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20DIDACTIC REQUIREMENTS FOR FUTURE ECONOMISTS TO DEVELOP EDUCATIONAL CONTENT IN THE ELECTRONIC INFORMATION ENVIRONMENT
Rustamov Jamshid Ergashevich
Senior lecture of SamIES
Abstract. The article describes the issues of improving the content and quality requirements for skills training of economists in the electronic information environment on the basis of modern approaches, periodic and continuous methodological training during their professional activities. It also discusses the forms of distance learning, the organization of the distance learning process, the content, methods, tasks of didactic teaching, teaching methods and the importance of these methods.
Keywords: tutor, teaching materials, moodle, module, portal, teaching technologies, distance learning methods, summary
Introduction. The introduction of education of future economists in the electronic information environment is a set of complex problems, consisting of didactic, technical and organizational-economic issues.
Didactics serves as a means of providing social experience on the basis of education, that is, preparing young people for life through education.
In the organization of educational activities there is a relationship between teacher-student, student-learning material, student-other students.
At present, didactics is understood as a field of pedagogy that scientifically substantiates the content, methods and organizational forms of teaching. Pedagogy, on the other hand, studies the process of education and upbringing on the basis of their integrity and unity.
At present, didactics is understood as a field of pedagogy that scientifically substantiates the content, methods and organizational forms of teaching. Pedagogy, on the other hand, studies the process of education and upbringing on the basis of their integrity and unity.
In addition to general didactics, there are also didactics called private didactics or teaching methods for specific subjects. The subject of general didactics is the interdependence and interdependence of teaching and learning
The tasks of didactics are:
• Identify, analyze and describe the general laws specific to the learning process;
• Better organization of the educational process, ie the development of educational systems and technologies;
• Describe and explain the learning process and the conditions for their implementation
An important issue is not the introduction of technology in the educational process in the first place, but the organization of the educational process of future economists in the electronic information environment and the development of the content of training courses. The organization of the educational process, initially distance learning requires the preparation of curricula, the choice of teaching technologies, the development of control materials.
The development of e-learning courses for future economists is one of the most complex issues in the development of teaching materials. - cannot develop in isolation from the educational environment "[3].
The quality level of distance learning courses is one of the key factors in ensuring the quality and effectiveness of distance learning courses.
Development of educational and methodical support of distance learning course is carried out on the basis of modular principles [2, 5, 6, 7]. Because in a distance learning course, the trainee must clearly understand and be aware of his or her ability to move from module to module. Special care should also be taken to ensure that the size of the modules does not increase. This is because large-scale modules are dangerous as they lead to a significant decrease in listeners 'interest in reading [5, 1 l].
This procedure is based on the rules - the general components of the educational and methodological support of the course of training of future economists in the electronic information environment consists of a modular curriculum, teaching materials, pedagogical technologies, methods and teaching aids, control materials (Figure 1).
Tutor
The content of the course of education of economists in the electronic information
Listener
f
T
1
T
1
Module academic programme of the educational course
Academic-methodic materials
Pedagogic technology, methods
Teaching devices and tests
Figure 1. Components of the educational and methodical support of the course of training of future economists in the electronic information environment.
Modular curriculum - —it will be composed of didactic paradigms and modules, each module will have its own specific didactic purpose. Achieving the desired goal is based on the content of specially developed training materials, the mastery of the content of training materials is checked with specific tasks "[7].
Assignment of different tasks is one of the important elements for effective mastering of the content of each topic in the study materials. Independent performance of thematic tasks by the listeners is to determine to what extent they have mastered the knowledge, skills and competencies related to the topics. The
quality of a learning material depends not only on its content but also on the quality of the assignments, as fully structured assignments are an effective assessment strategy.
Based on the nature of the teaching methodology for the preparation of tasks in the research process was developed on the basis of the following didactic requirements: the diversity of course modules, assignments on topics is aimed at the formation of knowledge, skills and competencies; assignments of different levels of difficulty, based on the rules of acquisition of knowledge of teaching methods from simple to complex; clear and understandable terms of assignments aimed at improving teaching methods; inextricable link of assignments with theoretical materials on teaching methods; the volume of assignments on each topic is commensurate with the hours allocated in the curriculum and the time norms allocated for independent study; that all assignments are adapted for future economists to perform in an electronic information environment and that there are no organizational difficulties.
Based on these requirements and the capabilities of the distance learning portal, assignments were developed in the following types: give a brief comment or essay on the questions structured based on the content of the topics; choose the correct, appropriate one from several options of answers and opinions given to the question; fill in diagrams or tables given as questions or assignments; rules, basic concepts, opinions of scientists, including substituting omitted words; write a correct description of the given key phrases and concepts; continuing to fill in incomplete points; selecting points of particular importance from the texts of the topics; write answers to questions.
Assessing the performance of these exercises and tasks is done in two different ways: automatically by the computer and by the tutor.
Assignments that are automatically evaluated by a computer are composed of appropriate types of tests according to the content of the question. These types of tests include sequencing, matching, multi-value, complementary, and other tests, making it possible to use different types of tests. The use of a variety of tests encourages listeners not only to perform tasks of the same form to find the correct answer among several answers, but also to think, reflect, analyze them.
Using these types of assignments, tests for initial diagnostic questions or assignments, self- assessment exercises, assignments, and control work were developed based on the content of theoretical training materials on the relevant topic.
Interim control works are carried out on the basis of the following established requirements:
• Acquisition by the student of the basic knowledge, skills and competencies required by the State requirements for educational modules;
• Mastering the skills of the student to use the main and additional resources on the training modules;
• Mastering ICT by the student;
• The level of students' knowledge of legal documents;
• The assessment of intermediate control tasks is carried out on a 100-point scale.
A trainee who achieves less than 70% of the maximum score set for intermediate control tasks is considered to have failed to score sufficient points in the intermediate control tasks, which are defined in the normative documents on the organization and conduct of final control work.
During the study, the distance learning course teaching materials were placed on a MOODLE platform mounted on a special server, and the learning process was based on case, network and mobile technologies.
—MOODLEII is an acronym derived from the English words —Modular Object-Oriented Dynamic Learning Environment! and means an object-oriented modular dynamic learning environment in Uzbek. The MOODLE platform was created by Martin Daugimas, a talented UK educator and computer programmer.
An analysis of the literature shows that MOODLE is widely popular due to its functional capabilities and belongs to the class of LMS (Learning Management System). MOODLE is a free software developed under an open source GPL license, which allows you to use this system for free and make changes to it easily, safely and integrate it with other products in accordance with the needs of the educational institution. Today, MOODLE is used in more than 40,000 educational institutions around the world and has been translated into almost 90 languages, including Uzbek, by our staff.
Educational-methodical support differs from traditional education in that it uses a complex of specific methods, techniques, tools and forms of teaching. First of all, ICT-based methods are used.
Therefore, in the distance learning course, first of all, it is necessary to use ICT in education and to have the skills and abilities to use e-textbooks, e-learning manuals, virtual laboratories, computer-assisted problem solving.
In order to meet these requirements, requirements and a special program have been developed to determine their professional competence in the practical use of ICT.
In order to provide methodological assistance to the students admitted to the course to work independently in the distance learning process, opportunities were created in the research process to develop skills and abilities to work independently with the learning elements in distance learning courses.
A competency-based approach was also used in the development of teaching materials. This will increase the effectiveness of distance learning courses. At the same time, opportunities were created in the research process to apply the knowledge gained from the course materials in practice without delay.
Thus, the following advantages of organizing a distance learning course on the basis of a modular curriculum can be seen: the possibility of preparing the course, taking into account the
knowledge of the student; the possibility of rapid change of the content of the course by the author, which in turn can be introduced without delay in the world and
national innovations in teaching methods; the volume of training materials on modules and topics can be changed as desired, which is important for the smooth conduct of the distance learning process; the ability to interact with modules and themes.
Experience in the development of teaching aids for distance learning courses shows that each module should be named in accordance with the purpose, including specific designation. The number of modules is determined by the authors, based on the State requirements for the quality of the educational process, the State educational standards of teaching and the specifics of teaching methods.
E.S. Polat, a leading expert in the field of distance learning, said that "the specifics of the subject not only determine the content and structure of teaching, but also reflected in the chosen model of teaching" [4; 2; 1]. Distance learning courses of educational-methodical support and special programs developed in the course of research are carried out on the basis of the didactic model developed for implementation of educational process.
Thus, the teaching and methodological support of distance learning can be developed and applied in practice at all levels of the system of continuing education. Motives and factors such as "having life and professional experience", "striving to solve important life problems and achieve certain goals through study", "ready to put into practice the knowledge, skills and abilities acquired during training" are positive for the effectiveness of distance learning. affects. Therefore, the introduction of distance learning in the development of skills of future economists in the electronic information environment is a expedient and effective measure.
Reference
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3. Baskin Yu.G., Suslenkova E.B. Methodology for a full-scale virtual laboratory experiment. - magazine. Scientific and theoretical journal "Scientific notes", 2009 № 9 (55). Art. 3-8.
4. Vedeneeva E.A. The implementation of the principle of individualization in the conditions of distance learning physics at the level of general education. Dis. ... cand. ped sciences. - Ekaterinburg, 2002 .- 213 p.
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