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22the learning process, as well as mastery of professional skill, which is achieved by continuous self-improvement, self-analysis and self-education.
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INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE STRUCTURE OF THE TEACHER'S PROFESSIONAL
ACTIVITIES Sharipova F.N.
Sharipova Feruza Negmatulloyevna - Teacher, DEPARTMENT "ENGLISHLANGUAGE", BUKHARA ENGINEERING TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Happiness he gets, who diminishes mind gaining.
One of the leading trends of modern education is to move it to a high technological level. This is reflected in the active implementation of information and communication technologies in the field of educational activities. Social, economic and technological changes in society define new requirements for all professionals, including the education system. The widespread introduction of ICT tools in the educational process creates the prerequisites for their integrated use in the teacher's professional activities. The structural-functional model of a teacher's activities using ICT tools, which constitute theoretical knowledge and practical skills, is the benchmark for software and methodological support for the process of improving the skills of educators in the integrated use of ICT tools in professional activities. The principal difference between the modern education system and the traditional one lies in the specificity of its technological component: in modern education, a rich arsenal of new information technologies is used, opening up new opportunities for improving the pedagogical process as a whole.In the present study, according to the tasks set, the features of the historical development of one of the main components of the system of continuous pedagogical education, the system of advanced training of teachers, were studied and analyzed. In theory and practice, continuing education focuses on adult education outside basic education and in modern society the idea of continuing education takes on the character of the paradigm of scientific and pedagogical thinking. The urgency of the problem of continuing education in relation to adult education is associated with its high sociocultural potential, of particular importance for state educational and social policy. The lack of functional literacy of adults in the field of modern information and communication technologies, which now permeated all spheres of society, is especially pronounced. The main burden in eliminating this gap rests on the system of advanced training and retraining of education workers, since in the system of continuing education for adults, post-graduate education takes a large part. In practice, the proposed activity model served as a guide for developing the advanced training course "Information and Communication Technologies in an Educational Institution." the realization of educational interests of the teacher, and the desire to use this knowledge in their professional activities in order to improve the pedagogical process as a whole. All this gives grounds to
conclude that the model of the structure of a teacher's activity developed by us with the use of ICT tools and the program-methodical support of advanced training courses are quite effective. In the course of the experiment it was proved that a sufficient level of training in the use of ICT in the pedagogical process can be achieved in the conditions of advanced training of educators. Traditionally, learning a foreign language in a non-linguistic university has been focused on reading, understanding and translating special texts, as well as studying the problems of the syntax of a scientific style. Now it is necessary to think about shifting the emphasis in training on the development of speech communication skills to professional topics and conducting scientific discussions, especially since the work on them does not hinder the development of skills, abilities and knowledge, so how is it based on them. Oral speech in the form of education should, apparently, be understood as a hearing or monologue, and written.The recording of the listened and the use of the written text as a source of the oral speech act are easily accomplished in the conditions of an educational audience. The scheme of teaching English oral speech in a specialty can be constructed taking into account the following provisions: 1) the definition of communicative features for most types of texts of this specialty, which are described in the linguistic literature, and the means of expressing these features, that is, communicative models; 2) the definition of communicative signs of oral speech and means of expression of these signs; . 1) comparison of these means, expression and selection of models for passive and active and training; 4) determination of the most complete adverb of communicative features and models of oral speech in the studied specialty and development of an exercise system for their active training: 5) analysis of various communicatively oriented types of texts in a given specialty, selection of certain types of texts for educational purposes, definition and basic communication features , models and the development of an effective exercise system for training selected structural units; 6) the creation of a "base of preliminary knowledge" for the development of speech skills, that is, the selection and training of word-building, lexical and grammatical structures necessary for reading, understanding, listening and speaking; 7) the development and bringing to the degree of automation of the student learning algorithms for all types of speech activity: X) oral communication from monologue to dialogue and. on the contrary, with the use of tasks and problems of search and search character. It should be noted that modern didactic principles of suggestion, visualization, use of audio and multimedia, etc. should be widely used in teaching.
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