CC BY
28
CASE-STUDY METHOD AS AN INNOVATIVE LEARNING
TECHNOLOGY Nurullaeva G.
Nurullaeva Guzal - Teacher, DEPARTMENT OF THE THEORETICAL ASPECTS OF THE ENGLISH LANGUAGES, ENGLISH LANGUAGES FACULTY 3, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, SAMARKAND, REPUBLIC OF UZBEKISTAN
Abstract: the case-study method is fundamentally different from the similar learning content that does not use the case method. The case method relies on a set of specific didactic principles. It is an individual approach to each student, taking into account his needs and learning style, which includes gathering of information about students before classes. Keywords: case-study, binary methods, visual and practical way, heuristic way.
The methods and techniques of working with various educational and business situations have long and widely been used in the educational process abroad and in leading universities of the country. One of the main features of working with cases is their wide interdisciplinary nature [2]. At the same time, unlike usual tasks, in such situations there is no clearly defined set of basic data that must be used to get the only correct solution. Also in the case structure there is often a number of questions that need to be answered. Instead, the student should fully comprehend the situation outlined in the case, to identify the problem and issues that need to be resolved. Thus, the development of independence and initiative, the ability to navigate in a wide range of issues related to various aspects of management and research in the economy is ensured. "Every economic discipline uses its own thesaurus, theories, processes, qualitative and quantitative research methods. Cases provide an opportunity to expand this set and go beyond the specific disciplines in analyzing the situation" [1, 42].
Case-study method is understood in different ways. For example, the above mentioned Harvard Business School defines the case method in the following way: "A teaching method in which students and teachers participate in direct discussion of business situations or tasks. These cases were usually prepared in written form and included experience of real people working in the field of entrepreneurship. They were read, studied and discussed by students.
Case-based learning methodology
1. The maximum freedom given to students during learning process (the possibility of choosing a teacher, forms of teaching, the type of tasks and the way they are performed).
2. Providing students with a sufficient number of visual materials that relate to tasks (articles in press, video, audio cassettes and CP discs).
3. The minimum amount of theoretical material, which allows students to concentrate only on basic tasks.
4. Ensuring the accessibility of the teacher for a student who should have the opportunity to contact him at any time.
5. Formation of students' skills of self-management, ability to work with information.
6. Focusing on the development of student's strengths.
The specificity of the case method is also observed from the point of view of the methods on which it relies. The teaching method in didactic means is an ordered way to achieve educational objectives. The use of these methods in teaching foreign languages is quite diverse. One of the problems of co-temporal didactics is the problem of the classification of teaching methods. There is currently no single point of view on this issue. Due to the fact that different authors in the division of teaching methods into groups and subgroups use different scales, there are a number of classifications. In modern didactics, there are three large groups of methods [1]:
1) methods of organizing and implementing the educational process (verbal, visual, practical);
2) methods of stimulating and motivating educational activities (methods of stimulating interest in learning - motivation; cognitive games, educational discussions; methods of stimulating responsibility - a method of explaining the purpose of an academic subject);
3) methods of control and self-control (methods of oral control and self-control, writing control).
Binary methods are also often used and classified in two forms: visual (visual-informational, visual-problematic, visual-practical, visual-heuristic, and visual-research) and practical (practical-heuristic, practical-problem, practical- research). The case method largely combines the features of above mentioned learning methods. It also serves as a specific practical method of organizing the educational process, a method of discussion from the point of view of stimulating and motivating the educational process, as well as a method of laboratory and practical control and self-control. Case-study method, most likely, should be considered as visually-problematic, visual-practical and visual-heuristic at the same time, since it gives a clear description of the practical problem and demonstration of the search for ways to solve it. Finally, it is often the most practical and problematic method.
References
1. Ellet W. The case study handbook: how to read, discuss, and write persuasively about
cases. Harvard Business School Publishing Corporation, 2007.
2. ZobovA. Case-study method. Moscow, Luch, 2002.
