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is important to express the author's attitude to the subject of research, to the problems under consideration. The stated characteristics relate to both a single project and a collective project. Each selected project involves the development of its own strategy and tactics of implementation, the organization of student activities, and the assessment of work results. Collective projects are more expedient and fruitful from a pedagogical point of view. They are interesting and important because a large number of students are involved in working on them. Collective projects require a lot of effort not only from authors, but also from teachers of foreign languages, involving teachers of other subjects as consultants.
References
1. Karachev A.A. The method of projects and the development of students' creativity // School and production, 1997. № 2. S. 10-11.
2. Martyanova T.V. The use of project assignments in English lessons // IYASH, 1999. № 4. S. 38-43.
3. Novikova T.A. Design technology in the classroom and in extracurricular activities // School technologies, 2000. № 2. S. 43-52.
4. Zimnyaya I.A. and Sakharova T.E. Project methodology of teaching English // Foreign languages at school, 1991. № 3. S. 9-15.
PROJECT METHOD IN FOREIGN LANGUAGE LESSONS
Rakhmatova N.V.
Rakhmatova Nargiza Valijanovna - Teacher, DEPARTMENT OF METHODOLOGY OF TEACHING ENGLISH LANGUAGE, ENGLISH
LANGUAGES FACULTY 2, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: let us remind the reader that to the methods and, accordingly, to the technologies of this approach, we include learning in collaboration, the method of projects and multilevel learning, reflecting the specifics of differentiation of learning. This does not mean that these technologies exhaust the concept of a learner-centered approach. We had the opportunity to show how we understand this approach and with the help of what methods and technologies the teaching process is usually implemented in the world pedagogical practice. We settled on these three technologies because of their rather organic adaptation to the classroom-lesson system of lessons, which in our school seems to be in no hurry to cancel, and also because of their fairly free integration into the practice of our schools. Keywords: project, technologies, communicative exercises, buzzword project.
Today we will talk about the project method in teaching foreign languages. We think it will be useful to remind the reader what is meant by learning technologies. Recently, this term has become firmly established in both theoretical and practical methods and didactics. In this case, we are interested in the relationship of this term with the teaching method. In this context, we consider technologies as a set of techniques that allow, in a certain sequence dictated by the logic of cognitive activity and the characteristics of the method used, to implement this method in practice. Each subject has own specifics and, accordingly, the specifics of the use of certain methods, learning technologies. The project method has been gaining more and more supporters lately. However, as is often the case, such popularity is not encouraging. And that's why. There is confusion or even a substitution of concepts. The accepted concept of a project involves the development of an idea, idea, a detailed plan of a particular practical product, product, etc. This means the
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development of not only the main idea, but also the conditions for its implementation: estimates, materials, operating conditions. In recent years, almost any event, the creation of any object, even without a holistic and detailed study, has been called a project. There is no need to challenge this interpretation of the generally accepted term. It seems that this is why some school events (a week of English at school, the creation of a school-wide almanac, sports events) often began to be called the buzzword project. Sometimes this is justified if we are really talking about a project, in other cases a project is understood as ordinary work on a topic, group work, just an event. However, one should distinguish between the broad interpretation of the project as the concept and method of projects.
The project method is from the field of didactics, private methods, if it is used within a certain subject. Method is a didactic category. This is a set of techniques, operations of mastering a certain area of practical or theoretical knowledge, a particular activity. Therefore, if we are talking about the method of projects, we mean precisely the way to achieve the didactic goal through the detailed development of the problem (technology), which should end with a completely real, tangible practical result, formalized in one way or another. Didactists and teachers turned to this method in order to solve their didactic tasks. The method of projects is based on the idea that constitutes the essence of the concept of "project", its pragmatic focus on the result that can be obtained by solving a particular practically or theoretically significant problem [1]. This result can be seen, comprehended, applied in real practice. To achieve such a result, it is necessary to teach children to think independently, to find and solve problems, using knowledge from different areas for this purpose, to be able to predict the results and possible consequences of different solutions.
The method of projects arose at the beginning of the century, when the minds of teachers, philosophers were aimed at finding ways, ways of developing active independent thinking of a child, in order to teach him not only to memorize and reproduce the knowledge that school gives them, but to be able to apply this knowledge to practice. That is why American educators and others turned to active cognitive and creative joint activity of children in solving one common problem [1, p. 23]. Solving such a problem required knowledge from various fields. That is why this method was originally called problematic. The problem was usually purely pragmatic. Its solution made it possible to really see the results. Polat, a well-known teacher, also considered it necessary to teach children to apply the knowledge they received in solving practical problems. Everything that a child learns theoretically, he should be able to apply in practice to solve problems concerning his life. He must know where and how he can apply his knowledge in practice, if not now, then in the future. Much attention was paid to the problem method in domestic didactics [2].
Pedagogical technologies do not at all imply a rigid algorithmization of actions. In order to form students' necessary skills and abilities in one form or another of speech activity, to form linguistic competence at the level determined by the program and standard, active oral practice is required for each student of the group. In order to form students' communicative competence outside the linguistic environment, it is not enough to saturate the lesson with conditional-communicative or communicative exercises that allow solving communication problems. It is important to provide them with the opportunity to think, to solve some problems that give rise to thoughts, to discuss possible ways to solve these problems so that students focus on the content of their statement, so that the focus is on thought, and language acts in its direct function - shaping and articulating these thoughts.
References
1. Borisova N.V. Educational technologies as an object of pedagogical choice: Textbook-Benefit. M., 2002.
2. Polat E.S. The method of projects in foreign language lessons // Foreign languages at school, 2000. № 3. P. 3-9.
THE USE OF ASSESSMENT IN THE EDUCATIONAL PROCESS
Umarov B.N.
Umarov Bobir Norboyevich - Teacher, DEPARTMENT OF THE INTEGRATED SKILLS OF THE ENGLISH LANGUAGES, FACULTY OF
JUNIOR COURSES, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the Common European Framework of Reference (CEFR), being a major influence on language teaching across Europe, and Uzbekistan included, presents an extensive list of individual types of assessment, some examples being: formative/summative assessment, subjective/objective assessment, direct/indirect assessment, holistic/analytic assessment. It should be noted that there are as many divisions of individual types of assessment as there are authors dealing with this issue. In other words, the layout of the classification overlaps and coincides with others according to the criteria that are used to create the particular classification.
Keywords: testing, formative/summative assessment, subjective/objective assessment, direct/indirect assessment, holistic/analytic assessment, portfolio.
According to Hughes (2003), formative assessment serves the purpose of forming both the teaching as well as the learning part of the educational process. In other words that means that teachers use the feedback of such kind of assessment to monitor and modify their teaching plans and techniques and students may use it to see their progress and change their learning strategies accordingly [2, p. 5]. To build on the terminology of the previous division, each and every informal assessment is formative. Assessment and testing considerably differ from each other. While testing is formal and often standardized, assessment is based on a collection of information about what students know and what they are able to do. In other words, students are given the exact procedures for administering and scoring in testing. In assessment, on the other hand, there are multiple ways and methods of collecting information at different times and contexts.
Types of Formative Assessment
Observations during in-class activities; of students non-verbal feedback during lecture; Homework exercises as review for exams and class discussions); Reflections journals that are reviewed periodically during the semester; Question and answer sessions, both formal— planned and informal—spontaneous; Conferences between the instructor and student at various points in the semester; In-class activities where students informally present their results; Student feedback collected by periodically answering specific question about the instruction and their self-evaluation of performance and progress. Summative assessment, by contrast, sums up what the students have learned over a period of time - usually a unit, semester or the whole year and looks back at how successful the students have been in achieving the objective(s) of the unit, semester or the whole year [2].
Types of Summative Assessment
Examinations (major, high-stakes exams); Final examination (a truly summative assessment); Term papers (drafts submitted throughout the semester would be a formative assessment); Projects (project phases submitted at various completion points could be formatively assessed); Portfolios (could also be assessed during its development as a
