10Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
COMMUNICATIVE PROFESSIONAL ONLINE TEACHING BASED ON MODULAR SYSTEM COMPETENCY CHARACTERISTICS
Elmira Kadirberganovna Narmanova
Turkmenistan, Dashoguz region, Niyazov district [email protected]
ABSTRACT
The submitted article deals with the theoretic and practically-oriented aspects of planning and implementing the modular competence-based curriculum in higher professional institutions. Particularly, the authors submit the structure of the modular competence-based curricula, develop the principles of their projecting, describe the technology of introducing the modular competence-based curriculum in higher professional institutions. The developed structure and technology can be applied in the professional institutions, further training and retraining centers in the process of core curriculum drafting, additional vocational programs and working programs as well.
Keywords: modular competence-based curriculum, the learning outcome, competences, the principles of curriculum designing, the technology of the program implementation.
MODUL TIZIMI ASOSIDA ONLAYN TARIZDA O'QITISHNING KOMMUNIKATIV PROFESSIONAL KOMPETENSIYA XUSUSIYATLARI
(TILLARNI ORGANISH MISOLIDA)
ANNOTATSIYA
Taqdim etilgan maqola oliy kasbiy o'quv yurtlarida modulli kompetentsiyaga asoslangan o'quv dasturini rejalashtirish va amalga oshirishning nazariy va amaliy yo'naltirilgan jihatlariga bag'ishlangan. Xususan, mualliflar modulli kompetentsiyaga asoslangan o'quv dasturlarining tuzilishini taqdim etadib, ularni loyihalashtirish tamoyillarini ishlab chiqadib, modulli kompetentsiyaga asoslangan o'quv dasturini oliy o'quv yurtlarida joriy etish texnologiyasini tavsiflaydilar. Ishlab chiqilgan tuzilma va texnologiya kasbiy muassasalarda, qo'shimcha o'quv va qayta tayyorlash markazlarida asosiy o'quv dasturlari, qo'shimcha kasb -hunar dasturlari va ishchi dasturlarini ishlab chiqish jarayonida qo'llanilishi mumkin.
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
Kalit so'zlari: modulli kompetentsiyaga asoslangan o'quv dasturi, o'quv natijasi, kompetentsiyalar, o'quv dasturlarini tuzish tamoyillari, dasturni amalga oshirish texnologiyasi.
INTRODUCTION
In current conditions there is the need in the system of higher education that would provide the possibility of building an individual educational and vocational course, equal opportunities for social, academic, professional and territorial mobility of the students. The most appropriate organization of the vocational education in this context becomes a modular structure on the basis of the competence approach.
The main reason of the growing interest about the modular competence-based approach lies in the fact that vocational education in contemporary world hardly meets the needs of an individual and society from the point of social and personal identity, professional flexibility, the requirements of the modern labor market, which primarily indicates its quality performance (Mukhametzyanova et al., 2007; Masalimova et al., 2014). The existing curricula are unable to: a) ensure that the bachelors' and masters' training meets the requirements of the labor market; b) carry out the transition to the learning process based on competencies formation; c) arrange for developing the individual learning ways for every student in a flexible educational structure taking into consideration his interests, needs and characteristics. One of the key instruments of the modular competence-based education is modular competence-based curricula. The modular competence-based curriculum we define as a complex and sequence of the modules that are aimed
The development and modernization of higher education in modern conditions has made the aim of a comprehensive formation of professional competence of the future teacher-bachelor. Professional competence is understood as a set of integration competencies that are necessary to solve a variety of educational tasks at different levels. New priorities in education in the conditions of implementation of the STATE encourage teachers to search for new modern effective teaching technologies that allow to achieve higher results of training and education, to introduce new educational technologies in the educational process. The best experience of practical activity of teachers of many educational institutions confirms their aspiration to active search and use of pedagogical technologies in work with the trained. Among the modern advanced pedagogical technologies is the technology of modular education. Modular training is a method of organizing the educational process on the basis of block-modular presentation of educational information.
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
A competence is best described as „a complex combination of knowledge, skills, understanding, values, attitudes and desire which lead to effective, embodied human action in the world, in a particular domain' (Deakin Crick, 2008). Competence is therefore distinguished from skill, which is defined as the ability to perform complex acts with ease, precision and adaptability. Teaching is, of course, much more than a „task'. As Conway Teaching is, of course, much more than a „task'. As Conway and colleagues (2009) point out, discussions about the competences needed by teachers, how they develop over time, and how they are evidenced and recorded, are bound up with wider discussions about:
- assumptions about learning;
- the purposes of education;
- society's expectations of, and demands on, the teacher;
- available resources, priorities and political will;
- the status of the profession;
- perceived external or international pressures;
- existing traditions and culture;
- the broader societal context and environment in which teaching and teacher education occur.
MATERIALS AND METHODS
Drafting modular competence-based curricula is based on the principles of modular education and on the main ideas of the competence approach. However, it seems reasonable to expand and summarize some of the principles for their practical application. The design basis of the modular competence-based curricula comprises the following principles:
- the principle of modularity that specifies the structuring of the curriculum at all levels (using the modules as the main means of mastering educational information block about the proposed professional activity by the students
and exact structuring of the module as an embodiment of curriculum consisting of complete content-related teaching elements);
- the principle of integrity. Firstly, it assumes integrative purposes; Secondly, integrative modules themselves; Thirdly, integrative program itself (a combination of comprehensive, integrating and particular didactic tasks on the basis of their hierarchy, integrity of the modules and their training elements including interdisciplinary connections, as well as the ability of the modular competence-based curriculum to integrate into any curriculum);
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
- the flexibility principle which includes structural flexibility, curriculum flexibility, technological flexibility, the control system flexibility (structural flexibility: flexibility of particular modules and overall program, which allows to structure various programs on the basis of its constituents following the program customers' needs; content flexibility: the ability to quickly and tirelessly change or update the content of each element of the module in terms of the ongoing integration processes and socio-economic dynamics, to adapt to the changing
conditions of professional activity, individual abilities and needs of the students; that is possible due to an invariant kernel in the process of education curriculum construction and its replaceable peripherals; technological flexibility: variability of methods, forms and means of training; monitoring and evaluation systems flexibility: providing the procedural educational aspects in the complex of efficiency);
- the principle of structural integrity of the content that defines the complexity and integrity of the target, substantive and technological components of the curriculum, its theoretical and applied aspects of training also providing interrelated thematic integrity of the curriculum within the syllabus (the unity in one organizational
and methodological structure: a) general and didactic purposes of logically accomplished educational unit, methodological guidance and control systems; b) substantive (autonomous subject units forming an interconnected thematic integrity within the program, thus building cohesive curriculum), organizational, methodological and technological components; c) theoretical and applied aspects);
- the principle of targeting at learning outcomes-(target, substantive, technological components of the program should be focused on achieving 'learning outcomes' by the students, which are expressed in the number of competencies required for professional activity and promoting personal and social development of the students).
The modern problem of improving the quality of professional competence of future teachers-bachelors who are able to freely, actively and independently think in English, to model and transform the educational process with the help of modular training, today is particularly relevant in the current socio-political, economic and cultural conditions. The great thinkers of the Near and Middle East-Abu Rayhan Beruni, Abu Ali Ibn Sina, Abu Yusuf al-Kindi, Nasir Khosrow, Abu Nasr al-Farabi, Omar Khayyam, Muhammad Ibn Musa al-Khorezmi and many other scientists-educators assigned a special role in the education and education of the younger generation of the teacher, namely his professional training. Scientists-encyclopedists have developed the essence, methods, forms, means and principles of effective learning, they laid a lot of pedagogical ideas that are in demand today.
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
Today in pedagogical science there are big changes. The traditional system of education already largely does not meet the requirements of modern pedagogy, emphasizing the importance and necessity of comprehensive development of each student in the learning process. Therefore, instead of traditional comes developmental education, which takes into account the individual characteristics of each child and ensures its harmonious development.
The essence of modular training is that the content of training is structured into Autonomous organizational and methodological blocks-modules, the content and volume of which can vary depending on the didactic goals, profile and level differentiation of students, the desires of students to choose an individual trajectory of the course. Modules can be mandatory and elective (optional). The combination of modules should provide the necessary degree of flexibility and freedom in the selection and configuration required for training (and self-study) of a certain category of students and the implementation of special didactic and professional goals. A necessary element of modular training is usually a rating system of knowledge assessment, which assumes a point assessment of students ' progress according to the results of studying each module.
Module-a complete set of skills to be mastered, knowledge, relationships and experience (competencies), described in the form of requirements that must meet the student at the end of the module, and representing an integral part of a more General function. The module is significant for the field of work. Each module is evaluated and usually certified. The modules themselves are formed as a structural unit of the curriculum in the specialty; as an organizational and methodological interdisciplinary structure, in the form of a set of sections from different disciplines, combined on a thematic basis by the base; or as an organizational and methodological structural unit within the discipline. The main examples of UMCS built on this principle are modern English language textbooks such as Opportunities. The content of training is presented in information blocks, the assimilation of which is carried out in accordance with the purpose. The didactic goal is formulated for the student and contains not only an indication of the volume of the studied content, but also the level of its assimilation.
RESULT AND DISCUSSION
In order to get a complete picture of the technology of modular English language teaching, it is necessary to determine what is meant by the module. The module is treated by us as the main structural and content unit of the modular program of teaching English, which:
Google Scholar Scientific Library of Uzbekistan
Academic Research, Uzbekistan 409 www.ares.uz
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
• can act as an independent training program, individualized by content, teaching methods, level of independence, the pace of educational and cognitive activity of the student; consists of several blocks of educational material, United by one theme and intended for study by students with different levels of foreign language communicative and cultural competence;
• includes the target action plan of the student, the Bank of information and methodological guidance to the teacher to achieve the student's didactic goals;
• allows step-by-step control of the success of teaching and learning English in order to make timely adjustments to the educational and training activities of the student and teacher.
The principle of the method of activity in modular learning assumes that the development of educational material (phonetic, grammatical, lexical) occurs in the process of the completed cycle of educational activity. This means that the whole process of learning English should be aimed not only at teaching students language and speech skills, but also ways of applying these skills in real communication, i.e. communicative skills of listening, reading, speaking and writing.
- a differentiated approach to the study of educational material by students with different levels of English proficiency is provided. The training program is adapted to the level of training of the student in order to promote each student to a higher level;
- different forms of work with educational material are used, methodical principles of developing training are realized, allowing to create preconditions for creative activity of the student;
- availability of training modules in printed form allows the teacher to individualize work with individual students;
- the teacher in the process of mastering the technology of modular training is growing professionally.
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
CONCLUSION
Thus, the development and implementation of the educational process of modular competence-based curriculum into higher education is one of the effective means of professional competence formation. The introduction of modular competence-based curricula in higher professional institutions provide the student with an opportunity to acquire education with due regard to specific educational goals, cognitive peculiarities, the awareness and demands levels; the teacher with the extra time for individual and group counseling; the school and professional education in general with the opportunity to train students in accordance with the current requirements of the employment market. In this regard, the introduction of modular competence-based curriculum in higher education will help to improve the quality of professional education in general, and will perform itself as one of the priorities of the vocational education reformation. In our opinion:
- "competence" - includes a set of interrelated personal qualities, such as competence and methods of activity that are relevant to a certain category of objects and processes that have a special need for quality and productive human activity in relation to them;
- "competence" is a special possession, and the possession of the relevant competence of the person, includes his personal-significant attitude to the subject of their activities.
2. In the modern scientific and methodological literature, we distinguish and integrative characteristics of competencies, namely:
- social competencies related to the ability of a person to take responsibility, to take part in joint decision-making;
- competences that regulate life in society, and designed to prevent the spread of feelings of intolerance, as well as to promote a special understanding of the willingness of a person to live with other people who are representatives of other cultures, languages and religions;
- competencies that determine a person's possession of written and oral communication skills, which are particularly important in modern social life and professional activities;
- competencies that are associated with the emergence of an innovative information society, where the possession of new technologies is of particular priority;
- competencies that realize a person's ability to learn throughout his life, not only in his chosen profession, but also in his personal and social life.
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
3. Module-a complete set of skills to be mastered, knowledge, relationships and experience (competencies), described in the form of requirements that must meet the student at the end of the module, and representing an integral part of a more General function. The module is significant for the field of work.
4. The essence of modular training is that the content of training is structured into Autonomous organizational and methodological blocks-modules, the content and volume of which can vary depending on the didactic goals, profile and level diff erentiation of students, the desires of students to choose an individual trajectory of the course.
5. The technology of modular training is characterized by advanced study of theoretical material by enlarged blocks- modules, algorithmization of educational activity, completeness and consistency of cycles of knowledge and other cycles of activity, multilevel individualization of educational activity and the creation of a situation of choice for teachers and students.
6. By modular learning we mean a special didactic system. The main advantages of modular training are as follows:
1. ensuring methodically justified coordination of all types of educational process within each module and between them;
2. the flexibility of the structure of the modular construction of each specific course, providing (also high adaptability of the modular system as in relation to the set of applicants, and in relation to the release of University students (in case of changes in market conditions).);
3. implementation in dialectical unity of integration and differentiation of the content of training by grouping problem modules of educational material, providing the development of the course in full, abbreviated and in-depth versions, which helps to solve the problem of level and profile differentiation in the learning process.
REFERENCES
1. Mirziyoyev SH. M. "Meeting with the heads of universities, scientists and academics". April 6, 2018, Tashkent. - P.27
2. Mavrina I., Pogorelova V. Block-modular technology: organizational and substantive aspects. // Director of the school. - 2005, No. 5. - p. 56-65.
3. Furmanova.P. Intercultural communication and cultural-linguistic pragmatics in the theory and practice of foreign language teaching: abstract. dis. .d RA PED. sciences'. M., 1994.- P. 36.
4. Juceviciene P. A. Theory and practice of modular training - Kaunas: Sviesa, 1989. - P.227.
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
5. Khutorskoy A.V. Definition of General subject content and key competencies as a characteristic of a new approach to the design of educational standards / / Competence in education: design experience: sat.nauch.Tr. / edited by A.V. Khutorsky. M.: Scientific innovation enterprise "INEC", 2007. P.327.
6. Gerasimov V. M..Modular training in General technical disciplines of the University.Chita: Chita Polytechnic Institute, 1994.-P. 17-20.
7. Zakaryukin V. B., Panchenko V. M., Tardin L. M. Modular design of textbooks on special disciplines of College textbooks. Vilnius: Voronezh state University, 1983.-P. 73-74.
8. Markova E. S. Theoretical bases of construction of integrative-modular courses of English for profile school: abstract. dis. Cand. PED. Sciences-M., 2004.- p17.
9. Krishnan Vengadaragava Chary. "Contemporary Drugs and Biologics with Special Significance." Systematic Reviews in Pharmacy 7.1 (2016), 20-23. Print. doi: 10.5530/srp.2016.7.2
10.Baidenko, V. I. (2005). Competence-based approach to the design of the state educational standards of higher
education, Resource guide (p. 114). Moscow, Research Center of the specialist training quality.
11. Batyshev, S. Y. (1997). Modular education (p. 307). Moscow.
Bespalko, V. P. (1995). Pedagogy and innovative learning technologies (p. 336). Moscow,
12.Curch, C. (1975). Modular Courses in British Higher Education. A critical assessment in Higher Education Bulletin, 3.
13. Goldshmid, B., & Goldshmid, M. L. (1972). Modular Instruction in Higher Education. Higher Education, 2.
14. Gulchevskaya, V. G. (2003). The technology of modular education: The problem of introducing the experience of the national school into widespread application. Retrieved from http://www.ipkpro.aaanet.ru
15. Ibragimov, G. I. (2003). Competence-based approach in professional education. Scientific background of a competent specialist formation in the system of continuous professional education. The materials of the national Russian scientific practical conference, 97-108. Kazan.
16. Klarin, M. V. (1994). Innovative models of education in the international pedagogic research (p. 224). Moscow.
17. Masalimova, A. R., Zakirova, V. G., Chernova, Y. A., Drovnikov, A. S., Shaidullina, A. R., & Sakhieva, R. G. (2014). Structure and Content of Mentors
18. Psychological and Pedagogical Training Curriculum. Life Science Journal, 11(7s), 381-386.
