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PRINCIPLES OF USING ELECTRONIC LEARNING COURSES IN THE PROCESS OF LEARNING A FOREIGN LANGUAGE IN HIGHER
EDUCATION INSTITUTIONS
Yulduz Abdullaevna Djuraeva
Chirchik State Pedagogical University
ABSTRACT
The article talks about the principles of using e-learning courses in the process of learning a foreign language in higher education institutions.
Keywords: information educational technologies, computer training program, e-learning course, knowledge control.
The development of information technology naturally leads to the emergence of new methods and forms of teaching. The modern level of higher education is characterized by global informatization of the educational process aimed at increasing the efficiency of professional training of specialists, raising the quality of education to a new level [1]. The use of new information and telecommunication technologies in the educational process, the creation and use of electronic educational materials and computer educational programs solves the complex problems of forming a unified educational information environment.
The development and implementation of computer training programs often precedes the scientific-methodological justification of the principles of their construction and application, taking into account the characteristics of the studied subjects. In such conditions, it is necessary to determine the principles of integration of modern pedagogical and information technologies, as well as models of designing and using electronic educational resources in the educational process. On the one hand, it is necessary to justify the general structure of such models and computer training programs in the form of functional subsystems, and on the other hand, to systematize various educational software tools and shells that allow teachers to use them effectively. in the educational process [2]. This situation is typical for learning a foreign language in higher educational institutions. It is known that it is possible to improve the educational process and increase the level of preparation for a foreign language by using new information and educational technologies in pedagogical practice [3]. However, for this, taking into account the specific features of the formation of professional
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competencies in students, it is necessary to scientifically and methodologically justify the use of information and educational technologies and their place in the educational process. This is especially important in the training of specialists in translation activities in the field of professional communication, which requires the constant use of knowledge of a foreign language and the acquisition of stable skills in the field of basic grammar brought to almost automaticity.
It should also be noted that in order to maximize the activity of each student, the tasks of individualization, differentiation and intensification of the educational process have been put forward in the modern goals of teaching a foreign language in the context of a person-oriented approach in higher education institutions. The creation of new educational computer programs helps to achieve these goals, allows the teacher to solve educational problems in the best way [4]. In this article, the general structure of computer training programs for learning a foreign language is based on the form of functional subsystems, and the experience of the author in the development and use of the electronic training course "English Grammar" is shown.
Use of modern information and educational technologies in the process of
The traditional system of teaching a foreign language in higher educational institutions is based on group classes with the participation of the teacher [5]. At the same time, the global informatization of the educational process and the rapid development of modern information and educational technologies lead to their active inclusion in the educational process, often ahead of the appropriate scientific and methodological justification. In such conditions, the justification and systematization of the general structure of computer training programs would allow teachers to effectively use various electronic educational tools in the educational process, taking into account the specific features of the formation of professional skills and qualifications of students.
In general, the development of information educational technologies with the following capabilities is the most relevant for the higher professional education system.
- the existing presentation of the material with high complexity due to the content of the subject area, the characteristics of the studied objects and events;
— to reflect a large volume of theoretical concepts, a high level of their logical interdependence, a high level hierarchy of studied objects and
phenomena, various real systems;
learning a foreign language
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- development of a large number of various control and training activities.
The use of modern information and educational technologies makes it possible to bring professional education to a new level in terms of quality and to implement serious changes in the field of education in the following directions:
- opportunities for providing educational information are expanding significantly, various forms of students' activities on independent acquisition and presentation of knowledge are being developed;
- educational motivation increases due to the novelty of working with information technologies, the interest of education, the ability to regulate the level of complexity of educational tasks and provide assistance in the process of solving them;
- there are ample opportunities for students to actively participate in the educational process, to check and diagnose the level of knowledge, skills and qualifications, to prepare for a specific lesson;
- the set of educational tasks to be solved is expanding, in most cases students are supported to control the process of solving problems;
- the content of educational activity management changes in terms of quality, it is automated, tests are organized, trainings are organized, and at the same time it ensures the flexibility of educational process management;
- work is organized in a modern telecommunications environment, information flows are managed.
The specified directions are implemented not by simple translation of educational literature into electronic form, but by the creation and use of various types of computer educational programs. Basic information technologies can be used to create computer training programs. The new opportunities opened by the introduction of new information and educational technologies can be shown as an example of multimedia technologies. Based on them, electronic educational tools can be created - from electronic textbooks and training manuals with high dynamics of illustrative materials to computer training systems of virtual reality, in which the student becomes a member of a computer model that reflects the surrounding world. If electronic textbooks and training manuals primarily use multimedia capabilities to display information, then computer training systems model the studied processes and phenomena, create a new educational computer environment in which the student is an active participant. .
The following two features are characteristic for the use of
computer training systems and informatization of the educational
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process in learning a foreign language in higher educational institutions. First, before using computer-based learning systems for almost any subject, classroom sessions are held with the teacher, which provide basic knowledge and basic skills. Secondly, the main principle of using computer training systems is to focus on the situations in which the teacher can be replaced in the performance of the pedagogical task. For example, it is not possible to ensure that all students acquire stable skills in translating certain grammatical structures during group classes with the teacher within the time specified in the curriculum. At the same time, if they have the basic translation skills mastered in group training, all students can integrate and automate them using computer training systems, and this will require a certain amount of time for each of them. .
The considered situation is typical for learning the grammar of a foreign language. There is an objective difficulty in consolidating and improving skills in the field of basic grammar when conducting only group class lessons with the teacher, which is due to the limited time for completing independent tasks aimed at practicing and strengthening the learned material. This is evident in the training of qualified translators. It is possible to increase the efficiency of training such specialists by using computer training programs - electronic training courses in learning the basics of foreign language grammar.
For this purpose, we have created the "English Grammar" e-learning course and successfully used it in the educational process.
The structure of the e-learning course and the features of its functional
subsystems
E-learning course (E-learning course) is a didactic computer environment, which includes systematized materials in the relevant scientific and applied field of knowledge (discipline), combined with a single software shell. The use of EO'K in the educational process allows you to use the advantages of modern information and educational technologies, for example, various forms of presentation of educational materials, the ability to display them dynamically, operative "feedback", the ability to see , a combination of provision of text, graphics, audio and video data, educational process and independent work of students.
E-learning course can be used as a computer training program in any form of education - full-time, part-time, distance education. In this case, the EO'K must meet the following general requirements:
— individual orientation of education;
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- interactive access to information with the possibility of "adjustment" to the student's current training level;
- to minimize restrictions on student's actions and capabilities;
- the possibility of repeated use to strengthen the student's knowledge and
skills.
The content component of EO'K, as a rule, is formed on the basis of the author's concept of learning a subject, and the activity of EO'K is related to the use of a multimedia database, in which the student can quickly search. . necessary information. As an information system, EO'K can perform the functions of automated training and management systems, modeling programs and other software tools used in the information-educational environment. At the same time, there is also a psychological-pedagogical aspect of creating the YIH. Taking into account the predominant use in personal and independent work, it is appropriate to show students information that provides motivation for independent educational activities and choose interactive forms of access to EO'K using the tools and capabilities of modern information and educational technologies.
In the development of translation skills, work with certain grammatical structures is practiced in the form of tests with the help of "English Grammar" developed by EO'K. EO'K forms a set of tests in which each question is connected to a certain grammatical material. If a student makes a mistake in the tests, EO'K will refer him to the theoretical material in the section where the mistake was made. This method of control allows not only to identify certain deficiencies in knowledge of grammar, but also to immediately eliminate them without resorting to the teacher's help and without using additional literature, because all the necessary theoretical materials are included in the EO'K program. At the end of the lesson, EO'K evaluates the student on a traditional four-point scale.
The e-learning course meets the specific features of the organization of the educational process of a modern higher education institution that implements state educational standards incorporating various forms of education. Implementation of EO'K software allows working in interactive mode, provides ease and simplicity of navigation through the course structure. The structure and method of presentation of teaching-methodical materials in electronic form can easily change depending on the specific form of their use, supporting a personalized science environment within the framework of the student-oriented principle of organizing educational activities.
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The developed EO'K structure in the form of interconnected functional subsystems can be considered as a basis for a wide class of similar computer training systems in terms of the educational tasks being solved. EO'K includes three functional subsystems: content, information and navigation, and diagnostics.
The content subsystem is the main system in the European Union, which is its core and is interconnected with all subsystems by means of direct and feedback links. It consists of elements of theoretical educational material that provide information for studying science.
The information and navigation subsystem is subordinate to the content subsystem and is built on the principle of a database management system. It includes the following meta-information: semantic link structure, annotation and course structure, help, reference system, and information retrieval.
The diagnostic subsystem is also subordinate to the content subsystem and provides monitoring of students' knowledge and skills. It develops various tests for students and gives grades to students based on the results of their implementation.
An electronic training course is an autonomous computer program in which a specific structure of functional subsystems is provided by dividing them into elements (blocks). This is explained by two reasons:
- organizational - the division of educational material into blocks in EO'K not only makes it easier to study it in the absence of the teacher, but also allows to regulate the order of interaction between the student and the teacher;
- functional - the implementation of hypertext transitions in the development and use of EO'K should imply demarcation and isolation of its elements.
The structure of the content and diagnostic subsystems of EO'K is determined by the study period, and the structure of the information and navigation subsystem does not depend on the study period, but its elements correspond to the curriculum in terms of content. being implemented at the appropriate time.
In the content subsystem of EO'K, the main educational material is organized by modules and topics, reflecting the connections between them. It can be argued that strengthening the connection between modules and topics leads to an increase in the final educational result. Material for in-depth study, as well as additional information, is placed in the additional section - the appendix. The application also provides a set of phrases that the student can familiarize themselves with, allowing them to expand their vocabulary.
The level of knowledge and skills acquired by students is
determined by the EO'K diagnostic subsystem as a result of tests.
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The main task of the test is to obtain reliable and objective results about the quality of learning the learning material by students and to determine its compliance with the requirements. Assessment of knowledge on such tests, as a rule, is carried out in the form of choosing the correct answer from among the given ones. The test base for each module and topic corresponds to the content of the curriculum and is included in the methodological support of the subject. In developed EO'K, several methods of testing students can be implemented:
- students - in the process of self-training, to adapt to a similar form of self-assessment of knowledge, skills and knowledge control;
- the teacher - to assess the quality of mastering of the current material by students and, if necessary, repeat or analyze the most complex and basic issues ("feedback");
- teacher - for intermediate and final certification in the subject.
A special feature of testing in the first two modes is that students can not only complete tests to control their knowledge, but also receive immediate recommendations for material that requires further development. Designed with this in mind, ETC is free of the pitfalls common to most automated testing programs, and students rarely receive feedback on their mistakes.
In the European Union, the assessment of student knowledge is established in a four-point system in the form of traditional linguistic values: "unsatisfactory", "satisfactory", "good" and "excellent". The algorithm of the scoring software converts the percentage of correct answers according to the table into a linguistic score.
The conceptual model of the use of EO'K (picture) reflects the typical distribution of functions between functional subsystems. It consists of the following.
Diagnostic subsystem. The main purpose of this subsystem is to check student knowledge.
With its help, entrance tests are conducted, which determine the level of knowledge of a foreign language at the beginning of training (knowledge of grammar and vocabulary) and all types of control over the acquisition of the material covered during the training process. foreign language (current, intermediate and final). This method of checking knowledge at different stages of the educational process helps to identify topics that cause difficulties and to correct the further plan of studying the subject.
content subsystem. This subsystem includes all educational and additional materials, including the main points of the
curriculum (the order of subjects and their timetable). Using this
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database in practical exercises, students can quickly find the theoretical material necessary for studying any grammatical topic, as well as quickly use lexical lists and a dictionary.
Information and navigation subsystem. The main functions of this subsystem are related to the fact that learning a foreign language requires constant reinforcement of the learned material. Therefore, EO'K provides quick page-by-page access to materials by sections and topics, reference references and dictionaries with quick search by keyword or phrase. must provide.
We emphasize the didactic principles that the development of EO'K on teaching a foreign language should satisfy.
The principle of scientific presentation. Special attention should be paid to this principle when preparing specialists for translation activities in the field of professional communication, because having a good grammatical and lexical base is the basis for further improvement of translation skills. At the same time, the presentation of the material at different levels of presentation helps to increase the motivation to work with EO'K for students with different levels of training and interests.
System principle. The educational material is divided into topics, several topics are divided into chapters, the connection between topics is made by inserting hyperlinks, special attention is paid to the connection of this subject with other subjects, and also the importance of learning the subject is revealed. is given. for future careers. Thus, the accepted methodology of studying the educational material is implemented, and at the same time, the interest of students in the future professional activity increases.
The principle of accessibility. It is necessary to provide favorable conditions for students to understand the educational material and to ensure the possibility of continuous improvement of their level of preparation in using EO'K. For this purpose, in addition to the main (mandatory) material, EO'K includes additional materials, as well as control questions and exercises that help to master the material in depth.
The principle of visibility. The theoretical material and test tasks included in the EO'K should include a sufficient number of examples that explain individual parts of the studied material. When designing electronic material, it is necessary to pay attention to the form and style of presenting the material, including the choice of fonts, colors, the design of screen forms, as well as the ease of working with the program ("friendly" creation interface).
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These principles became the basis for the development of EO'K "English Grammar". At the same time, the possibilities of the EO'K computer training program were used:
- organization of various types of student knowledge testing;
- organizing the process of independent study of English grammar within the curriculum;
- as an additional means of optional learning of English grammar.
The results of approving the EUC and the methodology developed for its application in the educational process showed that the pedagogical conditions formed on the basis of the use of EO'K help:
- improvement of current educational activities of students;
- increasing the size of the studied material;
- to increase the level of preparation of students for independent learning of a foreign language.
The use of EO'K also made it possible to increase interest in the field of study, showed a positive attitude of students to e-learning tools and a close connection between the means and methods of solving a practical problem.
Conclusion
The integration of traditional teaching methods and modern e-learning technologies can significantly increase the quality of professional training, an important component of which is the introduction of e-courses of academic subjects into the educational process. In this article, the structure of computer training programs for learning a foreign language is based, and the author's experience in the development and application of EO'K "English Grammar" is shown. Three functional subsystems are identified in the EO'K structure: content, information and navigation, and diagnostics, and a typical distribution of functions is given between them. The choice of a foreign language grammar for the implementation of a computer training system is related to the specifics of training specialists for translation activities in the field of professional communication, who must constantly use a foreign language. excellent skills in basic grammar.
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