CC BY
2
UDC 378.1
Qodirova G. T. teacher
department of languages faculty of agrology and business Andijan Branch of Tashkent State Agrarian University
Uzbekistan, Andijan
COMPUTER TOOLS IS THE USE OF INNOVATIVE TEACHING
METHODS
Annotation: The computer may be able to help the school. Multimedia training programs allow you to set and practice pronunciation, learn grammar, and listen to "native speakers " without the participation of a teacher. School teachers who have mastered the computer have the opportunity to get a lot of useful materials from educational centers via the Internet. And the computer itself will be a powerful tool of motivation, because students themselves, consciously, will want to improve their knowledge.
Key words: computer tools, native speakers, teacher, student, learning, communicative competence.
The computer does not determine the methods and content of learning, it is only an effective learning tool that is adequately integrated into the learning process. Therefore, the development of methodological foundations for teaching foreign languages through a computer should be based on a deep analysis of didactic and methodological opportunities that contribute to the implementation of the main goal in teaching foreign languages - the formation of skills and skills of communicative competence. It follows that the computer allows you to:
- model the conditions of communicative activity;
- learn vocabulary and grammar skills;
- individualize and differentiate learning;
- increase motivation; increase the volume of language training
- training;
- contribute to the development of self-esteem of students;
- ensure the transfer of language material to other types of speech activity.
The experience of creating electronic textbooks allows us to talk about
changing the ratio of teaching tools, methodological apparatus of the textbook, about the structure and selection of tasks of a new type, aimed at the perception of the content of information and the development of cognitive activity.
The main feature that distinguishes a computer from other technical tools is the ability to organize a dialogue between a person and a computer through interactive programs. If there is a telecommunications channel, the computer can both act as an intermediary between the two parties, and take over part of the educational process. To do this, the computer has the ability to store and quickly process information presented in multimedia form. To this should be added the ability to access remote
databases (electronic libraries) via the Internet, the ability to communicate with any partners through electronic conferences, the ability to transfer information in any form and any volume. Thus, the computer can not only be used as a didactic tool in the traditional learning process, but also realize with it the possibility of learning at a distance.
Of course, the content of education and its goals do not depend on the form of training. However, the use of computer tools requires a different form of knowledge representation, the organization of cognitive activity of those receiving knowledge, and the choice of teaching methods.
First of all, this is due to the emergence of an opportunity to optimize the educational process by shifting its center of gravity to independent work, activating this activity and improving its efficiency and quality. The use of computer tools allows you to obtain primary information not only from the teacher, but also through interactive training programs that help with a certain degree of competence to master a particular discipline. The computer allows you to constantly exercise various forms of self-control, which increases the motivation of cognitive activity and the creative nature of learning.
The next important consequence of using computer tools is the use of innovative teaching methods that are of a collective research nature. These methods take an active form, aimed at finding and making decisions as a result of independent creative activity.
Training using computer tools is classified as intensive methods, but the use of hypertext structures of the educational material allows you to create an open system of intensive training, when there is an opportunity to choose a suitable program and technology of training, i.e. the system is adapted to the individual capabilities of each. Learning becomes flexible, not bound by a rigid curriculum and mandatory classroom activities.
The role of the teacher as technology improves is more and more reduced to managing the learning process, but this does not reduce its influence in cognitive activity and does not displace it from the educational process.
Thus, the form of training with the use of computer tools differs from the existing ones both in the organization of the educational process and in teaching methods.
Principles of the didactic concept when using computers in teaching foreign languages:
1. The structure of the learning process should be based on the independent cognitive activity of the student.
This principle determines the attitude of the subjects of the learning process and the role of the teacher in the learning process. Undoubtedly, personal communication between the two parties is an invaluable quality of full-time education, and it will never be replaced by communication with any, even the most intelligent machine.
However, in such a pedagogical situation, the determining factor is the teacher's talent, which in the conditions of mass learning does not have the same effect as in individualized training.
2. in order to achieve the maximum development of creative abilities, it is necessary to create an educational environment that is most conducive to this. And here, first of all, it is necessary to provide comprehensive access to educational information. Modern tools and technologies make it possible to do this. Now almost all educational institutions have information resources provided by means of remote access via the Internet. In this case, the main technical means of learning is the computer. Computer training functions are implemented through computer training programs (CPC). Having different purposes (theoretical material, simulators, controlling programs), these training programs have such an important common property as interactivity. The development of the CPC is quite a complex procedure, and the main element in it is the participation of the teacher. This allows the computer program to convey a pedagogical identity, that is, what in traditional pedagogy is the basis of a pedagogical school.
Creating computer training programs requires certain specific knowledge in the field of information technology, but the most important thing here is to understand that the CPC requires a different organization (structuring) of the training material.
The role of the teacher in the educational environment, which is a sea of information, means of access to it and training programs, is as follows.
The first is the management of the educational process, which includes consulting students at all stages of the curriculum and monitoring the quality of knowledge. In this case, the knowledge interpreter function, which in the traditional disciplinary model of teaching belongs to the teacher, passes in this (informational) model to the student himself.
Second, and no less important , is the teacher's educational function. Education is a complex and multifaceted process of developing professional and personal qualities, and "live" communication in the process of educating an individual is the basis for the existence of human society.
There are two ways to partially compensate for the absence or lack of direct (physical) communication.
The first is the organization of communication between the student and the teacher through network technologies (mail technologies, video and audio conferences), among which the most effective and most close to face-to-face is videoconferencing. But its implementation is hindered by technical factors.
Another possibility of organizing communication is a tutor as a system of support and support of the educational process through computers. It is important to understand that the regulation of these functions is quite conditional and is actually determined by the professional qualities of computers.
Sources used:
1. Denisova Zh. a., Denisov M. K. Multimedia presentation of language material as a methodical method //Foreign languages at school, Moscow, 2008, no. 3, pp. 2027
2. Sokolov E. N. Perception and conditioned reflex Moscow: 2005
3. Timoshkina A. p. Computers in school. Pros and cons // Modern school-2006 -№3.
4. Khutorskoy AV.Pedagogical innovation: methodology, theory, practice: Nauchnoe izdanie [scientific publication], Moscow: Izd-vo UNTS do, 2005.
5. Irgashev M.U. About the problem of motivation of educational activity of students in the conditions of education in the university. Moscow: 2019.
