CC BY
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выполненных работ, которые включают все перечисленные выше критерии, такие как дисциплина, отчетность, полнота выполнения работ, списывание, копирование.
Советский педагог и психолог М.М. Рубинштейн писал: «В работе учителя всегда должен оставаться аромат творческой работы, тем более что никакая программа не в силах охватить и учесть тех индивидуальных положений и условий, в которых придется работать учителю»1
Список литературы /References
1. Рубинштейн М.М. Проблемы учителя. М., 1926. С. 167.
2. Каких специалистов будут нанимать в 2021 году крупнейшие работодатели // vedomosti.ru. [Электронный ресурс]. Режим доступа: https://www.vedomosti.ru/management/articles/2020/12/28/852834-nanimat-2021/ (дата обращения: 10.06.2021).
TO THE QUESTION OF CONTINUITY OF LEARNING THE SUBJECT "INFORMATION AND INFORMATION TECHNOLOGIES" IN THE "LYCEUM-UNIVERSITY" SYSTEM IN UZBEKISTAN Baltabaeva R.B.1, Suyunov N.E.2, Abdrahmanova D.^3 (Republic of Uzbekistan) Email: Baltabaeva 581@scientifictext.ru
1Baltabaeva Rano Bekbaulievna - Assistant Teacher, DEPARTMENT OF APPLIED MATHEMATICS AND INFORMATICS, KARAKALPAK STATE UNIVERSITY; 2Suyunov Nurlan Erkinovich - Teacher; 3Abdrahmanova Dibar Kudaybergenovna - Teacher, PHYSICS AND INFORMATICS DEPARTMENT, ACADEMIC LYCEUM KARAKALPAK STATE UNIVERSITY, NUKUS, REPUBLIC OF UZBEKISTAN
Abstract: the article discusses the pedagogical aspects of the issue of development and implementation of a model of continuity in the teaching of Computer Science and information technology with a view to forming a unity in the system of the «lyceum-university», which contributes to the formation of a high-level information and communication competence of students. Summing up the results of experimental work, we can conclude that the presented theoretical model of continuity in teaching computer science and information technologies in the "lyceum-University" system allowed us to prove the effectiveness of this model in practice, to get a significant increase in the level of information and communication competence of lyceum pupils and students in the experimental group.
Keywords: lyceum-university system, PISA (international Student Assessment Program), Information Technology, innovative methods of teaching, model, integration, differentiation, coordination.
1 Рубинштейн М.М. Проблемы учителя. М., 1926. С. 167.
К ВОПРОСУ О НЕПРЕРЫВНОСТИ ОБУЧЕНИЯ ПРЕДМЕТУ «ИНФОРМАТИКА И ИНФОРМАЦИОННЫЕ ТЕХНОЛОГИИ» В СИСТЕМЕ «ЛИЦЕЙ-УНИВЕРСИТЕТ» В УЗБЕКИСТАНЕ
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Балтабаева Р.Б. , Суюнов Н.Э. , Абдрахманова Д.К.
(Республика Узбекистан)
'Балтабаева Рано Бекбаулиевна - ассистент, кафедра прикладной математики и информатики, Каракалпакский государственный университет;
2Суюнов Нурлан Эркинович - преподаватель;
3Абдрахманова Дилбар Кудайбергеновна - преподаватель, кафедра физики и информатики, Академический лицей Каракалпакский государственный университет, г. Нукус, Республика Узбекистан
Аннотация: в статье рассматриваются педагогические аспекты вопроса разработки и внедрения модели преемственности в преподавании информатики и информационных технологий с целью формирования единства в системе «лицей-университет», способствующего формированию информационной и коммуникативной компетенции студентов высокого уровня. Подводя итоги экспериментальной работы, можно сделать вывод, что представленная теоретическая модель преемственности в обучении информатике и информационным технологиям в системе «лицей-университет» позволила доказать эффективность данной модели на практике, получить значительный прирост по уровню информационно-коммуникативной компетентности учеников лицея и учащихся экспериментальной группы.
Ключевые слова: система лицей-университет, PISA (международная программа оценки студентов), информационные технологии, инновационные методы обучения, модель, интеграция, дифференциация, координация.
A number of laws have been developed in order to strengthen cooperation between the university and the secondary lyceum in order to increase the interest of students studying at the secondary lyceum in science and profession in the Republic of Uzbekistan and to further increase the responsibility of teachers in this field (Minutes of the meeting of the administration of the president of the Republic of Uzbekistan dated August 28, 2019). The essence of these laws is that the rapid development of the material base of the information industry, informatization of various spheres of production and management, active access to the world information Community, High personnel and scientific and technical potential, readiness of the public mind to the need for in-depth knowledge in the field of computer technology and Information Technology.
The Ministry of public education has developed programs that reflect what a Modern Lyceum graduate should master in the basic Informatics course. The study of Computer Science in secondary lyceum involves the discovery of it later as a basic science. The state standard of Informatics and information technologies prioritizes the active approach to the educational process, the development of general education and science skills with wide coverage among students, the methods of activity that make up cognitive, information and communicative competences(ICC). At the same time, in order to establish the priority directions of the systematic reform of extracurricular education in the Republic of Uzbekistan, to raise the moral and moral development of the growing younger generation to a qualitatively new level, to introduce innovative forms and methods of education into the educational process, was approved "The concept of development of the system of public education of the Republic of Uzbekistan till 2030"[1]. In this regard, the teaching of Informatics and Information Technology in lyceum and university is becoming more relevant in terms of consistency and continuity. We developed our model based on the following paragraphs of the concept:
> By 2030, PISA (The Programme for International Student Assessment) was ranked among the first 30 countries of the world in the rating of the international program on assessing students ' achievements in the field of Education;
> qualitative updating of the content of the system of continuous education, as well as training, retraining and professional development of personnel;
> improvement of teaching methods, step-by-step application of the principles of individualization of the educational process;
> introduction of modern information and communication technologies and innovative projects in the field of Education;
When developing the model, we assumed that the process being studied-training in computer science and it in the school-University system-should be considered as a single system, the condition for the functioning of which is the continuity of all elements. This model will make it possible to exclude the episodic, segmental nature of studying individual programs, so as to anticipate a gradual increase in the level of information and communication competence of pupils and students [4].
Fig. 1. The model of continuity in teaching computer science and information technology in the school-
university system
A comprehensive analysis of the experimental work in the system " lyceum-university" showed that the most significant increase in ICC were observed in the first experimental group where teaching of Informatics and IT was held as we developed the technology to ensure continuity in the system "lyceum-university". In this group, a larger number of students moved from the acceptable level to the optimal level of all the components of the ICC, which is confirmed by percentages and proved by statistical method.
References / Список литературы
1. The concept of development of the system of public education of the Republic of Uzbekistan till 2030 - Decree of the President of the Republic of Uzbekistan dated April 29, 2019 PF-5712.
2. To approve the Concept of development of higher education of the Republic of Uzbekistan till 2030 - Presidential Decree, October 8, 2019.
3. Borisenko I.A. From the experience of teaching computer science in primary lyceum / Materials of the scientific and practical conference. Rubtsovsk: RIO, 2004. SL18-120.
MAIN SYMPTOMS OF SPEECH DEFECTS IN CHILDREN OF PRESCHOOL AND YOUNG SCHOOL AGE WITH DYSARTRIA AND
THEIR CORRECTION Huseynli А^^ (Republic of Azerbaijan) Email: Huseynli581 @scientifictext.ru
Huseynli Aykhan Yunis - PhD dissertation, Lecturer, NAKHICHEVAN INSTITUTE OF TEACHERS, NAKHICHEVAN, REPUBLIC OF AZERBAIJAN
Abstract: the article states the problems ofpedagogical and psychological ways to study of speech defects in preschool and primary school children. The article also shows the ways of pedagogical and psychological study of speech disabilities in preschool children with dysarthria. In this case, the duties of the speech therapist, teacher, psychologist, and parents are explained. The article also lists the signs of dysarthria and how to identify them. It is noted that the correct definition of the pedagogical, psychological and physiological foundations of working with children with dysarthria has a dynamic impact on the implementation of corrective measures with them. Keywords: inclusive education, correctional work, preschool education, children with disabilities, children with dysarthria, speech disabilities, psychological approaches, signs.
ОСНОВНЫЕ СИМПТОМЫ РЕЧЕВЫХ ДЕФЕКТОВ ДЕТЕЙ ДОШКОЛЬНОГО И МЛАДШЕГО ШКОЛЬНОГО ВОЗРАСТА С ДИЗАРТРИЕЙ И ИХ КОРРЕКЦИЯ Гусейнли А.Ю. (Азербайджанская Республика)
Гусейнли Айхан Юнис оглы - диссертант по программе доктора философии, преподаватель, Нахичеиваньский институт учителей, г. Нахичевань, Азербайджанская Республика
Аннотация: в статье повествуется о проблеме педагогических и психологических исследований речевых дефектов у детей дошкольного и младшего школьного возраста. В статье также продемонстрированы пути педагогического и психологического исследований речевых дефектов у детей дошкольного возраста с дизартрией. В этом случае объясняются обязанности логопеда, педагога, психолога, а также родителей. В статье также перечисляются симптомы дизартрии и способы их выявления. Отмечается, что правильное определение педагогических, психологических и физиологических основ работы с детьми с дизартрией оказывает динамическое влияние на проведение с ними корректирующих мероприятий.
Ключевые слова: инклюзивное образование, коррекционная работа, дошкольное воспитание, дети с дефектами, дети с дизартрией, речевые дефекты, психологические подходы, признаки.
