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3USE OF CREDIT-MODULAR SYSTEM IN THE PROCESS OF THEORETICAL AND PRACTICAL STUDY OF FOLK STAGE DANCE
METHODS
Alina Arpaevna Magdieva State Academy of Choreography of Uzbekistan
Abstract: The credit-modular system for organizing the educational process is a model for organizing the educational process, based on a combination of modular learning technologies and loans or educational credit units, which focuses on two of its characteristics. Modules are systems of educational elements, united by the sign of correspondence to a specific object of professional activity. Organization of the educational process under the credit-module system, the content of the discipline is divided into modules (2-4 modules per semester), that is, the academic discipline is formed as a system of content modules.
Keywords: credit modul, dance, practical, , ensemble, choreography, method,f folk dance
Credit-modular system and its functions
The credit-modular system for organizing the educational process is a model for structuring the educational process that is based on the combination of modular teaching technologies and credits or educational credit units. The planning and execution of the educational process is a multifaceted and complex system of action and interaction.
In the credit-modular system, emphasis is placed on two aspects:
- student independence in their work;
- preservation of the credit-module system for coordinating the educational process, and maintenance of the rating system for evaluating students' academic performance.
The planning of the educational process was done in a way that the majority of the work fell on classroom teaching because the student is the object of the educational process and at the same time the object of perception and assimilation of information. The current state of information support development provides many opportunities for access to information sources and consequently partially combines the emphasis on independent work in the planning of the educational process.
Two primary functions are offered by the credit-modular system, which is a fundamental component of the Bologna Declaration:
1. Supporting teacher and student mobility and streamlining transfers between universities.
2. A precise assessment of the student's workload, accounting for all forms of academic and scientific work. What a student enrolled in a particular program can accomplish depends on the number of credits earned.
In 2020-2021, universities in Uzbekistan started implementing the credit-module system.
The implementation of a credit-module system is a crucial component for encouraging teachers' and students' productive work.
Concept of module and credit
Modules are created as systems of educational components that are connected by the symbol of correspondence to a particular field of professional endeavor. The latter is regarded as a specific volume of educational knowledge with a distinct logical organization and content that enables one to use it in the course of a student's mental activity.
Since it requires extensive analytical and logical work on the semantic content of the discipline, its structuring as a system, and not an arbitrary conglomerate of scientific information, the modular organization of academic discipline content is less than a mechanical transfer of program sections to educational modules.
The content of the discipline is divided into content modules (2-4 modules per semester) with a credit-module system of organizing the educational process, creating the academic discipline as a system of content modules.
The ability to highlight the general, cross-cutting concepts of professional activity, the disclosure and assimilation of which each module is aimed, is the second requirement for the implementation of the modular principle of organizing the content of an academic discipline. It is crucial for a student - a future specialist - to comprehend and assimilate information and master the techniques for putting it into practice and making decisions.
Under such circumstances, the amount of directly applied information decreases while the use of interactive forms and methods of student work guided by a teacher (tutor) and fully independent work in laboratories, reading rooms, and at locations of future professional activity expands, which is crucial for the distance education system.
The development of a credit system should make it easier to compare previously taken courses and increase student mobility.
Credits are a common way to measure how much academic work a student has to do when they are enrolled in a course that is part of their overall education or a separate discipline. A week's worth of learning (the sum of a student's classroom and independent work) is frequently defined as a credit, which is a minimum unit that is accurately documented.
The credit system is viewed as a methodical definition of all the key components of the organization of the educational process based on the use of a credit unit as a
gauge of the labor intensity of educational work and as a means of expressing the totality of all elements involved in that organization.
As part of the liberalization of university education that started during this time, credits were first introduced in US universities at the turn of the 18th and 19th centuries. The establishment of quantitative equivalents for educational content and the degree of mastery of educational programs through credit units made it possible to give students the opportunity to independently plan the educational process, make significant changes to the systems for monitoring and assessing the quality of the educational process, and created the necessary framework for the advancement of educational technologies.
At the time of the Bologna Declaration's signing, the European Credit Transfer System (ECTS) was acknowledged as the most palatable credit system in existence in Europe.
Leading institutions of higher learning conducted a pedagogical experiment in which the number of ECTS credits in Uzbekistan was determined to be 36 academic hours, and the annual teaching load for students was determined to be 60 ECTS credits. This assumes that a typical school year is 40 weeks long.
By dividing the overall number of hours scheduled for studying a discipline by the cost of the credit (rounded to 0.5 credits), one can calculate the number of ECTS credits for each academic discipline. A discipline would earn three credits, for instance, if 108 hours were allotted for study time. There are three modules that make up the discipline in this instance [6].
It is most practical to calculate each discipline's percentage of the overall workload based on the number of classroom hours and proportionally distribute the 30 credits earned each semester among the disciplines that are being studied during that semester. It is advised to recalculate the study load into credits by mathematically dividing the total (independent and classroom) study load into semester at a factor of 36 (total workload of 36 hours).
A bachelor must earn a minimum of 240 credits (4 years) and a master must accumulate a minimum of 120 credits (2 years) during their studies. This suggests that the time required to earn a master's degree depends on the time required to earn a bachelor's degree.
The final modular control consists of:
- scientific research done by students in various fields;
- accomplishment of a personal creative project;
- or an exam.
The following components make up the discipline's overall final grade:
- points earned based on the outcomes of the current module control;
- points earned for completing tasks (individual creative task, research activities, participation in conferences, scientific seminars, preparation of scientific publications), which are submitted to the final module control (exam);
- points earned directly from the discipline-specific exam.
References
1. Onalbek, Z. K., Grinshkun, V. V., Omarov, B. S., Abuseytov, B. Z., Makhanbet, E. T., & Kendzhaeva, B. B. (2013). The main systems and types of forming of future teacher-trainers' professional competence. Life Science Journal, 10(4), 23972400.
2. Pardaeva, Z. J. (2022). Model of the Organization of the Training Process with the Credit-Module Training System. Journal of Positive School Psychology, 95619570.
