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68PSYCHOLOGICAL APPROACH IN TEACHING METHODS Khaydarova N.G.1, Ramazonov M.2
'Khaydarova Nigina Ganievna - teacher of English language, DEPARTMENT FOREIGN LANGUAGES; 2Ramazonov Muhammadislom - — Student, ENGINEERING-TECHNIQUES FACULTY, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article deals with the importance and contribution of educational psychology on the theory and practice of education. Every teacher is confronted with the problem of individual's difference in the classroom. The purpose of this article is to define the concept of educational Psychology. It describes meaning and nature of Educational Psychology. An attempt has also been made to describe the characteristics and meaning of learning. Keywords: Psychology, educational, summarization, theory-driven discipline.
The word, 'Psychology' is derived from two Greek words, 'Psyche' and 'Logos'. Psyche means 'soul' and 'Logos' means 'science'. Thus psychology was first defined as the 'science of soul". According to earlier psychologists, the function of psychology was to study the nature, origin and destiny of the human soul. But soul is something metaphysical. It cannot be seen, observed and touched and we cannot make scientific experiments on soul. In the 18th century, psychology was understood as the 'Science of Mind'. William James (1892) defined psychology as the science of mental processes. But the word 'minds 'is also quite ambiguous as there was confusion regarding the nature and functions of mind.
Modern psychologists defined psychology as the "Science of Consciousness". James Sully (1884) defined psychology as the "Science of the Inner World". Wilhelm Wundt (1892) defined psychology as the science which studies the "internal experiences'. But there are three levels of consciousness -conscious, subconscious and the unconscious and so this definition also was not accepted by some. Thus psychology first lost its soul, then its mind and then its consciousness. At present only its behavior exists. William McDugall (1905) defined psychology as the "Science of Behavior", W.B. Pillsbury (1911) and J.B. Watson (1912) also defined psychology as the science of behavior.
Behavior generally means overt activities which can observed and measured scientifically. But one's behavior is always influenced by his experiences. So when we study one's behavior we must also study his experiences. Psychology should, therefore, be defined as a "science of behavior and experiences on human beings" (B.F. Skinner). According to Crow and Crow, "Psychology is the study of human behavior and human relationship".
Many students are being left behind by an educational system that some people believe is in crisis. Improving educational outcomes will require efforts on many fronts, but a central premise of this monograph is that one part of a solution involves helping students to better regulate their learning through the use of effective learning techniques. Fortunately, cognitive and educational psychologists have been developing and evaluating easy-to-use learning techniques that could help students achieve their learning goals. In this monograph, we discuss 10 learning techniques in detail and offer recommendations about their relative utility. We selected techniques that were expected to be relatively easy to use and hence could be adopted by many students. Also, some techniques (e.g., highlighting and rereading) were selected because students report relying heavily on them, which makes it especially important to examine how well they work. The techniques include elaborative interrogation, self-explanation, summarization, highlighting (or underlining), the keyword mnemonic, imagery use for text learning, rereading, practice testing, distributed practice, and interleaved practice. The scientific study of human learning and memory is now more than 125 years old. Psychologists have conducted thousands of experiments, correlation analyses, and field studies during this time, in addition to other research conducted by those from neighboring fields. A huge knowledge base has been carefully built up over the decades.
Educational Psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance
educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan [1, p. 151-169].
It seems too simple to say that educational psychology is the psychology of learning and teaching, and yet a majority of educational psychologists spend their time studying ways to describe and improve learning and teaching. After reviewing the historical literature in educational psychology, Glover and Ronning [2, p. 14] suggested that educational psychology includes topics that span human development, individual differences, measurement, learning, and motivation and is both a data-driven and a theory-driven discipline. Thus, our definition of educational psychology is the application of psychology and psychological methods to the study of development, learning, motivation, instruction, assessment, and related issues that influence the interaction of teaching and learning. This definition is broad because the potential applications of educational psychology to the learning process are immense!
References
1. Snowman Jack. (1997). Educational Psychology: What Do We Teach, What Should We Teach? "Educational Psychology".
2. Historical Foundations of Educational Psychology (Perspectives on Individual Differences) 1987th Edition by John A. Glover (Editor), Royce R. Ronning (Editor).
3. Berliner David C. Telling the Stories of Educational Psychology. Educational Psychologist 27:143-152, 1992.
4. Wittrock Merlin C. An Empowering Conception of Educational Psychology. Educational Psychologist 27:129-142, 1992.
THE DEVELOPMENT OF ENGLISH LITERATURE Khaydarova N.G.1, Raupov M.2
'Khaydarova Nigina Ganievna - teacher of English language, DEPARTMENT FOREIGN LANGUAGES;
2Raupov Muhriddin — Student, ENGINEERING-TECHNIQUES FACULTY, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article deals with the development of English literature, the history and periods of literature. It gives information about the representatives of English literature, the famous writer and their works in each period.
Keywords: English literature, dialects, paramount, Latin alphabet.
English literature, the body of written works produced in the English language by inhabitants of the British Isles (including Ireland) from the 7th century to the present day. The major literatures written in English outside the British Isles are treated separately under American literature, Australian literature, Canadian literature, and New Zealand literature. The term English literature refers to literature written in the English language, including literature composed in English by writers not necessarily from England; Joseph Conrad was Polish, Robert Burns was Scottish, James Joyce was Irish, Dylan Thomas was Welsh, Edgar Allan Poe was American, Salman Rushdie is Indian, V.S. Naipaul was born in Trinidad, Vladimir Nabokov was Russian [1, p. 5]. In other words, English literature is as diverse as the varieties and dialects of English spoken around the world. . Such a study of Literature as that for which the present book is designed includes two purposes, contributing to a common end. In the first place (I), the student must gain some general knowledge of the conditions out of which English literature has come into being, as a whole and during its successive periods, that is of the external facts of one sort or another without which it cannot be understood [2, p. 2]. Despite the variety of authors of English literature, the works of William Shakespeare remain paramount throughout the English-speaking world. English, as we know it, descends from the language spoken by the North Germanic tribes who settled in England from the 5th century A.D. onwards. They had no writing (except runes, used as charms) until they learned the Latin alphabet from Roman missionaries. The earliest written works in Old English (as their language is now known to scholars) were probably composed orally at first, and may have been passed on from speaker to speaker before being written.
