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In conclusion, the variety of techniques that are used to expand your vocabulary is explained by the different types of memory, different characters. Try different methods and choose what is right for you or invent your own way [3].
References / Список литературы
1. Umaraliev Z.B., To'Ychiev I.K., Akramova N.M. Problems encountered in learning English for specific purposes // Вопросы науки и образования, 2019. № 3 (47). C. 139-142. [Электронный ресурс]. Режим доступа: https://cyberleninka.ru/article/n/problems-encountered-in-learning-english-for-specific-purposes/ (дата обращения: 15.11.2019).
2. Abduvaliyeva A.Z. English for occupational purposes // Наука, образование и культура, 2019. № 1 (35). C. 3, 8-40. [Электронный ресурс]. Режим доступа: https://cyberleninka.ru/article/n/english-for-occupational-purposes/ (дата обращения: 15.11.2019).
3. Ergasheva N.N. Raising motivation of students in a second/foreign language acquisition // Вопросы науки и образования, 2019. № 5 (50). C. 168-171. [Электронный ресурс]. Режим доступа: https://cyberleninka.ru/article/n/raising-motivation-of-students-in-a-second-foreign-language-acquisition/ (дата обращения: 15.11.2019).
INTEGRATION OF THE MODERN PEDAGOGICAL TECHNOLOGIES INTO THE ASSESSMENT PROCESS OF STUDENTS' KNOWLEDGE Nigmatullina А^. Email: Nigmatullina17144@scientifictext.ru
Nigmatullina Almira Shamsunovna — Senior Teacher, TEACHING LANGUAGES DEPARTMENT, MANAGEMENT IN PRODUCTION FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion depicts integration of the modern pedagogical technologies into the assessment process of students' knowledge. The author of the article considers that avoiding the traditional lesson through the use of new technologies in the learning process eliminates of the monotony of the educational environment and educational process, creates the conditions to vary the types of activities of students. It is recommended that pedagogical technology is selected depending on the subject content, objectives of the lesson, the level of preparedness of students, the ability to meet their educational needs, and the age category of students. The use of the modern pedagogical techniques contributes to the achievement of the main goal of modernization of education - improving the quality of education, ensuring the harmonious development of an individual who is orientated in the information space, connected to the information and communication capabilities of modern technologies and possesses a foreign language culture, as well as present the existing experience and identify its effectiveness.
Keywords: integration, students, assessment, process, interactive, pedagogical, information and communication, experience.
ИНТЕГРИРОВАНИЕ СОВРЕМЕННЫХ ПЕДАГОГИЧЕСКИХ ТЕХНОЛОГИЙ В ПРОЦЕСС ОЦЕНИВАНИЯ ЗНАНИЯ СТУДЕНТОВ
Нигматуллина А.Ш.
Нигматуллина Альмира Шамсуновна - старший преподаватель, кафедра обучения языкам, факультет управления в производстве, Ферганский политехнический институт, г. Фергана, Республика Узбекистан
Аннотация: данная статья рассматривает вопросы интегрирования современных педагогических технологий в процесс оценивания знаний студентов в вузах. Автор статьи считает, что уход от традиционного урока через использование в процессе обучения новых технологий позволяет устранить однообразие образовательной среды и монотонность учебного процесса, создаст условия для смены видов деятельности обучающихся. Рекомендуется осуществлять выбор технологии в зависимости от предметного содержания, целей урока, уровня подготовленности обучающихся, возможности удовлетворения их
образовательных запросов, возрастной категории обучающихся. Применение современных педагогических технологий способствует достижению основной цели модернизации образования - улучшению качества обучения, обеспечению гармоничного развития личности, ориентирующейся в информационном пространстве, приобщенной к информационно-коммуникационным возможностям современных технологий и обладающей информационной культурой, а также представить имеющийся опыт и выявить его результативность. Ключевые слова: интегрирование, студенты, оценивание, процесс, интерактивный, педагогический, информационно-коммуникационный, опыт.
УДК 372.881.1
Some of the recent initiatives which aim to improve teaching and learning in higher educational institutions in Uzbekistan have promoted the idea of 'interactive teaching'. The use of interactive modern technologies offers to teachers pursuing interactive teaching approaches in the classroom, then characterizes the ways in which they should be integrated into teachers' pedagogical content knowledge if it is to support a move from 'surface' to 'deep' interactive teaching.
Assessment of students' knowledge is one of the most important elements of the lesson. With its help, feedback is established that allows you to monitor the level of assimilation of curriculum material by students. Systematic accounting of the students' knowledge helps to detect gaps in perception and awareness, understanding and remembering, generalizing and systematizing knowledge and actions, applying them in practice, as well as adjusting students' activities and ways to manage these activities accordingly. At the same time, the teacher receives feedback on the progress of the process of learning [1].
The selection of appropriate assessment methods is influenced by many factors: the intended learning outcomes, the discipline and related professional standards, the context of the course and its relationship to other courses, the level of study, the characteristic features of the students, the available resources, the delivery mode of the course. The integration of interactive technology into assessment can provide opportunities to enhance student experiences and diversify the range of options available for students to learn and demonstrate their learning. Equally, technologies enable teachers to reconsider learning and teaching approaches, introduce innovative assessment methods and improve the effectiveness and efficiency of assessment.
Lesson discussion. The basis of such lessons is the consideration and study of supporting issues, problems, and various approaches to solving tasks. There are discussions - dialogues, when a lesson is compiled around a dialogue between two participants, group discussions, when disputed issues are resolved in the process of a group work. It is necessary to teach students the rules of the discussion: involving into a discussion, presenting the subject of a dispute; not allowing a superiority tone in a dispute posing questions clearly; trying to draw conclusions. Concluding the discussion, it is necessary to summarize its results: evaluate the correct use of concepts, the ability to use examples, and the culture of discussion. At this point, students receive grades for participating in the discussion. At the final stage of the lesson, new questions should be posed that provide an opportunity for new students to think [3].
Lesson - role-playing game. Such lessons are limited by a set of structural components; they can be distinguished into groups as their complexity grows: imitation, which are aimed at imitating a certain professional action; situational, which are associated with the solution of any narrow specific problem, that is, apply the basketball method - a training method based on imitation of situations.
Contextual tasks include tasks of one or another real situation. Their context provides the conditions for the application and development of knowledge in solving problems that may arise in real life. Therefore, you should make such tasks that develop the intellectual abilities of students.
Case technologies combine role-playing games, the project method, and situational analysis. Case technologies are opposed to such types of work as repetition after a teacher, answers to a teacher's questions, retelling of a text, etc. Cases differ from ordinary educational tasks (tasks usually have one solution and one correct path leading to this solution, cases have several solutions and many alternative paths leading to it). Case technology is not a repetition of a teacher, not a retelling of a paragraph or article, not an answer to a teacher's question, it is an analysis of a specific situation that forces you to raise the layer of knowledge and put it into practice. Case technology develops in students such qualities as social activity, sociability, the ability to listen and correctly express their thoughts.
Using case technologies in teaching foreign languages fosters the following: development of analysis skills and critical thinking; the combination of theory and practice; presentation of examples of decisions made; demonstration of various positions and points of view [2].
Thus, students are likely to enjoy and most engage in learning when assignments are exciting, interesting and relevant and where feedback is of high quality. They are also more likely to engage if they are not overworked by the extent of summative assessment. Non-traditional forms, along with traditional methods and techniques for assessing knowledge, abilities, skills, significantly increase the level of knowledge possession, as they give the student a motivation for learning.
References / Список литературы
1. Alimova Sh.M., Alaberdieva G.B., Tashmatova M.A. Challenges in teaching english language learners. // Vestnik nauki i obrazovaniya. 2019. 34-36. № 19-3 (73). URL: https://cyberleninka.ru/article/n/challenges-in-teaching-english-language-learners/ (date of access: 06.11.2019).
2. Burkhonova G.G. Natsional'nyye reformy vysshego obrazovaniya Uzbekistana // Voprosy nauki i obrazovaniya, 2019. №5 (50). S. 160-163. URL: https://cyberleninka.ru/article/n/natsionalnye-reformy-vysshego-obrazovaniya-uzbekistana/ (date of access: 06.11.2019).
3. Zokirova Z.T., Khamidova S.N., Okhunova Sh.K. Actual problems encountered in teaching foreign languages. // Vestnik nauki i obrazovaniya, 2019. № 19-3 (73). S. 37-39. URL: https://cyberleninka.ru/ar-problems ticle/n/actual-problems-encountered-in-teaching-foreign-languages/ (date of access: 06.11.2019).
РАЗВИТИЕ ПИСЬМЕННОЙ РЕЧИ В ОБУЧЕНИИ
ИНОСТРАННОМУ ЯЗЫКУ Охунова Ш.К. Email: Okhunova17144@scientifictext.ru
Охунова Шахноза Кодировка — преподаватель английского языка, кафедра обучения языкам, факультет управления в производстве, Ферганский политехнический институт, г. Фергана, Республика Узбекистан
Аннотация: данная статья раскрывает вопросы развития письменной речи в обучении иностранному языку. Автор статьи считает, что в настоящее время нельзя переоценить значение иностранного языка в современном обществе. В наше время, когда владение иностранным языком становится нормой, и мы говорим об английском языке как о языке международного общения, целью изучения языка становится формирование коммуникативной компетенции. Так как сегодня процесс обучения направлен на практическое владение иностранным языком, то хочется отметить огромное значение такого речевого вида деятельности, как письмо или письменная речь. Владение письменной речью позволяет реально использовать знание иностранного языка, находясь вне языковой среды, общаясь с носителями языка при помощи современных средств коммуникации.
Ключевые слова: письмо, обучение, письменный, практический, язык, современный, средства коммуникации, развитие, иностранный, международный.
DEVELOPMENT OF WRITTEN SPEECH IN TEACHING A FOREIGN LANGUAGE Okhunova Sh.K.
Okhunova Shakhnoza Kodirovna - Teacher of the English language, TEACHING LANGUAGES DEPARTMENT, MANAGEMENT IN PRODUCTION FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: this article reveals the issues of written language development in foreign language teaching. The author of the article believes that at present it is impossible to overestimate the importance of a foreign language in modern society. Nowadays, when mastering a foreign language is becoming the norm and we speak English as the language of international communication, the goal of language learning is to form a communicative competence. As today the learning process is aimed at the practical mastery of a foreign language, we would like to note the great importance of such a speech activity as writing. Written language skills make it possible to use really the knowledge of a foreign
