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17ОБЩЕГУМАНИТАРНЫЕ НАУКИ (HUMANITARIAN SCIENCES)
УДК 1
Olimov K.T.
University of Uzbekistan (Republic of Uzbekistan)
Li D.E.
University of Uzbekistan (Republic of Uzbekistan)
Mavlonov N. SH.
University of Uzbekistan (Republic of Uzbekistan)
TECHNOLOGY OF CREATION OF ELECTRONIC TEXTBOOKS ON SPECIAL DISCIPLINES FOR VOCATIONAL EDUCATION
Annotation: the following article describes the stages of creating an electronic textbook on vocational education specialties. Moreover, types of electronic textbooks of special disciplines are given. There are also instructions and tips for users.
Key words: electronic textbook, programming, approbation, handbook, subject-oriented, special disciplines.
An electronic textbook should make it as easy as possible to understand and remember the most significant concepts, statements and examples, involving other than a regular textbook, the capabilities of the human brain, in particular, auditory and emotional memory, as well as using computer explanations.
The technology for creating electronic textbooks is quite laborious and should include the following steps:
1. Defining development goals and objectives.
2. Development of an electronic textbook structure.
3. Development of content on sections and topics of the textbook.
4. Scenario preparation of individual electronic textbook structures.
5. Programming.
6. Approbation.
7. Correction of the content of the electronic textbook based on the results of approbation.
8. Preparation of a handbook for users.
1. Defining development goals and objectives
The starting point and the creation of electronic textbooks are didactic goals and objectives, for the achievement and solution of which information technologies are used.
Depending on the learning objectives, electronic textbooks of special disciplines can be of the following types:
• Subject-oriented electronic textbooks;
• To study individual special subjects;
• Subject-oriented electronic textbooks for the study of individual sections of special disciplines in the through study of educational material;
• Subject-oriented electronic simulators with the availability of reference educational material;
• Electronic automated ability development systems.
2. Development of an electronic textbook structure
The structure in the conventional sense (from lat. Struktura - structure, location, order) is a set of stable connections of the object, ensuring its integrity.
Based on this definition, when developing an electronic textbook, it is necessary to initially develop its structure, the order of the educational material, the type of navigation in sections, and make the choice of the main stronghold of the future textbook.
The rational structure of the course should be invariant to the content of the discipline. In fact, the following structure for an electronic textbook is generally accepted:
1. Introduction to the discipline (history, subject, relevance, place and relationship with other disciplines of the program in the specialty);
2. Curriculum on discipline (course);
3. The purpose and objectives of the study of discipline;
4. Self-study guidelines;
5. Table of contents;
6. Main content structured by sections (modules);
7. Tests, questions, tasks with answers for training (in sections);
8. Final test;
9. Practical tasks for independent work;
10. Industry internet news;
11. Explanatory Dictionary;
12. Conclusion;
13. References (main, additional);
14. An anthology (digest) for the discipline, containing excerpts from textbooks, scientific and journal articles, methods and other educational materials on the subject of the course;
15. Brief creative biography of the author of the electronic textbook.
The most effective methods are the modular construction of textbooks and teaching aids, which was used at the time to create the domestic training system CTS and described in.Modules can be combined in various combinations with each other as partof textbooks and teaching aids, for compilation of which a module management system for a textbook is created.
The modular nature of building computer textbooks is the most common in the world, which seems reasonable, because makes it possible to make the textbook attractive to users of various qualifications.
Thanks to the modular structure, the repeated use of modules in different versions of textbooks and the adaptation of manuals to the characteristics of students, a reduction in the cost of training by 30-60%, learning time
by 20-40%, the degree of assimilation of the material increases.
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3. Development of content on sections and topics of the textbook
The concept of the content of the electronic textbook is part of the concept of the content of education, which is understood as a system of knowledge, abilities, skills, mastery of which ensures the development of mental abilities of students.
When developing the content of individual topics, it is necessary to rank the training material:
• by degree of difficulty,
• by degree of difficulty of filing.
In the course of this work, it is necessary to:
• highlight the core of educational material;
• highlight secondary issues in the study of educational material;
• highlight links to other topics of the training course;
• pick up practical multilevel multivariate tasks for each topic;
• select illustrations, graphics, demonstrations, animation and video clips to concepts, formulations, events, etc.
4. Scenario preparation of individual e-textbook programs.
"Cognitive interest in pedagogical practice is often seen as a means of enhancing the cognitive activity of students, an effective tool for the teacher to enable him to make the learning process attractive, to highlight in the training those aspects that can attract students' involuntary attention, make them activate their thinking and worry" [62]. These words of G.I.Shchukina should always
be remembered when compiling scripts of pedagogical software for educational purposes.
Software structures of different levels are components of multimedia technologies: hypertext, animations, sound, graphics, etc.The use of these tools is purposeful: to enhance visual and emotional memory, to develop cognitive interest, to increase the motivation of learning.
4. Programming
The next step in creating an electronic textbook is its programming. Participants in this work: course director, programmers, programmer-designers, psychologist. This work begins with the creation of basic frames templates for the future electronic textbooks; they differ depending on the purpose of the frame: place cognitive material in it, back it with a picture, animation, schedule, etc. A different view has a template frame of tasks, tests.
6. Approbation
After the creation of an electronic textbook, it is very good if teachers and subject teachers can work with it in the educational process, for the use of which (including), it was developed. This is done initially at practical seminars, then - at continuing education courses of the corresponding profile of teachers in continuing education institutions.
The opinion and comments of such people about electronic textbooks are extremely important for developers; they are taken into account, on their basis they are brought into the course of adjustment.Yet, electronic textbooks must be tested in a real educational process in vocational colleges.
1. Correction according to the results of approbation.
Based on the results of testing, an adjustment of the electronic textbook programs is carried out.This work may relate to the scenario line of the textbook, its structure; it also concerns inaccuracies and errors in answers when working with tasks, etc.
2. Preparation of handbook for a user.
The work on the creation of an electronic textbook is completed by the preparation of a teaching aid for a teacher. It may contain the following materials: content of individual software modules; tasks, tests offered after studying each topic; approximate thematic planning indicating the place of use of this electronic textbook; instructions for working with electronic textbooks; the necessary computer configuration for the installation of electronic textbooks.The manual can be recorded on electronic media, or published on paper.
BIBLIOGRAPHY:
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Norenkov I.P. The concept of a modular textbook // Information Technology. 1996. № 2.
Schukina G.I. Pedagogical problems of the formation of cognitive interests of students. M.: Pedagogy. 1988.
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