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13visiting the university, using modern information and educational technologies and telecommunication systems such as e-mail, television and the INTERNET. Distance learning can be used in higher education, as well as for advanced training and retraining of specialists. Taking into account the territorial characteristics and the growing needs of quality education in the regions, distance learning currently occupies a strong place in the market of educational services.
Computer systems can examine, detect errors, give necessary recommendations, carry out practical training, open access to electronic libraries, find the necessary quotation, paragraph, paragraph or chapter of a book in a matter of seconds, highlight the main points in it. Training courses are accompanied by game situations, are equipped with terminological vocabulary and open access to the main domestic and international databases. A distinctive feature of distance learning is to provide trainees with the opportunity to obtain the required knowledge themselves, using advanced information resources. Information resources: databases and knowledge, computer, including multimedia, training and control systems, video and audio recordings, electronic libraries -together with traditional textbooks and teaching aids create a unique distributed learning environment accessible to a wide audience. Video and television lectures, round tables, video and text conferences, the possibility of frequent, up to daily consultations with the teacher on computer communications make the interaction of students with teachers even more intense than with the traditional form of education.
References
1. Luzin L.G. social aspect of linguistic research (Review) \\ Sociolinguistics yesterday and today M., 2004. "
2. Belikov V.I., Krysin L.P., Sociolinguistics. M., 2001.
3. Deseriev J Social linguistics \\ Linguistics.- Berlin 1973.№113-P. 5-40.
PROFESSIONAL SKILLS IN INTERACTIVE CLASSES
Barotova M.B.
Barotova Mubashira Barotovna - English teacher, DEPARTMENT "ENGLISH LANGUAGE ", BUKHARA ENGINEERING TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
It is possible to provide high-quality mastering of the standard of education, and at the same time, the educational and informational competence of students is possible only through specially organized work. One of the ways to achieve positive learning outcomes is interactive learning. The interactive learning model aims to organize conditions in which all students actively interact with each other and the teacher. Modeling of life situations and the use of interactive learning technologies allows you to include in the learning process the motivational sphere of the student. Interactive learning is based on the direct interaction of students with their experiences and those of their friends. Interactive techniques require certain conditions for their use.
1. Clear definition of goals.
2. The teacher should take into account the peculiarities of this group of students, the degree of their readiness for joint activities.
3. It is necessary to remember that the goals and objectives of using the method play an important role.
4. The teacher should clearly, step by step, imagine the main stages of the implementation of a particular training method, predicting its results. Pedagogical
communication, psychology and culture of communication are all components of competent pedagogy. One cannot but agree with the well-known Russian psychologist and philologist A.A. Leontyev that pedagogical communication in its true sense is a multi-storey structure that implies: activity-interaction-communication-contact. Training in cooperation involves all levels of communication, relies on them. Practically, it is learning in the process of communication: students communicate with each other, students with a teacher, as a result of which the necessary contact arises. This is social communication, because in the course of communication, students alternately perform different social roles - leader, performer, organizer, speaker, expert, researcher, etc. The teacher acquires a new, no less important for the educational process role - the role of the organizer of the independent cognitive, research, creative activity of students. His task is not limited to the transfer of the sum of knowledge and experience accumulated by mankind. It should help students to independently acquire the necessary knowledge, critically comprehend the information received, be able to draw conclusions, to argue them, having the necessary facts, to solve problems that arise. With this approach to teaching the material of one textbook and the explanations of the teacher is often not enough.
Independent work on the problem becomes a familiar and priority activity. Individual self-study — collective work — such is the dialectical interconnection of the cognitive process when training in collaboration.
Pedagogical technique is understood as a variety of methods of personal influence of the teacher on the students. Learning as a phenomenon can be viewed from different points of view: social, professional, methodical, etc. Social position puts a complex of certain values that must be passed on to students. This requires special training of the teacher, so that he himself became their carrier. So, in particular, possession of pedagogical professional skills in conducting interactive classes. Including the following points:
1. Overture.
To arouse students' interest in the lesson, one should begin with a brief discussion, ask a question, put forward a provocative statement, or present some kind of activity. It is necessary to link the topic being studied with the knowledge gained in previous classes. Give examples of why the topic is important.
2. Formulation of expected results.
Students should be told what is expected of them. To formulate the expected results, one has to ask the question: "What do I want the students to learn and learn to do in the process of this lesson?"
3. The role of the teacher.
It is necessary to provide the necessary background information for the lesson, to provide students with information on the subject (text, lecture, documents, reading, video) necessary to perform interactive tasks either in the classroom or as independent work at an inopportune time.
4. Interactive method.
This is the core of the lesson. It is necessary to briefly describe the tasks that will be used in this interactive method. Explain what to do to participate in the task. Give clear and succinct explanations, especially for group work. Each part of the lesson must be carefully planned so that there is time to complete the lesson plan as a whole. Questions of organizing classes here play an important role. It depends on them whether they succeed or not, achieve their goals. The teacher controls the work of students.
5. Summing up.
It is necessary to summarize the lesson. Ask questions that can be answered by applying the knowledge and skills gained during the lesson. This is an evaluation part that allows you to determine what students have learned. Thus, a qualified organization and conducting an interactive lesson requires the teacher to carefully, conscientiously and creatively approach
the learning process, as well as mastery of professional skill, which is achieved by continuous self-improvement, self-analysis and self-education.
References
1. Kobozeva IM, Negative and presuppositions (due to the rule of the transfer of negation in the Russian language). Abstract of Cand. Diss. M., 1976.
2. Grice H.P. Logic and Conversation. In : Cole-Morgan 1975.
3. Epiphany D.B. Research as a way of developing creative abilities. / D.B. Epiphany // Research activities of students in the modern educational space: Coll. - M., 2006. p. 44-50.
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
