CC BY
52
• учет состояния здоровья;
• поддержка со стороны педагогов;
• знание своих личностных особенностей;
• выявление своих возможностей и способностей;
• информированность о видах творческой деятельности, которая соответствует
индивидуальным способностям.
В работе с подростками с ограниченными возможностями здоровья должен использоваться индивидуальный подход, учитывающий особенности каждого конкретного подростка, имеющего проблемы со здоровьем, а также выбор преимущественно индивидуальных форм работы вместо групповых.
Таким образом, мы отмечаем, что работа по личностному самоопределению подростков с ОВЗ имеет свою специфику, но разработка современных педагогических программ самоопределения подростков с ограниченными возможностями здоровья только сегодня приобретает научную разработанность, ранее же она была представлена весьма схематично и изучалась в контексте рассмотрения других более широких аспектов.
Список литературы / References
1. Бгажнокова И.М. Воспитание и обучение детей и подростков с тяжелыми и множественными нарушениями развития/ И.М. Бгажнокова. Москва: Педагогика, 2007. 247 с.
2. Егорова Т.В. Социальная интеграция детей с ограниченными возможностями / Т.В. Егорова. Балашов, 2002. 80 с.
3. Личностное самоопределение как психологическая проблема. [Электронный ресурс]. Режим доступа: http://azps.ru/articles/pers/pers12.html/ (дата обращения: 21.04.2019).
4. Социальная дезадаптация. [Электронный ресурс]. Режим доступа: https://psyh.info/article/harakter/sotsialnaya-dezadaptatsiya.html/ (дата обращения: 21.04.2019).
5. Ходенко Н.М. Влияние развивающих сред на личностное самоопределение старшеклассников/ Н.М. Ходенко// Ученые записки Курского государственного университета. Курск, 2013. № 2. С. 30-42.
6. Чистякова С.Н. Проблема самоопределения старшеклассников при выборе профиля обучения/ С.Н. Чистякова// Педагогика, 2005. № 1. С.19-26.
DESCRIPTION OF PEDAGOGICAL TECHNOLOGY AND PROBLEMATIC TEACHING TECHNOLOGY Rakhimov O.D.1, Manzarov Yu.Kh.2, Karshiyev A.E.3, Sulaymanova Sh.A.4 Email: [email protected]
'Rakhimov Oktyabr Dustkabilovich - Сandidate of Technical Sciences, Professor, Head of Department, EDUCATIONAL-METHODICAL DEPARTMENT; 2Manzarov Yusufjon Khurramovich - Candidate of Historical Sciences, Associate Professor, DEPARTMENT SOCIAL SCIENCES; 3Karshiyev Alisher Eshmamatovich - Senior Teacher, DEPARTMENT TECHNOLOGY OF STORING AND PRIMARY PROCESSING OF AGRICULTURAL PRIDUCTS; 4Sulaymanova Shohsanam Abdusamadovna - Assistant,
DEPARTMENT SOCIAL SCIENCES, KARSHI ENGINEERING -ECONOMIC INSTITUTE, KARSHI, REPUBLIC OF UZBEKISTAN
Abstract: the article gives brief information on educational and pedagogical technologies, educational technology in higher education, educational innovations, characteristics and classification of pedagogical technologies according to their degree of use, philosophical foundations, scientific concept, and modernization of traditional education. The issues of technology and the essence of problem-based learning, their content, basic forms, advantages and disadvantages, as well as methods for creating problem-solving tasks and problematic situations during classes are highlighted. Keywords: technology, classification, educational technology, pedagogical technology, innovation, teaching methods, problem education.
КЛАССИФИКАЦИЯ ПЕДАГОГИЧЕСКИХ ТЕХНОЛОГИЙ И ТЕХНОЛОГИЯ ПРОБЛЕМНОГО ОБУЧЕНИЯ Рахимов О.Д.1, Maнзаров Ю.Х.2, Каршиев A.Э.3, Сулаймонова Ш.А.4
'Рахимов Октябр Дусткабилович - кандидат технических наук, профессор, начальник отдела,
учебно-методический отдел; 2Манзаров Юсуф Хуррамович- кандидат исторических наук, доцент, кафедра социальных наук;
3Каршиев Алишер Эшмаматович - старший преподаватель, кафедра хранения и первичной обработки сельскохозяйственных продуктов;
4Сулаймонова Шохсанам Абдусамадовна — ассистент, кафедра социальных наук, Каршинский инженерно-экономический институт, г. Карши, Республика Узбекистан
Аннотация: в статъе приведены сведения по образовательным и педагогическим технологиям, образовательной технологии в высшем образовании, инноватике в образовании, характеристика и классификация педагогических технологий по степени использования, по философским основам, по научной концепции, по модернизации традиционного обучения. Освещены вопросы технологии и сущности проблемного обучения, их содержание, основные формы, преимущества и недостатки, а также методы создания проблемных задач и проблемных ситуаций в ходе занятий.
Ключевые слова: технология, классификация, образовательная технология, педагогическая технология, инновация, методика обучения, проблемное обучение.
UDC 37.0:004(075.8) DOI: ' 0.24411/2304-2338-2020-' 020'
Since the second half of the twentieth century, a worldwide Quality Revolution has taken place. Leading manufacturing companies in the world have focused on product quality, not quantity and quantity. Quality has emerged as a key factor in ensuring competitiveness. Currently, terms such as product quality, quality of technology and technology, and quality management systems have replaced the notion of quality of life. The main criterion for quality of life is the quality of education and training.
All vital relations of humanity (politics, economy, social, etc.) are formed and evolve through interdependence and interaction between people. Depending on the quality of education, the level of these relations and, of course, political and economic relations will also change.
From the foregoing, one can rightly conclude that all the problems in the world today are the result of deficiencies in the education system.
All problems can be solved only by a high level of consciousness, right thinking and incomparable knowledge, high spirituality and enlightenment. The solution could be to increase the quality of education by focusing more on education and by providing more funding.
One of the ways to ensure quality in higher education is the widespread use of innovative pedagogical technologies in the learning process. Future staff need to have the ability not only to solve standard problems, but also to handle non-standard emergencies. Problem-based teaching technology plays an important role in shaping such competence in students. Below we will look at the use of educational technology, their types and the technology of problem-based learning.
Technology of Education - technology of training and education aimed at formation and development of personal qualities, professional, professional and general cultural competences of students.
Technology of Education in Higher Education The content of specialist training, taking into account the abilities and interests of the morning, is a system of interaction between teachers and students based on psychological, universal, pedagogical, didactic, and individual methodologies designed to design content and implement pedagogical methods, forms and methods of teaching in accordance with the learning objectives.
Pedagogical technology - system of design and application of this technology, which consists of pedagogical laws, goals, principles, content, forms, methods and methods of teaching and education, providing high efficiency.
Pedagogical technology - system of scientific design of education and its guaranteed success.
Pedagogical technology is a set of pedagogical and psychological methods and techniques aimed at solving the problems of education, upbringing and personality development of students and
implemented in a particular sequence. It develops and updates according to the technical equipment of the educational process, student's thinking, socio-economic relations in society, public policy in education, information society (Internet), access to it, the level of spiritual and material support of educators and students. is an innovative project (author's description).
Pedagogical technology is characterized by the following features::
> Developing consecutive teaching and learning objectives;
> compilation, regulation and compilation of information intended for assimilation;
> Integrated use of didactic and technical training and supervision, including computer facilities;
> Strengthening the diagnostic function of training and education;
> guaranteeing sufficiently high quality of training.
Classification of pedagogical technologies:
> Depending on usage level: general pedagogical, individual methodical (on a subject) and local (modular);
> Philosophical: scientific and religious, humanistic and authoritarian;
> According to the scientific concept of experience acquisition: associative-reflector, behaviorist, interiorist, developer;
> By personality design: information (formation of knowledge, skills and abilities), operational (mental abilities), heuristic (creative skills development), practical (practical skills development);
> By the nature of modernization of traditional system of training: technology for activization and intensification of student activity; technology based on the humanization and democratization of activities between teachers and students; technology based on didactic processing of learning material. This technology can be classified according to the following criteria:
> on the leading goals and objectives;
> according to the form of training;
> according to the basic teaching methodology.
Didactic content of teaching technology takes into account:
> usage level;
> philosophical foundations;
> leading concept of knowledge acquisition;
> distinctive nature of the content of education;
> form of training;
> leading teaching methods;
> category of students.
Pedagogical innovation (innovation, innovation) is a purposeful change that incorporates elements of sustainable innovation into the activities of an educational institution, effectively influencing its development and functioning.
Innovative pedagogical technologies are exactly a set of modern methods and techniques for teaching students and students the specific subject (s) in the educational process.
The wide use of the following pedagogical technologies in achieving these goals and objectives will have positive results:
> traditional (reproductive) teaching technology;
> technology of problem-based learning;
> developing educational technology;
> texnolog The technology of gradual formation of mental activity;
> texnolog Technology of collective interaction;
> completely mastered technology;
> teaching technology at different levels;
> texnolog Adaptive teaching technology;
> programmed teaching technology;
> computer training technology;
> modular learning technology;
> technology of creative activity development;
> technology of project method.
Of course, each pedagogical technology has its own advantages and disadvantages, which should take into account the type of education, the form of education, the age and education of students, the nature of the subject and, of course, the experience and skill of the teacher.
Technology of problem trainingThe authors of this idea of pedagogical technology T.V. Kudryavtsev, AM Matyushkin, V. Okon and MI Mahmutov.
The purpose of pedagogical technology is to develop independent creative research skills aimed at solving student learning problems under the guidance of a teacher. The use of pedagogical technology leads to the formation of new skills, knowledge and skills, developing cognitive ability, erudition (knowledge, intelligence), love of knowledge, creative thinking and other important qualities and abilities. In this technology, pedagogy does not provide readily available knowledge, but creates a problem situation for the student and allows him to arouse ideas and ideas in problem solving.. Problems arise from the activation of the following contradictions:
Bil Known and unknown subject matters (inability to create problematic situations using certain methods and methods);
Angan acquired knowledge and new evidence (very low or high level of knowledge, vital and scientific knowledge, incompatibility with existing knowledge and new requirements); O'zgar changing practical conditions with the use of existing knowledge;
Mumkin Possible theoretical solutions to the problem and the incompatibility (inability) of the chosen method (s);
Natijalar Lack of knowledge (lack) of the results achieved on the practical implementation of the task and the theoretical knowledge of the student.
The main forms of problem-solving technology:
• problem-solving - Demonstrate the scientific-logical solution of the problem posed to the student by the teacher;
• partial-research activity - stimulating the student to act independently to find the ideas and answers to the problem by asking the teacher special questions;
• research activity is to organize the learner's own independent search for ways and solutions to the problem.
Advantages:
> achievement of the highest level of intellectual development of students, formation of independence of knowledge;
> increasing their interest in learning activities;
> ensuring robust learning outcomes. Disadvantages:
• high time required to achieve planned results;
• sust Poor management of cognitive activity by the student.
A problem situation is didactic only when the problem task (learning task, questions, practical task, etc.) corresponds to the student's intellectual abilities, encouraging them to solve the emerging problems and get out of the problem.
Indeed, the widespread use of problem-based learning technology in the learning process will allow future professionals to develop the ability to quickly find solutions to unusual situations, to develop self-improvement and self-development skills. This is one of the main requirements of the modern educational process.
References / Список литературы
1. Polat Ye.S. Novyye pedagogicheskiye i informatsionnyye tekhnologii v sisteme obrazovaniya. M.: Akademiya, 2009. 272 s.
2. Rahimov O.D., Ehsev S.S. The importance of the telecommunication projectc on education system. // Actual issues of the development of science in the world. Int. conf. M.: Eurasian Scientific Association »No. 4 (50) April, 2019
3. Rakhimov O.D., Turgunov O.M. Zonavav Talim technology lari. Tashkent, "Fan wa tekhnologar" nashriyoti, 2014. 205 p.
4. Rakhimov O.D., Murodov M.O. Talim sifati va innovation tekhnologar. Tashkent, "Fan wa tekhnologar" nashriyoti, 2014. 205s.
5. Omarova A.A. Modern technology of problem education. // Modern high technology [Electronic resource]. 2011. №01 URL: https: //www.top-technologies.ru/ru/article/view? Id = 26632/ (date of access: 12.20.2019).
6. Sitarov V.A. Problematic education as one of the areas of modern educational technologies. // Problems of pedagogy and psychology. [Electronic resource], 2009. № 01. URL: https://cyberleninka.ru/article/n/problemnoe-obuchenie-kak-odno-iz-napravleniy-sovremennyh-tehnologiy-obucheniya/viewer/ (date of access: 12.20.2019).
