. If a child gets a good upbringing, is protected from bad behavior and grows up accustomed to good behavior, he will be an acceptable and happy person in everyone's eyes. If he grows up without education, his morals are corrupted, he will not listen to advice, he will do all kinds of corrupt things, he will become an ignorant, ignorant disgraceful world. Educators are like a doctor, just as a doctor cures a patient's disease in his body, he should do a great job by giving education to the child's anger from the treatment of "good behavior" over the treatment of "purity". Because we have been commanded to correct our behavior because of the commandment. But the main key to our good behavior is education. "Education has a great influence on the building of our morals"1.
It is relatively easy to manage the training process, its results are immediately visible. The educational process is extremely complicated.
It is gratifying to note that a new attitude to educational work is reflected in government decisions, public education reforms, and the research of scientists and creative teachers on the basis of independence and spirituality. All educational institutions in the continuous education system of Uzbekistan are creatively approaching the formation of the ideology of national independence in the minds of the young generation, enriching spirituality with our national heritage, and educating young patriots on the basis of new working methods.
It is known that the management of the educational process is carried out by organizing the activities of the pedagogical team. Therefore, the main object of educational institution management is the pedagogical team.
The main essence of social management is focused on solving the following two main issues:
1. Directing the activities of pedagogues.
2. Activation of teachers' activities.
To solve the first issue, the management subject needs to develop a certain program that directs the activities of employees in the required direction. In order to implement the second issue, it is necessary to create favorable conditions that satisfy the demands of the individual in the field of emotional needs (material and spiritual, improvement of the socio-psychological environment in the team, development of effective ways of organizing work).
In the activation of pedagogical activities, the quality of the management program, that is, its accuracy, based on real conditions, ultimately giving high results, and the level of processing are also important. Programs related to each field will have specific characteristics, but the following laws are observed in all of them: the more the work requires more creative work, the more humane and democratic the society, the less restrictions the level of initiative. it increases so much.
11.2. Pedagogical team is the object of educational institution management
Fulfillment of the tasks set by the government of our republic in the field of education largely depends on the pedagogical team. In the conditions of the transition to a new economic policy, the task of achieving the goal of education is mainly assigned to the pedagogical team. This, in turn, is directly related to the activity of the leader who manages the educational institution. In any educational institution, internal and external control is well established, educational work will be consistent in that educational institution. Systematic monitoring of the work of the team of pedagogues, on the one hand, increases the responsibility of each pedagogue for his work, and allows identifying and correcting deficiencies in his work in time.
Correct organization of the work of the educational institution in all respects is the guarantee of its effectiveness. This requires the rationalization of teamwork processes. Therefore, as the education of young people is solved in the process of joint work of many people, the success of this work depends to a large extent on how well their efforts are directed, how unity of goals and consistency of actions are ensured. Otherwise, the effectiveness of joint team work may decrease. Ensuring unity between teachers and pedagogues in order to achieve common goals, establishing mutual cooperation relations, is an important task of school management, and the final result of this task mainly depends on the activity of the leader. .
The leader in the management of the educational institution:
1. Development of the organization of the system, establishing the work order by starting research and design work, avoiding haste.
2. Checking that practical work is performed according to the established procedure and system.
3. He should monitor the prevention of violations of work norms, timely elimination of difficulties and obstacles, and perform other similar important tasks.
Therefore, the work of the head of the educational institution can be divided into 4 stages:
1. Making a decision based on the received information. Determining tasks and directions of work. Analysis and summarization of certain objective data. Setting short-term plans. Determining the actual current state of work, comparing them, considering the levels of opportunity, choosing options, determining the development path of the institution, etc.
2. To explain the main ideas of the relevant new decisions to those who implement them, to review the work based on the received information and correct the shortcomings, to carry out educational activities in the implementation of these tasks, to use the personnel selection correctly and so on.
3. To receive constant reliable information about the real state of the educational process, to monitor the implementation of state programs, to achieve unity among students, to listen to the reports of teachers and the whole team, etc.
4. Eliminating deficiencies and defects and obstacles that have arisen in an emergency, organizing disciplinary interviews, receiving parents with complaints and requests, performing tasks and tasks that do not distract from the main tasks of managing the institution, etc.
At the end of each academic year, the results of the work of the team of pedagogues are determined and evaluated in a certain way. This process serves as the organizer and the beginning of further work. At the end of the academic year, the teacher can evaluate the importance of one or another method by comparing the results obtained from all the work done, and based on this, he can gather experience and improve his work.
It is also a good result to set the principle issues that all pedagogues can understand in the same way for discussion in the team of pedagogues during the year. The head of the team learns the real state of affairs in the field of spirituality and enlightenment through regular participation in trainings, conversations, assemblies, meetings on various topics, as well as constant conversations with parents, students, teachers, and some gradually corrects partial defects.
It can be concluded from the above that effective results cannot be achieved in educational work without the activity of the team leader and team members. Therefore, the head of the educational institution should always rely on their strength and be in regular contact with them.
10.3. Pedagogical activity management program
This law literally applies to pedagogical activities that require teachers to take initiative, make independent decisions, and creatively approach their tasks. Therefore, it would be desirable to use less directive programs in this area. For example, such programs can be limited to defining specific requirements for work procedures, document management, and the end result of labor activities. The educational outcome requirement is strictly defined and formalized in the state educational standards. The quality indicator of pedagogical activity is reflected in the compliance of students with these requirements. Therefore, the abandonment of directive management programs does not mean that educators are given unlimited freedom. This direction focuses on the transfer of the educational process from methods and content to its final result.
Management programs can be divided into informative and directive types from the point of view of their mandatory implementation. In particular, various scientific and methodical recommendations published in the press are informative programs and their implementation is not defined as mandatory. Educators have the right to perform only the part of them that they consider necessary. The completion of informative programs is determined based on the wishes of the pedagogue, his needs and wishes. The implementation of directive documents is mandatory and it is monitored accordingly. As a result of the democratization of our society, the need for informative programs is increasing.
The concept of management of an educational institution can be imagined as an organizational model that incorporates many management ideas.
When approached from the point of view of activity, the following structural elements can be found in the management model: motive, goal, planning, analysis of current information, decision-making, action, evaluation of results and making appropriate adjustments to the system.
The management process has a periodic nature, and each of these periods has its own duration, field of application, tasks and solutions. A separate period of management can be imagined as a link covering the following processes:
1. Reception of information and their analysis.
2. Adoption of management decision.
3. Planning the activities of the educational institution.
4. Organizing work to carry out the plan.
5. Calculation, control work and analysis of results.
10.4. Marketing in the implementation of management activities
Today, vocational educational institutions are also required to operate on the basis of the laws of the market economy and prepare students to be competitive. The marketing service of the educational institution plays an important role in this. Marketing research covers a wide range of issues including:
— short (up to 1 year) socio-pedagogical forecasts;
— long-term (more than 1 year) socio-pedagogical forecasts;
— study of the current and future potential of the market;
— analysis of employment statistics of graduates;
— studying the jobs of specialists in new fields;
— researching directions for creating new jobs;
— to study the nature of determination of market prices;
— determination of the effectiveness of the work of the educational institution.
The pedagogical direction of the management of the educational institution will be aimed at providing all opportunities for the main goal - the successful entry of the young generation into the field of social production. Plans and important activities promoted by the head of the educational institution should be discussed and coordinated in the team. The actions of the leader in this regard are always accepted and supported when a consistent and strict approach is taken to the implementation of the assigned task. The head of the school should organize his work in the team on the basis of mutual respect and demands.
The ability of the leader to set an example to the team with his actions ensures the understanding and positive effect of the strict measures to be taken.
If a leader is knowledgeable in his field, he may be a good pedagogue, or else he has won the respect of people with his excellent human qualities, he is able to lead them to something, to convince them to something, to encourage them to something, or to follow them. be able to do it. But if he does not work on himself beyond his daily worries, if he has no idea about the current problems of today, the changes taking place on a global scale, such a leader will make an irreparable mistake without his will. not at all. As our head of state noted, "... the intensity of life today, the development of events is so exciting that, no matter how important and necessary things we are doing in terms of spirituality and ideology, we are unfortunately late in some places ".
One of the most important problems of implementing global changes in various spheres of society is the problem of managerial personnel. Education, as a component of society, feels the need for further development of the problems of using the theory of management in the work of the educational institution in the current conditions.
Forming a leadership-leader-manager team is a complex matter. Life itself, market economy and business practices help to solve this problem. However, much depends on the goal-directed work on training and retraining of personnel, studying and disseminating advanced management practices, and putting the achievements of management science into practice.
One of the obvious ways to transition to a market economy system is to study the experience of advanced countries that have been living in market conditions for several hundred years. One of the most valuable aspects of such experience in the XNUMXst century is the field of activity and knowledge covered by the broad concept of "management". In this case, the concept of "management" also means people-managers who carry out the task of management as a profession.
Realization of management as a profession of scientific and practical knowledge, which is still very young and relies on multi-disciplinary achievements, has a strong place in modern civilization. At the beginning of the XNUMXth century, these were clearly expressed in works such as "Scientific Management" by F. Taylor, "Ideal Bureaucracy" by M. Weber, and "Science of Administration" by A. Fayolya. This field of knowledge initially followed the path of strict and unified rationalism (practicality) in management. However, despite all the advantages of rationalism in management, in most cases it is not the best way to improve the work efficiency of educational institutions in the new economic and social conditions. In the system of management knowledge, as the influence of the rationalism of management on the limitation, another moral direction has been firmly established, which is based on the wide involvement of the achievements of psychology, sociology, and cultural anthropology in order to deepen the understanding of the real nature of management in organizations. On the basis of this direction, recommendations on improving "relationships between people", using the "human factor", developing the knowledge of the management process of engineer-pedagogue, economist-pedagogue and other employees, and increasing the effectiveness of leadership have been implemented.
What is most relevant today in terms of theory and practice for management thinking? The analysis of literary sources shows that two new currents are most visible.1
1. Collective reflection on new events that have arisen in connection with the deepening of the international division of labor, the growth of competition and interdependence in the world economy, the development of transnational corporations, the creation of international information systems, and other structures characterized by integration.
The science of "management" needs it through the publication of a large number of management literature, the spread of management programs that are understandable to millions of people, the generalization through the examination of the management experience of different countries, the development of cases, and the international wide relations of scientists and practitioners. is becoming the property of all those who perceive it.
2. A characteristic of recent years is the appeal to easy-to-learn recipes and truths that are powerful enough to be understood and used by leaders who are taking on the heavy burden of management or who are stepping onto that path. Management as a science, with all its diversity, is developing in its own way and has great prospects.
At the same time, wide sections of the population are also interested in management ideas and effective management recipes. On this topic, there are books written in interesting and lively language by authors such as D. Carnegie, U. Ouchi, T. Peter, R. Waterman, memoirs of a number of great personalities such as L. Iacocchi, G. Ford, A. Morit. The fact that his works have seen the world is proof of our opinion. Even the term "management by bestseller" appeared, similar to the terms "management by goals", "management by deviations".
It should not be forgotten that currently not only the quality of managers and methods of their training, but also the role of the leader in the professional training of managers remains a subject of serious debate. He has a special education (often in addition to engineering, legal, economic and similar knowledge), has acquired professional management.
11.5. The leader and his personality
The word "leadership" is defined in the explanatory dictionary as management, advice, monitoring, direction, instruction. It can be seen that there are a lot of demands placed on leaders nowadays. They can be divided into the following five major groups.
1. Spiritual maturity.
— political, legal and moral maturity;
— enlightenment and civility;
— the ability to educate employees in the spirit of patriotism;
-feeling of personal responsibility for assigned work, honesty, conscientiousness.
— the ability to support initiative and progress.
2. Discipline and attitude to work.
— diligence; ability to establish discipline among the team;
— to be able to educate the qualities of hard work in others;
- conducting work in a planned manner.
3. Level of knowledge.
— knowledge of economy, technique and technology;
— knowledge of management science, functions and structure;
— the ability to know the perspective.
4. Organizational ability.
— ability to choose employees and manage to use them effectively;
— to have the capacity to train and educate subordinates;
— to create a cohesive team;
5. Ability to ensure management efficiency.
— the ability to organize management collegially;
— to have the ability to speak briefly and clearly about work;
— the ability to obtain information necessary for work from various sources;
— to be able to ensure control over the execution of the decisions of the management body.
Each leader must have psychological knowledge as well as certain pedagogical knowledge. It is with the help of this knowledge that it is possible to find forms and methods that more effectively affect the training and improvement of employees.
The leader must solve the following problems:
— mental development (general and professional education of employees);
— spiritual enrichment (organization of cultural events, solving ethical problems);
— raising the culture of dealings to a high level.
The following principles should be followed:
— preoccupation with noble ideals;
— improvement of personal qualities.
Educational influence depends on the leader's knowledge of the following factors:
— employee's culture and level of education, to what extent his ethical professional and life experience is developed;
- physical health, moral maturity;
— individual, social and spiritual qualities;
— socio-psychological environment in the labor team;
— the attitude of the employee to the moral-administrative measure.
Naturally, the educational effect should not be general and rigid, because it requires adaptation for each specific person through the factors mentioned above. Therefore, the educational effect should be aimed at each individual, which requires the leader to be aware of various methods of education.
There are so-called "technological principles" of the leader's educational influence:
1. Spiritual identity, i.e., before having an educational influence on a person, it is necessary to understand his individual, social and spiritual qualities;
2. Moral motives - to personally show that he is the owner of a high level of behavior in front of his subordinates;
3. An individual approach, which means looking for the "excellent" side of each individual;
4. Adapting to the requirements of work, that is, solving the problem of determining the employee's mental potential and using it effectively;
5. Personal goal. This is the cultivation of buds of unique abilities in the employee and their development.
In general, while the leader has an educational influence on the employee, it is useful to remember the following words of G. Sale: "Don't forget that there is no model suitable for everyone. We are all in different categories and we have different problems."
A short summary
A new approach to educational work based on independence and spirituality is reflected in government decisions, educational reforms, and the research of scientists and creative teachers.
All educational institutions in the continuous education system of Uzbekistan are creatively approaching the young generation on the basis of new working methods in forming the ideology of national independence, enriching spirituality with our national heritage, and educating young patriots. Management of the educational process is carried out by organizing the activities of the pedagogical team. Therefore, the main object of educational institution management is the pedagogical team.
Based on this point of view, in this chapter, the management of the educational process, the object of pedagogical team-educational institution management, ways to activate pedagogical activity, the concept of educational institution management, the pedagogical activity management program, the leader and his person, etc. explained on the basis of many examples.
Questions for self-monitoring and discussion:
1. How to manage the educational process?
2. Describe the pedagogical team?
3. What is marketing?
4. Tell us about the marketing system in the implementation of management activities?
5. How is the management program implemented?
6. Tell us about the main psychological and pedagogical factors of personality development?
7. What are the forces driving personality development?
8. In what forms is the educational process implemented in educational institutions?
9. What is management?
10. Personal requirements for a leader What qualities do you think a leader should have today?
Recommended reading:
1. Professional pedagogy. Textbook for students. - M.: Pedagogy, 2002.
2. Pedagogical professional education. Pod. ed. VASlastenina. — Moscow. Academy, 2004.
3. Ye.N. Pronina, VVLukashevich. "Psychology and pedagogy". Uchebnik dlya studentsov VUZov. — M.: Elite, 2004.
4. O'. Tolipov., M. Barakayev., Sh. Sharipov. Professional pedagogy. (Text of lectures).– T.: TDIU, 2001.
5. N. Khojayev and others. Fundamentals of pedagogy.- T.: TDIU, 2003.
6. www.inter-pedagogika.ru.
7. www. knowledgeable. en. — The main website of the Ministry of Higher and Secondary Special Education of the Republic of Uzbekistan.
XII. Training and professional development of economist-pedagogical staff
12.1. Personnel changes in the professional qualification structure.
12.2. Methodology of analyzing the specialization of employees.
12.3. Basic requirements for comprehensive and highly qualified personnel training.
12.4. Higher education of employees.
12.1. Personnel changes in the professional qualification structure
Quality in higher education is a multifaceted concept. It covers all functions and activities in the field of education - educational and academic programs, scientific research and scholarships, full provision of specialist staff, learners, buildings, material and technical base and equipment, society and academic it should cover all the work for environmental well-being, - said President IAKarimov. 1
Education and professional training of personnel is the main final quality of the quality of education, which includes:
— people: teaching staff, students, educational support staff, administrative staff, etc.;
— technologies: pedagogical, educational, informational, management, controlling, etc.;
— material and technical support: buildings, equipment, laboratory and practice base, etc.;
— regulatory-legal and educational-methodical support;
— incentives and grounds;
— external influences: requirements of the market economy, enterprises, society and the state.
The above-mentioned structural elements of the educational system determine the dominant set of factors that affect the quality of education and professional training of employees.
During the scientific and technical revolution, the working conditions of the workers will change, because during the production process, the activities performed by the worker, his worldview, and his position will change. These changes, that is, the development of production stages, lead to the growth of new trends. The employee wants to work in a new way using this development. Factors of production have a strong influence on increasing changes in employees. This is based on physical labor, that is, the executive function of a person.
It is known that in the production process, a person mainly performs 4 main functions:
1. The employee uses work tools to create rotating and moving movements with his physical movement;
2. Management of labor tools and influencing them;
3. Correct and provide them;
4. Their design and implementation in the production process.
In addition to the fact that indicators of functions 1 and 2 are important for modern workers in labor management, functions 3-4 are also important for increasing the content and creativity of work.
Historically, the level of highly skilled jobs in mechanical engineering has been increasing. For example, in the 30s, a locksmith repairman could work on 9-10 lathes, but now he can easily manage 25-30 lathes and work with more than 100 metal and non-metallic materials. He should also know how to weld.
In the 90s, the development of technology created a new type of machine tool workers. Universal workers with a wide profile have been created. Currently, these workers have 14 specialties. Among these specialties are automatic lathe adjusters, semi-automatic, automated machine tool adjusters, etc. This group of handyman adjusters also has electrical engineering knowledge.
Today, there are also highly qualified workers and specialists in agriculture. It is known that Uzbekistan is one of the agrarian countries based mainly on the cultivation and processing of agricultural products. About 1/3 of the country's gross domestic product goes to agriculture. Agricultural products are one of the important sources of export, providing more than 55% of the country's foreign exchange earnings.
During the first years of independence, the reforms implemented in the republic's agriculture for the purpose of developing the market infrastructure began to give positive results. In general, agriculture is considered an important branch of the economy of our independent republic, and its development at the level of modern requirements guarantees the prosperous lifestyle of our people and the stability of our independence. For this, it is of primary and important importance to provide the industry with modern and highly qualified foreign experts in all respects.
12.2. Analysis of employee specialization
methodology
"The ultimate goal of all our reforms in the economic and political spheres," said President IAKarimov1, is to create decent living conditions for all citizens living in our country. That is why it is one of the most important tasks of our state to bring up a spiritually well-developed person, raise education and raise a new generation that will realize the idea of national renaissance.
As a strategic goal of the market of educational services in the "National Program of Personnel Training", training of specialists for all levels and fields of activity of economists who are able to work effectively in the conditions of the emergence of market relations, and thereby significantly contribute to the entire process of formation and development of the economy of Uzbekistan the issue of influence is defined.
The training of specialists in the higher educational institutions of Uzbekistan varies around 38-40 thousand people every year.
In 1990-2000, an annual increase in training of specialists was observed, in 2000, this indicator was 41690 people. Today, the additional demand for highly educated specialists is gradually growing and will reach 2003 people in 50, and 2005-55 people by 60.
Also, taking into account the conditions of the market economy, the structural changes in the field of training of specialists will be preserved. This creates a further increase in the need for specialists in the "Economics and Management" specialty. In 1999-2000, the average annual admission to institutions of higher education in the economic and legal direction is 16,4 thousand people or 9,2% of the total admission and has increased 1990 times since 1,3. This, in turn, led to a 1990% in 9,940, instead of 1997% in 116,5, in the total number of students studying in higher education institutions.
In 1992, there were 53 state higher education institutions in Uzbekistan, and their share was 100% of the total number of higher education institutions. The growth process of the number of state higher education institutions occurred as follows: during 1985-1990, their number stabilized at the level of 100% of higher education institutions; in the following years, their growth rate was about 3-4 per year; In 1990-1996, their number increased to 58 or 23,4%.
In 1997, 158,2 students studied in state higher education institutions, which was 1995% compared to 68,8. By 2000, the number of students reached 172,4 people, and in 2002 it reached 198 people (annual growth rate of 2-3%). Only in 1995-2000, an increase in the number of students was noted; respectively, the annual growth rate was 1,5% (1995-192070, 2000-198017)
The distribution of higher education institutions by economic regions is not the same: for example, 31% of them or 30 higher education institutions are located in the city of Tashkent and the capital region, of which 30 higher education institutions or 40% are in Tashkent city; 11 or 17,8% in Fergana Valley; the share of the remaining regions is at the level of 34,2%, and there are 6 higher education institutions in the city of Samarkand, which is equal to 9% of the total number of state higher education institutions of Uzbekistan.
The number of students of state higher education institutions roughly corresponds to the share of higher education institutions, for example, higher education institutions of Tashkent city and Tashkent region cover 47,2% of the number of students of all higher education institutions, where higher education institutions The share of educational institutions is about 48%.
Today, when checking the performance of qualified specialists, their specialization is analyzed and commissions are formed. The members of the created commission will consist of teachers and doctors.
The plan will be:
1. Determining the type and amount of work;
2. Technical and organizational conditions;
3. Work performed by employees;
4. Qualification;
5. Special experience;
6. Liability;
7. Special technical requirements;
8. Special physical and technical requirements;
9. Invitation to organizational training;
10. Reaching scientific and technical progress.
These analyzes should be performed on a case-by-case basis. The organization must have sufficient training material for the training of the employees. The result of the analysis depends on the composition of the staff. The quality of work is determined by its mechanization and automation, provision of highly qualified personnel. In addition, it determines the specific activity of the employee in a certain field. The work of employees in a certain field with work tools determines quality management.
12.3. Comprehensive and highly qualified staff
basic requirements for preparation
In the management of comprehensive and highly qualified personnel, a new type of work called automated management system has appeared. There are several commonalities in their work.
A comprehensive specialist employee covers a number of professions in his work, acquires the necessary knowledge, skills and qualifications. This mixed technology is useful in the implementation of production functions in the plots. He is armed with knowledge in the field of production science and can quickly adapt to the changing conditions of production.
The professionalism of a large-scale specialist employee is determined by his ability to quickly adapt to a new place and new conditions. In such cases, reconstruction and correction skills are formed. Practical skills do not change by themselves, they change with changes in production conditions, structures of labor processes and its amount.
The promotion of professionalism to higher levels is caused by the performance of many functions in other complex labor knowledge and the expansion of work activities. A professional worker can analyze the product he produces. The main thing in this process is to be able to use this theoretical knowledge in practice.
Today, the integration process requires employees who can manage new techniques in the technical process. Highly qualified employees are workers who have high knowledge, general technical knowledge, experience, and are able to apply new knowledge in their practical activities in production.
If we talk about the strategy of developing the training of economic experts at the level of a separate branch enterprise or organization, this strategy also has a number of specific features. The main issue in such a strategy is the precise development and effective implementation of modern forms and methods of their training and re-training in order to ensure that the relevant branch and its activities in the new business management system under the conditions of the enterprise or organization are more effective. According to this strategy, the selection of leading personnel who can work in cooperation with subordinates who can correctly assess the prospects for all departments of production activities in the network and who have thoroughly studied their field of expertise, as well as all parts of production It is important to select highly qualified, conscientious and adaptable economists for their companies. For these purposes, various methods and forms of professional training of economists are expressed in the strategy.
It is known that in the successful organization of the work of specialists in any enterprise or organization, it is important to train them in a complex and systematic way. Based on this, we can say that the strategy for the development of specialist training should include various forms of training that cover all production links. Therefore, ensuring the continuous and continuous training of specialists is also a crucial component of the strategy.
Based on the above, a model representing the forms of professional training and training in the strategy of development of specialist training at the level of a separate branch enterprise or organization is described.
As it can be seen, the development of specific forms and methods of training specialists in this strategy is of urgent importance. In addition, the strategy in a network, enterprise or organization has many stages, but we will touch on these stages in further research, depending on the possibilities.
Above, we considered the strategy for the development of specialist training in two parts. However, this does not mean to conclude that these are mutually exclusive strategies. Because, of course, such strategies in any industry, enterprise or organization are formed, first of all, on the basis of relevant state strategies.
A number of factors influence the strategy of developing the system of training economists in the conditions of economic liberalization:
1. Structural changes in the country. It is known that Uzbekistan is moving from a planned economic management system to a new market economy mechanism. This naturally created the need to create new economic conditions and structures. In such conditions, no success can be achieved without specialists with new knowledge and experience. That is why the economic and social changes in our country require the development and implementation of a modern strategy for the development of the specialist training system.
2. Problems of unemployment in the "labor market" today. This is one of the problems that require a special solution especially in transition countries, including Uzbekistan. In countries in the transition period, the number of unemployed is increasing as a result of the decrease in the full capacity of many industrial objects, the reduction of many state control bodies, as well as the lack of modern knowledge of the specialists of the enterprises that are being converted into new objects. In order to prevent this, there is a great need to increase the knowledge and experience in line with market requirements by developing a system of short-term retraining of the unemployed.
Economic personnel, students and the necessary resources for its provision are the main components of the educational process.
Drawing 5
Economists are moral, ethical and professional shapers at all stages of higher education (bachelor's, master's) as a demander of educational services. Through state educational standards and resources, they are guaranteed quality education and professional training. The task of learners is to use the wide range of opportunities in the higher education system in order to become a well-rounded person. 1
Higher education resources include:
— finances (obtained from budgetary and extra-budgetary sources);
— material and technical base, necessary for conducting laboratory and practical training;
— technical, mathematical and software support of computer technologies;
— information base (textbooks and training manuals, exhibition materials and equipment, etc.).
The listed components of the educational process create a basis for personnel training. Their quality and competitiveness depends on the level of development of each component and the general ground.
By the XNUMXst century, new techniques and technologies are growing at a rapid pace, modern information technologies, especially the international Internet system, are covering the whole world, imported equipment from developed countries is entering our country through foreign investment, as well as enterprises and The need to improve management and production systems based on new requirements in organizations requires the training of highly qualified specialists.
Thus, in the conditions of economic liberalization, great attention is being paid to the implementation of the strategy of developing the system of training economists in Uzbekistan at the level of world requirements. It is worth noting that, in the conditions of the modern market economy, in such a strategy, first of all, the main attention should be paid to deepening the mutual integration between education and production. Only then will there be an opportunity to develop the quality criterion in the system of training economists to the expected level in our republic. This ensures the economic and social efficiency of the enterprises and organizations of our country, and the macro-economic growth of the country.
12.4. Higher education of employees
As President IAKarimov noted: - "...achieving our goals, building a new, democratic society, the fate of the theology depends on what intellectual powers we have, what cultural and professional level our young people have reached, what ideals they believe in, and how spiritually enriched they are. Therefore, one of our most important tasks is to increase the population's access to information, to educate a new generation capable of realizing the idea of national revival." 1
Today, in the conditions of economic liberalization, special programs are developed for training and improving the skills of people engaged in entrepreneurial activities. In foreign countries, special educational organizations participate in their organization (for example, a business school, a faculty of advanced training, a management university). Currently, new educational programs on entrepreneurship, developed with the help of scientists and specialists of our country and abroad, are widely used. 2
Educational programs are divided into:
— primary study programs;
— programs that provide a comprehensive study of entrepreneurship and programs that teach its individual aspects (for example, marketing, banking, securities);
— management study programs and specialist training programs are divided into short and long-term study programs based on the temporal factor.
Depending on the scope of study, the following programs are used:
1. Programs with a constant description are often considered correct or partial reading programs. These include training programs for entrepreneurs.
2. Training programs are spreading widely in our republic as well as abroad.
Small business, like any other activity, always requires training of employees. This process ensures the quality and development of personnel.
Reading is a fundamental human learning process. Actually, it takes place in schools, colleges, institutes, universities or other places. The reforms affect the types of studies. Higher education is open and democratic. Another aspect of the development of higher education is the integration of higher and secondary special education.
Higher education reform includes the following areas:
1. Development of new and improved educational programs, organization of the international study process in the training of modern specialists.
2. The most convenient distribution of study time between classroom lessons and independent work, etc.
At present, the "Concept of continuous economic education in the Republic of Uzbekistan" has been developed with the participation of specialists of the Ministry of Higher and Secondary Special Education of the Republic of Uzbekistan and the Ministry of Public Education. In this concept, strategic directions for further development and improvement of continuous economic education are determined, which correspond to the world standards of training of economists and general economic education. The main goal of the implementation of the concept of continuous economic education is the training of highly qualified personnel in accordance with the educational standards accepted by the international community.
The concept was developed based on the rules of the International Standard Educational Classification and the International Standard Occupational Classification. A lot of research was done before the concept was created. The experience of the world system of economic education, especially the educational system of the USA, England, France, Germany, Japan, and Russia, was studied and summarized. In general, the proposed concept relies mainly on the Anglo-American system of training economists. However, it takes into account the specific characteristics of the economy of Uzbekistan, the transition period, the management system that directly affects the stages and levels of economic education.
Raising continuous economic education to the level of world standards is one of the important aspects of the concept. This aims to:
— to harmonize the continuous economic education system with the world education system;
— to achieve international competitiveness of the level of knowledge of economists;
— attracting the world's leading specialists and educational technologies to the system of training economists in our country;
— achieving international recognition of bachelor's and master's diplomas of economists, etc.
In this process, teaching future economists foreign languages, mainly English, is of particular importance. Today, when the international relations of the Republic of Uzbekistan are regularly expanding and deepening, this has become a vital necessity.
Currently, the republic actively cooperates with prestigious international organizations, higher educational institutions and foundations on the reform of the economic education system. Decree of the President of the Republic of Uzbekistan on the establishment of the "Talent" fund and the introduction of presidential grants to support the education of talented young people abroad in 2000. created great opportunities for them to learn. Since 2000, when the "Talent" fund started its activities, hundreds of economists have studied in universities of countries such as the USA, Great Britain, and Japan, and in various aspects of the socio-economic life of our country, they have advanced qualifications and are in line with world standards. are actively participating with the incoming knowledge levels. Young people see life abroad, gain international life experience, master foreign languages perfectly, and pedagogues of different levels of our republic are gaining experience and qualifications in foreign educational centers. Such approaches also serve the bright perspective of the educational system of Uzbekistan and increase its status.
The President himself and our government pay great attention to the development of the material and technical basis of education. In October 1999, during the visit of the head of our state to the Republic of South Korea, the Exim Bank of Korea granted a concessional loan in the amount of 35 million dollars for the implementation of the project of providing academic lyceums and colleges with educational equipment in Uzbekistan. Also, Tashkent State University of Economics actively participates in "Management training in Uzbekistan", "Formation of continuous education and labor market during the transition period" and other similar international projects based on the TASIS program of the European Union.
The multifaceted nature of our country's economy indicates that the demand for economists with deep knowledge of wide-ranging economic problems is increasing day by day. Therefore, it is necessary to qualitatively reorganize the system of training economists in macroeconomics and public administration. Also, the system of improving the qualifications of large business and management specialists should be developed.
At the same time, the formation of a socially oriented market economy requires further improvement of the system of educational institutions. For this, first of all, it is necessary to form and develop a system of training small and private entrepreneurs in secondary special and vocational colleges. It is advisable to boldly include in the educational process subjects that provide knowledge about the basics of entrepreneurship, law, tax, finance and banking, marketing, strategic planning, and insurance.
The university is an important basis for raising the level of bachelor's and master's degrees, developing the system of training economic specialists at the level of modern requirements. For this, it is important to strengthen the material base of educational institutions, to equip them with modern educational computer equipment, to provide them with the necessary educational literature, to expand various forms of teaching, and to strengthen the motivation of professors and teachers to work. is one of the tasks.
In the conditions of economic liberalization, Uzbekistan's development in all aspects and overcoming existing difficulties is closely related to the development and implementation of an effective economic policy. The economic policy carried out by the direct initiatives of the President, with a number of specific features and priorities, is to use the existing production potential in our country as effectively as possible, to improve it based on the principles of economy and competitiveness based on the advanced experience of world countries. , as well as creating enough opportunities for developing the country's economy on the basis of deep integration.
However, the lack of specialists who can effectively operate in modern conditions and successfully organize any economic activity in the country has a negative effect on the effective implementation of the economic development model. This indicates the extreme urgency of developing the system of training economists based on new principles.
As a result of the huge changes taking place in world politics, we are witnessing a change in understanding, perception and attitude towards the world. Even in our country, the idea of a person is constantly changing. As our president noted, today's people are different from yesterday's people.
As social relations deepen in the process of development, and our country enters the system of universal communication, the responsibility of the leading personnel also increases. The feeling of responsibility is first of all closely related to thinking at the level of state interests and national interests. Today, drastic qualitative changes are required from a person. There is a growing need for a person, his intellect, intelligence, and potential to become a single factor of social development and the integrity of the universe. Time is demanding from humanity to realize itself. Today, more than ever, new ideas, proposals and recommendations that play an important role in the development of society and serve to make our lives prosperous and prosperous with the spirit of creativity.
A short summary
A comprehensive specialist employee covers a number of professions in his work, acquires the necessary knowledge, skills and qualifications. This mixed technology is useful in the implementation of production functions in the plots. He is armed with knowledge in the field of production science and can quickly adapt to the changing conditions of production.
The multifaceted nature of our country's economy indicates that the demand for economists with deep knowledge of wide-ranging economic problems is increasing day by day. Therefore, it is necessary to qualitatively reorganize the system of training economists in macroeconomics and public administration. Based on this point of view, in this chapter, the change of the worker in the professional qualification structure, the main task of the production process, the method of analyzing the specialization of workers, employees of a wide range of fields and their requirements, the higher school of employees, etc. information is provided.
Questions for self-monitoring and discussion:
1. Training and requirements for employees of a wide range of fields and highly qualified employees?
2. Give an opinion about the method of analyzing personnel specialization?
3. Give an insight into comprehensive field employees and highly skilled employees?
4. How is the change of employees in the professional qualification structure?
5. What do you think about higher education of employees?
6. What do you understand by professional skills?
7. Define employment contract?
8. Give an opinion about the organization of work and its methods?
9. What works are carried out in the system of qualification improvement and retraining?
10. Give an analysis of specialties?
Recommended reading:
1. Karimov IA Uzbekistan is striving for the 1999st century. - T.: Uzbekistan, XNUMX.
2. Bordavskaya NV, Rean AA Pedagogy. — M.: Peter, 2004.
Professional pedagogy. Textbook for students. - M.: Pedagogy, 2002.
3. Pronina Ye.N, Lukashevich VV. Psychology and pedagogy. Uchebnik dlya studentsov VUZov. — M.: Elite, 2004.
4. Tolipov O'., Barakayev M., Sharipov Sh. Professional pedagogy. (Text of lectures). - T.: TDIU, 2001.
GLOSSARY
Axiology is a philosophical doctrine of values, the essence of axiological values.
Axiological approach is a characteristic of humanitarian pedagogy, in which the human factor is considered as the ultimate goal of social value and development of society. Axiological thinking is based on the concept of a world in interaction and interaction.
Questionnaire - the process of collecting preliminary materials for social, economic, demographic, psychological, pedagogical and other research using a questionnaire.
Informative competence is the competence to adapt and interpret information to educational issues.
Morality is a system of standards, rules of moral behavior that determine a person's duty to society and other people, it is one of the forms of social consciousness.
Management - activities aimed at organization, decision-making, control of the object within the scope of its duties, regulation, analysis and conclusion based on reliable information.
The task is the clarification of the goal and the stages of its implementation.
State educational standard - minimum requirements for the level and content of training of a person (specialist) at a certain stage of continuous education.
Didactics is a component of pedagogy that represents the theory of education and training and the content of education in the process of teaching.
Explanation, explanation - oral explanation, interpretation, proof, analysis of various materials to be covered.
A scientific problem is a fundamental conflict resolved by science.
Prospective competence - planning and managing social and cognitive processes.
Professional-pedagogical dialogue is a system of intensive social-psychological communication between a pedagogue and a student.
Professional training - psychological, psychophysiological, physical and scientific-theoretical and practical training of a future specialist.
Professional knowledge is a unit of theoretical and practical training necessary for pedagogical activity.
Observation is a specific form of perception aimed at obtaining concrete factual material on a pedagogical phenomenon.
A skill is an involuntary, automatic action acquired as a result of learning. Skills are the ability to perform an action without control, automatically.
Laboratory work - conducting experiments with students using equipment and other technical devices, studying a phenomenon with the help of special equipment.
A lecture is a learning process, method based on oral presentation of the content of a subject, usually at a higher educational institution.
Competence is the ability of a person to effectively perform a certain activity, based on the knowledge he has acquired, along with innovations in new conditions.
Ideology is a system of ideas and views.
Method - 1) research and knowledge of natural and social phenomena; 2) way of acting.
Motive is the content of a person's internal activity, which is the basis for satisfying certain needs.
Problem-based teaching is a form of organizing an educational session, in which a problematic situation is created under the guidance of a pedagogue, and students take active and independent actions in solving it.
Pedagogical process is purposeful interaction of pedagogue and students, aimed at solving educational issues and its development.
Pedagogical qualification is the level and type of professional pedagogical training of a specialist who is able to solve a certain category of tasks.
Pedagogical technology - 1) is a system of continuous interconnected actions of a pedagogue aimed at the planned and uniform implementation of a pre-planned pedagogical process or solving a pedagogical problem; 2) is a system of continuous, mutually conditioned actions of the pedagogue related to the application of one or another set of educational methods; 3) it is a systematic method of acquiring, creating, applying and determining the teaching process and knowledge based on technical and human factors, their mutual cooperation, aimed at optimizing the forms of education.
Pedagogical activity is a special type of social activity aimed at the realization of educational goals.
Activity - 1) internal (mental), external (physical) activity of a person controlled by a conscious goal; 2) purposeful reconstruction of the environment by people.
Personality - 1) a concept that represents a set of mental qualities that reflect the social behavior of people, their behavior among people;
2) mental, spiritual essence of a person in the system of various qualities;
3) a person who has acquired a social essence and is capable of self-awareness.
Self-evaluation is a person's ability to evaluate his psychological qualities, behavior, achievements and failures, value, and shortcomings.
LIST OF REFERENCES USED
1. Decision of the President of the Republic of Uzbekistan "On improving the personnel training system in the field of information technologies". //People's word, 2005.
2. Decree of the President of the Republic of Uzbekistan "On measures to deepen market reforms and further liberalize the economy". //People's Word, June 2005, 15, p.1.
3. Decree of the President of the Republic of Uzbekistan "On measures to further improve the system of legal protection of business entities". //People's Word, June 2005, 16, p.1.
4. Decision of the President of the Republic of Uzbekistan "On improving the reporting system provided by business entities and strengthening responsibility for its illegal demand". //People's Word, June 2005, 17, p.1.
5. Decree of the President of the Republic of Uzbekistan "On additional measures to encourage the development of micro-firms and small enterprises". //People's Word, June 2005, 21, p. 1.
6. Karimov IA Uzbekistan - a unique way of transition to market relations. - T.: Uzbekistan, 1992.
7. Karimov IA Uzbekistan is on the way to deepen economic reforms. - T.: Uzbekistan, 1995.
8. Karimov IA Liberalization of the economy and deepening of reforms is our most important task. //People's word, February 2001, 15.
9. Karimov IA Uzbekistan is striving for the 1999st century. - T.: Uzbekistan, XNUMX.
10. Karimov IA Highly qualified specialists are a factor of development. - T.: Uzbekistan, 1995.
11. Karimov IA A perfect generation is the foundation of Uzbekistan's development. - T.: Uzbekistan, 1997.
12. Bordavskaya NV, Rean AA Pedagogy.-M.: Peter, 2004.
13. Professional pedagogy. Textbook for students. - M.: Pedagogy, 2002.
14. Galaktinov VV Chernova MV Mejdunarodnaya praktika vzaimnogo prizhaniya dokumentum ob obrazovaniya i professionalnix qualificatsiy.-M.: 2003.
15. Gurevich PS Psychology and pedagogy. — M.: Project, 2004.
16. Nishonova S. Education of a perfect person: a guide for secondary special and vocational education institutions. -T.: Independence. 2003.
17. Munavvarov AQ Pedagogy. - T.: Teacher, 1996.
18. Pedagogy. Pedagogical theory system, technology. Editorial office. SASmirnova. — M.: Academy, 2004.
19. Pronina Ye.N, Lukashevich VV. Psychology and pedagogy. Uchebnik dlya studentsov VUZov. — M.: Elite, 2004.
20. Tolipov O'., Barakayev M., Sharipov Sh. Professional pedagogy. (Text of lectures).– T.:TDIU, 2001.
21. Psychology and pedagogy. Pod. ed. AARadugina.- M.: 2003 g.
22. Pedagogy VASlastenin., IFIsayev., AIMishenko., Ye.N. Shiyanov. - M.: Shkolnaya pressa, 2004.
23. Ghulomov SS and others. Information systems and technologies. T.: "Sharq" publishing-printing joint-stock company, 2000.
24. Egamberdiyev E., Khojamkulov H. Small business and entrepreneurship. - T.: Spirituality, 2003.
25. History of Pedagogy under the editorship of K. Khoshimov and others - T.: Fan, 2001.
26. Khojayev N., Hasanboyev J. Economic pedagogy. — T.: TDIU, 2002.
INTERNET resources