FORMATION, DISTRIBUTION AND DISTRIBUTION OF PROFESSIONAL COMPETENCIES OF STUDENTS OF PEDAGOGICAL INSTITUTIONS OF HIGHER EDUCATION Текст научной статьи по специальности «Науки об образовании»

ОБЩЕГУМАНИТАРНЫЕ НАУКИ (HUMANITARIAN SCIENCES)

УДК 1

Hamrayeva G.R.

assistant of the Tashkent University of Information Technologies named after Muhammad al-Khorezmi

FORMATION, DISTRIBUTION AND DISTRIBUTION OF PROFESSIONAL COMPETENCIES OF STUDENTS OF PEDAGOGICAL INSTITUTIONS OF

HIGHER EDUCATION

Аннотация: в данной статье обобщено распределение профессиональных компетенций студентов педагогического вуза, групповое распределение и тематика (тематическое исследование в деятельности по управлению проектами).

Ключевые слова: Competency approach, competence, competence, basic, general and predestined competencies, methods and methods of teaching, educational competences.

Competence-based learning requires students not to develop their skills and knowledge, but to master them in complex. Accordingly, the methodology of teaching varies.

Let's take a look at the basics of selection and design of teaching methods in the competent approach. We clarify it for that. We define its structure. Then make a base and object. Here are the principles of teaching techniques.

Competence - predetermined social requirements for the preparation of the student to work effectively in a particular area. Competence is multidimensional and there are several versions of it.

Competence - the student has the appropriate competence.

Competence is a minimum of experience accumulated in the student in terms of personal qualities and performance in the given field.

Competence - a set of personal qualities of the student (knowledge, skills, qualifications, abilities), which is determined by the experience gained in his / her social and personal activities.

Competencies should be distinguished from the educational competence. Education competence simplifies the student's life in full-fledged life. For example, a citizen can not apply some competences until he / she reaches a certain age. But that does not mean that they do not form in the student. In this case, we speak about education competence. For example, if a student studies his / her competence at the Pedagogical University, he / she will use it fully after graduating from the Pedagogical University. Accordingly, such competences are seen as educational competences during the study period.

There is no single list of key competencies worldwide, because each country or region has its own traditions, mentality and specific requirements. It is a social order that society puts its citizens into. Their list is determined by the social environment in a given country or region. Such a deal can not always be achieved. For example, the Swiss Institute of Economic Cooperation and Development and the National Institute of Educational Statistics have been unable to identify strong competencies in the project "Selection and Competitiveness of Competitiveness".

Analysis of the competence of different competences of the student shows that they are creative (creative). Creative competencies include: "extracting useful information from experience", "problem solving", "opening up current and current affairs", "problem recovery", "opening interactions between previous and current events" find "and so on. At the same time, the skills provided do not reflect the full range of student activities. Competence requires a minimum of experience that needs to be exercised. This should not be forgotten about formulating the requirements for student learning and designing the curriculum and textbooks.

Here are the main functions of the competencies, which are analyzed on the basis of their role and role in the analysis:

• reflect the social needs of young people who are ready to live in a daily life;

• demonstrate realistic objects from the environment for their skill and skills and targeted

support;

• being part of the content of learning curricula and education;

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• linking theoretical knowledge in practice to solving specific problems.

What kind of competencies should a sequence be?

As you know, some of the competencies are more or less important than others. Accordingly, they can be divided into three levels:

1. basic competences - belong to the general (metahedral) content of the content;

2. the development of competitiveness - the subjects belonging to a particular area and

the education sector;

3. competence of the subject - is calculated on the basis of the subject matter of the

previous two, as private.

The base competencies are specifically assigned to a particular stage of education and to the subject of the particular subject. For example, if the competence relevant to the study is included as a person in the development of the reflection in the competitiveness of the Ummah, it is necessary to have the structure and structure of the education associated with the role of education in order to determine the ability to distinguish between different aspects of the project activities, based on the subject matter of the subject matter.

In order to ensure that comparisons of competences are compared to the traditional education parameters, we introduce the concept of "training components" through the list of structural components of competence:

• name of the competition;

• the nature of the competitiveness and its role in its overall sequence (base umumpredmet

subject);

• scope of real-life objects with competences;

• the socio-practical relevance and significance of the concept (why it needs society?);

• the importance of the content to the individual (why the student should be competent?);

• skills and skills within the realistic field;

• minimum experience required for the student to participate in the competence (on the

training stages);

• indicators - Examples of learning and control and evaluation tasks to determine the level

of pupil competence (through instructional stages).

This collection of normative documents defines a collection of teaching and methodological literature as well as the design and lighting of documents measuring the overall fitness of students, as well as measuring their overall fitness.

In didactics and techniques, it is necessary to construct a special technology-based design to reflect the content of the basic subject matter.

At the first stage of the project, a list of relevant educational subjects is compiled on selected subject matter (project management activities, educational multimedia applications, educational technologies, etc.). To do this, you will be looking for some competencies (working with communicative information and learning technologies, etc.). The contribution of the subject can be attributed to the formation of competent competencies.

Subsequently, a minimum list of component parts of a subject is generated for project compilation:

• Objects of objects (natural cultural events, technical equipment, sources and others). In the field of science or activity, subject matter is separated into real subjects and events. For example: as a science, the text in science can be taken as material objects in the process of project management, system design, and so on. In education multimedia applications - main attention, accomplishment of multimedia software and consecutive annoying programs; educational technologies - the subjects of importance of the use of new innovative technologies and so on.

• Legitimate knowledge of the subject being studied: The relative rules, laws, theories, concepts, contradictions, cultural facts, ideas, hypotheses, problems, technologies, alternative approaches and other relevant knowledge of humanity.

• Types of activities for general and extracurricular activities. The specific list of curriculums and groups of specific qualifications, which are of interest to the subject and the meaning of umumpredmet.

Common knowledge skills, skills, skills, and tutoring are included in the various subjects for the development of multidimensional or intercultural competences. It can be displayed in the following table:

Standby kopetents Multiple competitive competences Predmet competences

communicative copetency oral speech project management in education multimedia applications in education technologies in education

written speech video, audio recordings designing a project plan to explain the subject matter working with multimedia applications use of innovative technologies

presentation of project results presenting the results of the program write data on an electronic board

The students are expected to develop the dynamics of the appropriate subject matter for formation of inter-facing competences - at the educational stages.

Reading Lines Competency-targeted objects Subjects of study Learning Components

Pedagogical Higher Education

Institution

Stage 1

Pedagogical Higher Education

Institution

Stage 2

Pedagogical Higher Education

Institution

Stage 3

Pedagogical Higher Education Institution Stage 4

As an example of inter-agency competences, we present the following elements in managing project activities in education:

• To introduce the students with the planning of scientific and methodological, educational and methodical work of a teacher;

• study modern approaches to designing, modeling and organizing teacher activity;

- to arrange for innovation pedagogical environments, ways and means of improving the teaching process on the basis of projection, justification and individual approach;

• designing and using advanced teaching aids in teaching students. Designing knowledge, skills and skills to implement the project:

• analyzing the pedagogical project and its results. training forms and methods of assessment:

• prepare future specialists to design innovation pedagogical activities through the development of analytical, critical, creative and independent thinking skills of professional competence, etc.

Formal competencies should be put in the form of activity for inclusion in the lesson process.

Taking into account the abovementioned, the following competence competence projects were developed: 1. Communicative competence

• Enhance the capacities of project activities in education to be effective in managing the society, and to effectively use them in the process;

• Being able to make a clear and understandable idea of project design, logical questions and responses to the topic;

• Respect the process of development, social adaptability, intercourse culture;

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• Being able to maintain and reassure the position of the speaker in the interlocutor;

• Be able to make decisions that are necessary (constuctive) in dealing with issues of conflict and conflict resolution in various conflicts;

2. Knowledge Competence

• Access to existing sources of information (internet, television rodio (audio-video record), telephone, computer, e-mail, etc.);

• Responding to the media when searching, retrieving, storing, storing, maintaining and using the media for the necessary information;

• Database creation and analysis;

• Work with documents in daily activities (writing ordinary greetings, filling in questionnaires, booking of hotel information, etc.);

3. Self-development competence as a person

• Continuously self-development, aspiration for physical, spiritual, spiritual and intellectual development;

• Continuous self-improvement of learning-learning, knowledge, experience throughout life;

• Be attentive to self-evaluation, self-control, honesty, truthfulness;

• Solve everyday life problems using learning and experiences.

4. Civic Activism Citizens' Competence

• Awareness-raising and active involvement in events, events and activities in society;

• Knowing and obeying his / her civic duty and rights (that is, buyer, voter, client, producer); To have an economic, legal culture of employment and civil status;

• To be in need of assistance to the community and to serve the interests of the family by striving to increase the professional status.

5. General Competences

• Being attentive to the homeland, respect for humanity, and attention to the universal and national values;

• Explaining the works of art and art;

• Respecting the Orthodox, following the cultural norms and healthy lifestyles;

• To know and appreciate the role of universal values (traditions, ceremonies, national and cultural traditions, etc.);

• Respect for others, kindness, generosity, religious beliefs, national and ethn ic features, traditions and ceremonies;

• Preserving the historical, spiritual and cultural heritage of the people, and respecting the established moral values.

• Awareness of scientific literacy science and technology, as well as the use of complement

• Make personal, family, professional and economic plans based on accurate calculations;

• Patient employment with personal and social benefits;

• Read and use graphs and diagrams of various formula models in daily activities;

• Awareness and use of science and technology news that can make people more productive, work productive and in the best possible way.

The first paragraph of the concept of communicative competence is called "the ability to effectively utilize modern technology and science and to use it effectively in education." To what degree and for what degree is this concept intended? The first-year student is incapable of mastering advanced technology and mastering any science. Likewise, high school students are only aware of their level. Therefore, these competencies need to be divided into steps, taking into account the frequency of training. For example:

Communicative competence Stage 1

• get acquainted with the use of modern technologies;

• studying assignments of multimedia multimedia projects;

• answering questions on the subject, asking questions;

• to express his / her opinion as oral, written and electronic, multi-media project;

• describe the first concepts in the design process.

• understand the classroom instructions and the teacher's responsibilities;

• explain correctly the project objectives;

• know how to greet a person in the process of submitting a project, such as asking minors, asking, apologizing;

• be able to explain the idea of project work by listening to students and students;

• ability to behave in different situations.

After that, these basic competencies are taught in subject subjects for the formation of students.

Below is an example of project management in education. To demonstrate the basic concepts in the subject matter of the course, which should form the basis of project management activities in teaching.

Communicative competence The curriculum reflects the communicative competencies that must be formulated

S get acquainted with the use of modern technologies, S teamwork and team members to be able to hear, respect and to be able to listen to ideas in the process of collaboration; S increasing regular experience in the study of modern technologies; S respond to participants in the dialogue. S project concepts (subject, plan, group and action conclusions, etc.) to know the names of project terminals in another language and use them in project work; S to be able to clearly define the law, rules and definitions in written, oral and written form; S to logically ask and answer questions based on their knowledge of project ideas; S being able to work in groups on a mutually agreed basis with respect to the project's opinion; S implementation of project tasks (plan, work done, etc.); to be able to

make decisions based on the issues presented in different situations and on the project's work, perceptions and laws; S in different conflicts, the group can decide to defend the stage, solve problems and resolve disputes S receive

Competency in information processing Reflecting on the subject matter of work with the information to be compiled

S access to information sources (media: journal, newspaper, television, radio audio, computer); S finding information that is required by the media, compliance with media culture while performing tasks; S working with documents in daily activities (job writing in different directions: announcement, congratulation, recording of data). S various sources of information: books, dictionaries, scientific literature, newspapers magazines, internet, television, radio (audio-video recording), telephone, computer; S finding the necessary information on the subject independently from the library of the Higher Education Institution; S writing and writing questions independently on a given topic; S to analyze data obtained from various sources of information, and to select the basics; S write information about the design process in daily activities.

Self-development competence as a person Reflection of the self-development competence as the subject matter of the training

S self-improvement of knowledge; S ability to demonstrate their skills according to their own interests (participation in competitions, participation in various contests); S observance of personal hygiene and technical safety rules; S regular exercise with training sessions; S discuss with the project participants what they have learned; S be honest and straightforward; S being in good health with surrounding people and friends. S preparing a report on the work of scientists who contributed independently to self-development in the study of this subject; S independently based on knowledge acquired on the subject (experiments and conclusions; S to rely on his knowledge in the auditory to adequately assess such matters as integrity, accuracy and observance of safety rules by controlling his or her actions; S creating various visual aids for demonstration of interest in science based on study; S being esteemed through active participation in various practices and solving problems in daily life.

Social Activist Civilian Citizenship The formulation of the socially active civic coalition should be reflected in the curriculum

S to know his / her duties and rights; S to get acquainted with their professional interests based on their interests and abilities; S participation in pedagogical higher education institution, auditorium, place in society and participation in interpretation;

S take contribution to creativity in the country; S understanding the duty of their family, neighborhood and country; S the symbols of our state - to respect the emblem, emblem, anthem. S the quality of his / her own labor productivity meets the qualifications, his / her feelings (independent work, project work); S to know the shortcomings and the advantages of independent work and project works; S knowing rights to labor and civil rights;

Public Criticisms Reflecting on the curriculum of the general public, which must be formulated

S respecting a healthy lifestyle, learning traditions and ceremonies of universal importance; S to understand the essence and essence of national pride, national pride concepts; S to know the concept of friendship and harmony; S to understand and enjoy works of art. S being faithful to the country by being kind to people; S to demonstrate creative abilities (different models, puzzles, project designs); S dressing according to cultural norms; S be respectful of the role of project management in other subjects through their history, understanding of development; S participation in national cultural traditions, customs and rules; S protecting the property of the pedagogical higher education institution in the pedagogical higher education

institution, following the rules of ethics in the auditorium; S generosity to others, respect for the outlook of others.

Getting to know the latest scientific technology newsletters It should be informed of the technical innovation and technical innovations and the use of the use of conformance to the curriculum.

S to know the history of the motherland, family and neighborhood and to compare them with today; S to know the feelings of great thinkers and scientists on science; S personal, planning and management based on scientific hypotheses; S different formulas, diagrams and usage in daily activities; S to be aware of innovations in science and technology that facilitate human labor; S to demonstrate results in their work based on accurate scientific assumptions (by solving project tasks); S getting their own performance plans in their own way and working with scientific hypotheses; S assessment of the possibilities of various modern information technologies in daily activities (in which the project is being carried out, creative, scientific, etc.): S working with various modern information technologies (computers, electronic boards, etc.) S to be aware of innovations in science development.

Based on this table selects teaching methods and methods.

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