0Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
^hjrchiqdavlat^edagGgika^niversiteti^^^^^^^Za
TECHNOLOGY OF MULTI-LEVEL TRAININGS
Malika Zohirovna Salomova
Senior teacher of Foreign Languages department of Bukhara engineering-technological institute Email-sharipova14@mail.ru
Azizabonu Ulugbekovna Zoxirova
Student of the group 502-21 Arch of Bukhara engineering-technological institute
ABSTRACT
The technology of multi-level education involves the creation of pedagogical conditions for the inclusion of each student in activities corresponding to his zone of proximal development.
Keywords: Innovative learning, level differentiation, goal, different, effective, learning technology
ANNOTATSIYA
Ko''p bosqichli ta'lim texnologiyasi har bir o'quvchini uning proksimal rivojlanish zonasiga mos keladigan faoliyatga jalb qilish uchun pedagogik shart-sharoitlarni yaratishni o'z ichiga oladi.
Kalit so'zlar: Innovatsion ta'lim, darajani farqlash, maqsad, turli, samarali, o'rganish texnologiyasi
Multi-level differentiation of learning is widely used at different stages of the educational process: learning new material; differentiated homework; taking into account knowledge in the lesson; ongoing testing of mastery of the material covered; independent and control work; organization of work on errors; consolidation lessons. The main goal of using level differentiation technology is to train everyone at the level of their abilities and capabilities. This gives each student the opportunity to obtain the maximum knowledge according to his abilities and realize his personal potential.
Modern pedagogical technologies
1). Information and communication technology
2) Technology of critical thinking
3). Project technology
April 23-24, 2024
871
Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
^hjrchiqdavlat^edagGgika^niversiteti^^^^^^^Za
4). Problem-based learning technology
5). Gaming technologies
6). Case - technology
7). Technology of creative workshops
The need to introduce level differentiation into educational practice is due to the fact that in conditions of a large volume of educational information, the problem of overloading schoolchildren has arisen. In such a situation, it is almost impossible to teach all schoolchildren at the same high level. Moreover, it is often unattainable for many schoolchildren. And this means that most of them have a negative orientation towards the educational process as a whole [1].
Level differentiation is not carried out by reducing the volume of information being studied, but is ensured by orienting schoolchildren to various requirements for its assimilation. The purpose of leveled learning technology is to ensure that each student masters educational material in his zone of proximal development based on the characteristics of his subjective experience.
Initial scientific ideas: education provides each child with a chance to organize their learning in such a way as to make maximum use of their capabilities, first of all, educational ones; level differentiation allows the teacher to focus on working with different categories of children; In the structure of level differentiation by training (namely, it is this that most often underlies leveled training), as a rule, three levels are distinguished: minimal (basic), program and complicated (advanced in the formulation of some authors). In order for the leveled learning technology to be effective, it is necessary to focus on the features of the subjective experience of schoolchildren: features of the personal-semantic sphere; features of mental development (peculiarities of memory, thinking, perception, ability to regulate one's emotional sphere, etc.); level of training within a certain subject (knowledge acquired by schoolchildren, methods of activity).
The preparation of educational material involves highlighting several levels in the content and planned learning outcomes, the choice of which is determined by the composition of the class and the requirements of the state standard. Thematic planning is carried out for enlarged units of assimilation and involves the preparation of a technological map (in the form of a taxonomy of goals) for students, in which the levels of its assimilation are indicated for each unit: 1) knowledge (remembered, reproduced, learned); 2) understanding (explained, illustrated, interpreted, translated from one language to another); 3) application (based on a model, in a similar or modified situation); 4) generalization, systematization (selected parts from the whole, formed a new whole); 5) assessment (determined the value and significance of the
April 23-24, 2024
872
object of study) [2]. For each unit of content, the technological map contains indicators of its assimilation, presented in the form of control or test tasks.
The teacher is required to carry out the following leading actions: a) motivation and stimulation of students' cognitive activity; b) organizing independent work of schoolchildren at various levels - everything that children can learn on their own or with measured help should be given to them; c) reducing frontal or general class forms of work to the necessary and sufficient minimum. The preferred forms of organizing the educational and cognitive process are paired, group and collective (work in shift pairs).
An important condition for multi-level education is working with students on a contractual basis, providing for joint agreement on the following positions: voluntary choice by each student of the level of mastery of educational material (not lower than the state standard); full assimilation of the basic component of the training content is guaranteed to everyone, subject to the rules of communication and communication, and if everyone helps each other; The main emphasis in training is on independent work at an individual pace in combination with techniques mutual training and mutual testing; it is possible to voluntarily differentiate the placement of students in a class by level, for example, in one row - minimal, in another - basic, in the third -variable (including students working at the creative level and separately the leveling group, the zone of proximal development of whose representatives, for a variety of reasons, is not allows everyone to work on the same content in this lesson - absences, illness, poor motivation, etc.); when starting to study a new topic, students become familiar with the taxonomy of goals and the final standard of complete mastery; current control over the assimilation of educational material is carried out on a two-point scale (pass - failure - empty cell on the evaluation sheet), final control - on a three-point scale (pass, good, excellent); For each enlarged unit of mastery, introductory and final control is carried out: for students who have not coped with key tasks, correctional work is organized until they are fully mastered; in case of difficulties, everyone receives help and this help should definitely be used so as not to disrupt the rhythm of joint educational work; It is possible to exempt students from compulsory homework who have achieved at least a basic level during class work; when a student works quickly in class, it is possible to complete the mandatory part of homework by saving time on completing the planned norm; leading concepts, algorithms, methods of activity, theories, laws, etc. must be spoken out and practiced in rotating pairs by each student. The introduction of new pedagogical technologies, namely information and communication technologies, into the educational process requires not only the adaptation of the student's psychological readiness to new
April 23-24, 2024
873
methods of learning, but also a change in the teacher's attitude to the learning process, a change in behavior style so that there is a situation in which The student learns himself, and the teacher manages the learning. Innovative learning technologies include: interactive learning technologies, project-based learning technology and computer technologies[3].
Computer teaching technologies are training based on the use of computers. Computer learning technologies are a type of new information technology. The latter, in addition, can use other technical information means (television, video, etc.). Computer technologies develop the ideas of programmed learning, open up completely new, not yet explored technological options for learning associated with the unique capabilities of modern computers and telecommunications. Telecommunication systems, including computers, are a product of modern scientific and technological progress, characterized by an avalanche-like growth of scientific and technical information. Education at the level of maximum possible assimilation of information, taking into account the individual natural abilities of students, is possible only with the help of computers. That is, based on computer educational technologies can achieve maximum intensification and efficiency of the educational process.
Computer learning technology is based on the adaptability of the computer to the individual abilities of a person, the possibility of optimal operational control of the learning process, the universality of the interactive nature of this type of learning, psychological comfort, and the unlimited nature of learning[4].
A distinctive feature of the content of computer-based teaching technology is the pedagogical software tools stored in the computer's memory. Software tools can be developed for a topic, section or entire academic discipline, including diagnosing, assessing and monitoring the mastery of educational material. Along with the development of software, the effectiveness of computer teaching technology depends on the correct organization of the educational process. With computer technology, individualized learning, systematic diagnostic computer testing, and assessment of the achievement of educational goals are required. With computer teaching technology, the reproducibility of the learning cycle is most effectively ensured.
In the educational process, a computer can be both an object of study and a means of teaching, education, development and diagnostics of learning content, i.e. There are two possible directions for using computer technology in the learning process. In the first case, the assimilation of knowledge, skills and abilities leads to an awareness of the capabilities of computer technologies and to the formation of the skills to use them in solving various problems. In the second case, computer
April 23-24, 2024
874
technologies are a powerful means of increasing the efficiency of organizing the educational process. In all schools, teachers use ICT. As practice shows, many teachers of Russian studies widely use lessons - presentations. I regularly attend such presentations and analyze such lessons. And I was also convinced that such a lesson using ICT in the educational process brings greater benefit and effectiveness. The necessary video material, rules, terms, explanatory pictures, various slides, etc. are displayed on the screen. The advantages are that the teacher does not lose visual contact with the group and significantly expands the possibilities of presenting educational information. The use of color, graphics, sound, and modern video technology allows us to simulate various situations and environments.
So, modern information and communication technologies have an undeniable significant potential for the positive development of society and the individual.
REFERENCES
1. Полат Е.С. Новые педагогические технологии /Пособие для учителей -М.,1997.
2. Salomova, M. Z. (2020). AN ANALYSIS OF ARTISTIC AESTHETICS IN OSCAR WILDES PORTRAIT OF DORIAN GRAY. Theoretical & Applied Science, (4), 420-423.
3. Zohirovna, S. M. (2019). Implementation of different language teaching methods in culture. Достижения науки и образования, (8-3 (49)), 60-61.
4. Шарипова, Ф. Н. (2021). Современные методы обучения иностранным языкам в нефилологических вузах. Глобус: психология и педагогика, (2 (42)), 18-20.
5. Sharipova, F. N. (2023). Using of Intonation in Learning English Language. Innovative Development in Educational Activities, 2(6), 292-300.
6. Zohirovna, S. M. (2024). Culture in the Classroom. Best Journal of Innovation in Science, Research and Development, 3(1), 450-457.
7. Barotovna, B.M. (2017). Typology of English and Russian phonological systems. Вопросы науки и образования, (5 (6)), 85-87.
https://cyberleninka.ru/article/n7typology-of-english-and-russian-phonological-systems
8. Baratovna, B.M. (2018). The concept of pedagogical technology in educational practice. Научные исследования, (6 (26)), 56-57.
https://cyberleninka.ru/article/n/the-concept-of-pedagogical-technology-in-educational-practice
875
April 23-24, 2024
^hirchiq^avlat^edagGgika^njVejiitSii^^^^^
9. Baratovna, B.M. (2018). Modern integrations and their benefits in teaching process. Научные исследования, (3 (22)), 53-54.
https://cyberleninka.ru/article/n/modern-integrations-and-their-benefits-in-teaching-process
10. Barotovna, B.M. (2018). Visibility as a means of creating communicative motivation on teaching oral communication. Academy, (5 (32)), 74-75. https://cyberleninka.ru/article/n/visibility-as-a-means-of-creating-communicative-motivation-on-teaching-oral-communication
11. Barotovna, B.M. (2021). Development Of Listening Skills At The Senior Stage Of Teaching English. Web of Scientist: International Scientific Research Journal, 2(10), 119-127.
https://wos.academiascience.org/index.php/wos/article/view/398
12. Barotovna, B.M. (2018). Taking comparison in English and Russian languages in their specific peculiarities. Academy, (5 (32)), 76-77.
https://cyberleninka.ru/article/n7taking-comparison-in-english-and-russian-languages-in-their-specific-peculiarities
13. Barotovna, B.M. (2019). Actuality of distance learning at present education. Достижения науки и образования, (7 (48)), 55-56.
https://cyberleninka.ru/article/n/actuality-of-distance-learning-at-present-education
876
April 23-24, 2024
