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USE OF GROUP WORK AT THE LESSONS OF THE GERMAN
LANGUAGE 1 2
Jo'raeva M.T. , Astonova G.R. Email: Jo'raeva17145@scientifictext.ru
1Jo 'raeva Mastura Tojihakim qizi - Assistant, TEACHING LANGUAGES DEPARTMENT, MANAGEMENT IN PRODUCTION FACULTY, FERGHANA POLYTECHNIC INSTITUTE; 2Astonova Go 'zalkhon Rakhmonalievna - Magister, DIRECTION: LINGUISTICS (GERMAN LANGUAGE), FOREIGN LANGUAGES FACULTY, FERGHANA STATE UNIVERSITY, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: in the process of implementing the new educational standards, the main emphasis is placed on the professional position of the teacher: "his focus on success, faith in the students, the ability to plan and organize such joint activities of the teacher and students, which has meaning and significance for students of a certain age, the ability to combine frontal work with the entire audience, with individual work with a specific student, to differentiate the requirements for training, to actively use in the learning process, modern means of training The group form of organization of students' educational work in the classroom has a wide range of possibilities. Students - to get emotional and meaningful support; to try their hand in a situation where there is no pressing authority of the teacher, attention of the entire audience; to gain experience in performing the most important functions that form the basis of learning skills (control and evaluation and planning); for the teacher - to use additional means of involving students in the content of learning; at the same time, to build personal emotional and business relationships of students, as well as the realization of the individuality of the student.
Keywords: students, experience, learn, control, content, authority, teacher, emotional, function, audience, differentiate.
ПРИМЕНЕНИЕ ГРУППОВОЙ РАБОТЫ НА УРОКАХ НЕМЕЦКОГО ЯЗЫКА Жураева М.Т.1, Астонова Г.Р.2
1Жураева Мастура Тожихаким кизи - ассистент, кафедра обучения языкам, факультет управления в производстве, Ферганский политехнический институт; 2Астонова Гузалхон Рахмоналиевна - магистр, направление: лингвистика (немецкий язык),
факультет иностранных языков, Ферганский государственный университет, г. Фергана, Республика Узбекистан
Аннотация: в процессе внедрения новых образовательных стандартов основной акцент делается именно на профессиональной позиции преподавателя: «его нацеленности на успех, вере в обучающихся, умении планировать и организовать такую совместную деятельность преподавателя и учащихся, которая имеет смысл и значение для учащихся определенного возраста, умении сочетать фронтальную работу со всей аудиторией с индивидуальной работой с конкретным учащимся, дифференцировать требования к подготовке, активно использовать в учебном процессе современные средства обучения». Групповая форма организации учебной работы учащихся на уроке обладает широкими возможностями - получить эмоциональную и содержательную поддержку; попробовать свои силы в ситуации, где нет давящего авторитета преподавателя, внимания всей аудитории; приобрести опыт выполнения важнейших функций, составляющих основу умения учиться. Ключевые слова: учащиеся, опыт, учиться, контроль, содержание, авторитет, преподаватель, эмоциональный, функция, аудитория, дифференцировать.
UDC 372.881.1
In modern conditions of the rapid development of science, industry, education, information technology, there is a constant increase in requirements for a university graduate. Thus, a modern specialist should have a number of professional and general cultural competencies that allow him to be competitive in the labor market and successfully operate in the field of his professional activity [2].
In the process of implementing the new educational standards, the main emphasis is placed on the professional position of the teacher: "his focus on success, faith in the student, the ability to plan and organize such joint activities of the teacher and students, which has meaning and significance for students of a certain age, the ability to combine frontal work with the entire class, with individual work with a particular student, to differentiate the requirements for the preparation of students, to actively use in the learning process of modern means of education.
A group form of learning is a form of student organization in which small groups of approximately three or five students are created in the classroom to work together. A group form of student learning organization in a classroom has with a lot of possibilities. Students: get emotional and meaningful support; try their hand at situations where the teacher's authority and the attention of the entire class is lacking; gain experience in the most important functions that form the basis of learning skills (control and evaluation, goalsetting and planning); teachers: use additional means of involving students in the content of learning; at the same time, build students' personal and emotional and business relationships, as well as the realization of the student's individuality [1].
When dividing the class into groups, the teacher can take into account students' mutual inclinations, their level of preparation, pace of work, which results in less time spent on the formation of concepts, skills, and abilities than in frontal work; the amount of material learned and the depth of its understanding increases; the level of understanding of the material increases; the number of non-standard solutions increases; and, in general, the efficiency and productivity of learning activities increases. Group training also contributes to the formation of fruitful interpersonal relationships in a peer group.
The organization of a group interaction of students in the classroom is possible at competent methodological support, which includes a solution specific developmental and educational objectives through selection and using special problem-search tasks in the lesson or creative (discuss, compare, draw conclusions), quality which is greatly enhanced in group discussions. Such tasks create a certain cognitive difficulties, give them the opportunity to use actively the available knowledge and is an impulse for active use of creative thinking, have a relatively high degree of difficulty, the opportunity for the student to use and reflect on his or her experience of interacting with natural and social
environment, information taken from various issues. This form also stimulates students' thinking and supports their attention in the classroom.
Before interacting with students in a group, it is advisable to define specific roles. Moderator: reading the tasks, listening to the ideas of the group, observing the friendly relations and the correctness of the work. Protocol writer: writes down the main results, answers, who and what was accepted, who did what work. Observer: what did you like, arguments in the group, difficulties in the work. Temporary observer (timekeeper): adherence to the time frame. Reporter: presentation of work results. Translator, artist and other roles depending on the tasks [2].
Among the main provisions of the methodological support implementation are group interaction of students in the classroom can be highlighted next: in situations of interaction, it is not possible to demand complete silence in the classroom, as students must exchange views before presenting a "product" of joint labor; work to develop students' skills to effectively participate in group interactions should be conducted in a systematic and consistent manner; before including a student in group interactions, it is necessary to assess his emotional state, it is undesirable to include him in a group the work of a student who is in a state of deep emotional discomfort, because working in a group requires a lot of energy and for a schoolboy in a state like this can be overwhelming. Group work should be completed by reflection. At the end of the work, the teacher organizes a discussion of the results of the group work and the evaluation of the work of the established criteria.
Summing up, it can be said that the study of the organisation's issues group interaction of students in the classroom is promising the development of not only general pedagogy, but also subject methods, as it requires the development of special methods of their implementation in the study of a particular subject matter content, as well as working with students of different ages and with students with different educational opportunities [2].
References / Список литературы
1. Umaraliev Z.B., To'ychiev I.K., Akramova N.M. Problems encountered in learning English for specific purposes // Вопросы науки и образования. 2019. № 3 (47). [Электронный ресурс]. Режим доступа: https://cyberleninka.ru/article/n/problems-encountered-in-learning-english-for-specific-purposes/ (дата обращения: 16.12.2019).
2. Akramova N.M., Nigmatullina A.Sh., Galiakberova A.R. Fostering the process of learner autonomy in foreign languages classrooms // Проблемы Науки, 2019. № 11-2 (144). [Электронный ресурс]. Режим доступа: https://cyberleninka.ru/article/n7fostering-the-process-of-learner-autonomy-in-foreign-languages-classrooms/viewer/ (дата обращения: 16.12.2019).
