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THE ROLE OF INDEPENDENT WORK OF STUDENTS
IN THE EDUCATIONAL PROCESS Norbekova R.U. Email: Norbekova698@scientifictext.ru
Norbekova Rano Usmonovna - Senior Teacher, DEPARTMENT OF PRACTICAL COURSE OF ENGLISH LANGUAGE,
DJIZZAKH STATE PEDAGOGICAL INSTITUTE, DJIZZAKH, REPUBLIC OF UZBEKISTAN
Abstract: the article considers the independent work of students, since it is a pedagogical support for the development of target readiness for professional self-education and is a didactic means of the educational process, an artificial pedagogical structure for organizing and managing the activities of students. Here independent work of students is analyzed as any active activity of students organized by the teacher, aimed at their search for knowledge, their understanding, consolidation and development of skills and abilities, generalization and systematization of knowledge.
Keywords: independent work, active activity, development of skills and abilities, creative personality, self-education, innovative activity.
РОЛЬ САМОСТОЯТЕЛЬНОЙ РАБОТЫ СТУДЕНТОВ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ Норбекова Р.У.
Норбекова Раъно Усмоновна - старший преподаватель, кафедра практического курса английского языка, Джизакский государственный педагогический институт, г. Джизак, Республика Узбекистан
Аннотация: в статье исследуется самостоятельная работа студентов, поскольку она является педагогической опорой развития целевой готовности к профессиональному самообразованию и является дидактическим средством образовательного процесса, искусственной педагогической структурой для организации и управления деятельностью студентов. Самостоятельная работа студентов здесь анализируется как любая организованная преподавателем активная деятельность студентов, направленная на поиск знаний, понимание, закрепление и развитие навыков и умений, обобщение и систематизацию знаний. Ключевые слова: самостоятельная работа, активная деятельность развитие умений и навыков, творческая личность, самообразование, инновационной деятельности.
UDC 303.039.4
Independent work is one of the most important and widely discussed problems of teaching in schools and universities. In modern psychological and pedagogical literature, there are various approaches to the definition of the concept of "independent work". Some authors characterize it as a specific type of educational and cognitive activity (or a combination of several types). "When we talk about the increasing role of the importance of independent work at the present stage of development of higher education," writes N.D. Nikandrov, "we mean the activity of students that takes place without the direct guidance of the teacher, although it is directed and organized by him" [1].
R.A. Nizamov defines independent work as "various types of individual, group cognitive activities of students, carried out by them in classroom lessons and outside the classroom" [1].
The general pedagogical definition of extracurricular and extracurricular work, according to which it represents various types of student activities of an educational and educational nature, organized and conducted by the school outside of school hours, is the basis for many researchers to consider the independent activity of students. In the
development of this topic in the general context of the organization of optional courses at school, it is spoken of several forms of independent work, such as extracurricular and united by the general concept of "extracurricular work". Three main differences between extracurricular works are formulated: voluntary participation of schoolchildren in it, extracurricular activities, and greater independence. Requirements for it include "the connection between lesson and extracurricular work", "obligation to fulfill ... voluntarily taken on extracurricular assignments", "purposefulness and regularity of extracurricular activities", "mass coverage of students", etc. [3]/
As a didactic phenomenon, independent work is, on the one hand, an educational task, i.e. what the student must accomplish the object of his activity. On the other hand, the form of manifestation of the corresponding activity: memory, thinking, creative imagination when the student completes an educational task, which ultimately leads the student either to obtaining a completely new knowledge previously unknown to him, or to deepen and expand the scope of already acquired knowledge. Therefore, independent work is a learning tool that:
- in each specific situation of assimilation, it corresponds to a specific didactic goal and task;
- forms in the student, at each stage of his activity, the necessary volume and level of knowledge, skills and abilities for solving a certain class of cognitive tasks and the corresponding advancement from lower to higher levels of mental activity;
- develops in students a psychological attitude towards independent systematic replenishment of their knowledge and the development of skills to navigate in the flow of scientific and public information while solving new cognitive tasks;
- is the most important tool of pedagogical guidance and management of independent cognitive activity of a student in the learning process [2].
All of the above definitions are valuable in that they note the importance of this form of education, characterize its individual aspects, but do not fully express its pedagogical essence.
Independent work is a form of study in which the student assimilates the necessary knowledge, masters the skills and abilities, learns to work systematically, systematically, think, and forms his own style of mental activity. It differs from other forms of education in that it presupposes the student's ability to organize his own activities in accordance with the assigned or arisen task.
With a sufficiently versatile coverage of general pedagogical and methodological issues of this problem, its psychological side remains the least represented, especially from the standpoint of educational activity. I.A. Zimnaya defined the initial provisions for considering this problem.
Firstly, the student's independent work is a consequence of his correctly organized educational activity in the lesson, which motivates its independent expansion, deepening and continuation in free time. Accordingly, the student's work organized and controlled by the teacher (classroom and extracurricular on the instructions of the teacher) should act as a certain assigned program of his independent activity in mastering the subject. This means for the teacher a clear awareness of not only his own curriculum action plan, but also its conscious formation in students as a certain scheme of mastering the subject in the course of solving new educational problems.
Secondly, in this interpretation, the student's independent work is a broader concept than homework, that is, the fulfillment of assignments given by the teacher in the classroom at home to prepare for the next lesson. Independent work can include extracurricular, teacher-assigned work of a student. But on the whole, this is the parallel existing employment of the student according to the program he has chosen from the ready-made ones or he himself has developed a program for the assimilation of any material.
Thirdly, independent work should be considered as a specific form (type) of a student's educational activity, characterized by all of the above features. This is the
highest form of his educational activity, a form of self-education associated with the student's work in the classroom.
The analysis of psychological and pedagogical literature made it possible to clarify the concept of "independent work", which we consider as a specially organized educational and creative activity of a teacher and student, aimed at self-organization, self-education and self-control.
By self-organization of a learner, we mean an organizational process that contributes to successful learning in educational institutions. It includes, firstly, general intellectual psychological skills and abilities (analysis, synthesis, abstract modeling, etc.); secondly, pedagogical skills and skills for independent work with various teaching aids; third, the methods of organizing independent activity (planning, organization of the workplace, time regulation, choice of forms and methods of self-education). The formation of skills for self-organization, as a rule, at first occurs on the basis of a given algorithm. As a result, students gain experience in algorithmic activity, which allows them to successfully adapt to the new conditions of professional training. Knowledge of various algorithmic paths presents students with the problem of their choice, i.e. the student gains experience of creative activity.
Thus, self-organization of a student is the presence of certain general intellectual knowledge and skills, experience of algorithmic and creative activity.
From a psychological point of view, the students themselves as a free, internally motivated activity of choice should understand independent work. It involves the implementation by the student of a number of actions included in it: awareness of the purpose of their activities, acceptance of the educational task, giving it a personal meaning, submission to the fulfillment of this task of other interests and forms of employment of the student. Self-organization in the distribution of educational actions in time, self-control in their implementation and some others [3].
After analyzing the above definitions, we came to the conclusion that self-control presupposes the formation of the student's ability to choose a way to solve the problem assigned to him, solve this problem and correctly evaluate the result of the solution.
References / Список литературы
1. Pedagogy of higher education. Study guide. Publishing house of Kazan University, 1985. 192 p.
2. Pidkasisto P.I. Pedagogy: Textbook for students ped. universities and ped. Colleges/ M., 1995. 93 p.
3. Zimnyaya I.A. Educational psychology. Textbook. - Rostov on Don: Phoenix Publishing House, 1997. 480 p.
