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THE CONCEPT OF PEDAGOGICAL TECHNOLOGY IN EDUCATIONAL PRACTICE Barotova M.B.
Barotova Marifat Baratovna - Teacher of English language, DEPARTMENT LANGUAGES, BUKHARA MEDICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article is about technologies in the form of teaching methods, the weakness and the effect of these techniques is subject knowledge, which is poorly combined with the logical actions of their derivation, generalization and systematization. Keywords: pedagogy, learning technology, pedagogical technology, technological level, transformations of goal, subject method.
In the pedagogical and psychological literature, the term "technology" is often encountered, which came to us together 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 1960s in the USA, England and has now spread practically in all countries of the world. The appearance of this term and the direction of research in pedagogy are not accidental. In some cases there is a desire to integrate these approaches, if taken as a basis for technology not only scientific knowledge, but also the activities of the teacher, which should be based on scientific principles [1.254]. The situation created in science does not help practice. In reality, we have technologies in the form of teaching methods, the weakness of which is a one-sided, substantive justification, while there is no psychological or general didactic justification. 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 methods do not form the ability of students to translate knowledge into action. It is this state of affairs that occurs in the so-called traditional technologies of professional teacher training, when a young teacher is weak in technology because of their theoretical unconsciousness.
Technology - a set of techniques used in any matter, skill, art (explanatory dictionary). Pedagogical technology - a set of psychological and pedagogical settings that define a special set and layout of forms, methods, methods, methods of teaching, educational tools; it is an organizational and methodological tool for the pedagogical process (B.T. Likhachev). Pedagogical technology is a meaningful technique for realizing 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 are a part of pedagogical science, which studies and develops goals, content and methods of teaching and design pedagogical processes; 2) process-descriptive: the description (algorithm) of the process, the totality of goals, content, methods and means for achieving the planned learning outcomes; 3) process-efficient: the implementation of the
technological (pedagogical) process, the functioning of all personal, instrumental and methodological pedagogical tools.
Thus, pedagogical technology functions as a science exploring the most rational ways of learning, and as a system of methods, principles and regulators used in teaching, and as a real learning process [2.69]. The concept of "pedagogical technology" in educational practice is used at three hierarchically co-ordinated levels:1) General pedagogical, 2) Private method, 3) Local (modular) level. There are also technological microstructures: methods, links, elements, etc. Lining themselves in a logical technological chain, they form an integral pedagogical technology (technological process).
In the literature and practice of schools, the term pedagogical technology is often used as a synonym for the pedagogical system. As noted above, the concept of the system is broader than technology, and includes, in contrast to the latter, both the subjects themselves and the objects of activity. The concept of pedagogical technology often subject and local levels is almost completely covered by the concept of teaching methods; The difference between them is only in the arrangement of accents. In technologies, the procedural, quantitative and computational components are more represented, in the methods - target, content, qualitative and variatively-orentifying side. Technology differs from the methods of its reproducibility, the sustainability of the results, the lack of many "ifs" (if the talented teacher, if able children, good parents ...) [3.156].
In the process of improvement and variations of pedagogical technologies, their components show a different degree of conservatism: most often the procedural aspects of instruction vary, and the content varies only in structure, dosage, and logic. Moreover, the content of education as an essential part of educational technology largely determines its procedural part, although fundamental changes in methods entail profound transformations of goals, content and forms. Thus, the procedural and substantive parts of the technology of education adequately reflect each other.
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