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педагогического репертуара, правильно подобранных произведений, постепенный переход от лирических произведений к драматическим. «Переоценивать способности ученика и давать ему непосильные вещи - это преступление, этого никогда нельзя допускать» - всегда на обсуждениях напоминает профессор. Вокальное исполнение произведений студентами класса Мукаддас Нишановны всегда отличает культура звукоизвлечения, красота голоса, музыкальность, чувство стиля, благородство и этим они всегда покоряют благодарную публику. Каждый год профессор М.Н. Ризаева даёт отчётные концерты студентов своего класса, на которые всегда собирается много слушателей, и всегда они заканчиваются криками «браво!». В этом, наверное, и состоит задача вокального педагога - воспитать всесторонне развитого певца, подготовить его к профессиональной деятельности, научить находить путь к сердцу зрителя. Именно поэтому Мукаддас Нишановна Ризаева уже многие годы остаётся флагманом академического вокального образования в Узбекистане, своей бескорыстной благородной миссией приумножая и расширяя горизонты вокальных ценностей. В 2020 году профессору Мукаддас Нишановне Ризаевой исполняется 95 лет. Хочется пожелать ей доброго здоровья на радость её близких, учеников и коллег!
Список литературы / References
1. РизаеваМ. Ёш хонанданинг камолоти. Становление молодого певца. Т., 2003. С. 3-102.
2. История вокального исполнительства в Узбекистане // История вокального и хорового исполнительства в Узбекистане. Т., 1991. С. 3-62.
3. Островский А. В годину испытаний // Ленинградская консерватория в воспоминаниях. Книга 2. Л., 1988. С. 5-13.
4. ХамидоваМ. Тайны волшебного ремесла // Правда Востока, 11 апреля 2006 года.
5. [Электронный ресурс]. Режим доступа: http//conservatory.ru/node/67/ (дата обращения: 25.02.2020).
MODULAR EDUCATION IN THE EDUCATIONAL SYSTEM Parmonov A.A. Email: [email protected]
Parmonov Alisher Abdupattaevich — Teacher, INTERFACULTY DEPARTMENT OF FOREIGN LANGUAGES, FOREIGN LANGUAGES FACULTY, KOKAND STATE PEDAGOGICAL INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion deals with the issues of modular education in the educational system as a whole as well as reforms conducted in the system of the higher education in the Republic of Uzbekistan. The author of the article believes that the credit module system is a model of the educational process organization based on the unity of modular learning technologies and credits as units of measurement of student's learning load necessary for mastering meaningful modules. Credit-module system of the educational process organization provides: modular structure of the educational program; use of credit units (credits) for evaluation of labor intensity; use of point and rating systems of knowledge evaluation; student's participation in formation of individual educational plan; increase of self-study share in the educational process; increase of.flexibility of the educational programs. Keywords: program, modular training, structure, system, evaluation, process, use, student, technology, university, institution, academic.
МОДУЛЬНОЕ ОБУЧЕНИЕ В СИСТЕМЕ ОБРАЗОВАНИЯ
Пармонов А.А.
Пармонов Алишер Абдупаттаевич — преподаватель, межфакультетская кафедра иностранных языков, факультет иностранных языков, Кокандский государственный педагогический институт, г. Фергана, Республика Узбекистан
Аннотация: данная статья рассматривает вопросы модульного обучения в системе образования в целом, а также реформы, происходящие в системе высшего образования Республики Узбекистан. Автор статьи считает, что кредитно-модульная система - это модель организации учебного процесса, основывающаяся на единстве модульных технологий обучения и зачетных кредитов, как единиц измерения учебной нагрузки студента, необходимых для усвоения содержательных модулей. Кредитно-модульная система организации учебного процесса предусматривает: модульную структуру образовательной программы; использование зачетных единиц (кредитов) для оценки трудоемкости; использование балльно-рейтинговых систем оценки знаний; участие студента в формировании индивидуального учебного плана; увеличение доли самообучения в образовательном процессе; увеличение гибкости образовательных программ.
Ключевые слова: программа, модульное обучение, структура, система, оценка, процесс, использование, студент, технология, университет, заведение, академический.
UDC 372.881.1
Modular education is a way of organizing the educational process based on block-module presentation of the educational information. Modular education as a pedagogical technology has a long history. In 1869, Harvard University introduced an educational program that allowed students to choose their own courses of study. By the beginning of the 20th century, all U.S. higher educational institutions had an elective scheme in place, according to which students would choose courses of their own choice in order to reach a certain academic level [1].
In 1896, the first laboratory school was established at the University of Chicago, founded by the distinguished American philosopher and educator J. Dewey. He criticized the traditional teaching approach based on memorization and put forward the idea of "training by doing". The essence of such education was to "construct" the training process through mutual "discovery" by both a teacher and a pupil. The concept of individualized training was implemented in 1898 in the United States and has gone down in history as a "battle plan".
The pupil's teaching time was divided into two periods: a collective lesson with a teacher in the morning and an individual lesson with an assistant teacher in the afternoon. This approach improved the quality of learning. In 1916 H.Parkhurst on the basis of one of Dalton secondary schools tested a new educational model, which was called "Dalton plan". The essence of this model was to provide the student with an opportunity to choose the purpose and mode of attendance of each educational subject at his/her own discretion. In specially equipped classrooms-laboratories, students were given individual tasks at a time favorable for each of them. In the process of accomplishing these tasks, learners used necessary textbooks and equipment, received consultations from teachers, who were assigned the role of organizers of an independent cognitive activity of pupils. A rating system was used to assess pupils' educational achievements.
In the 1930s, a critique of J. Dewey's individualized training begins. The students' knowledge acquired by the heuristic method proved to be superficial and fragmented. An alternative to heuristic training was programmed training, which exceeded the role of the problem-searching method and diminished the role of the reproductive pedagogical approach, the founder of which was B. Skinner. In 1958, he proposed the concept of programmed training, the essence of which was the gradual mastery of simple operations, which the student repeated until they were performed without an error. In the 1960s, he proposed the concept of programmed training. F.Keller proposed an integrated educational model, which combined the concept of programmed training on pedagogical systems in the 1920s. It was called "Keller's plan" and became the basis for the formation of module pedagogical technology. The course of study under the "Keller's plan" was divided into several thematic sections, which students studied independently. The lecture material was mostly of an overview nature and therefore attendance of lectures was not obligatory. A special package was prepared for each section, which contained guidelines for studying the topics and materials for self-testing and control. Thus, students were free to choose the pace and type of study [2].
Modular education in its modern form was offered by American teachers S. Russell and S.Postletwhite. This pedagogical technology was based on the principle of autonomous content units, called "microcourses". The feature of "microcourses" was the ability to freely unite with each other within one or more curricula. This method was first implemented at the D. Purdue University, and in due course was extended to other educational institutions in the USA. On its basis, new modifications appeared, which, having summarized the pedagogical experience of their implementation, formulated a single concept - "module", which gave the name to the module technology of training [1].
Uzbekistan has introduced the idea of modular education in the 21st century, exactly by 2030, at least 10 higher education institutions in Uzbekistan should be included in the first 1000 entries of the list of higher education institutions in the ranking of internationally recognized organizations. There are plans for a step-by-step transition of the educational process to a credit-module system and the transformation of the Uzbek higher education system into a hub for the implementation of international educational programmes in Central Asia.
A decree issued by the President of Uzbekistan Shavkat Mirziyoev in October 9, 2019 approved the concept for the development of higher education in Uzbekistan until 2030. The Concept provides for the development of higher education in Uzbekistan:
• development of public-private partnerships in higher education, increasing the level of coverage of higher education by more than 50 per cent through the organization in the regions of the activities of State and non-State higher education institutions, and creating a healthy competitive environment;
• inclusion of at least 10 higher education institutions in the first 1,000 entries of the list of higher education institutions in the ranking of internationally recognized organizations, including the National University of Uzbekistan and Samarkand State University in the first 500 entries of the list;
• gradual transfer of the educational process of higher education institutions to a credit-module
system;
• raising the content of higher education to a qualitatively new level, establishing a system for training highly qualified personnel capable of finding their place in the labour market and making a worthy contribution to the stable development of the social sphere and economic sectors;
• ensuring the academic independence of higher education institutions;
• gradual introduction of the "University 3.0" concept, providing for the interconnection of activities for the commercialization of the results of education, science, innovation and scientific research in higher education institutions;
• creation of technoparks, foresight centres, transfer technology centres, start-ups and accelerators in higher education institutions through the wide attraction of foreign investment, the expansion of paid services and other extra-budgetary funds, bringing them to the level of scientific and practical institutions for the forecasting and research of socio-economic development of the relevant industries, spheres and regions.
References / Список литературы
1. Gareev V.M., Kulikov S.I., Durko E.M. Principles of Modular Training // Vestnik higher school,
1987. № 8. P.p. 56-59.
2. Tretyakov P.I., Sennovsky I.B. Technology of modular learning at school: Practical-oriented
monograph / edited by Tretyakov. Moscow: New School, 1997.
CODE-SWITCHING IN TEACHING A FOREIGN LANGUAGE Tashmatova G.R. Email: [email protected]
Tashmatova Gulnara Rafailovna — Teacher, ENGLISH LANGUAGE DEPARTMENT, FOREIGN LANGUAGES FACULTY, FERGHANA STATE UNIVERSITY, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion is devoted to the questions of educational bilingualism in a foreign language teaching. The author of the article believes that linguistic, psycholinguistic and sociolinguistic researches of recent years prove not only the inevitability but also the validity and usefulness of educational bilingualism, i.e. the use of native language as a method of pedagogical support and development of students' language skills in foreign language lessons. Educational bilingualism is considered in this article in its main form: as a code switching, as well as inter-linguistic teaching.
Keywords: educational bilingualism; intercultural teaching; educational support; cultural self-determination; national identity; switching of codes.
