7Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology and Pedagogy: Problems and Solutions
Volume 4 | TMA Conference | 2023 Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi: muammo va yechimlar
MODERN INNOVATIVE TECHNOLOGIES IN EDUCATION
Surayyo Burhanovna Sharipova
O'zbekiston davlat jahon tillari universiteti, "Pedagogika va psixologiya" kafedrasi
Ushbu maqolada o'qitishning zamonaviy innovatsion texnologiyalari, tarixi va turlari bayon etilgan.
Kalit so'zlar: texnologiya, portfolio, o'qitish.
АННОТАЦИЯ
В данной статье описаны современные инновационные технологии, история и виды обучения.
Ключевые слова: технология, портфолио, обучение.
This article describes modern innovative technologies, history and types of education.
Keywords: technology, portfolio, training.
Let's start our analysis by fixing a number of peculiar myths of "innovation" or simply misunderstandings. The first misunderstanding is that innovation and innovation (innovation) are one and the same; the second is that innovative activity and production, the creation of innovations (innovations) are also one and the same, then this is TRIZ (the theory of rationalization and inventions). The third misunderstanding is related to linguistic naturalism: since innovation is a verbal noun, it must be monosubjective.
In fact, innovation (in-new) appears in Latin somewhere in the middle of the 17th century and means the entry of a new into a certain sphere, implantation into it and the generation of a whole series of changes in this sphere. This means that innovation is, on the one hand, a process of innovation, implementation, implementation, and on the other hand, it is an activity to g innovation into a certain social practice, and not a subject at all
dotsenti surayyo.74@mail.ru
ANNOTATSIYA
ABSTRACT
Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology and Pedagogy: Problems and Solutions
Volume 4 | TMA Conference | 2023 Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi: muammo va yechimlar
Innovative activity in its most complete development involves a system of interrelated types of work, the totality of which ensures the emergence of real innovations. Namely:
• research activities aimed at obtaining new knowledge about how something can be ("discovery"), and about how something can be done ("invention");
• project activities aimed at developing special, instrumental and technological knowledge about how, on the basis of scientific knowledge, under given conditions, it is necessary to act in order to get what can or should be ("innovative project");
• educational activities aimed at the professional development of subjects of a certain practice, at the formation of each personal knowledge (experience) about what and how they should do in order for an innovative project to be embodied in practice ("implementation").
What is "innovative education" today? - This is an education that is capable of self-development and which creates conditions for the full development of all its participants; hence the main thesis; innovative education is developing and developing education.
What is "innovative educational technology"? It is a complex of three interrelated components:
1. Modern content, which is transmitted to students, involves not so much the development of subject knowledge, but the development of competencies that are adequate to modern business practice. This content should be well structured and presented in the form of multimedia educational materials that are transmitted using modern means of communication.
2. Modern teaching methods are active methods of developing competencies based on the interaction of students and their involvement in the learning process, and not just on passive perception of the material.
3. A modern learning infrastructure, which includes information, technological, organizational and communication components that allow you to effectively use the benefits of distance learning.
At the moment, a variety of pedagogical innovations are used in school education. It depends, first of all, on the traditions and status of the institution. As Zagashev I.O. determined, the following most characteristic innovative technologies can be distinguished [1].
1.Information and communication technologies (ICT) subject education The introduction of ICT into the content of
Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology and Pedagogy: Problems and Solutions
Volume 4 | TMA Conference | 2023 Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi: muammo va yechimlar
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educational process implies the integration of various subject areas with informatics, which leads to the informatization of students' consciousness and their understanding of informatization processes in modern society (in its professional aspect). It is essential to realize the emerging trend in the process of informatization of the school: from the development by schoolchildren of initial information about computer science to the use of computer software in the study of general subjects, and then to the saturation of the structure and content of education with elements of computer science, the implementation of a radical restructuring of the entire educational process based on the use of information technologies. As a result, new information technologies appear in the school methodological system, and school graduates are prepared to master new information technologies in their future work. This direction is implemented through the inclusion in the curriculum of new subjects aimed at studying informatics and ICT. Application experience has shown: a) the information environment of an open school, including various forms of distance education, significantly increases the motivation of students to study subject disciplines, especially using the project method; b) informatization of education is attractive for the student in that the psychological stress of school communication is removed by moving from the subjective relationship "teacher-student" to the most objective relationship "student-computer-teacher", the effectiveness of student work increases, the share of creative work increases, the opportunity in obtaining additional education in a subject within the walls of the school, and in the future, a purposeful choice of a university, a prestigious job is realized; c) the informatization of teaching is attractive to the teacher in that it allows to increase the productivity of his work, increases the general information culture of the teacher.
At present, it is possible to speak quite definitely about several types of design. First of all, it is the psychological and pedagogical design of developing educational processes within a certain age interval, creating the conditions for a person to become a true subject of his own life and activity: in particular, learning - as the development of general methods of activity; formation - as the development of perfect forms of culture; upbringing - as the development of the norms of a hostel in different types of community of people.
Next is the socio-pedagogical design of educational institutions and developing educational environments that are adequate to certain types of educational processes; and most importantly - adequate to the traditions, way of life development prospects of a particular region of Russia.
Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology and Pedagogy: Problems and Solutions
Volume 4 | TMA Conference | 2023
Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi: muammo va yechimlar
y
And, finally, the actual pedagogical design - as the construction of developing educational practice, educational programs and technologies, methods and means of pedagogical activity.
It is here that the special task of design and research activities arises to ensure the transition from traditional education (traditional schools, traditional management systems, traditional education and upbringing) to innovative education that implements the general principle of human development.
So, in developmental psychology, special designing of age standards (as a certain complex of individual abilities of a child in a specific age interval) and development criteria at different stages of ontogenesis is necessary.
2. Person-oriented technologies in teaching the subject
Student-centered technologies put the personality of the child at the center of the entire school educational system, providing comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. The personality of the child in this technology is not only a subject, but also a priority subject; it is the end of the educational system, and not a means to some abstract end. It manifests itself in the development by students of individual educational programs in accordance with their capabilities and needs.
3.Information - analytical support of the educational process and management
the quality of schoolchildren's education
The use of such innovative technology as the information-analytical method of managing the quality of education allows you to objectively, impartially track the development over time of each child individually, class, parallel, school as a whole. With some modification, it can become an indispensable tool in the preparation of class-generalizing control, studying the state of teaching any subject of the curriculum, studying the system of work of a single teacher.
4. Monitoring of intellectual development
Analysis and diagnostics of the quality of education of each student by testing and plotting progress dynamics.
5. Educational technologies as a leading mechanism for the formation of a modern student It is an integral factor in modern learning conditions. It is implemented in the form of involving students in additional forms of personality development: participation in cultural events on national traditions, theater, centers for children's creativity, etc.
Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology and Pedagogy: Problems and Solutions
Volume 4 | TMA Conference | 2023 Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi: muammo va yechimlar
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6. Didactic technologies as a condition for the development of the educational process of educational institutions
Here, both already known and proven techniques, as well as new ones, can be implemented. These are independent work with the help of a textbook, a game, design and defense of projects, learning with the help of audiovisual technical means, the "consultant" system, group, differentiated teaching methods - the "small group" system, etc. Usually, various combinations of these techniques are used in practice.
7. Psychological and pedagogical support for the introduction of innovative technologies.
A scientific and pedagogical substantiation of the use of certain innovations is supposed. Their analysis at methodological councils, seminars, consultations with leading experts in this field.
Thus, the experience of the modern Russian school has the widest arsenal of application of pedagogical innovations in the learning process. The effectiveness of their application depends on the established traditions in a general education institution, the ability of the teaching staff to perceive these innovations, and the material and technical base of the institution.
New educational standards introduce a new area of assessment activities - the assessment of personal achievements. This is due to the implementation of the humanistic paradigm of education and a student-centered approach to learning. It becomes important for society to objectify the personal achievements of each subject of the educational process: student, teacher, family. The introduction of the assessment of personal achievements ensures the development of the following personality components: motivation for self-development, the formation of positive guidelines in the structure of the self-concept, the development of self-esteem, volitional regulation, and responsibility.
Kolyutkin Yu.N. [2] says that the portfolio is the best way to organize a cumulative assessment system. This is a way of fixing, accumulating and evaluating the work, the results of the student, indicating his efforts, progress and achievements in various areas over a certain period of time. In other words, it is a form of fixation of self-expression and self-realization. The portfolio provides a transfer of "pedagogical emphasis" from assessment to self-assessment, from what a person does not know and cannot do to what he knows and can do. A significant characteristic of the portfolio is its integrativity, including quantitative qualitative assessments, involving the cooperation of the stud
Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology and Pedagogy: Problems and Solutions
Volume 4 | TMA Conference | 2023
Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi: muammo va yechimlar
y
teachers and parents in the course of its creation, and the continuity of the assessment replenishment.
For a student, a portfolio is an organizer of his learning activities; for a teacher, it is a means of feedback and a tool for evaluative activity.
In this context, the student should be considered any student, and the teacher -the leader of the learning process.
In conclusion, let us ask ourselves - does education have prospects for transition to the mode of innovative development and self-development? Let us note three types of such conditions in three spheres of providing innovative education.
In science, these prospects are associated with more ambitious than today, the bases for the implementation of the main directions of design and research activities; First of all, these are the humanitarian and anthropological foundations for the formation and development of a person in the space of education. Only in this case meaningful methodology for designing and researching innovative education is possible; a general theory of the development of individual subjectivity and child-adult communities in educational processes; technology for the implementation and examination of multi-scale innovative educational projects.
REFERENCES
1. Zagashev I.O. Critical thinking. Development technology. St. Petersburg: Alliance "Delta". - 2003
2. Kolyutkin Yu.N. Educational technologies and pedagogical reflection. SPb.: SPb
GUPM. - 2002, 2003
