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26the transition from the study of language as a formal system, abstracted from specific conditions, to the study of language in the situation of "language in action".
In this regard, it became necessary to develop new approaches to the consideration of language as a means of communicative interaction in a broad social aspect. This stimulated the emergence of new branches of linguistics, such as: sociolinguistics, linguistic pragmatics, linguistic culturology, etc.
"The sociological aspect of learning languages covers the totality of problems associated with the characteristics of all linguistic phenomena caused by the development of society, with its impact on the interaction of languages as a whole and on the interaction of languages in general and on the interaction of linguistic elements in the functioning of each specific language" The connection between sociolinguistics and stylistics is considered not only logical, but also promising (Belikov, Krysin 2001). As the analysis of the special literature shows, the key concepts of sociolinguistics are considered such as language and speech collective, linguistic and verbal community, value complex, social communicative system, status, role relations, role expectations, social setting, social value system, individual characteristics, relevance and irrelevance of the addressee and the addressee, etc. Most of these concepts, for example: such as status, role relationships, relevance with irrelevance are also key for stylistics.
It should be noted that this concept is one of the most important in understanding the process of euphemization.
References
1. Imamov E.Z. Pattahov.M Information technology.-Tashkent Molia-2002.135.
2. Marakhimov A.R., Rakhmankulova S.I. Internet va undan foydalanish asoslari.-Tashkent 2001.
THE CONCEPT OF "EDUCATIONAL TECHNOLOGY" IN EDUCATIONAL PRACTICE Sharipova F.N.
Sharipova Feruza Negmatulloyevna - Teacher, DEPARTMENT "ENGLISHLANGUAGE", BUKHARA ENGINEERING TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
"Technology will never replace great teachers, but technology in the hands of great teachers is transformational''
In the pedagogical and psychological literature, the concept of "technology" is often encountered, which came to us along with the development of computer technology and the introduction of new computer technologies. In pedagogical science, a special direction appeared - pedagogical technology. This direction originated in the 60s in the USA, England and now has spread in almost all countries of the world. The appearance of this term and the direction of research in pedagogy are not an accident. Analyzing the existing picture of the state of the scientific status of educational technology, it should be noted that:1.some authors consider the technology of learning between science and art;2.other authors associate learning technology with the didactic design function; approaches are known, when the technology of training is defined as a kind of professional toolkit, providing all sorts of technical means of training, then the technology is considered as a way of engineering the learning process;
In the most general form, the technology of learning is defined as knowledge of the necessary procedures for designing a new or somewhat modernized training practice. In this
case, the technology is considered as the application of the scientific principles of the organization of educational practice. In some cases, there is a desire to integrate these approaches; then, not only scientific knowledge is taken as the basis of technology, but also the activity of a teacher, which should be based on scientific principles. The situation in science does not help practice. In reality, we have technologies in the form of teaching methods, whose weakness consists in a one-sided - substantive substantiation, while there are no psychological and general didactic substantiations. The effect of these techniques is subject knowledge, which is poorly combined with the logical actions of their derivation, generalization and systematization. Another negative consequence is that the subject techniques do not form the ability of students to translate knowledge into actions. It is this state of affairs that takes place in the so-called traditional technologies of teacher training, when a young teacher has little control of technology because of their theoretical unawareness. And if we add to this the inadequacy of operating with diagnostic methods and the ability to transform the existing technologies in the conditions of training, then the professional activity acquires only reproductive characteristics.
The technology of learning reflects the theory of learning, is a strategy and tactics of a teacher's actions depending on what technological level it models. The technology of training is associated with methods, but their dependence can be determined differently due to the different interpretation of the method of training. Currently, the concept of educational technology has firmly entered the pedagogical lexicon. However, in his understanding and usage, there are large discrepancies. Technology is a set of techniques used in any business, skill, art (explanatory dictionary). Pedagogical technology - a set of psychological and pedagogical installations that define a special set and layout of forms, methods, methods, teaching methods, educational tools; it is an organizational and methodological toolkit of the pedagogical process (B.T. Likhachev). Pedagogical technology is a substantial technique for the implementation of the educational process (V.P. Bespalko). Pedagogical technology is a description of the process of achieving the planned learning outcomes (I.P. Volkov). In our understanding, pedagogical technology is a meaningful generalization that incorporates the meanings of all definitions of various authors (sources). The concept of "pedagogical technology" can be represented by three aspects. 1) scientific: pedagogical technologies - a part of pedagogical science that studies and develops the goals, content and methods of teaching and projects educational processes; 2) procedural descriptive: description (algorithm) of the process, a set of goals, content, methods and means to achieve the planned learning outcomes; 3) procedurally effective: the implementation of the technological (pedagogical) process, the functioning of all personal, instrumental and methodological pedagogical means. Thus, pedagogical technology functions both as a science exploring the most rational ways of learning, and as a system of methods, principles and regulative used in teaching, and as a real learning process. The concept of "pedagogical technology" in educational practice is used at three hierarchically subordinate levels:1) General pedagogical (general pedagogical) level: general pedagogical technology characterizes a holistic educational process in a given region, educational institution, at a certain level of education. Here pedagogical technology is synonymous with the pedagogical system: it includes a set of goals, content, means and methods of teaching, an algorithm for the activities of subjects and process objects. 2) Private methodological (subject) level: private subject pedagogical technology is used in the meaning of "private methodology", i.e. as a set of methods and means for the implementation of a certain content of training and education in a single subject, class, teacher (methods of teaching subjects, methods of compensating training, methods of work of a teacher, educator). 3) Local (modular) level: local technology is a technology of individual parts of the educational process, the solution of private didactic and educational tasks (technology of individual activities, the formation of concepts, education of individual personal qualities, technology lesson, learning new knowledge.
References
1. Atutov P.R. Technology and Modern Education // Pedagogy. 1996. №2.
2. Afanasyev VT. Systemacy and society. M., 1980.
3. Babansky Yu.K. Optimization of the learning process. M., 1977.
СПОСОБ АКТИВИЗАЦИИ ПОЗНАВАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ УЧАЩИХСЯ Казакова Д.Г.
Казакова Дилора Гаффаровна - преподаватель, кафедра английского языка, Бухарский инженерно-технологический институт, г. Бухара, Республика Узбекистан
Аннотация: статья посвящена рассмотрению изучения иностранных языков. Отмечается роль применения новых информационных технологий в образовании. Подчеркивается изменение способов управления учебной деятельностью с использованием компьютера.
Ключевые слова: информационные технологии, бинарный урок, интегрированное действие, мотивация, терминология.
За последние годы среди молодежи увеличилась потребность в изучения иностранных языков. Это связано с новыми жизненными реалиями, влияющими на формирование приоритетов в сфере получения образования. Причём молодые люди хотят не «просто знать» язык, что уже само по себе престижно, а активно использовать его для получения и передачи информации, зачастую технической, а также как вспомогательное средство, позволяющее поставить на более высокий уровень организацию труда и повышение ее производительности.
Актуальным остается и вопрос применения новых информационных технологий в образовании. Это не только современные технические средства, но и новые формы и методы преподавания, подход к процессу обучения. Современный социум вносит серьезные коррективы в нашу жизнь, заставляет считаться с веяниями времени. Проведение бинарных или интегрированных уроков, в частности английского языка и информатики, несет в себе огромный мотивационный потенциал, помогает реализовать личностно-ориентированный подход в обучении.
Под бинарным или интегрированным уроком понимается занятие, на котором взаимодействуют два педагога, их задача - определить главное учебное действие и подчиненные интегрированные действия, при которых последние могут быть средством усвоения первого. Новые информационные технологии становятся доступными для использования преподавателем английского языка в сотрудничестве с преподавателем информатики, т.е. реализуется так называемая «модель двух учителей» [1]. В ней информационная технология, которая будет применяться на уроках английского языка, изучается на уроках информатики.Компьютер как средство обучения открывает широкие возможности для вовлечения учащихся в учебный процесс, интенсификации их самостоятельной работы, повышения познавательной активности, совершенствования учебного процесса. У обучаемых появляется большой интерес к изучению предмета вследствие следующих моментов: «вывод на успех», на каждом уроке повышает самооценку учащихся, интересные и разнообразные формы работы с компьютером улучшают мотивацию, готовность учащихся к комфортному восприятию материала следующего урока. У преподавателя повышается интерес к работе, вызванный профессиональным ростом при освоении современных технологий
