extracted_text:
MINISTRY
OF HIGHER AND SECONDARY SPECIAL EDUCATION OF THE REPUBLIC OF UZBEKISTAN

BUKHARA STATE UNIVERSITY

"Pedagogy" department
70110101 – Theory and history of pedagogy

Subject
teaching - educational-methodical complex
on the subject
PRAGMATIC ASPECTS OF PEDAGOGY

Bukhara-2022

CONTENTS

SCIENCE PROGRAMM……………………………………………………………………………4

WORKING CURRICULUM OF THE SUBJECT
  …………………………………………………… 14

TEXT OF LECTURES………………………………………………………………………… 32

LECTURE
  1: DIRECTIONS OF MODERNIZATION OF THE EDUCATION-EDUCATION
PROCESS                     IN
                      THE                      SYSTEM                     OF                        CONTINUOUS

EDUCATION………………………………………………56

LECTURE 2: GENERAL DESCRIPTION, CONTENT AND ESSENCE
  OF EDUCATIONAL
CONCEPTS……………………………………………………………………………………..68

  LECTURE 3: PRINCIPLES OF PERFORMANCE OF CONTINUOUS
  EDUCATION SYSTEM
AND WAYS OF IMPLEMENTING THEM IN PRACTICE. ………………77

LECTURE 4: DESIGN OF PEDAGOGICAL SYSTEMS…………....……88

LECTURE 5: CONCEPTUAL IDEAS OF COOPERATIVE
  PEDAGOGY..96

LECTURE 6: PROFESSIONAL PROBLEMS ARISING IN
  PEDAGOGICAL ACTIVITY AND
STRATEGIES FOR SOLVING THEM……………………103

LECTURE 7: CONSENTUAL PRINCIPLES OF ORGANIZING THE
  EDUCATION PROCESS IN
THE HIGHER EDUCATION SYSTEM…………………………………………………………110

LECTURE 8: MODELS OF DEVELOPING THE PEDAGOGICAL AND
  PSYCHOLOGICAL
PREPARATION OF FUTURE TEACHERS…………………………125

LECTURE 9: THE CONTENT, FORM,
  METHOD AND TOOLS OF INCORPORATING THE NATIONAL IDEOLOGY IN THE MINDS AND
  HEARTS OF STUDENTS AND YOUNG PEOPLE ON THE BASIS OF UNIVERSAL AND NATIONAL
  VALUES.

LECTURE 10: EDUCATIONAL
  PARADIGMS………………………………………….….136

LECTURE 11: CONCEPTS ON DEFINING EDUCATIONAL
  CONTENT...142

LECTURE     12:
       PRINCIPLES     AND     CRITERIA     OF     DETERMINING        EDUCATIONAL

CONTENT……………………………………………………………………………………146

LECTURE           13:
            DIDACTIC           PARAMETERS           OF           SYSTEMATIC             STUDY

MATERIALS………………………………………………………………………………147

LECTURE 14: ORGANIZING AND CONDUCTING THE
  INDEPENDENT WORK OF STUDENTS
THROUGH PEDAGOGICAL FACILITATION…………………………..161

LECTURE          15
           APPROACHES          TO          ORGANIZING          THE             EDUCATIONAL

PROCESS………………………………………………………………………………...181

16TH LECTURE. TRENDS AND PRIORITY DIRECTIONS OF THE
  DEVELOPMENT OF
EDUCATION AND EDUCATIONAL PROCESSES……………………………………192

LECTURE 17: MODERN EDUCATIONAL CONCEPTS…………………… …201

LECTURE       18:
        BASIC       PRINCIPLES       OF       STATE       POLICY       IN       THE
        FIELD        OF
EDUCATION……………………………………………………………………………….205

EXERCISES………………………………………………………………………….196

PRACTICAL LESSON 1. ………………………………………………………………..196

PRACTICAL LESSON 2……………………………………………………………………..203

PRACTICAL LESSON 3……………………………………………………………………..205

PRACTICAL LESSON 4……………………………………………………………………..210

PRACTICAL LESSON 5………………………………………………………………..212

PRACTICAL LESSON 6……………………………………………………………………..215

PRACTICAL LESSON 7……………………………………………………………………..217

PRACTICAL LESSON 8………………………………………………………………..222

PRACTICAL LESSON 9………………………………………………………………..225

GLOSSARY……………………………………………………………………………………..229

TEST TASKS………………..……………………………………………………..233

The educational-methodical complex is
based on the standard science program registered at the Bukhara State
University under the number № __________ and approved by the order No. ___ in
20___ "___" _______

 Compiler:
                           Olimov Sh.Sh. – Professor of the department
“Pedagogy” DIRECTIONS OF MODERNIZATION OF THE EDUCATION PROCESS IN THE
CONTINUOUS EDUCATION SYSTEM.
Plan:
1.  The main goals and
tasks of modernization of the educational process.
2.  Factors of
modernization of educational process.
3.  Concepts of
continuous education system development.
References:
1.
Mirziyoev Sh.M. Critical analysis, strict discipline and personal
responsibility should be the daily rule of activity of every leader. -T.:
Uzbekistan, 2017.- 102b.
2.
Mirziyoev Sh.M. We will build our great future together with our
brave and noble people. - T.: Uzbekistan, 2017. - 488 p.
3.
Decree of the President of the Republic of Uzbekistan "On
the strategy of actions for further development of the Republic of
Uzbekistan". // Towards rapid development and renewal based on the action
strategy. - T.: Publishing house named after Gafur Ghulam, 2017. - 92 p.
4.
Speech of the President of the Republic of Uzbekistan at the
conference on "Ensuring social stability, preserving the purity of our
holy religion - the need of the times" / "Khalk sozi" newspaper.
June 17, 2017.
5.
Decision of the President of the Republic of Uzbekistan "On
measures to further develop the higher education system" // "Khalk
sozi" newspaper, April 21, 2017, No. 79 (6773).
6.
The Law of the Republic of Uzbekistan "On Education" //
In the work "A perfect generation - the foundation of the development of
Uzbekistan". - T.: Sharq, 1997. - pp. 20-29.
7.
National Personnel Training Program of the Republic of
Uzbekistan. // In the work "A perfect generation - the foundation of
Uzbekistan's development". - T.: Sharq, 1997. - pp. 31-61.
Key words: education system,
educational reforms, Ministry of Pre-School Education, 11-year general
secondary education, vocational education, higher education, education after
university , personnel retraining and qualification improvement.

            The Law of the
Republic of Uzbekistan "On Education" indicates that the tasks in
this regard are as follows:
-
Reforming the education system in accordance with the Law of the
Republic of Uzbekistan "On Education", unifying the education system
on the basis of creating a competitive environment in state and nonstate
educational institutions and in the field of education and personnel training
ensuring consistent development as an educational, scientific-production
complex;
-
adapting the system of education and personnel training to the
processes of building a democratic legal state implemented in the society;
-
to provide institutions of the personnel training system with
highly qualified specialists, to raise the prestige and social status of
pedagogical activity;
-
reconstruction of personnel training system and content based on
the prospects of social and economic development of the country, needs of
society, modern achievements of science, culture, technique and technology;
-
development and implementation of effective forms and methods of
spiritual and moral education of students and educational work;
-
introduction of an impartial system of assessment of the quality of
education and personnel training, attestation and accreditation of educational
institutions;yangi ijtimoiy-iqtisodiy sharoitlarda ta’limning talab qilinadigan
darajasi va sifatini, kadrlar tayyorlash tizimining amalda faoliyat ko’rsatishi
va barqaror rivojlanishining kafolatlarini, ustuvorligini ta’minlovchi
normativ, moddiy-texnika va axborot bazasini yaratish;
-
to ensure the effective integration of education, science, and
production, to develop mechanisms for formulating the requirements of the state
regarding the quantity and quality of trained personnel, as well as the orders
of non-state structures, enterprises and organizations;
-
development and implementation of realistic mechanisms for
attracting extra-budgetary funds, including foreign investments, to the
continuous education and personnel training system;
-
development of mutually beneficial international cooperation in
the field of personnel training. The main components of the national model of
personnel training are as follows: individual, state and society, continuous
education, science, production.
In the process of continuous
education, a person acquires worldly and scientific knowledge, mastering the
fundamentals of science, getting acquainted with the fields of production, as
well as cultivating spiritual and moral qualities in himself with the help of
social influences. Professional skills are formed on the basis of acquired
knowledge, activity skills and life experience. In order to have high spiritual
and moral qualities and a high level of professional qualification, a person
should be able to set a specific goal and constantly search for it, study and
study. Only then will he become a qualified staff, resistant to social
competition.
Having a sense of self-awareness,
being able to fully and effectively use the services in the field of education,
and achieving thorough assimilation of scientific and professional knowledge
create a foundation for a person to become a mature specialist. The perfection
of a person, first of all, depends on him. Therefore, special attention is paid
to the formation of a person and his maturity in the national program.
As a consumer of educational
services, a person is guaranteed access to state education and vocational
training. In the course of education, a person must fulfill the requirements
expressed in the state educational standards.
As a creator of educational services,
after receiving the appropriate level of qualification, a person works in the
field of education, material production, science, culture and service and
participates in teaching his knowledge and experience.
 Personal development is
important not only for himself, but also for the development and prosperity of
the state and society. Therefore, a society with high morale of its citizens
can develop in all aspects.
 The relationship between the
individual and the state (society) has a two-way nature. Therefore, any state
(society) should be able to create sufficient conditions for its citizens to
live, work, realize their talent and potential, and demonstrate it.
 In the republic's education
system, the state and society appear as subjects that take responsibility for
creating sufficient conditions for the individual's comprehensive formation and
self-expression.
It also harmonizes the activities of
state and community educational institutions in the way of training highly
qualified competitive specialists and guarantees the following:
-
realization of the rights of citizens to get education, choose a
profession and improve their qualifications;
-
to receive compulsory general secondary education and compulsory
secondary special vocational education based on the right to choose the
direction of education at an academic lyceum or vocational college;
-
the right to receive higher education and post-secondary
education on the basis of state grants or paid-contractual basis;
-
to provide state educational institutions with funds;
-
to develop public management in solving the tasks of creating
conditions for education, living and recreation of students;
-
to socially support the participants of the educational process;
- education of persons with health and developmental disabilities.
Continuing education is the basis
of the personnel training system, a priority area that ensures the
socio-economic development of the Republic of Uzbekistan, meets the economic,
social, scientifictechnical and cultural needs of the individual, society and
the state. creates the necessary conditions for the formation of a spiritually
rich person and the rapid training of highly qualified competitive personnel.
The process of continuous
education is considered the most favorable period for a person to make a
comprehensive decision. During this period, a person learns the basics of
science and professional knowledge, matures as a person with high moral and
ethical qualities and as a qualified staff. A certain worldview is formed in
it.
Continuing education in the Republic
of Uzbekistan is organized in accordance with the requirements of the state educational
standards and educational programs.
Continuing education includes the following types of
education:
-  preschool education;
-  general secondary and
secondary special education;
-  vocational education;

-  higher education;
-  post-secondary
education;
-  retraining of
personnel and improvement of their qualifications; - extracurricular education.

Science, as one of the components
of the national model of personnel training, is also directly involved in
"fundamental renewal of educational content: in the preparation of
educational standards, educational programs, textbooks and manuals, in the
implementation of scientific and methodological support. and participates
indirectly."
Science is a producer of advanced
pedagogic and information technologies that prepare highly qualified
specialists and use them, "using new fundamental and practical knowledge
about the laws of nature and social development in the national personnel
training system, highly qualified scientific and scientific- formation of
pedagogic personnel, their effective use in the educational system, as well as
the creation of the scientific research infrastructure of the personnel
training process, the formation of an information base on various fields of
knowledge for use in the information networks of education, and under the new
views on the level of scientific research, young scientists, scientific -
includes increasing the social status and reputation of pedagogical staff and
the like".
Earlier, the production functioned
only as a consumer using the strength and potential of ready personnel, but
today the content of this activity has changed radically. Now production can
make its own demands regarding the quality and level of personnel training. At
the same time, it undertakes the obligation of continuous education and
financial, material and technical support of science branches in order to train
highquality and high-level specialists. Based on this, he became an active
participant in the personnel training system.
New reforms implemented in the field
of education. The Strategy of Actions on the five priority directions of the
development of the Republic of Uzbekistan in 2017-2021 is the most important
program document that defines the priority directions of the state policy in
the medium term. Based on this document, a number of reforms in the field of
education were implemented. The main attention was paid to the reform of the
education system based on dialogue with the people and advanced foreign
experiences. In particular, on the basis of the decision of the President of
the Republic of Uzbekistan dated September 30, 2017 "On the
organization of the activities of the Ministry of Preschool Education of the
Republic of Uzbekistan" No. PQ-3305, the Ministry of Preschool
Education was established for the first time in our republic.
Further improvement of the preschool
education system, which is an important link of the continuing education
system, creation of an efficient state management system, expansion of the
state and non-state network of preschool educational institutions,
strengthening of the material and technical base, their qualified pedagogues
provision of personnel, sharp increase of children's enrollment in pre-school
educational institutions, comprehensive intellectual, spiritual-aesthetic,
physical development of children and their preparation for school by applying
modern educational programs and technologies to educational processes In order
to radically improve the quality of education, Decree No. PF-5198 of the
President of the Republic of Uzbekistan dated September 30, 2017 "On
measures to radically improve the management of the preschool education
system" was adopted. In this decree, the following are defined as the main
tasks and activities of the Ministry of Preschool Education of the Republic of
Uzbekistan: first, development and implementation of a unified state policy in
the field of preschool education; secondly, to create conditions for all-round
intellectual, moral, aesthetic and physical development of preschool children,
taking into account advanced foreign experience; thirdly, by creating a healthy
competitive environment between state and non-state preschool educational
institutions in the republic, ensuring the gradual inclusion of all children in
preschool educational institutions, giving them tax breaks and preferences,
allocating subsidies from the budget, and also implementation of alternative
forms of education and training; fourth, introduction of modern innovative
pedagogical technologies, effective forms and methods of education and
upbringing into the educational process, including in the non-state sector;
fifth, to provide preschool educational institutions with teaching-methodical,
didactic materials, games and toys, and fiction that reflect national
cultural-historical values and arouse interest in reading books from childhood;
sixth, to retrain and improve the qualifications of the managers and pedagogues
of preschool educational institutions who are able to solve the issues of
raising and comprehensive development of children at a professional level,
taking into account modern pedagogical technologies and methods; seventh, to
create a system of material incentives for employees of pre-school educational
institutions and to involve experienced, highly qualified and professionally
well-trained pedagogues and educators in the educational process;
Eighth, to create suitable conditions
for ensuring healthy and proper nutrition of children of pre-school educational
institutions based on rational and established norms, which are elements of
entertaining and educational activities, volumes and organizing active games
and exercises, the intensity of which is determined by the main medical
presentations; ninth, coordination of preventive measures to provide medical
services to children in preschool educational institutions and protect their
life and health together with the Ministry of Health of the Republic of
Uzbekistan.
Resolution PQ-3304 of the President of
the Republic of Uzbekistan dated September 30, 2017 "On improving the
activities of the Ministry of Public Education of the Republic of
Uzbekistan" was adopted.
In accordance with this decision, the
following should be defined as the main tasks and areas of activity of the
Ministry of Public Education of the Republic of Uzbekistan:
firstly, implementation of a unified
state policy aimed at developing the public education system, comprehensive
development of general high school and extracurricular education, further
raising the knowledge and moral level of students; secondly,
organizational-methodical measures for the introduction of 11-year secondary
education by ensuring mutual integration between secondary schools and
secondary special, vocational educational institutions implementation of the
system; thirdly, vocational training for 10th-11th grade students of general
secondary schools and in accordance with state educational standards of general
secondary education and state requirements for extracurricular education
coordination of activities of educational institutions and methodical guidance
in vocational training of students; fourthly, implementation of comprehensive
measures to ensure the effectiveness of teaching foreign languages in general
secondary educational institutions, guide students to professions and improve
labor education; fifth, to introduce effective forms and methods of education
into the educational process, taking into account modern advanced forms of
teaching, new pedagogical and information technologies, optimization of the
educational, psychological and physical load of students; sixth, the creation
and publication of a new generation of educational and teaching-methodical
literature developed in accordance with updated curricula and programs using
advanced pedagogical and information and communication technologies, meeting
international requirements in terms of content and quality to organize;
seventh, to improve the activities of orphanages, to ensure social-psychological
rehabilitation and legal protection of children left without parental care, to
help them develop social-labor skills and integrate into society; eighth, to
further increase the effectiveness of measures to ensure social guarantees
(including inclusive) of children with various developmental disabilities and
need treatment and rehabilitation, to create an adaptive environment for their
education, limited opportunities coordination of activities of specialized
educational institutions for children (schools, boarding schools); ninth, by
effectively establishing the activities of the Youth Union of Uzbekistan
departments in public educational institutions, educating students in the
spirit of universal human values, high spirituality, and humanism, instilling the
ideas of independence in their hearts and minds. deep absorption, strengthening
immunity against foreign ideas in the form of "mass culture"; tenth,
to carry out systematic monitoring of the fulfillment of state educational
standards and requirements by general high school and non-school educational
institutions; eleventh, to ensure purposeful and effective use of budget funds
and compliance with budget discipline in educational institutions; twelfth,
coordination and monitoring of effective use of buildings and structures in
educational
institutions.
The state pays special attention to
the issues of improving the continuous education system and training highly
qualified personnel, openness and quality of educational services in accordance
with the modern needs of the labor market. In particular, the adoption of
Decree No. PF-5313 of the President of the Republic of Uzbekistan dated January
25, 2018 "On measures to fundamentally improve the system of general
secondary, secondary special and vocational education" done. According to
the decree, starting from the 2018/2019 academic year, compulsory general
secondary and secondary special education will be provided in comprehensive
schools, including specialized schools, specialized art and culture boarding schools,
specialized Olympic reserve schools. in boarding schools and academic lyceums
continuously and for 11 years; Starting from the 2019/2020 academic year,
admission to vocational colleges at the expense of graduates of the 11th grades
of general education schools, on a voluntary basis, training from 6 months to 2
years to acquire the relevant specialty (profession) It was determined that it
will be carried out within the deadlines.
10-11th grade students of general
secondary education institutions, together with their education, are taught
vocational skills, and based on the interests and abilities of students, they
will continue their education or occupations in the future. in order to create
conditions for them to engage in labor activities, to organize educational and
production complexes and to provide them with the necessary equipment Decision
No. 868 "On measures to organize educational and industrial complexes
specializing in vocational education for 11th graders" was adopted.
The tasks of vocational training in the
educational-industrial complex were defined as follows:
ensuring the acquisition of vocational
skills by students, satisfying their need for vocational training by teaching
professions that do not require special and in-depth training; in the process
of vocational training, using the most appropriate methods, studying the
"master-
apprentice" traditions,
local and foreign best practices, and improving the methodological support of
the vocational training process and the qualification requirements of
professions;
ensuring the quality of professional
education by widely introducing innovative pedagogical and information and
communication technologies into the process of professional education; to
ensure that students become the owner of a profession that allows them to
actively engage in work activities by forming the skills of organizing the work
process while thinking independently and creatively; providing competitive
personnel training in professions that do not require special and in-depth
training for the labor market.
Academic lyceum is a secondary special
educational institution. The academic lyceum ensures rapid development of
students' intellectual abilities, their deep, differentiated and
career-oriented education. At the academic lyceum, students will have the
opportunity to improve their knowledge in their chosen field of study
(humanitarian, technical, agricultural, etc.) and receive special education
aimed at in-depth study of subjects.
The analysis of the activities of academic
lyceums in terms of demographic, economic and other factors of the region where
they are located, as well as the results of admission of graduates to higher
education institutions, shows that the work in this field is not satisfactory.
Currently, there is a need to implement a number of measures to optimize the
number of academic lyceums, to improve the quality of education in them and to
update their content, and to radically improve the admission rates of young
people who graduate from them to higher education institutions. .
Conditions for solving existing
problems in this field and radically improving the quality and efficiency of
the educational process in academic lyceums, gathering the most talented
graduates of general education schools in academic lyceums, meeting the needs
of graduates of general education schools to acquire selected professions and
specialties for the purpose of the decision of the President of the Republic of
Uzbekistan dated March 14, 2017 "On measures to further improve the
activities of secondary special vocational education institutions" No.
PQ-2829 was adopted.
In paragraph 2 of this decision,
important tasks and areas of activity of academic lyceums were determined:
selection of the most talented
students of general education schools, further development of their
intellectual abilities and purposeful in-depth preparation for continuing their
studies in higher education institutions; creation of an educational
environment that supports the manifestation and activation of students'
creative potential, forms and develops independent activity skills in the
process of acquiring knowledge, taking into account individual talents and the
abilities and characteristics of each student; introducing modern forms of
organization of the educational process and constantly updating its content,
taking into account the experience of advanced local and foreign educational
institutions.
In order to fundamentally improve the
higher education system, based on the priority tasks of the socio-economic
development of the country, to fundamentally review the content of personnel
training, to ensure the creation of the necessary conditions for the training
of highly educated specialists at the level of international standards, the
Republic of Uzbekistan The President's Decision PQ-2909 of April 20, 2017
"On measures to further develop the higher education system" was
adopted.
  According to the adopted decision,
the following were defined as the most important tasks of the comprehensive
development of the higher education system in the future: each higher education
institution should establish close prospective cooperation relations with
leading similar scientific and educational institutions abroad, use the most
modern pedagogical technologies, educational programs and o Wide introduction
of teaching and methodical materials, involvement of highly qualified foreign
teachers and scientists in scientific and pedagogical activities; formation of
target criteria for the training of highly educated personnel, optimization of
specializations and specializations in higher education institutions, taking
into account the demands and needs of the programs implemented in regions and
sectors, the prospects of comprehensive development of economic sectors and
regions; on the basis of creation of new generation teaching manuals and their
wide application in the higher education system, provision of higher education
institutions with modern teaching-methodical and scientific literature,
including the purchase and translation of the latest foreign literature
regularly update funds of information resource centers; to regularly improve
the professional qualifications and skills of pedagogic personnel in terms of
quality, to organize internships for pedagogues and scientific staff, to train
graduates of higher education institutions on the basis of PhD programs and
foreign master's programs; to strengthen the scientific potential of higher
education institutions, to further develop scientific research in the higher education
system, to strengthen their integration with academic science, to increase the
effectiveness of the scientific activity of professors and teachers, to attract
talented students and young people to engage in scientific activities reach; to
strengthen the spiritual and moral content of higher education, to instill in
the hearts and minds of students the idea of national independence, the sense
of loyalty to the high spirituality and humanitarian traditions of our people,
which are completely foreign and foreign to us formation of strong immunity and
critical attitude towards ideas; further strengthening of the material and
technical base of higher education institutions through the construction,
capital repair and reconstruction of their educational and scientific
laboratory buildings, sports facilities and social engineering infrastructure,
priority areas of modern science providing the base of educational and
scientific laboratories with modern equipment; providing higher education
institutions with modern information and communication technology tools,
expanding the access of students, teachers and young researchers to electronic
catalogs of the world's advanced educational resources, scientific literature
and databases.
In order to ensure the implementation
of the Decree No. PF-4958 dated February 16, 2017 of the President of the
Republic of Uzbekistan "On the further improvement of the system of
post-university education" of the Cabinet of Ministers on May 22, 2017
"Higher "On measures to further improve the postuniversity education
system" Decision was adopted.
Basic doctoral studies - financed from
the state budget of the Republic of Uzbekistan, for those seeking the degree of
Doctor of Philosophy (PhD) for the purpose of in-depth study of the specialty
separated from production and conducting scientific research by them in order
to prepare and defend a doctoral dissertation. The form of post-university
education for highly qualified scientific and scientific-pedagogical personnel
specialties organized in higher education institutions and ITMs.
Doctoral training — funded from the
state budget of the Republic of Uzbekistan, for in-depth study of the specialty
separated from production, and for conducting research by them in order to
prepare and defend a doctoral dissertation, for PhD degree seekers and the form
of post-secondary education for highly qualified scientific and
scientific-pedagogical personnel specialties organized in ITMs.
Independent research is a highly
qualified scientific research institute organized by higher education
institutions and ITMs for the purpose of preparation and defense of a doctoral
dissertation without separation from production, and for those seeking the
degrees of Doctor of Philosophy (PhD) or Doctor of Science (DSc) in scientific
research. and form of post-secondary education for scientific and pedagogical
personnel.
Higher education institutions in
accordance with the Decree of the President of the Republic of Uzbekistan
"On measures to further improve the system of retraining and professional
development of managers and pedagogues of higher education institutions"
dated June 12, 2015 No. PF-4732 In order to improve the teaching forms and
methods of the system of retraining and upgrading the qualifications of pedagogues,
the quality level of the composition of pedagogues based on modern requirements
By the decision No. 242 "On the measures to organize the improvement"
the Regulation "On the retraining of the leaders and pedagogues of higher
education institutions and the courses to improve their qualifications"
was approved. By the Resolution of the Cabinet of Ministers No. 103 dated
February 27, 2017, additions and amendments were made to this Regulation.
Retraining approved by the Ministry of
Higher and Secondary Special Education of the Republic of Uzbekistan in
agreement with the ministries and agencies under the jurisdiction of higher
education institutions in retraining and advanced training courses based on the
above-mentioned documents and the advanced training course is carried out for
two months, separated from work, according to the 288-hour educational programs
developed on the basis of the model structure of the curriculum.
Students of retraining and advanced
training courses must pass an attestation conducted by attestation commissions
after completing their studies. The attestation commission consists of at least
7 people from the ranks of leading scientists and specialists in relevant
fields, members of the scientific council, major experts in the field of
educational and methodological affairs, the rector of a higher education
institution or the chairman of the scientific council for awarding the
scientific title of Doctor of Science is formed under the leadership of
Students of retraining and advanced training courses who have successfully
passed the attestation are given a certificate of qualification, which is
considered a state model document that is strictly considered.
Managers and pedagogues of higher
education institutions who have not passed the attestation of the results of
their studies in retraining and advanced training courses are required to
undergo further retraining in the relevant or similar direction (specialty) of
study on a paid basis for one year and at the end of the training course, they
pass the certification.
Retraining of management
and pedagogic personnel of higher education institutions and repeated mastering
of professional development courses is carried out on the basis of mastering
the curriculum of the courses independently or through distance learning
methods without separating from the main work. The trainees who have prepared
independently or through the distance learning methods of retraining and
advanced training courses are included in the final attestation. The final
attestation is carried out by the attestation commissions of the base higher
education institutions in the relevant directions.
In the case of retraining
and advanced training courses that have not passed the attestation of the
results of studies, or in the case of retraining and advanced training courses
in the period specified by the main workplace, the validity period of the
employment contract concluded with these employees and Regardless of the
expiration date of the selection period for the current pedagogue position, the
employment contract will be canceled within two months according to the
established procedure. In this case, they can continue their pedagogical activity
in other educational institutions (except higher education institutions) or
work in other organizations and improve their professional skills
independently.

LECTURE 2.
GENERAL DESCRIPTION, CONTENT AND ESSENCE OF EDUCATIONAL
CONCEPTS
PLAN:
1.  Philosophical
concepts of education.
2.  Psychological
concepts of education
3.  Sociological concepts
of education
4.  Basic concepts of
developmental education
Key words: paradigm,
concept, theory, meta-theory, doctrine, proof, rule.
A paradigm is a set of
scientific achievements, theories, ideas, standards that serve as a model for
posing and solving problems for the scientific community for a certain period
of time.
Conception is a system
of leading ideas that reveal the essence of the pedagogical object, its
principles and methods.
Theory is a reliable
form of scientific knowledge to explain and describe pedagogical reality and
processes. Metatheory is a theory that underpins the analytical
structure, methods, methods and peculiarities of the development of scientific
theories.
A doctrine is a system
of views, directions and a set of actions approved by an official body.
A rule is an idea that
summarizes and abstracts general and special features of pedagogical reality.  Philosophical
concepts of subject: existentialism, neothomism, positivism and
neo-positivism, pragmatism and neo-pragmatism, dialectical materialism.
•   Existence
is a characteristic of individuality, ownership of one's own
"I".
•   The
purpose of the school is to teach the student to develop himself as a
person.
•   The main
pedagogical condition in the educational environment is to create a
free atmosphere, not to limit the student's ability to self-promote.
•   In the
center of educational influence is the subconscious: mood, feeling,
intuition.

Neothomism
•   Neotomy
tries to prove that religion plays an important role in human education.
•   The main
thesis: education is preparation for lifelong living. The main concept is
spirituality.
•   The main
direction of education is the formation of spiritual culture in students by
means of religious values.
•   The main
rule of neothomism pedagogy is to take into account two aspects of human
nature:
material and spiritual.

Positivism and Neopositivism •
Positivism prioritizes natural sciences and methods, neopositivism is a new
humanism, and the second direction is scientism.               • The purpose of
education: to form a rational thinking person. • A person can acquire the
ability to express himself with the help of rational logic. Therefore, the most
important thing in education is the development of personality in a person.
•   The educational
content should be free from ideology, that is, it should be based on worldview
ideas.

Pragmatism and
Neopragmatism
•   Main thesis:
school is an instrument of life.
•   Motto: learning
through experience.
•   Knowledge is
acquired through practical independent activity and personal experience.
•   The purpose of
practical training: to attract students' interest in real learning to formative
activities.

Dialectical
materialism
•   Main thesis:
lifestyle determines consciousness. The main concept is formation.
•   Considers a
person as a social being, not as a whole system.
•   The purpose
of education is determined by society and the state. The purpose of
education is to form clearly defined qualities in the student in a
goal-oriented manner.
•   The main
driving force of the educational process: it is reflected in the contrast
between teaching and the capabilities of learners.

Psychological concepts of
education: associative theory of education; behaviorism; Gestalt theory.
Associative
theory of education
•   Association -
creating harmony. Emotional cognition is based on visual images.
•   "Empty
head" does not think. It is necessary to have a large amount of
knowledge in order to think.
•
In order to activate the process of understanding the
educational material, the teaching process should be convenient, logically
connected, the concepts should be correctly formulated and the need justified.
•   Weakness of
the theory: it does not develop creativity in the student, does not teach
to acquire new knowledge independently.

                                                            Behaviorism

•   It is based on
the behaviorist concept of social engineering. Formula: stimulus -
reaction - colonization.
•   The main
goal of education: focuses not on the content, but on the effective methods
of students' acquisition of various types of knowledge.
•   The role of
the educational institution, any educational institution is an educational
mechanism of adaptation to the living environment.
•   The content
of education is directed to the formation of an adaptive "behavior
set" in students in accordance with social norms, national culture
requirements and results.

                                                                Gestalt
theory
•   It is based on
the theory of multilevel fields. It is based on subjectivism in knowledge.
•   According to
the Gestalt theory, knowledge can be acquired through the holistic perception
of an object.
•   In Gestalt
theory, learning is a cognitive phenomenon. The organism "starts to
work" after solving the thought problem.
•   Problem solving
emerges in the state of insight.

 Sociological concepts of
education: moralism, institutionalism, functionalism, conflict theory,
theory of mutual action
Revolutionary
changes in education

Positive aspects of
  revolutionary changes in education

Negative aspects of
  revolutionary changes in education

Moralism (Lester
Frank Ward, John Dewey, George Edgar Paine)
•   In order to
achieve progress, knowledge must be open to all. School education should be
free and compulsory.
•   The purpose of
formal education is the criterion of social usefulness, therefore, education
should acquire a social character.
•   In the center
of this direction is socialization and its connection with education, i.e. the
mutual compatibility of teachers and students, as well as educational
structures.
•   People play an
important role in social development, but development must be evolutionary in
nature. Supporters of the direction opposed the educational revolution.

Institutionalism
(Herbert Spinzer, William Sumner).
•   At the heart of
the theory is the interaction of education and other institutions - family,
economy, religion, management.
•   Institutionalism
is based on the comparative study of institutions within a society and between
other societies in order for it to acquire a universal character.
•   Thanks to
institutionalism, the concepts of the function of education, its dynamics,
subjects of education, the role and contribution of education in social
production, the system of using sanctions in education, and the sources of
resistance to changes in education were clarified.
•   The function of
education according to institutionalism is not defined in advance, it is built
on the basis of fluctuation.

What do you know
about A. Jensen's research or the impact of IQ testing on student achievement?

Functionalism (E.
Durkheim, T. Parsons, R. Merton).

•   Education is
considered as a social institution of society, the main function of education
is to support the connection between the individual and society to ensure the
integrity of society.
•   A universal
scheme of social systems has been developed within the direction. The basis of
the social structure is education, family and religious institution.
•   Education
should primarily fulfill 4 functions: academic (universal cognitive skills and
scientific knowledge), distributive (preparing people for different roles and
division of labor), economic (increasing the efficiency of the individual as a
unit of labor), political (political socialization). • The rules of
systemic-functional analysis serve to understand the micro- and macro-level
mechanisms of education, taking into account the interests of social classes
and organizations.

Is it possible to
achieve education without corruption? Is there inequality in education?
Conflict Theory (Max Weber, Georg
Simmel, Torstein Veblen) • Conflicts in education serve to predetermine
conflict situations in society. Education is understood to consist of
conservative forces.
•   Education
teaches young people about norms and values, attitudes and beliefs related to
the prevailing social order. Therefore, the conflict that is resolved in the
social order acquires a positive character for the social outcome. • Social
radicalism includes two periods that differ according to the stage: radicalism
and pluralism.
•   This direction
requires researchers to study curriculum, funding channels and principles,
inequality in educational opportunities, unfairness in standardized testing,
and the effects of grouping or segregation of students according to
"ability" due to educational corruption. requires.

Have you ever
thought that it is possible to analyze the effects of nicknames and different
names given to students in special theories?
The theory of
mutual action
(negative
evaluations, exchange and code theory)
•   This theory
describes the relationship between socio-psychological aspects of education,
interactions between students, teachers, administration, institutions, values,
status of students and academic achievements. learning oriented. • The theory
of negative evaluation reflects the labels that are "attached" to
students ("lazy", "memorizing without understanding",
"bookworm", "computer worm"). Such negative grades serve as
a risk indicator for the educational process.
•   Important
concepts of exchange theory - "value" and "usefulness".
Profit occurs when the quality and quantity of the incentive increases the
price.
•   The theory of
codes was introduced by sociologist and linguist Basil Bernstein. He determined
that the content of communication, working programs, educational methods, and
the codes found in the speech of the developers of social structures are
related to the uniqueness of the social stratum.

Answer the
following questions based on the text.
1.
What do you mean by "mental development"?
2.
Which pedagogic-psychological scientists contributed to the
development of developmental education?
3.
What caused the emergence of theories of developmental education?

Identify and
comment on the following concepts.
1.  Depth
of thought -
2.
Slowness of intellectual activity - 3. Flexibility of thought -
4. Stability of thought -
5. Awareness of intellectual activity - 6.
Independence of thought -
7. Economy of thought -
Concepts of developmental
education: L.V. Zankov's concept of developmental education; Concept of
meaningful education by V.V.Davidov and D.B.Elkonin; problem-based education
concept; Concept of Z.I.
Kalmikova.
Developmental
education concept of L.V. Zankov
•  The principle of
training to a higher level of difficulty. According to L. V. Zankov, exceeding
the "average standard" of difficulty, first of all, awakens the
child's spiritual strength, gives him freedom and guides him.
•  The principle of high
speed in learning the program material. Refuses to repeat the same past.
Therefore, the most important thing is to acquire new knowledge in students.
•  The decisive role of
theoretical knowledge, which emerges as the main means of development based on
the acquisition of skills and competencies in primary school.
•  The principle of
awareness of the learning process. An important condition for the student's
development is reflected in the process of acquiring knowledge and skills from
the object of his understanding.
•  In the system of L.
Zankov, goal-oriented and systematic work on the development of all students,
especially low learners, takes the main place.

Concept of meaningful education
by V.V.Davidov and D.B.Elkonin • V.V.Davidov and D.B.Elkonin connect their
concept of developmental education first of all with the expansion of the
content of educational subjects and its logic in the educational process.
•  A person uses
knowledge with the help of concrete mental actions. The important components of
thinking are reflected in actions such as analysis, planning, reflection, which
have two main forms - empirical-formal and theoretical content.
•  Theoretical-meaningful
reflection is characterized by the fact that it is related to the reflection of
important relationships, the search and discussion of the important foundations
of real existence.
•  Content analysis is
directed to the search for some important differences in the whole object from
the specific features.
•  Content planning is
completed by determining the optimal (acceptable) actions and finding the
organization of actions that can be performed.

V.V. Davidov
clarified the following main differences between empirical and theoretical
thinking:
•  Empirical knowledge
is the result of imagining and comparing things; and theoretical knowledge
appears in the process of analyzing the function and role of relations of an
internal integrated system.
•  In the process of
comparison, the formal common features of all things-phenomena are identified;
and analysis allows to reveal its whole basis or the initial relationship of
the whole system as its essence.
•  Empirical knowledge
is based on observation, is reflected in imagining the external properties of
things and events; and theoretical knowledge is formed on the basis of mental
reconstruction of things and events.
•  The formal common
feature is considered as the same sign as the specific and general properties
of things, while theoretical knowledge notes the connection between its various
manifestations and the real general relations of the whole system.
•  The process of
clarifying empirical knowledge from the collection of examples and
illustrations related to the classification of things; Clarification of
theoretical knowledge consists in distinguishing and explaining the uniqueness
and unity of the whole system based on its general basis.
•  The necessary means
of recording empirical knowledge is reflected in terms; theoretical knowledge
is seen in the methods of mental activity with the help of various symbolic
tools.

The concept of
problem-based education
•  The main goal of
problem-based education: development of students' creative skills and thinking
abilities; acquisition of knowledge, skills and abilities of students during
active research and independent problem solving; educating an active creative
person who is able to see, pose and solve non-standard problems; is the
formation of high-level problem thinking.
•  Basic concepts of
problem-based education: problem; hypothesis; problematic situation;
problematic question; problematic task; creative task; independent work.
•  The answer to the
problem is not directly in the available knowledge and the method of solution
is unknown. The problem consists of three components: known (on the basis of
the given task), unknown (finding them leads to the formation of new knowledge)
and previous knowledge (students' experience).
•  A problematic
situation is an intellectual difficulty that occurs when a person does not know
how to explain the incident, fact, or process of reality, and cannot achieve
the goal with the methods of action known to him.
•  Problematic question.
The question becomes problematic in the following case: it is logically
connected with previously mastered concepts and ideas, with concepts and ideas
that need to be mastered in a certain educational situation; the difficulty of
knowing and the presence of a clear border between the known and the unknown;
to create a feeling of dissatisfaction with the existing reserve knowledge,
skills and qualifications compared to the new previously known knowledge.
Concept of Z.I.
Kalmikova
•  According to Z.
Kalmikova, developmental education is based on the following didactic
principles: the difficulty of teaching; convenient development of various forms
of intellectual activity (visual, practical, visual-figurative, abstract,
abstract-theoretical); individualization and differentiation of education;
special formation of algorithmic and heuristic methods of mental activity;
Special organization of mnemonic activities.
•  Z. Kalmikova divides
mental activity methods into 2 types: algorithmic and heuristic.
•  The algorithmic
method of mental activity is based on the elements of productive and creative
thinking. Sufficient, but not necessary.
•  Uniqueness of
heuristic thinking: clarification, abstraction, variability and analogy. These
actions are based on substantive analysis rather than formality. These learning
activities are not developed in all students, so they need to be taught!
•  The principle of
special organization of mnemonic activity ensures the strength of knowledge and
their use in accordance with the specified tasks. The following can be included
in the methods of mnemonic activity: memorization facility; classification,
grouping, planning, separation of basic (basic) concepts; separation of
materials into large blocks, enrichment; converting educational materials into
visual signals; repeating the material many times, etc.

LECTURE 3. PRINCIPLES
OF CONTINUOUS EDUCATION SYSTEM AND WAYS OF IMPLEMENTING THEM IN PRACTICE.
                                                                            Plan:

1.  Humanization and
democratization of the educational process.
2.  Continuity and
consistency of the educational process.
3.  Open access to
education within the framework of state education standards.
4.  Individualization and
differentiation of the educational process.
5.  Encouraging knowledge
and talent in continuing education.
6.  Harmonization of
state and public management in the continuous education system.

Modernization processes carried out in
the socio-economic and educational spheres of our republic have a direct impact
on the continuous education system. This, in turn, is an important description
of the modern educational environment and requires the development of a
solution to the functional and conceptual problems of its components, as well
as the improvement of educational paradigms as a condition for the successful
realization of individual capabilities.
In our republic, the continuous
education system performs educational, educational, economic, social and
cultural functions as one of the important social institutions in the context
of modernization of social spheres and economic sectors. In order to ensure
their successful implementation, it is necessary to create pedagogical
conditions that form students' creative and independent thinking, professional
maturity and high spirituality.
Problems
of integral development of the student's personality in general secondary and
secondary special vocational education:  disproportion between the knowledge
and skills formed in the continuous education system and the
requirements
set by the level of social, scientific and technological development of the
society;  inconsistency between knowledge and skills acquired by students in
the educational process and
professional
skills and qualifications required for working as a specialist;  that all
components of the pedagogical system embodying the purpose, content, methods,
tools, and
organizational
forms of education and training in the formation of the student's personality
are interconnected, compatible, perspective-oriented, and coherent;  failure to
develop software and methodical support for intensification of students'
activities on the
basis of formation of skills of
working with the growing volume of information and independent analysis.
Education of a mature, creative person
in the continuous education system, for the continuous development of the
student, it is necessary to ensure that the components of the pedagogical
system are interconnected, compatible and perspective-oriented at all stages of
the educational process, and to determine the didactic conditions for their
implementation. .
Ensuring continuity in the continuous
education system, which is one of the main components of the national model of
personnel training, takes priority in the implementation of the tasks defined
in the national program, and requires the acceleration of scientific research
on the further improvement of the mechanisms for ensuring the vertical and
horizontal integrity of the education system.
The main idea of ensuring the continuity
of education is related to the consistent development of the student's
personality as an educational subject. This idea is developed in the national
model of personnel training, and the individual is recognized as the main
subject and object of the personnel training system, as a consumer of services
in the field of education. In the educational reforms carried out in our
republic, the development of the individual is considered as a continuous
process, in which the educational process is combined with the ideas of
developmental education, which implies not only knowledge, but also creative
interpretation of acquired knowledge. This marked the transition from
information-based education to personoriented education, from memory-based
education to active learning-based education.
The unique feature of the scientific
approach of the national education model in the development of the continuous
education system in our republic is that the continuous education system is
considered in integrity, coherence and continuity, that is, as a whole system.
Integrity and continuity are defined as one of the main principles of the state
policy in the field of education, and in the theory of pedagogy, the
systematicity and consistency that represent it constitute the methodological
basis of education and are also noted as a didactic principle. The integrity of
education - ensuring the systematic, consistent and logical connection of the
educational content, providing the basis for the transfer of knowledge acquired
by students to skills and qualifications at the next stages, ensuring the
formation of knowledge, skills and qualifications at a certain level at each
stage of education is a demanding didactic principle. The essence of
integration is determined by the need to satisfy the needs of the individual
and society for education, which can create conditions for each person to
acquire knowledge.
Today, educational, educational,
management and investment activities in the educational institutions of our
country are aimed at ensuring the full implementation of the National Personnel
Training Program. All these require structural changes, the dynamics of
development of state educational institutions, the introduction of an effective
procedure for managing continuous education and personnel training, and the
formation of a system of quality control of education.
Ensuring consistency in the continuous
education system, which is one of the main components of the national model of
personnel training, has determined the priority directions in the
implementation of the tasks defined in the national program.
The continuous education system
covering all stages of the educational process creates all the conditions for
raising a well-rounded, well-rounded generation. Continuous education means the
mutual compatibility of all the components of the pedagogical system at each
educational stage for the purpose of integral development of the student's
personality.
In the Law of the Republic of
Uzbekistan "On Education", continuous education as one of the main
principles of the state policy in the field of education is the basis of the
personnel training system, which ensures the socio-economic development of the
republic, the economic, social, scientific and technical development of the individual,
society and the state. and that it is a priority field that satisfies the
cultural needs, creates the necessary conditions for the formation of a
creative, socially active, spiritually mature person and the training of highly
qualified competitive personnel, ensures the consistency of educational
programs at different levels in accordance with state educational standards,
and pre-school , it is noted that it includes general secondary, secondary
special, vocational education, higher education, post-higher education,
training and retraining of personnel, and types of extracurricular education.
In pedagogy, along with the
scientific-theoretical and methodological foundations of education, the
didactic principles of education are also emphasized. They include
scientificity, systematicity and consistency in education, awareness and
activity, thorough and solid assimilation of knowledge, taking into account the
age and individual characteristics of students, demonstrability, connection
between theory and practice, independence and free thinking and reflection.
Consistency and continuity in the educational process is the mutual coherence of
science, education and production; integrity of educational content; integrity
in the formation of knowledge, skills and qualifications; unity in the
formation of the student's personality; consistency in the application of
educational methods and forms; ensures consistency in the organization of
assessment of students' learning.
Based on these requirements, special
attention is paid to the issues of ensuring mutual coherence in the development
of State educational standards, curricula and programs of the educational
process between the general secondary and secondary special, vocational
education system. For this purpose, it is necessary to improve the cooperation
of pedagogues of the general secondary, secondary special and higher education
system in the creation of variable educational programs and textbooks and
manuals.
Today, a person operates in a changing
environment, in which there are no ready-made solutions, in a society in which
each person is required to independently find the necessary solution and take
responsibility for the consequences of this solution. For this reason, it is
important to educate a creative person who can think independently and make
decisions, who can listen to the opinions of others and draw conclusions based
on them. Education should teach young people to find solutions to problems, not
to master ready-made educational material.
Modernization, technical renewal and
diversification of the education system, which is an integral part of the
country's economy, introduction of innovative technologies is an urgent task of
today.
Standardization of education is one of
the biggest trends in education reform in the world. Today's news and economic
changes in the society require appropriate design and standardization of the
content of the educational system. Accordingly, the National Personnel Training
Program envisages the creation and implementation of State Education Standards
that define the necessary requirements for the quality and specialization of
learners, as well as their cultural and spiritual levels.
The development of state standards
that meet international requirements, firstly, to ensure the worldclass
equivalence of specialists being trained in our republic and, in turn, to
ensure the unhindered participation of our country in the international labor
market; secondly, as a result of setting specific requirements for the quality
of educational services, it is aimed at improving the quality of personnel
training and regulating the system of monitoring the effectiveness of the work
of educational institutions. State educational standards and curricula of
general secondary, secondary special, vocational and higher education
reflecting the social order of the state were developed and gradually
introduced.
The analysis of the current DTS and
curricula showed that the types of education are continuously connected with
each other, this continuity, first of all, the interconnection of the curricula
of the subjects taught in the types of education is carried out at the level of
demand. However, between the types of education, there is insufficient
consideration of the interdisciplinary coherence, that is, the logical sequence
of topics, simple to complex, the transition from the specific to the general,
the age and psychological mastery of the students, the application of
educational programs to the educational process, between the types of education
it became clear that the continuity and coherence of the content was not fully
ensured.
The principal features of continuing
education are determined by the diversity and flexibility of the tools, methods
and organizational forms used, the fundamentalization, humanism,
democratization and national orientation of education, and the differentiation
of educational processes according to the direction and content.
Factors of modernization of
educational processes: reduction of overloading of DTS, educational programs
and manuals with information that is not a basis for obtaining and creating new
knowledge, making educational subjects a basis for subsequent ones and
achieving their application in practical activities; ensuring the professional
orientation of education, determining the optimal relationship of fundamental
and applied knowledge; focusing the educational process on studying processes
and events, mechanisms of their implementation, not specific facts, achieving
the integral connection of the given information with the daily life of
students; analyze the skills of practical analysis of information, pay
attention to the choice of educational methods that ensure independent
acquisition of knowledge; improvement and widespread introduction of mechanisms
for regular updating of educational content.
The essence of continuity is
determined by the need to meet the needs of the individual and society for
education, which is individualized over time and can create conditions for each
person to obtain knowledge. Therefore, if the noted factors of modernization of
educational processes are fully implemented, the high level of professional
competence of students will be achieved based on the expansion of professional
and technological knowledge and the formation of professional creative skills.
In the world, money spent on the
education system is considered an investment that will never be wasted. As the
education system improves, the morale of people increases. As our honorable
President said, high spirituality is an invincible power. Therefore, high
spirituality is the foundation of the future.
After our country gained independence,
fundamental reforms were implemented in all spheres. After all, the society was
demanding to educate a new person. After all, how is it possible to build a new
society without changing people's consciousness, understanding, and level of
knowledge, without modernizing it?
On the initiative of President Islam
Karimov, on August 29, 1997, the Law "On Education" was adopted. It
also adopted a National Training Program unique in scope, scope, scope and
objectives. These two documents initiated a new phase of profound reforms in
this important field. The development of education in our country has been
defined by law as a priority area that meets the economic, social,
scientific-technical and cultural needs of the individual, society and the
state.
Based on the national personnel
training program, a new mechanism of continuous education was developed in our
country. In particular, 12 years of compulsory education was introduced. Its
first stage is a 9year general secondary school. The following three principles
are put forward in Article 41 of the Constitution of the Republic of
Uzbekistan:
"Everyone has the right to
education. Free general education is guaranteed by the state. School work is
under state control."
First, under this article, any parent
whose child has reached the age of 7 has no right to withdraw their child from
school.
Secondly, free general secondary
education schools have been introduced throughout the country. Home education
is even organized for mentally mature but physically weak children. That is,
school teachers in the area where he lives go to his home to teach only one
child.
Thirdly, all schools will be built,
repaired and reconstructed by the state, and its material and technical base
will be created.
Therefore, general secondary education
is completely compulsory. After that, a three-year compulsory-optional
education begins. Mandatory is that all those who graduate from a general
secondary school study in a three-year special secondary educational
institution. Voluntary is that a student who has graduated from a general
secondary school now has the right to choose the direction of further education.
First of all, he chooses whether he wants to study at an academic lyceum or a
vocational college. In addition, he decides which academic lyceum or vocational
college he will study.
This second stage of study allows for
the differentiation of personnel. After that, those who want to study at a
higher educational institution go to an academic lyceum. And those who dream of
becoming the owner of a certain profession apply to a vocational college.
Another important aspect is that
during these three years, those studying at the college, if they have the idea
of getting a higher education, they can apply for any bachelor's degree with a
certificate of graduation from a vocational college. Graduates of academic
lyceums and graduates of vocational colleges take the same test for the
bachelor's degree.
Regarding the reform of the field of
education, the implementation of which was ensured in 20042009.
The Resolution of the President of the
Republic of Uzbekistan signed on May 20, 2011 "On measures to strengthen the
material and technical base of higher education institutions and to
fundamentally improve the quality of training of highly qualified
specialists" also indicates that efforts in this direction are continuing.
Based on this Decision, the Program on modernization of the material and
technical base of higher education institutions and the fundamental improvement
of the quality of training of specialists in 2011-2016 was approved.
According to this Decision, Andijan
Institute of Engineering and Economics was transformed into Andijan Institute
of Mechanical Engineering, Namangan Institute of Engineering and Economics was
transformed into Namangan Engineering and Technological Institute, Bukhara
Institute of Food and Light Industry Technology was transformed into Bukhara
Engineering and Technical Institute of High Technologies. The principle of
modernization towards modern technologies is clearly visible in the new
direction of these three higher education institutions.
On the initiative of our President, on
February 17, 2012, in Tashkent, in order to introduce the international
community to the results of reforms implemented in the field of education in
Uzbekistan, the role of the state in raising an educated and intellectually
developed generation, and the rich experience accumulated in this regard,
"Education of a highly educated and intellectually developed generation -
the country an international conference was held on the topic "the most
important condition for sustainable development and modernization".
There are representatives of many
major international organizations and financial institutions, including the UN,
Asian Development Bank, World Bank, Islamic Development Bank, educational
system from 48 countries of the world such as Great Britain, Germany, Italy,
China, USA, South Korea, Japan, Russia. leaders, scientists and specialists
participated.
The conference was devoted to the
study of Uzbekistan's experience in creating a national model of continuous
education and perfect upbringing of the young generation. In our country, all
the conditions and opportunities have been created for educating young people
who are active, striving towards their goals, who have great talent and high
moral qualities, who have acquired modern knowledge and skills - who are the
decisive force of our day and tomorrow.
At the opening ceremony of the
conference, the President gave a speech on the topic "Education of a
generation with high potential is the most sacred goal".
The final document of the conference -
resolution was adopted. In it, among other things, we read the following words:
"The Education Sector Reform Program adopted 15 years ago (in 1997) and
called the National Personnel Training Program is based on the principle of
gradual and gradual economic development of building a new society in the
country. and it was emphasized that political reforms are an integral part of
the "Uzbek model" chosen by Uzbekistan.
The participants of the international
conference adopted the recommendations in the resolution, taking into account
the selected and discussed reports on the study of the experience of Uzbekistan
in the development of the education system.
On May 28, 2012, the Decree of the
President of the Republic of Uzbekistan "On measures to further improve
the system of training qualified pedagogues and providing secondary special and
vocational education institutions with such personnel", on July 24,
"Highly qualified scientific and the Decree on further improvement of the
system of training and certification of scientific-pedagogical personnel, and
on December 28, in connection with the implementation of this Decree, the
Cabinet of Ministers of the Republic of Uzbekistan issued the "System of
certification of post-university education and highly qualified scientific and
scientific-pedagogical personnel" "On improvement measures" was
adopted. In this way, from now on in our country, the scientific degree of
candidate of science is not awarded, only dissertations for obtaining
scientific degrees of master and doctor of science are approved.
Today, continuous stages of education
have been formed: preschool education, general secondary education, secondary
special education, bachelor's degree, master's degree and senior
researcher-researcher.
Reforming the education sector is the
need of the hour. In our country, the policy of continuous improvement of
educational institutions based on the requirements of the times is being
carried out. Consequently, on April 10, 2012, the Decree of the President of
the Republic of Uzbekistan "On measures to further improve personnel
training in the field of public administration" was signed. According to
it, the State and Society Building Academy under the President of the Republic
of Uzbekistan was transformed into the State Administration Academy under the
President of the Republic of Uzbekistan. On June 22, the decision of the
Cabinet of Ministers "On measures to organize the activities of the
Academy of Public Administration under the President of the Republic of Uzbekistan
and strengthen the material and technical base" was adopted. On June 4,
2012, the Decision of the President of the Republic of Uzbekistan "On the
establishment of the State Institute of Art and Culture of Uzbekistan" was
adopted. This new institute was established on the basis of the Tashkent State
Institute of Culture and the State Art Institute of Uzbekistan.
On December 10, 2012, the President's
Resolution "On measures to further improve the system of learning foreign
languages" was signed. In this way, the times are putting new tasks in
front of the education system every day. Today's era requires any qualified
personnel to have a thorough knowledge of a foreign language. From the
2013-2014 academic year, foreign languages have been taught in the first grade
of schools. Before the beginning of this academic year, all foreign language
teachers teaching first grades completed a special training course.
The President of the Republic of
Uzbekistan, Islam Karimov, in his speech entitled "A perfect generation -
the foundation of the development of Uzbekistan", delivered at the IX
session of the first convocation of the Oliy Majlis of the Republic of
Uzbekistan, which adopted the national personnel training program, held in
August 1997, including the following programmatic considerations related to
learning a foreign language had thrown:
"Currently, learning and teaching
foreign languages is of great importance in our country. This is certainly not
in vain. There is no need to overestimate the importance of perfect knowledge
of foreign languages for our country, which is striving to take its rightful
place in the world community, and for our nation, which is building its great
future in solidarity and cooperation with our foreign partners.
But we must emphasize that learning
foreign languages should not be at the expense of forgetting the mother
tongue...
In our recent history, Russian, not
our mother tongue, has been the medium in our learning of Western languages.
Because of this, so far, for example, there are almost no English-Uzbek and
Uzbek-English dictionaries...
We need to quickly change such weak
and inappropriate situations, to fully open opportunities for the Uzbek child
to easily enter the strange world of foreign languages.
We need to speed up the preparation of
the accelerated methodology of learning foreign languages in our country on a
national basis."
15 years later, the adoption of the
Decision of the President of the Republic of Uzbekistan "On measures to
further improve the system of learning foreign languages" clearly shows
the gradualness and consistency of the reform of the education sector in our
country.
It is clear from the given facts and
evidence that we have a consistent tradition of conducting science and
education, education and training, education and production together in an
integral relationship. And this is giving its effective results.
On November 20-23, 2013, the 6th
meeting of the Asian Solar Energy Forum was held in Tashkent. Many foreign
specialists, scientists and experts visited our country to participate in it.
It is no coincidence that this meeting was held in our country. In accordance
with the Decree of the President of the Republic of Uzbekistan "On
Measures for the Further Development of Alternative Energy Sources"
adopted on March 1, 2013, large-scale work is being carried out to strengthen
the use of alternative energy and support scientific research in this regard.
The participants of the meeting
visited the Institute of Materials Science of the "Physics-Quyosh"
research and production association in the Parkent district of Tashkent region
and got acquainted with the activities of this scientific institution, the
conditions created here for researchers, scientific research in the field of
solar energy use, and projects that are being implemented. . They also visited
Samarkand and participated in the presentation of the Solar Photoelectric Plant
project. Foreigners emphasized that Uzbekistan has a huge potential for the
development of alternative energy sources. Large international cooperation
plans have been made in this regard.
Another consistency is worth
mentioning. The Decree of the President of the Republic of Uzbekistan dated
September 9, 1996 "On further improvement and efficiency of the public
center "Spirituality and Enlightenment" established October 1, 1997,
as a national holiday - the Day of Teachers and Coaches. In August 1997, the
National Personnel Training Program was adopted. Soon after, on October 1 of
the same year, for the first time in the history of our independent country,
the Day of Teachers and Coaches was widely celebrated as a national holiday.
According to tradition, every year in connection with this holiday, state
awards are given to the most worthy education devotees based on the Decree of
the President of the Republic of Uzbekistan "On awarding a group of
employees who set a special example in the education system on the occasion of
the Day of Teachers and Coaches". .
One rule that is strictly followed in
the reform of the education system of our country is that we are constantly
learning the best experiences of the world in this regard. The
"Talent" fund of the President of the Republic of Uzbekistan sends
experts in the field of science and education to the leading scientific and educational
centers of the Earth for training and internship. In addition, many branches of
foreign higher education institutions are operating in our country. In them,
our young people master the advanced fields of the world in a foreign language
and become mature specialists.
The speech of the President of the
Republic of Uzbekistan, Islam Karimov, at the IX session of the first
convocation of the Oliy Majlis of the Republic of Uzbekistan, held in August
1997, which adopted the national personnel training program, entitled "A
perfect generation - the foundation of Uzbekistan's development" has
programmatic significance, that is, the work to be done is planned in it
directions were set.
The speech of the head of our state on
February 17, 2012 in Tashkent on the topic "Education of a highly educated
and intellectually developed generation - the most important condition for
sustainable development and modernization of the country" held in Tashkent
on the topic "Education of a high-potential generation - the most sacred
goal" - in a sense, the report has the essence. From this speech, we will
learn about the work done during the past 15 years. However, it becomes clear
that the basis of this is pre-planning, that a careful and rational path has
been chosen in this regard, and that progress is being made consistently based
on it.
In the Decision of the President of
the Republic of Uzbekistan "On preparing for and holding the twenty-third
anniversary of the state independence of the Republic of Uzbekistan"
adopted on July 1 of this year: The national personnel training program and the
national program for the development of school education, which are of great
interest in the world, in a word, the fact that we give the highest priority to
the field of education are a solid foundation for the rapid and stable
development of our country and the bold steps of our country created" is
mentioned separately.
This "solid foundation",
which was created in the years of independence with the intention of training
mature personnel and for this purpose of radical reform of the education
system, has already begun to bear sweet fruits. We are confident that in the
future it will serve as an important basis for the high development of our
country, which will be admired by everyone.

LECTURE 4: DESIGN
OF PEDAGOGICAL SYSTEMS.
Plan:
1.
The role and possibilities of design in the continuous education
system.
2.
Conceptual bases of pedagogical design: forms of pedagogical
design; psychological foundations of pedagogical design; principles of
pedagogical design; procedure and description of actions related to the design
of pedagogical objects.
3.
Designing the education system: innovation in the continuous
education system; the main stages of designing; conditions for ensuring the
success of design activities.
4.
The structure and peculiarities of the teacher's design work.

Pedagogical system is the basis of
pedagogical technology. Pedagogical system is a whole, integrated
socio-pedagogical phenomenon, which consists of the student, the purpose of
education, content, educational process, teacher or technical means,
organizational forms of education.
Pedagogical system includes didactic
tasks and educational technologies. The purpose and content of education is a
didactic task; educational process, teacher or technical means, organizational
forms of education - educational technology.
The pedagogical system of the educational
institution is a goal-oriented organizational system, the main goal of which is
to involve the growing generation in the life of the society, to develop them
into a person who assimilates the culture of the society, is creative and
active. This goal is implemented at all stages of the improvement of the
pedagogical system of the educational institution, in its didactic and
educational systems, and in the professional and free communication
(management) of all participants of the pedagogical process.
The theoretical concept is implemented in three
interconnected, interpenetrating, interdependent:
didactic, educational and
communication (management) systems. As these systems improve, they in turn
influence the theoretical concept.
The main goal of educational
technology is to create an educational project that is suitable for the full
mastery of educational subjects. Such a project is created based on the main
and advanced ideas of modern psychology, didactics and pedagogical practice.
A project (Latin projectus - thrown
forward) is an idea expressed in the form of an image, reasoning, accurate
account book, drawings, ideas, thoughts, images that reveal the essence of
information and determine specific ways of their implementation.
Pedagogical design (PL) is the
development of the created model in its initial and final form and bringing it
to the level of practical application. Pedagogical process, pedagogical
situation, pedagogical system can be the design objects of pedagogical
activity.
PL consists of the following steps:
1.
Searching for common ideas about what to do with the object in
order to get as close as possible to the scientifically based idea of the
object. The project model incorporates knowledge about what the updated part of
the pedagogical activity should be, the factors of ensuring the improvement of
this activity;
2.
Searching for examples of pedagogical conclusions that can be
used to model the innovations presented instead of outdated ineffective models;

3.
Creating an innovative model of an updated part of the pedagogical
system; 4. Construction of the innovation implementation algorithm.
An educational project is a type of
research, inquiry, and creativity in the implementation of important
theoretical or practical problems by students.
Designing education is the general
goal of education, the content of educational goals is to study, teach, assess
mastery, and make corrections.
Therefore, in order to design the
teaching process, it is necessary to develop a system of guaranteeing the
results of the study based on the general goals of education as a social order,
planning the study and teaching, assimilation for this purpose. Thus, in order
to guarantee mastery results based on educational content in pedagogical
technology, educational goals are clarified and educational activities are
designed. If we look at this as a repetitive, renewable structure, then the
educational process consists of certain modules, units, which are generally
brought to a single and integrated content based on the addition of these modules,
units. Crucial to this is the availability of science-based feedback that is
repeatable, reversible and corrective.
Today, the issue of designing and
planning the pedagogical system is manifested as a leading trend in the higher
education system. However, the essence of design and planning activities is not
equally clear to everyone. Therefore, in the educational technologies created
in the subjects, shortcomings such as formality, repetition, inconsistency of
goals and tasks, lack of intensive feedback, non-successive implementation of
design and planning are highlighted.
The technological approach to
education requires the teacher to do a lot of work in the process of preparing
for the training session. In this process, the professor-teacher should clarify
the learning goal for each subject, set pedagogical tasks correctly, clarify
the results of educational activities, choose the right form, methods and tools
of educational organization, create a clearly ordered algorithm of the
activities of the teacher and the student by rationally dividing the learning
time. should do. Only the professor-teacher, who can design the educational
process in this order, can freely manage the learning activities of the
students.
Education is a controlled
process, the result of which largely depends on the prepared didactic project.
A didactic project is a product of educational technology. Management of
students' cognitive activity according to the didactic project is considered
the pedagogical basis of educational technology. Just as there is a beginning
and an end to any process, there are entry and exit points for the
implementation of a didactic project. As many points can be placed between two
points, there are many effective methods and means of education in the distance
between the beginning and the end of the didactic project. Here, educational
technology is the most effective method and helps the teacher to choose an
effective form of education.
  So, before reaching the standard
from the goal, the mind of the teacher (pedagogue) and the pupilstudent
encounters many events. A technological approach to education is an analysis of
the general and specific goals of the educational process through a detailed
analysis of information and educational content, at the meeting points of the
goals of the teacher (pedagogue) and the student-student (the goal of
education, learning goal) is to achieve the target standard by designing and
implementing education on the basis of setting the didactic goal of education.
In general, when it comes to educational technology, there is a need to
distinguish between the following phenomena: didactic design of education;
project implementation; making corrections and changes to the didactic project
according to the current and intermediate results of education; consists of
repetition of training and final control. The first and second of these
phenomena are also found in traditional educational experience. The difference
between educational technology and the traditional educational system is that
the result of education and its standard level are always in the center of
attention of the teacher (pedagogue) and the student. The teacher (pedagogue)
often checks the results of education and informs the students about their
achievements, and the students realize their achievements and shortcomings and
try to increase their achievements and eliminate their shortcomings. Pupils
feel the necessity of education when they become real subjects of the
educational process.
Pedagogical design is a purposeful
activity to create an innovative model of the educational system aimed at mass
use, which requires the stages of organization of both educational and
educational processes, the goals and tasks in this process to be clarified
separately, and the expected results to be clearly defined. will do.
It is known that in pedagogy, when it
comes to the stages of preparation of a teacher for a lesson, the main
attention is paid to the design along with the stages of diagnosis (diagnosis),
prediction (prognosis).
Therefore, design is an
effective mechanism connecting the educational process and teacher's activity.
The main stages of
designing educational technology:
1.
Preparation of an educational project. The project is the product
of the activities of the teacher or expert members and has a number of common
features. The project is based on the activities of the teacher (pedagogue) and
pupils-students, which will be carried out together in the future.
The educational project begins with
the analysis of information content based on the requirements of state
standards. Analytical data content elements (knowledge, skills and competences,
experience of creative activity, relationships) are focused on how they are
given in the programs and how they are reflected in the textbooks. Then the
content of education is studied, the intended purpose of learning this or that
subject, the didactic purpose of education, the purpose of the teacher
(pedagogue) and students, the implementation of goals and record sheets, the
amount of homework, test questions on subjects, rating stages of control, the
method of mastering at the standard level is determined in advance. All this
work leads to the creation of an educational model.
2.
Implementation of the educational project. The educational
project is implemented directly in the educational environment. In this
process, special attention is paid to the following activities:
-       to
familiarize students with the goals and tasks of the studied topic in advance,
to announce problems, tasks, homework, independent work, the order and time of
their completion, to give instructions on the complete mastery of the subject,
mastering tell the stories;
-       encouraging
students to active, independent activities, drawing their attention to the
content of the section or topic, telling how it is necessary to study it,
arousing interest in knowledge, enthusiasm for reading and learning, arousing
the need to solve problems, emotions, thought phenomena, through ways of
applying knowledge to educational situations collection of information,
organization of current control over the collected information, determination
of changes, additions, corrections related to the full mastery of the subject;
-       processing
of accumulated knowledge on the department or topic.
The educational process has a
stochastic character. Expected and unexpected, planned, emergency and random
events are also found in it. In the process of processing the learned
knowledge, new changes, additions and corrections are made to the project based
on the results of current control;
-       to
make general conclusions on the department or topic, to apply the conclusions
to complex educational situations, to collect information on the topic or department
according to the results of the interim control, to analyze the achievements of
students in the processes of processing the collected information, to identify
the shortcomings of students' knowledge, skills and qualifications, creative
activity experience show, give additional assignments to each student-student
in the group to be completed until the final control, encourage them to master
the educational material more comprehensively;
-       the
main task of the final control is to determine whether the students have
mastered the elements of information and educational content at the standard
level, to warn students who mastered below the standard level, to give
additional tasks, etc.
The indicators given above fully
represent the technological level of the planned educational process, and its
practical implementation will turn the pedagogue into a highly qualified
specialist, will also increase the student's influence and open new aspects of
the development of creative activity.
Classes conducted on the basis of
educational technology differ from traditional pedagogical practice in a number
of features:
-       classes
begin with clarification of students' educational goals;
-       the
educational process is organized with a view to a pre-recorded result;
-       each
student works at a pace that corresponds to the characteristics of his
activity;
-       each
member of the team is often warned about the result they have achieved; the
achieved result is integrated into the standard at each stage of education;
-       the
result is determined according to the main educational goals of the students;
-       a
student who has fully mastered the educational material moves on to study the
next topic;
-       education
is repeated under similar conditions for students who have mastered below the
standard;
-       begins
with the realization of goals equal to the study-learning movement for the
student;
-       the
student moves from goals equal to action to an intermediate goal - knowledge,
and from there to the general educational goal;
-       moving
from the goal equal to the action to the general educational goal ensures the
cycle of study and learning;
-       the
final (control) grade is issued after the full study of the training course.
Scientist L.V. Golish says that it is
necessary to follow its rules for the design and planning of pedagogical
technologies and shows the following rules for the design and planning of
pedagogical technologies:
1. The rule for the
development of educational technology in the subject.
Educational technology in the subject is developed on
the basis of:
1)
rules for the development of educational technology;
2)
goal setting; structure and content of academic subject; volume
and complexity of educational information on the subject;
3)
A conceptual approach to the selection of ways and means of
teaching, communication, information and supervision that guarantee the
achievement of educational goals in the given conditions and at the time
specified in the curriculum.
Structure of
educational technology: a) introduction
•  the urgency of
technologyization of education is based on the deepening of the principles of
democratization of society and market economy;
•  the structure of
educational technology in the field of study is described and the educational
models selected in the practical lectures and seminars are described.
  b) conceptual foundations of educational technology
•  the purpose, tasks
and relevance of the academic subject, the distribution of classroom hours
according to the educational program according to the size and types of
activities;
•  the content of the
academic subject: a coherent statement of the thematic content of the academic
subject is covered in accordance with the curriculum of the academic subject;
•  the conceptual basis
of the development of educational technologies in training sessions: a
conceptual approach to the design of educational technology based on the
implementation of the selection of ways and means of teaching, communication,
information and management is determined
c) educational technology in
lectures, seminars and practical (laboratory) classes. 2. Rules for
designing and planning educational technology in training sessions.
The sequence of the teacher's
actions in the development of educational technology

1. Designing educational technology

Educational technology
  model

2. Step-by-step planning of
  cooperative activities with students during training

Technological map of
  training session

3. Development of organizational and
  didactic support of the educational process

Applications
  to the technological map of educational training: teaching-methodical,
  handout and demonstration materials

Model of educational
technology:
1.  Determines the
structure of the training session.
2.  Forms the purpose of
the training session, determines the expected results of the training activity
and defines the pedagogical tasks.
Expected results of educational
activities are actions that a student should acquire and perform as a result of
training.
  It allows to objectively evaluate
the results achieved by them and to determine their conformity to the set goal,
is formed clearly, in the form of a verb, indicates a completed action
(…..tells, …..counts, gives, …. describes, … . finds a solution and hokozo).
Pedagogical tasks are actions that must
be performed by the teacher in order to organize the movement of the student
according to the specified result of the educational activity.
3.  Designs (chooses) an
acceptable educational model
The educational model is a set of the
most appropriate forms, methods and tools of education that guarantee the
realization of the specified goal and the achievement of the predicted
educational results at the specified time and under the existing conditions.
4.  Selects ways and
means of feedback: quick survey, question-and-answer, evaluation of the
presentation of the results of the educational task, etc.
5.  Formalizes the result
of the project activity in the form of a table - educational process
educational technology model.
6.  Plans educational
technology in the training session in the form of a technological map.
 The technological map of the
training session is a document that reflects the process (procedural)
description of the structure of educational technology in the training session.
Explains the content of a step-bystep sequence of activities, taking into
account the specifics of the training session.

LECTURE 5. CONCEPTUAL IDEAS OF
COOPERATIVE PEDAGOGY

Plan:

1.
Personal-humanitarian approach: humanization and democratization
of pedagogical communication; abandon direct coercion as a method, which does
not lead to results in modern conditions; individual approach to the learner.
2.
Didactic activation and development complex: integration of
subjects; diversity and differentiation of education; use of positive
incentives in teaching.
3.
The concept of education: a humanistic approach to education;
development of individuality of students; mastering national and cultural
traditions; pedagogizing the environment.

The idea of cooperative education in different countries,
including R. Slavin, professor of J. Hopkins
University in America (1990),
R. Johnson, D. Johnson (1987), University of California professor J. Aronson
(1978), Israel Tel- It was developed by Aviv University professor Sh. Sharan
(1988).
Collaborative teaching, developed by
American scientists, is mainly aimed at forming students' knowledge, skills and
competences mentioned in the DTS and science curriculum, and collaborative
teaching recommended by Israeli and European scientists, in addition to the
above, It involves the processing of educational material by more students, the
development of design activities, educational discussions and debates.
These ideas complement each other, doactically enrich
and require each other.
The idea of cooperative teaching
appeared in didactics in the 1970s. The technology of cooperative education is
widely used in educational institutions of Great Britain, Canada, West Germany,
Australia, the Netherlands, Japan, and Israel.
The main idea of co-teaching is not
only to complete the tasks together, but also to learn to study together.
Collaborative teaching teaches every
student to daily intensive mental work, to think creatively and independently,
to educate conscious independence as a person, to create a sense of personal
dignity in each student, his own strength. and aims to strengthen confidence in
one's ability, to form a sense of responsibility in studying.
Cooperative teaching technology is a
method of regular and diligent mental work, high-quality performance of
educational tasks, thorough assimilation of educational material, partnering
with peers, realizing that the success of each student in learning leads to the
success of the group. prepares the ground for the organization of mutual
assistance.
Cooperation in
"teacher-pupil" relations, joint analysis of the progress and results
of this activity, sincerity to each other in the spiritual world, strong mutual
understanding, the idea of cooperative development activities of adults and children.
Traditional education is based on the participation of the teacher as a subject
and the student as an object in the pedagogical process. This rule is exchanged
with the student's idea of the subject of his study.
"Student-student" relationship is implemented in the life activities
of the general community, which is adopted in various forms of cooperation
(cooperation, participation together, concern together, creation together,
management together).
            There are four main directions of cooperative
pedagogy:
•  personal-humane
approach;
•  didactic activating
and developing complex;
•  concept of education;

•  pedagogizing the
environment.

Personal-humanistic approach:

•
a new look at the person as the goal of education, that is, the
orientation of the educational process to the person: the person is a subject,
every child has the ability……
•
Humanization and democratization of pedagogical communication:-
bolalarga muhabbat, ularning taqdiriga qiziqish;
-   hopeful
confidence in the child;
-   cooperation,
communication skills;
-   cancellation of
direct coercion;
-   the importance
of positive encouragement;
-   to be patient
with children's shortcomings;
-   equalizing the
rights of teachers and students;
-   the child's
right to free choice;
-   the right to make
a mistake;
-   the right to
personal opinions;
-   adherence to
the Convention on the Rights of the Child;
-   method of
teacher-pupil relations: guidance, not prohibition; co-management, not
management;
persuasion, not coercion;
organizing, not commanding; not to limit, to establish free choice.

•
Abandoning direct coercion as a method that does not lead to
results in modern conditions:
-  demand based on trust
without coercion;
-  teaching taking into
account innate curiosity;
-  replacing the forced
desire that causes failure;
-  establishing
children's independence and independent activities; - application of
requirements directly through the team.
•
A new interpretation of the individual approach:
-   cancellation of
referral to high school students;
-   search for the
best qualities of a person;
-   application of
psychological-pedagogical diagnosis of a person (interests, abilities,
direction, "I" concept, character, originality of thinking
processes);
-   taking into
account individual characteristics in the educational process;
-   predicting
(forecasting) personality development;
-   planning
development, individual programs of its correction.
2. Didactic activating and
developing complex:
-   the content of
education is considered as the content of personal development;
-   formation of
knowledge, skills and abilities and training in generalized thinking;
-
transition to integration and generalization of school subjects;
- diversity and stratification of education; - positive teaching incentives are
used.
3. The concept of education:
-  replacing the School
of Knowledge with the School of Education;
-  putting the pupil at
the center of all educational systems;
-  humanistic approach
to education, formation of universal values;
-  development of the
child's creative abilities, his individuality;
-  restoration of
national and cultural traditions; - consideration of individual and collective
education.
            4. Pedagogizing the environment.
 Family, school and social
existence are reflected as important social institutions that shape the growing
generation. The results are determined in the joint action of all educational
institutions. From this comes the idea of effective management, cooperation
with parents, influencing social and state institutions that protect children's
freedoms and rights.
            In
order to use cooperative teaching methods in the educational process, the
teacher should:
•  determine which
subjects can be studied using cooperative teaching methods and determine these
lessons in the calendar-plan;
•  preparation of
educational tasks recommended for students on this topic and instructions for
their implementation;
•  designing
the type of lesson, lesson structure and progress using collaborative teaching
methods;
•  should create test
tasks to control students' knowledge of past and new topics.
When using these methods, it should be
taken into account that the activity of the group members, the creation of
cooperation, and the adherence to the principles of communication culture in
the communication between them should be taken into account when the students
correctly complete the educational tasks in cooperation with their partners. is
taken.
Thus, group members perform two tasks at the same
time:
1.
Academic task - achieving the intended goal of educational tasks
through knowledge and creative research;
2.
Social-psychological task - to have a high culture of
communication during the lesson, to maintain calm manners;
The teacher monitors the performance of both tasks at
a high level.
In order for the teacher to use
cooperative teaching methods in the process of biology education, he has
mastered the knowledge, skills and abilities related to the specific features
of this technology, the ways of effectively organizing students' independent
work, academic debate and discussion. , and the students have the skills to
work independently and creatively on textbooks, scientific and popular literature,
to express their opinion concisely and clearly, to justify and prove their
opinions, to think logically, to actively participate in academic debates and
discussions. Discipline must have been established.
There are several methods of cooperative learning
technology:
In team teaching (R. Slavin), students
are divided into two teams of equal number. Both teams perform the same task.
The members of the team perform educational tasks in cooperation and pay
attention to the acquisition of the knowledge, skills and competences provided
by the subject by each student.
  R. Slavin, one of the authors of
cooperative learning technology, said that it is not enough to give
instructions to students on how to complete tasks cooperatively. It is
necessary to create real cooperation among students, to be happy with the
success of each student, to sincerely help each other, and to create a
comfortable social and psychological environment. In this technology, when
determining the quality of students' knowledge acquisition, they are compared
not with each other, but with the previous results of each student. Only then,
students, realizing that the result achieved during the lesson will benefit the
group, feel responsible and strive to learn more, master knowledge, skills and
abilities.
Cooperative teaching in small groups
(R. Slavin 1986). In this approach, small groups consist of 4 students. The
teacher first explains the topic, and then students' independent work is
organized. Educational tasks given to students are divided into 4 parts, and
each student performs a certain part of the task. At the end of the task, each
student thinks about the part he has completed and teaches his friends, then
the group members make a general conclusion about the task. The teacher listens
to the information of each small group and evaluates the knowledge with the
help of test tasks.
Educational activities of students in
small groups can be organized in the form of a game (tournament, competition)
and individually.
In team teaching (R. Slavin), students
are divided into two teams of equal number. Both teams perform the same task.
The members of the team perform educational tasks in cooperation and pay
attention to the acquisition of the knowledge, skills and competences provided by
the subject by each student.
R. Slavin, one of the authors of
cooperative learning technology, said that it is not enough to give
instructions to students on cooperative performance of tasks. It is necessary
to create real cooperation among students, to be happy with the success of each
student, to sincerely help each other, and to create a comfortable social and
psychological environment. In this technology, when determining the quality of
students' knowledge acquisition, they are compared not with each other, but
with the previous results of each student. Only then, students, realizing that
the result achieved during the lesson will benefit the group, feel responsible
and strive to learn more, master knowledge, skills and abilities.
Zigzag or saw method of cooperative
learning (E. Aronson 1978). In pedagogical practice, this method is called the
"saw" method. In this method, small groups consist of 6-8 students.
The topic studied during the lesson is divided into logically completed parts
(blocks or modules). Educational tasks are created for each part, which must be
completed by students. Each group of students performs one of these tasks and
becomes an "expert" in this part. Then the groups will be
reorganized. Each part (block or module) must have an "expert" in
these groups, and these "experts" share the knowledge they have
acquired with their comrades in turn, just like the teeth of a "saw".
In these groups, the educational material is redeveloped in a logical sequence.

It should be noted that in this lesson, students are
divided into groups twice.
The first group is the "specialists"
training group.
Since the study material on this topic
consists of four logically completed parts, the 32 students participating in
the class, using cards of 4 different colors, made an equal number of four 8
students before the start of the class. divided into a group of
"experts". They complete their own training tasks and become
"experts" in this area.
The second group is the meeting group
of "experts". The numbers from 1 to 8 are written on the back of each
of the colored cards, and the sum of the numbers on all the colored cards
should be equal to the number of students in the class.
The meeting of "experts"
consists of 8 groups based on the numbers on the back of the cards, and these
groups include 4 students who have cards of the same number and 4 different
colors. It should be noted that in these groups, each part (block or module)
must have an "expert".
At this meeting, the
"experts" will explain their knowledge to their comrades in turn,
just like the teeth of a "saw". In these groups, 4 parts of the
educational material are redeveloped in a logical sequence. After that, the
tasks created on the basis of the educational material will be integrated, and
a question-and-answer session and discussion will be held between the groups.
Realizing that the only way to
thoroughly acquire knowledge is to listen carefully to the information of their
partner, students try to observe and write down the necessary information in a
notebook. Here, the teacher only acts as an organizer who organizes the
students' independent work. At the end of the lesson, the teacher determines
the students' level of knowledge with the help of test tasks. Growth in the
quality of knowledge of each student is taken into account.
In 1986, R. Slavin partially changed
the "saw" method and created the "saw-2" method. According
to this method, a small group consists of 4-5 students. All group members work
on a single assignment based on the educational material. In a group, students
divide the tasks into parts. Each student becomes an "expert" by
thoroughly mastering his/her own part. At the end of the lesson, a meeting of
"experts" in each small group is held in reorganized groups.
Students' knowledge is monitored and assessed individually using test
questions. The scores of the group members are added up, and the group with the
highest score is the winner.
"Let's study together"
method of cooperative learning. It was developed in 1987 by professors D.
Johnson, R. Johnson of the University of Minnesota. Students are divided into
small groups of 3-5 people. Each group performs a certain part of the task to
be completed in the lesson. As a result of the complete completion of the tasks
by the groups, the comprehensive mastering of the educational material is
achieved. The main principles of this method are awarding the team, individual
approach to students, creating equal opportunities for success.
Method of organizing creative research
in small groups. This method was developed in 1976 by Tel Aviv University
professor Sh. Sharan. In this method, attention is paid to the independent and
creative work of students.
Students conduct creative research
individually or in small groups of 6 people. When creative research is
organized in small groups, the educational material to be studied in the lesson
is divided into small parts. Then the tasks related to these parts are
distributed to each student. Thus, each student contributes to the completion
of the common task. A discussion on the task will be held in small groups.
Group members prepare a report together and announce the result of their
creative research among the students of the class. The educational debate and
discussion between small groups is considered the result and the end of the
independent activity performed by the group of students in cooperation. The
success achieved as a result of cooperation is due to the regular and active
mental work of each student in the class team, the cohesion of small groups,
the class team as a whole, the use of previously acquired knowledge, skills and
abilities in new and unexpected situations. prepares the ground for the
assimilation of new knowledge.

LECTURE 6.
PROFESSIONAL PROBLEMS ARISING IN PEDAGOGICAL ACTIVITY AND STRATEGIES FOR
SOLVING THEM
Plan:
1.  The necessity of
learning and specific aspects of the problems that arise in the activity of a
teacher.
2.  Causes of problems
arising in the work of a teacher.
3.  Strategies for
solving problems arising in the activity of a pedagogue in connection with the
level of professional maturity.
In accordance with the rule,
innovative processes in education are considered in connection with three main
aspects - socio-economic, psychological-pedagogical and
organizational-management. From the content of these aspects, the general
conditions for the creation of innovative processes are formed. Existing
conditions can prevent the implementation of the innovation process. Innovation
processes can be spontaneous as well as consciously controlled. Innovation is,
first of all, a function of managing the process of natural and artificial
changes. Therefore, the innovative process in education means the process of
managing changes in education.
In addition to innovative activity,
the innovative process includes many conditions for its implementation,
including the subjects of activity. The subject of the innovation process means
persons participating in the process of introducing innovations to educational
institutions (rector, vice-rector, heads of departments, professors, teachers,
students, parents, sponsors, methodologists, consultants, experts) and
education management. bodies are understood. The unity of their actions leads
to certain results. As a subject of the innovation process, the teacher plays a
major role in the assimilation and implementation of innovation. This aspect
requires attention to a number of specific aspects in the management of the
pedagogue's activities in the conditions of the innovative environment. Usually,
managers-employees in higher education institutions report that the behavior of
professors-teachers in the process of introducing innovations is manifested in
different forms (some of them resist the implementation of the innovation, some
completely deny it). they talk a lot. In fact, this situation is a natural
process, and when introducing innovations, pedagogues should take into account
the following stages in managing their activities and influence them on this
basis: denying the innovation, resisting the innovation, starting to research
the innovation, implementing the innovation expanding the scope, turning the
use of innovation into a tradition.
The first - denial stage shows
that the team members are not ready to accept the new idea, they want to work
in the previous direction. At this stage, it is important for the leader to
provide more information about the new idea, to be able to show its
possibilities and effectiveness.
In the second stage of resistance
to innovation, the leader faces open resistance from team members. That is why,
at this stage, the leader needs to gather the supporting members of the idea
being put forward by him and rely on them.
In the third stage of innovation
research, after a certain break, pedagogues perceive new ideas and start using
new methods of activity. At this stage, organizing a "brainstorming"
by the leader will have a good effect on organizing the team's innovative
activities.
The fourth, i.e. expansion of the
scope of implementation of innovation, is the stage of wide development of
creative groups. The goal of quickly improving the coordination of innovative
activities is determined, new content is sought, new rituals are created.
Fifth - at the stage of turning the
use of the innovation into a tradition, the innovation will firmly enter and be
introduced into the educational practice of the educational institution.
As we
mentioned at the beginning of the speech, a lot of attention is paid to the work
of retraining and improving the qualifications of pedagogues in our republic.
However, the effectiveness of pedagogical activity, which is constantly
enriched with changes and updates, is not fully ensured only within the
framework of short courses within a certain period of time. One of the
important means of effective assimilation and implementation of innovations
arising in pedagogical activity is the development of the innovative potential
of pedagogues.
In pedagogy and pedagogical
management, the concept of innovative potential is interpreted in two different
ways: in a broad sense - the innovative potential of an educational
institution, in a narrow sense - the innovative potential of a teacher. The
innovative potential of an educational institution means its readiness for
self-development, diversity of cultural and educational environment and
conditions for self-development of an individual, and a high level of
communicative relations. For an individual pedagogue, it is a sum of
sociocultural and creative characteristics of his personality, readiness to
improve pedagogical activity, and the presence of necessary internal tools and
methods for this.
Innovative potential in higher
education institutions is considered as an important condition of the innovative
process and includes three components: innovative potential of the pedagogical
team of a higher military educational institution, innovative potential of
creative groups and innovative potential of a specific (specific) military
pedagogue.
The development of innovative
potential in higher education institutions has a dynamic description, and it
emerges under the influence of internal (subjective) and external (objective)
factors. That is why it is important to take into account the importance of internal
and external factors affecting the development of innovative potential as a
means of improving the qualifications of pedagogues. Based on the analysis of
research and literature on pedagogical innovation and innovation management, it
can be said that today there are the following factors that prevent the
development of the innovative potential of pedagogues:
1)      incomprehensibility
of innovation (news) to users;
2)      if
the introduction of the proposed innovation requires a lot of effort, and
teachers have limited opportunities, this situation can be a factor in stopping
the assimilation of the innovation; 3) lack of sufficient motivation to master
the innovation by the subject; 4) such as resistance to receiving news and its
non-disclosure.
The structure of the process of
organization of innovative capacity has a complex description, and the level of
development of the capacity requires innovative opportunities and the
satisfaction of pedagogical personnel with the effectiveness of their work.
Based on this definition, the following components of innovative potential can
be distinguished:
1. The technological component is
characterized by the level of professional skills and qualifications of
pedagogues, production technologies, management and implementation of updates
in the organization.
The technological readiness of the teaching staff for
innovative activities is shown in the following:
1)  the ability to
critically evaluate the results of one's activity;
2)  increase the level of
professional competence;
3)  ability to positively
perceive new information;
4)  orientation of
organizational culture and psychological environment to innovative activity.
2.
The cognitive component reflects the team members' awareness of
upcoming updates, as well as the level of professional knowledge of innovation
subjects.
3.
The creative component determines the presence of a creative
approach in pedagogues in the implementation of professional activities, their
ability to think non-standard in problem situations.
4.
Organizational culture of the institution, orientation to value,
social institutions, behavior of team members, manifested in the psychological
environment, reveal the content and essence of the regulatory component of the
innovative potential.
5.
The process of assimilation of innovation by the members of the
team, its influence on their activity, its strengthening or weakening is
determined by the emotional-emotional component.
6.
The motivational component consists of determining the attitude
of team members to innovation:
encouraging innovative
activity, determining its boundaries and forms, and intended motives aimed at
achieving the goals of the educational institution.
The motivational-creative orientation
requires the presence of the following needs and abilities in the pedagogic
staff:
1)  finding non-standard
approaches to solving pedagogical tasks;
2)  carrying out research
activities;
3)  to be able to use
existing knowledge and develop it in order to apply the news in practice;
4)  implementation of
pedagogical reflection;
5)  ability to quickly
adapt to changes in socio-economic and pedagogical conditions.
In the field of pedagogy, approaches
to the evaluation of the team's innovative potential have been developed, among
which the diagnostic approach is widespread. The implementation of the
diagnostic approach requires diagnosis and analysis of the level of development
of the team based on clearly defined criteria, as well as the assessment of the
factors influencing the innovative activity.
The following can be singled out as
factors affecting the development of the innovative potential of teaching
staff:
1)  providing freedom for
creativity of military pedagogues;
2)  support of the
management of innovative pedagogues with resources;
3)  active discussion and
exchange of ideas in the team;
4)  encouragement of
enthusiasm for the development of professional competence;
5)  provision of
opportunities for self-development of the pedagogue;
6)  establishment of
high-level information supply;
7)  the validity of the
argumentation of changes;
8)  support of the
process of trust and mutual help in the team.
One of the
urgent problems of pedagogy arising in the conditions of the innovative
environment is the difficulties arising in the work of the teacher. 2) decrease
in pedagogical work efficiency; 3) increasing mental stress; 4) accumulation of
professional deformities, etc.
The problems arising in the teacher's
activity have a multifaceted description, and the following can be included in
their main aspects:
1.
Professional. Difficulties related to this aspect are
characterized by the study of causal relations between efficiency, trust,
quality of activity and individual characteristics of the subject of activity.
2.
Physiological. This aspect examines the difficulties arising in
the teacher's work in the connection between his higher nervous system and
sensorimotor actions.
3.
Social. Difficulties related to this aspect require consideration
of issues related to the teacher's social status, reputation, and social
protection.
4.
Medical. This aspect determines the difficulties in the activity,
the mental and physical health of the teacher, the acquisition of various
diseases, and their impact on health.
The professional aspect of studying
the problems arising in the teacher's activity is complex and requires a
comprehensive analysis. Difficulties arising in connection with professional
activity can be manifested in the following forms: 1) objective conditions of
activity. That is, preventing a person from showing his activity, in other
words, the presence of barriers; 2) unique psychological characteristics of a
person.
The following can be included in the
objective conditions of difficulties arising in the teacher's professional
activity:
1)
insufficient methodical support in the organization of teacher's work; 2)
formalism (superficiality) in evaluating the teacher's activity; 3) involvement
of the teacher in secondary tasks.
Difficulties arising in connection with the specific
characteristics of the teacher's personality:
1)  insufficient internal
strength and capabilities in the implementation of pedagogical activities;
2)  violation of the
self-direction mechanism that does not allow to change the activity in
connection with the reforms in the field;
3)  negative psychological
conditions (distrust, nervousness, fear, dissatisfaction with one's work,
etc.).
Eliminating the difficulties arising in the teacher's
activity requires the following strategies: 1) professional development
(constructive strategy); 2) psychological protection (protection strategy); 3)
professional deformation (destructive strategy).
Professors and teachers working in higher education can be
conditionally divided into four groups according to the level of professional
maturity: teachers at the stage of adaptation, with functional stability, with
professional skills and innovative teachers.
Specific problematic situations for
teachers in the adaptation stage are related to entering the professional
environment, accepting norms, values and traditions in the pedagogical team.
These complications have an objective description, and the abstract connection
is that the young teacher cannot apply or not apply the knowledge, skills and
qualifications acquired in the educational process, as well as the norms and
values of pedagogical activity, to real practice appears.
In teachers with functional stability,
difficult situations arise in connection with the complication of pedagogical
stereotypes. This requires the teacher to be proactive and re-professional
self-representation.
Difficulties for skilled pedagogues
are related to overcoming innovation barriers. Obstacles in pedagogical
activity are often manifested in the form of limiting the activity of the
pedagogue.
It is advisable to use one or more strategies to solve the
difficulties that arise in connection with this typology. For example, the
difficulties that arise in the work of young teachers are, first of all, the
gradual improvement of their professional development, their psychological
support in solving problematic situations related to professional activity,
self-confidence, responsibility. decision-making, as well as strategies for
successfully navigating changing situations.

LECTURE 7.
CONCEPTUAL PRINCIPLES OF ORGANIZING THE EDUCATION PROCESS IN THE HIGHER
EDUCATION SYSTEM
Plan:
1.  Regulatory and legal
bases of organization of the educational process in the higher education
system.
2.  System of
organization of educational process in higher education.
3.  Methodological
support for organization of educational process in higher education.

1.
Regulatory and legal bases of organization of the educational process in the
higher education system
1.  Model regulation
"On the procedure for organization, control and assessment of student's
independent work".
2.  Regulation "On
the rating system of monitoring and evaluating student knowledge in higher
education institutions".
3.  Requirements for
completion of graduation qualification work for bachelors in higher education
institutions.
4.  Order No. 128 of
March 26, 2010 of the Ministry of Higher and Secondary Special Education of the
Republic of Uzbekistan "On implementation of state education standards and
improvement of student knowledge quality indicators".
5.  Resolution No.
SK-1875 dated October 12, 2012 of the Resident of the Republic of Uzbekistan
"On measures to further improve the system of learning foreign
languages".
6.  Order No. 79 dated
March 26, 2004 of the Ministry of Higher and Secondary Special Education of the
Republic of Uzbekistan "On the Procedure for Organizing and Conducting
Open Lectures".
7.  Order No. 392 of
September 17, 2011 of the Ministry of Higher and Secondary Special Education of
the Republic of Uzbekistan "On authorizing publication of educational
literature within the framework of approval of science programs".
8.  Order No. 418 dated
October 29, 2012 of the Ministry of Higher and Secondary Special Education of
the Republic of Uzbekistan "On Approval of the Master's Charter".
9.  Decision No. 20 of
February 10, 2006 of the Cabinet of Ministers of the Republic of Uzbekistan
"On the approval of the regulation on the procedure for recruitment of
teaching staff to higher education institutions on the basis of
competition".
10.
Order No. 138 dated May 14, 2004 "On the verification of
draft regulations on the attestation of educators, professors-teachers and
leading personnel of the continuous education system of the Republic of
Uzbekistan".
System
of organization of educational process in higher education. Methodological
support for organization of educational process in higher education
Lecture and its
peculiarities
The lecture is considered the main
form of teaching in higher education, and it allows to perform the following
tasks:
1)
guiding: allowing students to focus on the main aspects of the
educational material;
2)
information: during the lecture, the teacher reveals the essence
of the problem, the main arguments and conclusions related to the problem;
3)
methodological: the philosophical and theoretical foundations of
the problem are revealed during
the lecture.
4)
educator: formation of the culture of listening, perception,
participation in discussion among students;
5)
developmental: development of students' ability to think
logically and draw conclusions.
Types of lectures
and their characteristics

Types of lectures

Unique features

Introductory lecture

Formation of students' general ideas about academic subjects

Informative lecture

Presenting information about students' problems in an information-reset
  manner

Conference-lecture

Achieving the students'
  assimilation of the educational material in an inquisitive manner

Problem-lecture

Explaining learning units by providing students with problem questions,
  problem situations, and problem prompts

Lecture-discussion

To master the parts of the lecture based on the organization of the
  exchange of ideas

Visual lecture

Achieving mastery of the material by students by presenting visual
  materials

Synopsis-lecture

Writing down the most important parts along with explanations in order
  to achieve mastery of the educational material by the students

Advisory lecture

Organizing a lecture session in the form of questions and answers

Binary lecture

Organizing a lecture together with a specialist-scientist who has
  conducted research on the problem

Seminar and its
peculiarities
A seminar is a form of
educational organization that directs the teacher to engage in active
communication with students and provides the necessary conditions for the
implementation of theoretical knowledge in practical activities.
The workshop is used to achieve the following goals:
1)  arrangement of
theoretical material;
2)  strengthening of
knowledge;
3)  formation of skills
and qualifications; 3) knowledge control.
Preparing and
holding a seminar
During the preparation and conduct of the seminar, the
following questions will be answered:
1.
Why? - The purpose of organizing the seminar.
2.
In what way? - Development of seminar conducting
technology.
3.
Discuss what? - Content of the materials to be discussed
during the seminar.
4.
What factors should be taken into account? - Considering
certain factors in the process of organizing the seminar.
Types of seminars
and their characteristics

Types of seminars

Unique features

A seminar with a lecture

The seminar
  will be held in the form of listening to students' lectures and discussion.

Dialogue seminar

The seminar will be held in the form of public and
  individual questions and answers

Reflective seminar

The seminar will be held in the manner of discussing
  information on the topic and coming to clear conclusions.

Seminar-exchange of ideas

In the organization of the seminar, resources are
  used and the formation of different opinions is achieved

Seminar-illustration

The seminar
  is organized in the way of working with resources and the materials are
  presented in the form of illustrations.

Heuristic seminar

The seminar is organized in a research-oriented
  manner.

Practical
training
 Practical training is one of
the main forms of organization of educational work, and it reflects the
performance of independent tasks of experimental description by students
together with the professor-teacher.
 The main goal of the practical
training is to reveal the practical aspects of the theoretical rules of a
certain science; to provide students with a deep understanding of the
peculiarities and forms of manifestation of the laws being studied; It is the
formation of skills of future experts to engage in practical communication with
the studied object. Laboratory (practical) training plays an important role in
forming the scientific outlook of students.
Independent work
and its peculiarities
Independent work is one of the forms
of educational organization, in which students consciously set one or another
tasks and goals, plan and implement activities, and self-evaluate.
Independent work is a form of
organization of education that solves the educational task under the teacher's
assignment and his leadership. Independent work is the organization and
implementation of specific activities of students in connection with the set
goal. Independent works of students are activities based on their high level of
activity, creativity, independent analysis, initiative.
Goals and objectives of independent work:
The role of the professor-teacher is
manifested in the organization of independent work in connection with the goal
of acquiring skills and qualifications that allow students to develop
themselves, obtain independent knowledge and form innovative activities.
The role of the student is reflected
in the independent acquisition of knowledge, skills and abilities under the
leadership of the professor-teacher, being a creative person capable of
formulating a problem and searching for an optimal way to solve it.
Independent work should allow to successfully solve
the following tasks:
1)
creating students' motivation to learn the curriculum;
2)
to increase the responsibility of students to acquire knowledge;
3)
to enable students to develop general and professional abilities;

4)
creating conditions for students to acquire independent
knowledge, self-management and selfdevelopment.
Independent work performed in the
auditorium can be divided into two types: 1) independent work performed during
lecture sessions; 2) independent works performed in practical training.
The following can be included in the
independent works performed outside the auditorium: 1) contextualization; 2)
creating an abstract from the literature; 3) writing abstracts for books and
articles; 4) document, summary and control work.
When organizing independent work, new information can
be used for the following purposes:
1. Searching for information on the
network - using a web browser, database, information search, information and
reference systems, automated library systems, electronic journals. Independent
work on information search and processing includes:
•  write abstracts and
comments;
•  write reviews on
sites related to the topic;
•  analysis of existing
abstracts on a certain topic in the network, their assessment;
•  write your own
version of the lecture plan or a certain part of it;
•  making a list of used
literature;
•  making videos from
practical trainings;
•  preparation of a
document on the topic;
•  conducting a
discussion on the topic;
•  working on a web
quest prepared by a professor-teacher or uploaded from the network.
2.
Implementation of dialogue on the network - use of electronic,
synchronous teleconferences. It is possible to organize the dialogue in the
network in the following way: discussion of lectures held or planned to be
held; communicating with experts or students in a synchronous teleconference
(chat).
3.
Creating a thematic web page, web quests - using html editor, web
browser, graphic editors. The following methods can be used to create a thematic
web page, web quests (submissions): posting abstracts and reviews made by
students, works on the site; compiling a list of literature on the topic;
creation of thematic web pages on individual and small group work; creating web
quests for working on the topic and posting them on the course site.
Course work
completion and defense procedures
The purpose of writing the course work
is to deepen and enrich the acquired knowledge, skills and qualifications of
the students, and to achieve the content of the skills and qualifications
related to research and analysis.
The coursework is written based on the following
order:
1)     to
determine the subject and the scientific leader based on the distribution of
the head of the department;
2)     meeting
with the scientific supervisor and getting advice on the topic;
3)     to
study and analyze the literature based on the instructions of the scientific
supervisor;
4)     drawing
up a course work plan based on the studied literature and having it approved by
the scientific supervisor;
5)     in
the introductory part of the plan, relevance of the topic, level of study,
object, medium, goals and tasks, practical importance, structure of the work
are shown;
6)     the
issues of the plan are described in sequence and a short summary is given after
each issue;
7)     when
explaining the issues of the plan, reference is made in the order specified in
the use of literature;
8)     after
explaining all the issues in the plan, a general conclusion is made;
9)     if
there are attached illustrations, they are given after the conclusion;
10)  the total volume of
the course work should be 30 pages (if written on a computer);
11)  the literature list
of the coursework must be formalized in the prescribed manner;
12)  after the full
completion of the course work, the course work supervisor and the scientific
supervisor put signatures on the title page and submit it to the department;
13)  the defense of the
course work will be held in the prescribed manner and will be announced one
week before the defense;
14)  the coursework must
be submitted before receiving YAN from the academic subject in which it is
being written.
The procedure for
preparation and defense of graduate theses
Graduation thesis is a scientific-theoretical
and methodical project carried out independently by a student at the final
stage of education under the guidance and instructions of a scientific
supervisor appointed by the head of a higher education institution.
The defense of the graduation thesis
is one of the forms of the final state certification test of the undergraduate
student. In addition, the graduation thesis is an independent scientific and
creative research work that determines the scope and level of theoretical and
practical knowledge, skills and qualifications acquired by the student in his
specialty, the level and potential of the graduate (Uz.R. OO "MTV order
No. 225 dated June 9, 2010).
The process of completing the graduate qualification
work is carried out in the following sequence:
1.  Preparation stage:
-
obtaining permission to complete graduation qualification work on
the selected subject (subject approval);
-
development of guidelines for the performance of professional
work.
-
topic selection;
2.  The subject of the
graduate thesis must meet the following requirements:
-  compatibility of the
topic with the student's educational direction, specialization;
-  dedicated to the
actual educational problem;
-  compatibility with
the current state of the science and its development prospects; - to arouse
interest in consumers and to be of practical importance.
3.  When choosing the
subject of a graduate thesis, it is appropriate to consider the following:
-  the level of coverage
and treatment of the researched problem in the literature;
-  the skills acquired
by the student in course work and other scientific work during the period of
education in higher education;
-  the
possibility of obtaining the information necessary for completing the
graduation work; - the consumer organization's interest and need for graduation
qualification work materials; - the student's capabilities and the level of
theoretical and practical training.
4.  The composition of
the graduate qualification work includes:
•  Title page
•  Contents
•  Introduction
•
a) relevance of the chosen topic;
•
b) goals and tasks of work;
•
c) object and means of work;
•
g) methodological basis and research methods;
•
d) cases being brought to the defense; 
        e) practical significance of the work;
•
j) structure of work.

The main part.
•  Summary.
•  List of used
literature.
•  Applications.

Master's thesis
and its defense procedures
Research work can be carried out on
the basis of educational and research institutions, and these institutions are
considered as a platform for conducting research in the preparation of masters
in specialties. The research work of graduate students is carried out in higher
education institutions, research laboratories, academies and branch research
institutes, research units of enterprises and organizations, general and
special pre-school educational institutions, general education schools, special
schools. , can be held on the basis of boarding schools, high schools,
colleges. Scientific research work can be conducted in educational
institutions, scientific centers, enterprises and organizations of foreign
countries with proper formalization.
Working in libraries is considered a
necessary condition for collecting materials and compiling a bibliography for a
master's thesis in research work.
Research work:
-
to study the methods of researching model models, objects and
processes for the master's degree;
-
study of scientific and technical support of experimental
studies;
-
conducting experimental studies;
-
involves processing the results of experimental studies,
analyzing them, drawing up conclusions and recommendations.
The scientific-research work specified
in the Regulation "On the Master's Degree" approved by the higher
education institution is carried out in two stages, i.e.:
-
scientific research work
-
consists of preparing a master's thesis.
    A graduate student conducting
scientific work should start his career by learning what ideas have been put
forward in science on this issue, what achievements have been made, and acquire
knowledge. A master's student should deeply study the existing scientific
heritage in the field of his choice, be able to see its shortcomings, enjoy its
achievements, continue research and contribute to the study of this phenomenon.

should swell.
To complete the master's thesis, the following must be
done:
-
to be able to choose the topic for the master's thesis correctly;

-
consolidation and organization of all scientific and practical,
evidentiary data obtained as a result of personal observations of the graduate
student on the selected topic;
-
justifying the scientific and practical importance and value of
one or another situation, drawing conclusions based on the permanent data.
Tasks of the master's thesis:
-
justification of the need to conduct research on the selected
problem;
-
choosing the methodology and methods of its writing;
-
collection of information and evidentiary materials on the
subject and their uploading and processing into one system;
-
to justify the results of the analytical research conducted in
accordance with the logically thought-out plan of the research;
-
consists of making scientific conclusions based on the observed
goal.
The main tasks of the scientific supervisor for the
master's thesis are as follows:
-
participation in the development of the master's thesis plan;
-
helping to choose sources related to the subject of the master's
thesis;
-
to constantly hold discussions and consultations on the topic of
scientific research;
-
strict control of the timely execution of the assigned tasks;
-
regularly evaluate the completed parts of the work;
-
to provide methodical assistance to a graduate student in
preparing an article;
-
to give advice to the graduate student in the preparation of
scientific-methodological seminars of the department, conferences;
-
at the end of the first stage of scientific research work, to
evaluate the draft version of the master's thesis prepared by the graduate
student and to submit a written conclusion to the department on the second
stage of scientific research
work - to give permission for the preparation of the master's thesis;
-
giving a written conclusion about the readiness of the master's
thesis completed by the master's student and agreeing to submit it to the
defense;
-
timely inform the department (dean's office) about the master's
student who does not regularly complete the given assignments;
-
giving reports on the work done together with the master's
students at the meetings of the department.
The subject of the master's
dissertation chosen by the master's student and the project of the order on the
approval of the scientific supervisor are prepared by the dean's office based
on the recommendation of the department. The topic of the master's dissertation
approved by the order of the rector and the scientific supervisor (if possible)
will not be changed.
Master's student on solving the scientific problem in
the dissertation:
-
justifying the relevance of the selected scientific topic;
-
setting the purpose and specific tasks of the research;
-
determination of the research object and medium;
-
choice of research method (or methods);
-
processing and analysis of research results;
-
should formulate the obtained conclusions, evaluate the results
and make specific proposals for their implementation.
Perfectly developing the structure of
the master's thesis in time, correctly expressing the goals and tasks of the
research work to the master's student, choosing the right way to achieve the
research object, medium and the set goal, as well as preparing the dissertation
allows to clearly distinguish the stages (Order of the Minister of Higher and
Secondary Special Education of the Republic of Uzbekistan No. 418 of October
29, 2012).
Law "On Education" and
"National Program of Personnel Training" which are the normative, as
well as scientific-theoretical basis for the introduction of the continuous
education system, the national model of personnel training in the Republic of
Uzbekistan It has been 17 years since it was accepted. Since the introduction
of the continuous education system in our republic, significant work has been
done on each of them. In order to implement the integrity and consistency of
the educational content between the types of continuous education system,
integrated and modernized DTS and educational programs were developed and put
into practice.
Higher educational institutions have a
special place in the consistent continuation of educational reforms, in meeting
the need for training of personnel with high professional qualifications in the
labor market. In 1991, there were 53 higher education institutions in our
country, and today their number has reached 76. It is also gratifying that
according to the contract concluded with the world's leading universities,
their branches have been established in our republic. Currently operating in
Tashkent are the International Westminster University, Turin Solitechnic
University, Singasur Institute of Management Development, Moscow State
University named after M. Lomonosov, Russian State University of Economics
named after G. Slekhanov, Inha Institute of South Korea, Russian State Oil
Company named after I. Gubkin. and in the branches of Gas University, students
receive education according to world education standards.
Humanization and socialization of
education as the main principles of training modern specialists in our
republic; national and universal cultural values are clearly defined as their
basis. At the same time, today, the comprehensive educational process aimed at
improving the professional training of personnel should be implemented
"taking into account the modern achievements of education at the world
level".
The process of democratization and
modernization of society in our republic is placing new demands on personnel
training. Along with the great achievements achieved in the years of
independence, some problems that are highlighted in real educational conditions
require the improvement of the educational process in higher education
institutions based on the pedagogy of cooperation.  These include: students'
independent acquisition of new knowledge and practical skills with the help of
modern information technologies and their practical use;
organization of cororative
training based on e-learning and m-learning technologies and development of
cororative database;
assimilation of new forms,
methods and tools in the field of science and professional activity and
selfdevelopment as a result of independent education and creative research;
  organization of classes on
the basis of video conferences and seminar-training in the online system;
acceleration of communication between professor-teacher and students;
implementation of special
methodological technologies aimed at increasing students' interest in learning
and mastering academic subjects; active involvement of professors-teachers in
tutoring, facilitating and inhaling activities, etc.
The above-mentioned problems of
improving the educational process in higher education institutions require the
wide implementation of the principles, forms, methods and tools of cooperation
pedagogy. Because the main idea of co-teaching is not only to do the tasks
together, but also to learn to read in co-operation. Collaborative teaching is
to teach every student to daily intensive mental work, to think creatively and
independently, to educate conscious independence as a person, to create a sense
of personal dignity in every student, to share his strength and abilities. It
envisages strengthening the confidence of students, forming a sense of
responsibility in studying. In addition, cooperative learning technology allows
regular and serious mental work, high-quality performance of educational
assignments, fake learning of educational material, being a partner with fellow
students, realizing that the success of each student in learning leads to the
success of the group. prepares the ground for the organization of mutual
assistance.
In the conditions of
globalization of information, it is necessary to widely implement electronic
educational modules and Syllabus as an important means of cooperative teaching
in higher education institutions. Because the electronic learning module (EO`M)
and Syllabus ensure the effectiveness of the educational process by increasing
the student's independence, independently organizing their activities and
self-control, and the future specialist determines a conscious attitude to the
activity of independent learning in the student, which allows the formation of
professional competency.
 The e-learning module as a
didactic tool reflects the multimedia educational resource consisting of three
consonants (informational, practical and control), meets the requirements for
the widespread use of information and communication technologies in modern
conditions, and has an innovative description. and allows learning,
strengthening and control of knowledge. The structure of the e-learning module
ensures the organization of the educational process based on the
activity-oriented approach based on the main didactic principles -
scientificity, comprehensibility, demonstrability, systematicity, sequence,
awareness, activity, variability and independence. The most important thing is
that the e-learning module greatly helps students to independently acquire and
strengthen professional knowledge not only in the classroom, but also outside
the classroom.
               The
electronic learning module is divided into three types according to its
application:
In the electronic learning
module of the information type, theoretical materials can be described, and
issues related to the entire course can be covered, starting from individual
topics. Unlike printed publications (textbooks, training manuals), electronic
educational modules of the information type reflect the possibility of wide use
of animation, hystertext, interactive computer technologies. This, in turn,
makes it possible to present the material visually, colorfully and clearly.
 In the practical e-learning
module, the main task is to strengthen the learned material by means of
exercises. In this type of educational modules, it is taken into account that
the tasks have different difficulties according to the level of complexity and
that students work in an interactive system. It is possible to use a partial
search (heuristic) method in the process of performing tests. That is, students
can ask for help from each other and the teacher in the process of completing
assignments. When necessary, he can refer to the module or a certain part of
it. An important feature of practical e-learning modules is the reflection of
the structure that allows to provide several options.
 In the control-type electronic
learning module, the procedure for identifying, measuring and evaluating the
mastered knowledge, which includes tests with different levels of difficulty,
is determined. The main difference between a control-type e-learning module and
a practical e-learning module is that users are not allowed to help each other,
and they are only allowed to enter the answer once.
 Syllabus (Syllabus) is a
program for a student of a study course, which includes a brief description of
the subject and its main aspects. Syllabus serves as a communication tool
between the professor-teacher and students.
 The syllabus consists of a
brief summary of the subject that the student needs to know from the first day
of mastering the course, the purpose of its study, a table of topics to be
covered, and conditions for successful mastering.
               The
components of the syllabus include:
            Information
about professor-teacher. When writing this part of the syllabus, it is
necessary to write the main information that gives a sufficient idea about the
personal and professional qualities of the professor-teacher.
1. Prerequisites - subjects
that reflect the knowledge, skills and qualifications that must be acquired in
order to master the studied subject. In the syllabus, not only the subjects
that the student needs to master, but also specific topics, knowledge and
skills should be listed as much as possible.
1.  Prerequisites -
subjects that must be mastered before the mastering of the course is completed.

2.  Brief description of
science. The description of the academic subject reflects the definition of the
necessity of the academic subject, the goals and tasks of the subject, a
summary and the implementation plan of the subject.
3.  List of references.
In the list of references, the literature is offered in a basic and additional
way. In the list of main literature, 3-5 textbooks and manuals are given, which
fully reflect the content of the subject. In the list of additional literature,
3-5 necessary sources with the character of supplementing the content of the
main literature are offered.
4.  The system of
monitoring and evaluating the results of the student's studies. The syllabus
clearly shows the types, forms and methods of monitoring the knowledge, skills
and qualifications of students. In addition, students' daily scores in
seminars, practical and laboratory sessions are presented.
In order to widely implement e-learning
modules and Syllabus as an important means of cooperative education, the
following activities should be carried out in higher education institutions:
1)
introduction of electronic learning module and Syllabus
development methodology in the "Didactic Support of Pedagogical
Sciences" course program of professional development network centers and
equipping students with theoretical knowledge and practical skills;
2)
step-by-step creation of electronic educational module and
Syllabus for subjects in the curriculum of undergraduate majors and master's
specialties;
3)
conducting training sessions on the use of the electronic
learning module and Syllabus for students admitted to the higher education
institution every academic year within the framework of the "First Year
School"; 4) it is appropriate to reflect the issues related to the
methodology of developing the electronic learning module and Syllabus in the
subject program of special methods of bachelor's programs, teaching methods of
special subjects of master's specialties.

LECTURE 8: MODELS
OF COMPOSITION OF PEDAGOGICAL AND PSYCHOLOGICAL PREPARATION OF FUTURE TEACHERS.

Plan:
1.
Tactics of preparing students for pedagogical activity.
2.
Models of formation of the teacher's personality: communicative
model; active search model; reflexive model of future pedagogue personality
development; imitation model; practical activity model;
professional-intellectual self-development model.
In pedagogy and psychology, studying
the activity of the future teacher as a whole system is one of the important
scientific and practical problems.
Modeling plays an important role in
solving it. "Modeling serves to reflect the entire range of research
activities. The researcher carefully studies the essence of the category. After
all, as a final model, it enriches the theory with conclusions and ideas. So,
modeling allows you to imagine the selected object in the form of a category.
A model is a symbolic created object
that is similar to the researched object in the form of a picture, table,
drawing, etc., and that reflects and demonstrates the structure,
characteristics, and interactions between its elements in a simple, reduced
form.
I.  The
model of socio-pedagogical adaptation of students of higher educational
institutions of pedagogy. Its content is determined by the formation of
valuable relationships among students regarding the pedagogic profession and is
implemented on the basis of the following components.
1.       Need-incentive
(reasons for choosing a profession, the educational process at HEIs, etc.).
2.       Cognitive-emotional
(pedagogical knowledge and skills, general cultural preparation, valuable
perceptions, emotional experiences and thoughts in relation to pedagogical
activity).
3.       Spiritual-spiritual
(the highest spiritual needs and value system, spiritual and moral growth).
Separated components determine the
direction of personal activity based on reasons and needs, the acquisition of
knowledge and skills, and the spiritual-ethical component determines the
intellect, correct perception of reality, professional orientation determines
valuable perceptions and interests.
All components must form a single
system: when taken separately, they can only solve specific tasks. Their
combination makes it possible to achieve the goal - to form a valuable attitude
towards the pedagogic profession in the process of social-pedagogical
adaptation of students.

The
goal is to form valuable attitudes of future teachers towards the pedagogical
profession in the process of pedagogical socialization.

The
basis is the formation of valuable attitudes towards the pedagogic profession

Model of
socio-pedagogical adaptation of future teachers (according to N. Ye.
Shepilova).

II.
Separation of social aspects and their integration into
personal spheres. In accordance with the direction of the model, the content of
pedagogical activities representing development in all important -
intellectual, meaningful-valuable, motivational, emotional, volitional,
self-management, practical-subjective, existential areas for students is
determined.
In the intellectual sphere, the
scope, depth, and practicality of professional knowledge, skills, and
independent knowledge-research activities have increased, and the ability to
adapt, analyze, systematize, and carry out scientific research activities is
developing.
Understanding the moral and social
importance of the teacher's personality and activities in the contentvalue
field, the rules of behavior in the pedagogical team, establishing mutual
relations with students and their parents, spiritual and professional important
for the individual work on acquisition of values is carried out.
In the field of motivation, based on
individual goals in life and determining their meaning, positive motives and
incentives for the profession, a responsible attitude towards one's profession,
and the harmonization of personal interests and the interests of society are
developed.
In order to develop rich social, moral,
aesthetic feelings, emotional-psychological flexibility, empathy, enthusiasm,
confidence, self-love in the emotional sphere, to form the correct emotional
state in the communication between the coach and the student, and to form a
strong incentive. special attention was paid to filling important thoughts,
goals, tasks and relationships with long-term, stable, positive emotions in
personal and professional socialization.
Moral and volitional enthusiasm,
activity, courage, courage, initiative, self-demanding were formed in the
implementation of professional goals in the voluntary sector.
  Professional-social honesty,
conscientiousness, self-evaluation, self-criticism, ability to compare one's
behavior with others, self-control are necessary in the field of
self-management. making, reflection and other qualities were formed.
Taking into account the demands of
the society in the field of practical subjects, organizing their own
pedagogical activities, innovative forms and methods of education and training in
accordance with the integration of themselves and their students into the
universal and national culture of the past and present. supporting creative
activity in development and application, ability to work effectively in a team,
cooperation and mentoring skills developed.
Being conscious of one's actions in
the existential sphere, striving for moral self-improvement, love for oneself
and others, paying attention to the beauty of one's body, speech, and soul,
being polite becoming formed. This field helps a person to enter into certain
relationships with other people. It is characterized by a person's ability to
manage their relationships. The point of view and goals of the individual in
his relationship with the world also help to organize spiritual activities to
understand life.

The
model of separation of social aspects and their integration into personal
spheres (according to N. Ye. Shurkova).
III.
The practical-oriented model is aimed at raising a generation capable of using
their personal and professional potential in order to raise the standard of
living. Its implementers are not only students and coaches, but also other
representatives of the main social groups in the local community, namely
parents, local residents, journalists, employees of cultural institutions,
entrepreneurs, government and local self-government bodies.
This model is based on the
balance of theoretical training and practical activities.
This approach envisages the
active participation of students in the development and implementation of the
program of personal and professional development.
The main principle is to
involve students with motivation in the development and implementation of the
following programs:
a)  personal and
professional development;
b)  projects on
professional and pedagogical problems;
c)  projects on certain
types of problems.
Practical-oriented
model (according to D.S. Yermakov).
An active-relational approach
model. This model is based on the following idea: the condition for
pedagogical influence to have an effective developing and socializing power is
that it should cause internal positive reactions in the individual and
encourage him to participate in a certain activity and to be active in working
on himself. .
This model is based on the idea of
involving the student in various activities. The types of activities offered to
enter the pedagogical relationship (or independently selected) are formed by
evoking a positive reaction in students and their active participation in these
activities. Also, it involves social relations of the student with fellow
students, coaches, school teachers and students, school and college management,
and employees of extracurricular institutions.

            The
main idea is that the effectiveness of the pedagogical influence is based on
the internal positive              reaction (motivation) of the
future teacher, which arouses activity in the profession and other types     of
activities.

2.
Make
it happen
3.
2.
1. Involve future teachers in various activities.
4.
3.
Participation of future teachers in independent activities offered by
themselves.
5.
4.
Involve future teachers in active social relations with fellow students,
coaches, school  teachers
and students, school and college management, employees of extracurricular
            institutions.

1.
Pedagogical ways
2.
1. To determine the reasons and factors of the activity
of future teachers.
3.
2. Identifying the most typical contradictions between
the level of professionalization and Faoliyatli-munosabatli yondashuv
modeli (L.D.Stolyarenko bo‘yicha). socialization achieved and
necessary.
4.
3. Creating pedagogical situations related to
understanding, identifying and feeling these  contradictions,
which have a stimulating effect on the formation of needs, motives and goals  for
intense activity.

The active-search model of
professional development of the teacher's personality is also important in the
personal and professional socialization of future teachers.
To give the content of the
model a professional and spiritual character to the independent study and
research work of students by organizing search-content activities in practical
and extracurricular activities andwithin the framework of the studied subject
or subjects related to future professional activities, in cooperation with the
trainer, he organizes the design of situations with professional problem
content and their independent solution.

An
active-research model of professional development of the teacher's personality
(I. Ye. Yarmakeyev).
Problem-active model of
training future vocational education teacher. This model is built on the basis
of the cultural genetic process, in which forms of education related to
teacher-led and independent learning are taken as a basis, and distance
education as a modern type of education in the preparation of future vocational
education teachers. lim technology has been developed.
According to the developed
model, assignments with pedagogic, technical-technological problem situations
ensure the harmony of pedagogical, general engineering and specialty
disciplines in the training of a vocational education teacher, and bring the
professional-pedagogical training of a vocational education teacher to a high
quality level. raises
The professional formation of
the future vocational education teacher depends on the interdependence of
certain individual qualities and the level of social and cultural activity of
the person. According to the results of the research, it was determined that
these qualities include motivational, volitional, mental, emotional, practical
and self-management skills.
In the
problem-based model, the content of education is at three levels:  basic
competence (for all block subjects in the curriculum);  interdisciplinary
competence (for a set of subjects of one block in the curriculum);  presented
in the form of competence within the subject (for one subject in the
curriculum).

Problem-active model of professional formation of future
teachers (according to N.A. Muslimov) A theoretical and practical model of
personal and professional socialization of students of a pedagogical higher
education institution based on a cultural-humanitarian approach.
Based on modern theories, this
model systematizes the important aspects of introducing a culturalhumanitarian
approach to the personal and professional socialization of future teachers:
1.  Definition of the
concept. The cultural-humanitarian approach is a process of mutual activity of
the professor-teacher and the student, which allows for professionalization and
socialization based on the internalization (assimilation) of national and
universal values, the development of the future teacher as a person. and
provides mobilization.
2.  The essence of the
cultural-humanitarian approach is determined by its following qualities:
-  object - joint
activity (cooperation) of professor-teacher and student;
-  orientation - the
quality of a holistically formed personality of a specialist;
-  the initial situation
- the needs of the individual and society;
-  emotional sphere -
benevolence, empathy;
-  tool -
self-organizing, self-developing, creative, socially oriented activity; - conditions
- freedom of choice.
3. The essence of the
cultural-humanitarian approach system in pedagogical education.
Content - values and goals of
professional and pedagogical education:
-  culture as the basis
of professional education;
-  culture as the goal,
means and result of pedagogical activity;
-  technologies and
methods that correspond to the cultural function of education and meet the
goals of personal and professional socialization of students of pedagogical
higher education institutions;
-  implementation of the
principles of management of knowledge and activity process and self-management
of students.
4.  The content of
education within the cultural-humanitarian approach.
The structural content of
education based on humanity is clearly manifested in the mutual integration of
cultures. Acquiring and assimilation of the minimal necessary part of diverse
culture by a person humanizes social and interpersonal relations; makes it
possible to apply an individual-personal approach to the acquisition of universal
values; stimulates the self-development of a person, self-education and
planning his own development path. The cultural-humanitarian approach forms a
humanistic system, experience of creative activity, and a valuable direction,
which allows students to live in harmony with universal values, develop
individuality.
5.  The essence of
cultural and humanitarian methods and technologies in preparing students for
the profession. Pedagogical technologies and methods design the stages of
implementation of the cultural-humanitarian approach and bring it to life. The
main components are selected in such a way that the impact on students is not
through the direct or indirect influence of the pedagogue, but through the
students' own planning, implementation and evaluation of their actions.
The use of technologies
compatible with the cultural-humanitarian approach should be based on the
following principles:
-  positive attitude
towards the student;
-  the formation and
strengthening of a positive "I-concept" in the student's mind;
-  the concept of
non-coercion (not allowing coercion);
-  freedom and
creativity;
-  developmental
pedagogical situations; - game activity.
Based on the selection of the
most meaningful and similar aspects of the leading models, the directions for
the implementation of the cultural-humanitarian approach to the professional
training and successful socialization of students as individuals, citizens, and
pedagogical experts were determined.
1.Cultural and humanitarian
elements of education:  organization of integration into universal culture
based on social experience;  creation of the cultural-information field and its
continuous expansion;  actualization of requirements and spiritual
possibilities of given materials.
2.Socialization:  involvement
of future specialists in social interaction relations;  support for
self-expression in the process of social interaction;  communicating indirect
demands through the team.
3.Development and
self-development of students:  strengthening the internal forces, capabilities
and abilities of a person;  confidence in being able to act independently;
 preparing
students for free choice, independent decision-making;  involving students in
various types of creative activities;
 creative tasks that develop emotional-affective
thinking, transferring knowledge (didactic) problems to an
emotional-personal status.

A theoretical and
practical model of personal and professional socialization of students of a
pedagogical higher education institution based on a cultural-humanitarian
approach (according to N. Egamberdiyeva)
LECTURE:
EDUCATIONAL PARADIGMS
Plan:
1.  Educational
paradigms: their emergence and development trend
2.  Traditional
educational paradigm
3.  Rationalist
educational paradigm
4.  Phenomenological
education paradigm
5.  Technocratic
education paradigm
6.  Paradigm of esoteric
education
  We all know that personal
education is based on various values: - transcendental (bringing the student
closer to absolute values - Truth, the Creator); - sociocentric (freedom,
equality, work, peace, creativity, humanitarianism, etc.); - anthropocentric
(individuality, utility, self-expression, etc.). Determining the basic values
for all-round development of a person, in turn, makes it possible to choose educational
paradigms. The word paradigm (Greek, paradeigma) itself is interpreted in a
broad sense as a theory with a unique structure that defines the fundamental
foundations of a field of life and thinking. In pedagogy, two different
meanings of the term paradigm can be distinguished. First of all, it is close
to the classical teaching of the philosopher T.Kun, and paradigms, which are
considered a national concept, are a set of scientific activity models,
research norms, criteria, standards, a paradigm - a world generally accepted in
specific sciences or a number of disciplines in the scientific community.
leading approach to explanation, a whole set of ideas, values. Scientists such
as E.V. Berezhkova, V.V. Kraevskii, and N.A. Korshunova are based on the same
point of view. In particular, E.V. Berezhkova and V.V. Kraevskiy defined the
concept of paradigm as follows: "Paradigm is not an object of science, it
is scientific activity as theoretical standards, methodological standards,
valuable criteria. Paradigm is a theory (or model of problem posing) accepted
as an example of solving research tasks related to all scientific achievements,
which is presented to the scientific community as a model of solving problems
within a certain time frame. The second understanding of the paradigm is
interpreted as a basis for designing an educational system, an idea, an
approach, a base model or an educational strategy. In such an interpretation,
the concept of educational paradigms is used in accordance with the rule, and
it includes the terms reflecting the main direction of education, the source
and method of pedagogical ideas. So, formative, humane and esoteric (I.A.
Kolesnikov) authoritarian, manipulative and supportive (G.B. Kornetov),
traditional formative, traditional developmental, person-oriented (S.V.
Kulnevich) traditional, rational and humane (V. Ya. Pilipovsky), spiritual and
secular (I. A. Solovsova), pedagogical, androgogical, acmeological, cognitive
and communicative (Yu. G. Fokin) and other paradigms are distinguished.
  According to the
classification of A. Kostin, the fundamental modern paradigms include the
following. - a scientific model of organizing educational content based on an
active approach, centered on knowledge, with an objective-informative approach;
- technological teaching based on an active approach or a technologically
oriented model of educational content organization in accordance with the
structure depending on the activity of students; - based on methods of
determining one's own position, individual orientation of education, the main
method of combining educational content with semantic individual development is
the person-oriented, i.e., anthroponymic (according to P.G Izedrovich) model; -
a social model of selection of educational content organized on the basis of
various socio-cultural peculiarities of the association, people, ethnic groups,
based on the transmission of the latest social and cultural mechanisms and the
restoration of educational values; - the target direction of education is
replaced by information based on helping the development of the individual and
self-development in a holistic way and creating the necessary conditions. From
this point of view, the probable model of the world determines the level of its
mastery, not only its knowledge, the extent to which it understands, that is,
it has mastered its content; - organization of the educational process in
relation to the needs, interests and opportunities of the learners, ensuring
personal intellectual activity, creating the necessary conditions for the
manifestation of these needs, interests, and opportunities will change. The
emergence of new paradigms that require the development of the concept of
person-oriented education creates the need for practicing pedagogues to
reconstruct their activities based on them. However, the concepts of
"person-oriented education" and "person-oriented teaching"
do not express the same meaning at the everyday, as well as at the scientific
level. The current concept of person-oriented teaching is its uniqueness and
difference from traditional, science-oriented teaching, first of all, that the
acquired knowledge and methods of activity do not reflect only one goal, but
also the "personality" of a person. fulfilling the need to
"be" (A.V.Petrovsky), "forming his subjectivity", enriching
the subjective experience of a person (I.S.Yakimanskaya), fulfilling
"personal tasks" (V.V.Serikov), forming an individual as a person of
culture (E.V.Bondarevskaya ) is a condition, means.
  The desire to realize the
processes of education and training focused on the individual is related to the
description of the cultural harmony, human compatibility and life adaptability
of teaching to the individual, first of all, it is directed to the realization
of educational goals, not didactic. Thus, the main characteristic of the
person-oriented educational process is that it is directed to a different goal
and represents a different approach to the participants: the real sub of the
educational process, which realizes the students in their own ways of life,
their individuality in a way that meets the requirements. to one, and to turn
the teacher into an organizer, manager of student activities, a connecting link
between students and culture, a provider of bringing the student into the
culture and determining his place in it. The emergence of a new paradigm of
education is not only related to socio-economic changes, but it has arisen in
the entire process of cultural development. Humanistic philosophy and
psychology (E. Fromm, J.P. Sartre, V. Frankl, N. Berdyaev, A. Maslow, K.
Rogers, etc.) play a key role in its formation. The main point of view of this
concept is recognition of the uniqueness of each individual's life, that each
person is a unique, individual, unconditional value. Humanistic philosophy and
psychology recognize the need for self-realization and self-development as the
highest need of a person, and express individual personal choice as a mechanism
for preserving and developing a person's uniqueness and achieving freedom. He
sees taking responsibility for the choices made as an essential condition for
their implementation. Therefore, the development of a person and the formation
of a person takes place in harmony with others, in the process of establishing
humane relations based on trust, openness, and love. Psychologists also made an
important contribution to the development of ideas based on a new approach to
education: the doctrine of development from the immediate zone and the role of
joint activity in human development (L.S. Vygotsky), the tasks of a person in
life, the intellectual sphere, the development of reflexive capabilities of a
person, studies about the laws of his mental development in the course of
educational activities (A. Leontev, L. Ansiferova, A. Petrovsky, P. Galperin,
V. Davidov, etc.).
  The ideas of
self-organization, self-development, determination of one's place,
self-realization, selfactualization are solemnly announced by synergetics,
humanistic philosophy and psychology. It has been shown that it is especially
required in modern social and cultural situations to determine the
manifestation of the person-oriented paradigm of education, which reflects the
following: a person is considered as a complex, self-developing system, the uniqueness
and non-repetition of each individual and its development trajectory, its value
is recognized. Paradigms differ according to their purpose in modern
pedagogical sciences (educational, training), the main goal of education - the
approach to culture, the tasks to be solved within the educational process, and
the description of the interaction between the pedagogue and students.
We will focus on five more and
widespread paradigms below:
1.  Traditional-conservative
(knowledge-oriented paradigm).
2.  Phenomenological
(humanistic paradigm).
3.  Rationalist
(behavioristic, behavioral).
4.  Technocratic.
5.  Esoteric.
1. Traditional knowledge
oriented paradigm. In the knowledge-oriented paradigm, the main goal of
education is: "Knowledge of any value is knowledge and more
knowledge." Therefore, the role of the educational institution is to
provide the necessary, diverse, important knowledge, skills and competences
that allow the individual development of the more existing elements of the
cultural heritage of human civilization - both individual and maintaining the
same social order, as well as ideal and is manifested in the transfer and
storage of values. Therefore, the content of educational programs is based on
the provision of functional literacy and socialization of a person, which is
tested during the acquisition of basic, basic, knowledge, skills and
qualifications.
Behaviorist (rationalist)
paradigm. The rationalist paradigm, in contrast to the traditional
paradigm, focuses not on the content, but on the effective methods of students'
acquisition of different types of knowledge. The rationalist educational
paradigm is based on B. Skinner's behaviorist concept of social engineering.
The goal of the educational institution is to form an adaptive "behavior
set" in students in accordance with social norms, requirements and results
of national culture. Therefore, the term "behavior" means "all
kinds of reactions, human characteristics - his thinking, feeling and
action" (R. Tyler).
This paradigm looks at the educational
institution as a way to acquire knowledge in order to form the optimal behavior
of students, that is, any educational institution is an educational mechanism
of adaptation to the living environment. The main methods of such training
include teaching, training, test control, individual training, and correction.
In the focus of the humanitarian
(phenomenological) paradigm is the learner who has the need for
self-development, as a subject of life, individual freedom and spirituality. It
is aimed at helping the development of the child's inner world, interpersonal
communication, creativity, dialogue, and personal growth. Representatives of
the humanitarian paradigm are not distinguished by a single vision. A diverse
model of education is implemented within its framework. They are united in a
single direction by a valuable attitude to childhood as an unequal period of a
child's and a person's life, that is, the recognition that the main task of an
educational institution is to develop a child (mentally, morally, physically,
aesthetically). Every educational system operating within the humanistic
paradigm is based on creative research and takes place in the pure content,
methods and tools of education and training. The humanitarian paradigm requires
the freedom and creativity of both teachers and students.
The paradigm of pedagogical
activity based on the humanitarian principle is based on the following
criteria: - socialization of education - to abandon the technocratic approach
to the process of training teachers, to ensure that the complex of knowledge
acquired by them acquires a pedagogical and psychological character, and
socialization based on the ideas put forward by teachers in the context of
universal, universal cultural values formation of thinking;
-  to be aware of the
basics of national and world culture and their essence;
-  to be based on the
ideas of national independence in the organization of the education and
training process;
-  relying on and
improving the individual's ability to self-development and independent
education;
-  achieving mutual
cooperation of teachers and students in the process of professional formation
of teachers; - in the course of education (in particular, professional
education), there is an opportunity to select educational programs according to
students' abilities and interests;
-  acquisition of
pedagogical education as a fundamental feature, i.e., achievement of students'
assimilation of invariant knowledge that provides the basis for creative
development of the individual in changing conditions; - formation of education
that can fully respond to the needs arising in the labor market and social
processes and constantly changing, training flexible professionals on this
basis;
-  the continuity of
education, the creation and development of a system of professional education
(training and retraining) programs that ensure the results of each process
stage of education, the teaching of a specific program at one or another stage
of education or to be able to provide the opportunity to continue the winter in
another type of educational institution;
-  the equivalence of
education, that is, its level in accordance with the state educational
standard, national culture and mentality, as well as international standards.
 The main goal of the
scientific-technical, technocratic paradigm comes from the transfer and
assimilation of "exact" scientific knowledge necessary for practical
improvement. "Knowledge is power", so the value of a person is determined
by his knowledge. A person evaluates himself, not as himself, but only as the
possessor of knowledge or behavior in a clearly defined standard (average
sample, standardized). In the conditions of the technocratic paradigm, the
desired result of the educational process can be evaluated on the basis of
"yes - no", "knows - does not know", "educated -
uneducated", "acquired - not acquired". Here, there will be some
kind of standard, ideal, which will be determined by checking the level of
training, education, and upbringing.

LECTURE 11:
CONCEPTS ON DEFINING EDUCATIONAL CONTENT.
Plan:
1.  Scientific and
technical development and content of education.
2.  The concept of
didactic encyclopedism.
3.  Concept of didactic
formalism.
4.  Concept of didactic
pragmatism.
5.  The concept of
functional materialism.
6.  Paradigmatic concept
of education. Cybernetic concept of education.

The content of education has a
description of improvement, and the following can be included among the main
factors determining it:
1)  level of development
of science, technology and culture in the society;
2)  social order imposed
by society;
3)  goals and objectives
of education;
4)  level
of innovative development; 5) volume and scope of information; 6) age
characteristics of students.
In modern conditions, the development
of science and technology requires a fundamental change in the requirements for
education and its results, and based on this basis, modernizing the content of
education is an important task for pedagogues. Until now, the design of
educational content is based on a systematic-active approach, while the goal of
general secondary schools is to develop competences aimed at self-development
from the way students acquire knowledge, skills and abilities. - it is required
to determine based on the basis of the active approach. Because the essence of
the educational process organized in general secondary schools is not to
develop the needs and abilities of students, but mainly to convey knowledge in
academic subjects in an information-verbal manner, to form skills and
competencies. remains. Information acquired in such a reproductive way does not
allow the student to develop practical experience. As a result, there are
differences such as the fact that students are accumulating a lot of information
in vain, the effectiveness of education is low and it does not correspond to
the real reality. More precisely, it seems that the student is far away from
real life, and the goal is to absorb only previously collected information.
Determining the purpose of education in this way limits the student's activity,
as a result, both his personal and socially understood meaning is lost.
The only way out of such a problematic
situation is to introduce a new, i.e. competent, approach to general secondary
education. Of course, the introduction of a competent approach to the general
secondary education system requires, first of all, a comprehensive scientific
study of it. Although the competent approach to general secondary education can
be interpreted as a phenomenon, it should be emphasized that it is deeply
understood and has its place in the field of pedagogy. Especially recently, in
the analysis of educational problems, terms such as "competence",
"competence", "basic competencies" are widely used. In the
pedagogical community, the process of determining competence and competence,
which of them is considered universal, and the methods of their formation and
evaluation, is in full swing, and intensive discussions are ongoing to clarify
these concepts.
A competent approach requires the
student not to acquire knowledge and skills separately, but to acquire them as
a whole. In connection with this demand, in turn, the system of choosing
teaching methods is changing. The selection and practical application of
teaching methods, in turn, requires the improvement of competences and
functions that meet the requirements of the educational process.
The author of this theory is
F.V. Doyerfeld, who published the book "Didactic Materialism" (Der
didaktische Materialismus) in 1879.
 Supporters of this theory
believe that the main goal of the school is to provide students with as much
knowledge as possible in various fields of science.
By the 17th century, this
approach was supported by Y. A. Komensky. He devoted many years of his life to
work on a textbook that he wanted to provide all the necessary knowledge for
students.
In 1644, the English poet
and historian John Milton, a contemporary of Comenius, created a "Treatise
on Education". In it, for 9 years (from 12 to 21 years old), students were
taught to learn the mother tongue, five foreign languages, biblical history,
church history, law, recommended acquiring a wide range of knowledge and skills
in subjects such as astronomy, natural history, agronomy, geography, general
history, navigation, architecture, medicine, ethics, politics, rhetoric and
logic.
 According to
"encyclopedists", the depth of understanding of a certain part of
reality by students is directly proportional to the amount of material studied.
Considering his subject as important, he tries to include as much material as
possible in the program of his subject, without taking into account that other
colleagues are in the same position.
Didaktik formalism nazariyasining tamal toshini Geraklid va
Siseron kabi buyuk shaxslar qo’ygan.

This name appeared at the end of the
18th century. It was used in 1791 by E. Schmidt, the author of the book
"Empirical Psychology".
The term "formal education"
was coined in 1796 in the book Grundsatze der Erziehung und des Unterrichts by
A. A. Nemeyer (1754-1828).
Later, A. Disterverg, J. J. Russo, I.
G. Pestalozzi, A. A. Nemeyer, E. Schmidt and others joined the supporters of
this theory.
Pestalozzi Johann Heinrich
(12.01.174617.02.1827), Swiss pedagogue, one of the founders of didactics and
primary education. Author of many pedagogical books, including "Lingrad
and Gertrude", "How Gertrude Teaches Her Children", "A
Letter to a Friend About My Life in Stense", and the tract "Swan
Song".
The theoretical basis of the didactic
formalism was the rules about the skills of the existence of the socalled
additional trancesphere.
B. Navrochinsky drew attention to the one-sidedness of
this position
Transfer refers to the transfer of
knowledge gained in one field of activity to another. In most cases, this
refers to indirect results, that is, the transfer of skills acquired in one
type of activity to another type of activity, for example, the ability to
perform certain actions with one hand under the influence of training while
performing these actions with the other hand improve.
•  This theory appeared
in the United States at the beginning of the 19th and 20th centuries, where, in
particular, J. Dewey put forward the utilitarian concept in the field of
selection and systematization of educational content. In Europe, similar views
were expressed by the German teacher G. Kershensteiner, who was strongly
influenced by Dewey. According to Dewey, education should be understood as a
continuous process of "re-creating experience". In his opinion, the
educational process and the goal constitute exactly the same content. • The
source of the educational content of separate subjects should be seen in the
student's individual and collective activities. Therefore, when determining the
content of education, special attention should be paid to activities of a
constructive nature, teaching children to cook, sew and cut, manual labor, etc.

•  In accordance with
the rules of the concept, giving students maximum freedom, in particular,
subjects are divided into compulsory and optional, students' discretion in
choosing them, the educational process is adapted to the subjective needs of
students, as much as possible to the educational process " It is envisaged
that the school will be given a "natural" character, the school will
be a place of community life, and the curriculum will be a reflection of the
students' needs.
•  The application of
the main principles of didactic utilitarianism to many famous American
scientists, including I.L. Candela, S. Bagleya, Ya. It was sharply criticized
by S. Brubacher, W. H. Kilpatrick and others in 1938. These essentialist
scholars accused Dewey and his followers of causing a significant decline in
education in the United States. Political debate played an important role in
the wave of criticism: many influential people of the time believed that the
American education system, based on the principles of progressivism, was
responsible for the United States falling behind the former Soviet Republic in
space exploration.
Functional
materialism.
•  This theory of
selection of educational content was developed by V. Okon (kn. "Prosess
obucheniya", 1954; rus. per. 1962), ("Vvedenie v obshchuyu
didaktiku" (1987; rus. per. 1990).
•  The main content
of the theory: The author emphasizes the need to develop a theory that
ensures not only the acquisition of knowledge, but also the ability of students
to use the acquired knowledge in their work. The basis of this theory is the
integral connection between the flow of knowledge and activity.
•  In this regard, the
main criterion that should be used in the selection and composition of the
content of the programs should be related to the worldview approach. The
composition of individual disciplines should reflect their "leading
ideas", for example, the idea of evolution in biology, the idea of class
struggle in history, the idea of functional dependence in mathematics, etc.
•  Positive side:
It can be assumed that clarifying the above requirements during large-scale
experiments will help to create programs that meet the requirements of the
educational process and the individual needs of students.
•  Disadvantage:
But the fulfillment of this requirement depends on the students' abilities,
cognitive interests, especially the content and methods that should contribute
to the formation of their independence of thinking and activity, encouraging
them to learn independently.

TOPIC 12: PRINCIPLES
AND CRITERIA OF DETERMINING EDUCATIONAL CONTENT.
Plan:
1.
The principle of adapting all elements of the educational content
to the requirements of society, science, culture and personal development at
the stages of continuous education.
2.
The principle of integrity of educational content and
organizational aspects.
3.
The principle of integrity of structuring educational content.
4.
The principle of humanization of educational content.
5.
The principle of fundamentalization of educational content.
6.
The principle of sequence of educational content.
7.
The principle of regularity of educational content.
8.
The principle of appropriateness of educational content to the
age and cognitive abilities of students.
The principle that all
elements of the educational content should meet the requirements of
society, science, culture and personal development. This principle requires the
inclusion of traditional knowledge, skills and abilities in the content of
education, as well as subjects that reflect the development of society,
scientific knowledge, the level of cultural life and the development potential
of the individual.
The principle of connection
of the educational content with the organizational process. This principle
rejects a unilateral approach to the selection of educational content. It
intends to take into account the organizational conditions related to the
implementation of a specific educational process. This means that the
principles of presentation and acquisition, technology, level, and related
behaviors must be taken into account in the process of designing general secondary
education content.
The principle of connection
of the educational content to the overall structure. This principle
envisages the mutual compatibility of components such as the provision of
theoretical knowledge, educational subject, educational material, pedagogical
activity, student's personality at different stages of the educational system. The
principle of humanization of educational content. This principle is
primarily related to the creation of conditions for active creative and
practical assimilation of universal and national culture by students. For this,
humanitarian ideas should be inculcated in the general education content. This,
in turn, requires changing the principle of interdependence and mutual
relations of social-humanitarian and natural-scientific sciences, which must be
based on individual orientation.
The principle of
fundamentalization of educational content makes it possible to remove
obstacles in the humanization of education. It requires the integration of
social-humanitarian and natural-scientific knowledge, the establishment of a
sequence and reliance on students' perception of interdisciplinary relations
and understanding of the essence of practical activity methodology.
The principle of sequence of
educational content. This principle means that the content of education
should be planned in a growing direction, in which, first of all, each new
knowledge relies on the previous one and derives from it.
The principle of regularity
of the content of education. This principle envisages consideration of the
place of the knowledge being studied and the skills and competences being
formed in a single system, general secondary education, all educational courses
and integrated content in relation to each other and the universal, national
cultural system. holds
The principle of matching
the educational content to the age characteristics of students. This
principle envisages taking into account the age characteristics and level of
preparation of students when designing the educational content. The system of
knowledge, skills, qualifications and competencies suitable for a certain age
period is reflected in the educational content.

LECTURE 13: DIDACTIC PARAMETERS OF
SYSTEMATIC STUDY MATERIALS.
Plan:
1.    Educational
materials, their signs and structure.
2.    Logical
structure of educational materials.
3.    Specific
features of systematization of educational materials.
4.    Modeling
of educational materials.
5.    Informative
indicators of educational materials.
6.    Advantages
of systematizing educational materials based on the principle of concentricity.

7.    The
educational model based on the principle of concentricity and its structure.
8.    Selection
and structuring of educational materials is one of the important issues of
modern didactics. Therefore, this problem requires large-scale research.
D.Shodiev, R.Safarova, M.Kh. Mahmudov, B.Adizov, N.V.Borisova, S.Dzhumadurdiev,
V.K.Dyachenko, L.V.Zankov, L.Ya.Zorina, L.Klinberg, A.N.Krutsky on the problems
of selection and structuring of educational materials . , A. Bullock, J.
Potter, K. Cummings, T. French, P. J. Cooney, M. Fairchild, B. Smith, D.
Jacobs, etc.
Any educational material selected and
structured should first of all create in students the knowledge, skills, skills
and competencies envisaged by the DTS. Educational materials should be selected
and structured based on certain criteria and principles. Based on the same
principles and criteria, the content of the training courses is also selected.
However, our observations show that in most cases certain criteria are not
followed in the selection and structuring of educational materials.
In most cases, we witness that the
educational materials presented to students are selected based on the principle
of moving from the particular to the general, from the part to the whole.
Experiments show that the selection and structuring of educational materials
based on certain concentrations is carried out based on clear evidence and
didactic laws. Educational materials selected on the basis of the principle of
moving from the specific to the general do not allow situations such as
generalization of knowledge, their consistent systematization, understanding of
the content of this knowledge and concepts. In such conditions, students learn
what is primary, which concept is secondary, what is the cause and effect of a
particular situation, which laws are important and which are part of it, what
knowledge and circumstances should be learned in order to act reliably in a
particular situation, errors, uncertainties, the sequence of information. they
cannot find clear answers to the questions of where continuity and coherence
are seen. In such conditions, the knowledge acquired by students does not
acquire a dynamic character. If the student clearly feels the hierarchy and
coherence of the presented knowledge, understands their interrelationship and
influence on each other, this knowledge will turn into certain skills, skills
and competencies.
In order to collect and systematize
the students' scattered and scattered knowledge, it is necessary to choose such
a method of work, as a result of which the possibility of holistic development
of the student's way of thinking should be provided.
Summarizing and condensing educational
information in a certain consistency, making it convenient for learning is a
very urgent issue in modern didactics. Today, when information overload has
risen to the level of a problem, it is important to achieve efficiency in the
presentation and use of knowledge. Extensive research is being carried out in
the field of providing educational materials and information to students in a
structured manner. Currently, research is being conducted in the field of
practical use of knowledge, assimilation and presentation. This is recognized
as an opportunity to activate knowledge. Research is being conducted in the
field of creating compact, compact models of knowledge presentation. These
include presenting knowledge with the help of centers, conveying it to students
with the help of logical models, semantic networks. But it is somewhat
difficult to incorporate such technologies into textbooks.
Effective methods of summarizing
educational information in pedagogical-psychological approaches, in particular,
summarizing educational materials D.Shodiev, R.Safarova, P.Musaev, U.Musaev,
V.V.Davydov, D.B.Elkonin, enlarging didactic units P.M.Erdniev and, in general,
putting knowledge into a specific system D It is expressed in the works of
Shodiev, R. Safarova, L. Ya. Zorina, A. V. Usova, P. Carpenter, A. Bullock, J.
Potter.
The use of the following methods for
structuring educational materials is recognized: subject, model and symbol
forms, structural block diagram of topics, basic outlines, etc. In such cases,
object modeling, graphic modeling, symbolic modeling, structured block diagram,
etc. are used. It should be noted that solid mastery by condensing program
topics and placing them in certain blocks allows the teaching material to be
presented simultaneously in four forms: graphic, numerical, symbolic and verbal
methods.
It is also necessary to emphasize the
need for a dictionary of concepts for each educational subject. It allows you
to justify textbooks and training manuals, to identify new opportunities for
their creation, and to control the results of education. It also provides
conditions for technological development and providing higher levels of
integration of educational content. Researching the problem of systematization
and structuring of educational information in the following directions is
becoming more urgent:
1)
creation of a mutually harmonious system of systematization and
concentration of information in specific educational subjects, in general
educational content;
2)
relativity of the block of educational information presented,
which is primarily related to the emergence and development of new knowledge,
re-selection of the content of educational information based on the
requirements for their assimilation; such structuring of educational materials
requires overcoming certain social inertia associated with the teacher's
activity against the transition to new forms of knowledge expression.
Therefore, in the structuring and
comprehensive systematization of knowledge, it is necessary to structure
educational materials in accordance with the basic principles of
systematization and analysis. This principle should be taken into account in
the selection of educational tasks and the assimilation of educational material
by students. Because in the process of learning the logical foundations of
theoretical materials, students will have the opportunity to observe the
process of its formation and deeply master it.
The logical structuring of the
training course allows for consistent mastery of really specific and wellchosen
training tasks. As a result of dividing them into their mutual components, it
is possible to see the depth and comprehensiveness of internal relations,
mutual harmony. Therefore, scientific structuring of educational materials
based on epistemological principles is one of the most urgent issues of
didactics.
There are two approaches to selecting and structuring
learning materials:
1)
empirical approach - it includes generalization and personal
experience of variability;
2)
theoretical approach - in which mastering such educational
materials is absolutely new for each student.
The issue of selection and structuring
of educational materials has been widely researched for a long time.
Accordingly, in our research, we will focus on the following aspects of this
issue. In this case, what should be the focus-based model of the structure of
knowledge, aimed at ensuring the improvement of the quality of knowledge in
subjects and more efficient assimilation of educational materials? - the answer
to the question is sought.
Today, there are many models of the
logical structure of educational materials. These models have been tested in
practical pedagogical processes and have given positive results, despite the
differences in the justification of the chosen approaches and methods.
Logical connections (relationships)
among different variants of educational materials is a phenomenon consisting of
"systematicity, sequence, interrelationship in the structure of the entire
educational material" of the logical structure of educational materials.
The existing variants of ideas about the logical structure of the educational
material directly depend on how the concept of the element of the educational
material is understood and how the relationship between the isolated parts is
ensured. As a visual example of this kind of structuring, logical tables can be
shown. In these charts, concepts, reasoning, laws, and important experiences
appear as pieces of knowledge. These parts form a rectangle in the textbook
based on indicators according to the consistency and sequence of the teaching
material. These structured-logical tables are actually directed diagrams. The
components of the studied material are placed in the upper part of the drawing,
and the mutual relations of the educational elements are reflected by means of
edges. In this way, it is possible to demonstrate the structure of educational
materials by means of drawings.
The method of using reverse
assignments determines the basis of the theory of enlargement of didactic
units. It is important to make exercises from the mother tongue and select
texts from reading in order to enlarge the didactic units from the 1st grade. Teaching
using textbooks based on the theory of enlargement of didactic units has a
pragmatic content of reciprocal and unified teaching of educational actions
together, in one lesson, at the same time and on one page of the textbook.
Mental connections are provided in textbooks based on the theory of enlargement
of didactic units.
Interrelated knowledge is used in the
theory of enlargement of didactic units. In the textbooks created according to
the theory of enlargement of didactic units, educational materials are
presented as block-shaped concentrates. As mentioned above, knowledge and
concepts are combined into a single concentration, and each of them is used to
enlarge didactic units.
In textbooks created according to the
theory of enlarging didactic units, the placement of educational material is
based on certain rules: pairs of opinions are printed in parallel on a single
page, similar opinions are placed in a two-step structure. On each page of the
textbook, as in every lesson, tools that affect the psyche of the student are
used at the same time: words, objects, pictures, symbols, numbers.

Experiences related to defining the
logical structure of educational material in didactics are expressed in the
didactic model of knowledge about scientific phenomena, process and state of
the object. Although this model has an integrated character, it is not
universal. The theoretical and practical aspects of choosing the educational
material based on the principle of concentrism have not been revealed in the existing
studies. This limits the possibility of using didactic units and educational
blocks with high efficiency. Accordingly, in our research, relying on the
principle of concentrism, we tried to determine the didactic basis of the
selection and structuring of educational materials.
Based on the results of the research,
systematization is the process of improving the structure of educational
material, understanding it based on wide and diverse relevance; structure is a
method of dividing the whole into parts, reflecting the external structure of
things and phenomena, and describing their location in relation to each other;
it was concluded that the structural analysis requires the classification of
systems, the determination of stable, invariant structures, their interrelated
and related elements.
Structuring of educational material is
a complex intellectual process that requires a rational choice of the content
of educational subjects. The results of the study showed that structuring
educational materials requires complex logical activities and reordering of
previously learned materials. Structuring of educational materials: firstly,
formation of concepts and theoretical foundations; secondly, it requires the
design of generalized repetition on a particular subject, sections, academic
subject. In the first case, structuring is carried out in connection with the
modeling of the educational material and theoretical knowledge (concept,
concept, law, etc.) So, the structuring of educational materials reflects the
process of formation of knowledge and algorithmic models.
Educational material means specially
structured and systematized information that is required to be mastered by
students. Concentration of educational material requires systematization of
educational materials based on the time allocated for learning information. The
results of the study showed that the concentration of educational materials
into centers reflects three aspects: the level of systematization of
educational materials (structural-content aspect); the amount of educational
information (unit of time and space) absorbed by students in a certain period
of time; organization and implementation of the educational process
(organizational-methodical).
To date, the issue of designing
educational materials based on the principle of concentrism has not been
adequately substantiated in scientific sources. This principle is a normative
basis that expresses the need to define, describe and improve educational
material and educational content.
The structuring of educational
materials based on the principle of concentrism relies on the following
principles: process and planning.
The application of these principles is
based on conceptual approaches. The textbook should appear as a scenario of the
educational process. There are a number of didactic ideas dedicated to the
general issues of increasing the effectiveness of the educational process. The
analysis of existing textbooks in general secondary education schools shows
that there is a strong need to develop new types and models of them. This need
arises primarily as a didactic need to enrich the components of the lesson.
In the selection and structuring of
educational materials, the principle of processivity means that each piece of
educational material appears as its component in relation to all elements of
educational content and has a significant impact on the process of students'
acquisition of knowledge. In the process of mastering a certain part of the
educational material, it is necessary to learn its next elements. In this case,
the concentration of educational materials in specific blocks is important.
This allows students to fully understand the entire learning material up to the
parts that will be covered in the next grades.
The main aspects of the process
approach were developed by the well-known pedagogue L.V. Zankov. These
approaches are especially important in the creation of textbooks used in the
process of person-oriented education and in the design of educational materials
presented in it. With the help of this principle, not only within a certain
educational subject, but also the connection between educational subjects is
ensured. At the same time, the attention of the authors of the textbooks is
created to divide the educational materials into blocks, to ensure the
connection between them, to distribute them to certain concentrations, to
design them in an appropriate way, and to attract the attention of students to
the acquired knowledge. On this basis, students begin the process of
assimilation of large-scale systematic knowledge and information.
Analysis shows that each text consists
of an introduction, body, and conclusion, and connections between headings and
paragraphs should be provided. Part of the text summarizes the acquired
knowledge, which is of particular importance in the systematization of
students' knowledge. The educational materials presented in the textbooks as
single paragraphs or texts consisting of 2-3 sentences are related to the
theoretical part of the educational content and are important for strengthening
and systematizing the acquired knowledge. Repetitive and summarizing texts are
important in ensuring the gradualness of acquired knowledge and in achieving
the educational goal. The knowledge acquired by students is of a certain
importance for their deepening and development. In most cases, this task is
performed by small texts. In this way, favorable conditions are created for
addressing students as equal subjects of the learning process.
Explanatory texts reveal not only the
logic of the subject, but also analyze the possibilities of dividing its
content into parts, blocks, and paragraphs. In addition, the role of this
department in the content of the educational subject is revealed. Explanatory
texts are revealed to students within the framework of the educational course
and educational content, providing coordination and practical relevance of the
educational material.
The relevance of the acquired
knowledge and information within the text also represents its educational
subject, content and didactic logic. As educational tools, generalization and
systematization activities are incorporated into the text with problem
assignments and questions, to which students seek answers using inductive and deductive
methods. Text assignments encourage students to analyze, compare, contrast,
divide common situations into parts, separate different concepts from each
other, and perform systematization operations. Summarizing texts serve to form
students' holistic perception of reality and consistent logical thinking
skills.
The principle of planning also has its
place in the structuring of educational materials. In the in-depth educational
programs, the presentation of the pictures based on the educational content is
expressed in the form of paragraphs, sections, training courses. The textbook
describes the components, content and structure of the educational materials
using the components of the educational content, the introduction, main texts,
the study plan of the topics, and the reference tables. The basis of the
content, the main questions about the subject and the assumptions about the
acquisition of various elements of knowledge in ensuring the connection between
the educational courses within the educational subject:
-  clarification of
concepts; - formulation of laws;
-  evidence is required.

Consciously following the rules of
knowledge systematization ensures the effectiveness of structuring educational
materials. Thanks to the indicated approaches, the integration of parts of the
educational content has been achieved.
The following parts of the textbook
should be reflected in the educational materials selected based on this
principle: plans, introductory texts, etc. An analysis of existing textbooks
has shown that most of them do not have introductory texts. Introductory texts
are rarely given in textbooks. They do not express the content and process
indicators of opening the educational text. Plannedness was not reflected in
the description of the content of the training course.
In the implementation of the principle
of planning, it is necessary to use visual drawings with content. They should
reflect the pre-estimated logical-meaningful, content-functional connections
aimed at mastering the educational material.
It is known that the selection and
structuring of educational materials given in textbooks has a special didactic
value. At the initial stage of designing the textbook, the blocks allocated for
mastering the learning materials are divided into separate learning elements.
Educational objects, events, concepts, methods, types of activities, and
information from the curriculum are included among the educational elements.
The collection of educational
materials can also be represented in various drawings. Drawings representing
the content of the educational material are composed based on the principle of
gradualness. The branches of this drawing are organized by educational
elements. In the formation of this drawing, it is necessary to correctly form the
content of the educational materials based on gradualism. They are:
-
drawing has a single root, therefore it is expressed in the name
of the topic;
-
in addition to the basis of the educational material, texts that
are not connected with its separate sections may be given;
-
communication between educational materials is carried out from
top to bottom;
-
the learning element at the lower level can be connected only
with one learning element above it;
-
at a certain level, the grouping of educational materials is
carried out on the basis of a specific common sign;
-
the above element of the educational material is connected with
at least two educational elements below it.
The design of the content of the
educational material is also of great didactic value. The construction of
educational materials requires the application of the principle of concentrism.
Within the framework of the principle of concentricity, the relationship
between different educational materials is provided on the basis of logical
connection. In logical systematization, the relationship between educational
materials has the character of sequence, cause-and-effect relationship,
agreement, mutual dependence, similarity.
Logical structure and logical
structural directions are distinguished in the logical construction of
educational materials. Systematic logical consistency was used in the
structuring of educational materials provided in the textbooks of grades 5-9.
It is possible to ensure the same relationship between the elements of the
educational content belonging to the same educational subject. In this case,
the necessary information is selected from the sum of knowledge provided by a specific
educational subject. This basic knowledge has a linear structure, and its
quantity and quality depend on the level of education. To date, the educational
materials given in most textbooks are structured on the basis of this
principle.
According to existing studies, the
content of educational material varies according to its construction. That is
why it is appropriate to divide the educational content into different
elements.
When dividing educational materials
into components and blocks, it is required to follow the requirements of state
educational standards. Relying on the emotional experiences of students also
plays a key role in dividing learning materials into small parts. According to
the well-known didactician I. Ya. Lerner, the content of education is divided
into the following types of knowledge: basic terms and concepts, evidences and
scientific evidences related to everyday activities, basic rules of science,
theories, methodological knowledge, evaluative knowledge. A. V. Usova distinguishes
a number of unique elements of the knowledge system: scientific evidence,
concepts, laws, theories, and the scientific view of the world.
Our research shows that experts who
have carried out studies on the theory of textbooks have proposed different views
of systematization of knowledge. The basis of the structuring of educational
materials should be the scientific knowledge presented within the educational
subject. Evidences, events, specific characteristics of processes, quantities
can be included among them. It is appropriate to structure the educational
materials as follows. With its help, students should be provided with not only
knowledge of the subject, but also methodological knowledge. In particular,
information about the composition of scientific knowledge, methods of its
systematization are among them.
In our opinion, the most optimal
structure of educational materials is an integrated didactic model, in which
all knowledge is divided into certain blocks and placed on the basis of the
principle of concentrism. In this case, the description of the educational
material is described in four directions of representation of events based on
knowledge cycles: quality, quantity, availability, and practical directions. As
a result, it becomes possible to divide knowledge into separate blocks. In
this, the necessary parts, namely: separate arguments, concepts, laws are
compiled. At the same time, the fact that these blocks do not have the
character of a partial description of educational materials ensures that they
are positively mastered by students.
All teachers of general secondary schools perform
three important tasks at the same time:
1.  To ensure effective
assimilation of a large amount of knowledge by students.
2.  Forming the
fundamentals of holistic systematic thinking in students.
3.  Such as creating
favorable conditions for mental development of students.
Research shows that any activity
requires students to focus their attention on one point for deep thinking,
active assimilation of information, and quality performance of complex
operations.
The level of effectiveness of
educational activities is reflected in the teacher's ability to attract the
attention of his students. The teacher should teach them to plan and structure
their attention. For this, first of all, it is necessary to structure
educational materials in an appropriate way.
The essence of this structuring is
that students can perceive information and design a work process. As
information changes, so do learning materials. It is necessary to separate the
knowledge of a certain field in the educational materials. They are:
1.
Learning materials that focus students' attention - with the help
of such learning materials, students' minds develop and focus. A single
evidence, event, object should be expressed in these educational materials.
They are perceived by students as a collection of facts and events. Such events
are structured through the method of attention composition.
2.
It is also important to bring attention closer and harmonize. In
this case, all objects or groups of evidence help to control the mind of the
learner.
3.
Disregarding evidence is consistent with a subconscious
phenomenon. It stores all information acquired by students.
Under consciousness, a huge amount of
information from a person's life, his individual life experience settles and
accumulates. Many actions that are performed automatically, instinctively by a
person, which act as a defense mechanism and protect the brain from constant
stress, are controlled and controlled by the unconscious. Based on this
information and experiences, students absorb new information presented in the
educational material.
The structuring of educational
materials based on the principle of concentrism is also important, in this
case, it is possible to gather all the information in one specific educational
material.
These learning materials should be accessible to each student
and presented to them step by step.
Selection and structuring of educational
materials should be based on the following approach:
a)  First of all, it is
necessary to collect all information in one place and record them as
educational material.
b)  In order to expand
the scope of these educational tasks, it is necessary to introduce them to the
initial order. In this case, it is necessary to work on basic information and
to divide tasks into types. By focusing on one point, students perceive base
states. In this way, primary situations become more important for students' development
than secondary situations. In this process, students solve specific educational
tasks, organize their attention, consciously plan it, and manage their
activities on this basis.
The main condition for
structuring educational information is materialization of information. When
searching for information, it is necessary to take into account two mutually
contradictory situations: on the one hand, all information should be
concentrated in one point; on the other hand, it is required not to concentrate
information in the process of analysis. Otherwise, students will have a hard
time mastering it. Therefore, it is necessary to reduce the number of
assignments.
In order to eliminate these
conflicts, it is necessary to organize all the information presented in the
form of educational material. With structured learning materials, students can
quickly focus on a point and learn how to work on it.
In the process of practical
work, students will achieve control of their attention using the following
methods: The first method is base conditions that allow concentration and
distribution of attention. This method helps students to learn and remember the
learning material. For example, in mother tongue classes, internal and external
support materials can be used at the same time:
-
educational materials of a verbal nature; they are: plans,
theses, logical-content drawings, key words or mental hints;
-
expressions in the form of drawings; they are: a plan for the
construction of educational material, drawings, diagrams, tables, figures,
chronological tables;
-
basic expressions in the form of illustration; they are:
pictures, portraits, series of explanatory pictures, posters, etc.
A strict arrangement of basic
learning materials that is suitable for focusing students' attention
coordinates the mechanisms of its control. In this case, base cases serve as an
auxiliary source in the use of the structuring method.
The second method is the
structuring of educational materials. Designing the content of educational
materials is the process of arranging it in such a way that it is possible to
place all parts of the educational content in a clear sequence. These materials
are arranged based on the principle of systematicity. With its help, the
component of the educational material: evidence, events are sorted at a certain
level. Such tables, pictures, drawings represent the relationship and
connection between them.
It is effective when combined
with the first method. Because a convenient structure of additional and
secondary educational information is created to find a base point. With the
help of a reference source, it becomes easy to understand words, phrases and
sentences based on reasoning.
To solve this task, it is
necessary to use the technology of visualization of educational materials.
Special preparation of educational materials is necessary before presenting
them to students. It is necessary to create conditions for students to be able
to see the main aspects in it. Visualization allows you to visualize the
learning material in its original state.
All types and models of
knowledge presentation are presented in a concise manner, helping students to
perceive it figuratively. Studying the text, mastering it, thinking about it
means understanding and embodying this material in the mind. If necessary, the
reader can restore the text, change it to another form. However, its quality
and durability depends on how well these drawings are stored in memory. This is
a very complex pedagogical process, and it is necessary to gradually adapt
students to this activity.
Visual representation of
educational materials is not only illustrative, but also cognitive. This
ensures students' visual perception of the learning material in the process of
mastering it. Condensation of basic concepts allows to systematize acquired
knowledge.
LECTURE 14:
ORGANIZING AND CONDUCTING INDEPENDENT WORK OF STUDENTS THROUGH PEDAGOGICAL
FACILITATION
Plan:
1.  Pedagogical
facilitation is an important tool for organizing and conducting independent
work of students.
2.  Peculiarities of
organizing and conducting independent work of students by means of pedagogical
facilitation.
3.  The technology of
organizing students' independent work by means of pedagogical facilitation.

In facilitative education, the teacher
has the opportunity to creatively acquire the necessary information, form
thinking, find new problems in the given material. In this case, students enter
into more dialogic relations with the teacher and in mutual cooperation, take
the initiative in communication, ask the teacher many questions, and are more
busy with completing educational issues; determines higher levels of cognitive
activity.
"Facilitation" is derived
from the English word facilitate, which means to ease, help, assist. This
concept was introduced by psychologist Carl Rogers and is widely used in
educational institutions of English-speaking countries. The International
Association of Facilitators has been operating since 1989. Today, 1,200 members
from 63 countries participate in its activities. Facilitator activities are
found in different models.
Currently, social and pedagogical
types of facilitation are shown separately. Social facilitation is a social
psychological phenomenon. Social facilitation in Latin - "socialis
facilitator" - means social facilitation. Pedagogical facilitation serves
to increase the effectiveness of education (teaching, education) based on
supporting the activities of learners. In this case, qualitative development is
achieved as a result of the use of a special communication method by the
pedagogue in the professional-pedagogical process.
The two types of facilitation
mentioned above are connected by certain conditions. That is, there is no doubt
that facilitation increases the effectiveness of any activity, including pedagogical
activity. The main difference between these two types of facilitation is that
the behavior of the subject serves as a basis for supporting activities in the
social sphere. In pedagogical activities, facilitation is directly related to
the method of individual communication of the pedagogue with students and
effective influence on the person of the learner.
  Facilitation is primarily an
effective group problem solving technique. Facilitation involves a process in
which the facilitator is neutral and non-judgmental, helping to solve group
problems.
  The concept of
"facilitation" is a form of conscious and goal-oriented activity that
requires the direct participation of a pedagogue. The main components of the
facilitation approach include:
  1. Activity is the main decisive
tool in the development of a person and directs a person to a multifaceted
active goal. A.N. Leontev emphasizes that "Activity is the unity of life
and is a grounded reflection of the psyche." G. P. Shchedrovitsky gives
the following definition of activity: "Without activity, there are no
means of production, no signs, and no examples of art: without activity, people
themselves do not exist."
  Participation in activities, which
is understood as participation in different activities, are different things.
In psychology, the following are distinguished as important characteristics of
a person: consciousness (awareness) and activity; psycho-subjectivity,
activity, adaptability; awareness - care, knowledge and relationships; activity
- activity, awareness, goal orientation, possession of motives. All these
features should be focused on the cognitive process. But in the traditional
education system, these aspects are not always taken into account. According to
the psychological literature, only a person who incorporates planning,
organization, analysis of results and communication with reference groups in
the direct process of activity can understand the meaning of consciously
realized activity. The emergence of ideas, the formation of motives, and the
orientation of attitudes are observed in a person relying only on this basis.
A.V.shchedrovitsky emphasizes this formula as "development of new
knowledge".
  Any activity, especially cognitive
activity, embodies the following interrelated components: block of motives,
interests and needs - "psychological motor" activity; operational -
specific goal-oriented actions of a person; Business and interpersonal
relationships related to the activity.
Direct and reciprocal relationships
indicate that a change in one component leads to a change in the others. These
changes can be constructive or destructive. In this case, a slowdown in
development and activity is clearly observed.
  Facilitation requires a change in
the position of the pedagogue in the androgenic model of education. It can also
include teaching processes in higher educational institutions of pedagogy. When
moving through the operational-movement stage, the teacher performs
facilitation based on rationality, that is, directs, helps and directs students
to specific activities. He also searches for new pedagogical technologies that
activate the cognitive activity of learners, or otherwise, in the context of
interactive education, the pedagogue enters the role of inhibitor (inhibitor in
Latin, inhibiti, inhibitium means to hold, stop) and reduces or stops the
activity of learners. When viewed from a psychological point of view,
inhibition can be interpreted as a process and result of repression, or else as
a reduction or even cessation of certain reactions, processes, activities,
activity.
  Thus, the main figure in the
information-rich educational environment is the learner, who appears as a
"self-organizing subject" in his personal activity. And the teacher
uses the opportunities of the educational environment and directs it to
activities with the goal of further development. In this way, facilitation is a
special form of pedagogical activity in the androgenic model of education. The
ancient Greeks had such a wise saying: "A long way is through advice, and
a short way is through example." It is the task of the facilitator to show
this "shortcut".
2.
Subject of activity. In the facilitation approach, it is possible
to include an individual, a group and a team who can respond to their own
motives and implement it according to the purpose during their activities.
3.
The following can be included in the functions of the
facilitation approach: interest in activity and stimulation of activity;
special type of activity; leading principle of modern pedagogy; the principle
of managing the educational process; operating technology; creating a creative
educational environment.
  Also, those who support the
relationship based on facilitation are strong and responsible in every way. J.
A. Hattien believes that the environment itself creates conditions for
"lucky situations". It is in a certain environment that a person
gains trust and is recognized as a value. Instead, the environment encourages
students to be creative. According to K. Rogers, "this type of
relationship is compatible with the teaching process and is effective in all
respects." First of all, the facilitator should be a real person, thinking
and feeling every moment. When this right is embodied in a valuable attitude
towards the student, care, trust and respect, an effective learning environment
will appear. At the same time, if this process includes emotional and empathic
perception, then the environment of freedom will be established, initiative and
progress in education will be created.
4.
Motive is a motivating force and reason for activities related to
satisfaction of certain needs. The activity of the teacher is not only based on
the subjective requirements of the learners, but also forms and strengthens the
objective, current and future needs.
5.
A goal is an ideal way to achieve a result, an action towards
success.
6.
The concept of "method of activity" has a broad
meaning, and education as an activity reflects the initial appearance of
knowledge, skills, abilities, motivations.
7.
The concept of "activity process" reveals the content
of "subject", "subject" and "result". At the same
time, words such as "method" and "tool" serve to reveal the
meaning of the concept of "process".
8.
In a broad sense, the word "tool" reflects the
objective support of a certain process. Educational tools are diverse, and it
is important for a pedagogue to choose a tool suitable for the purpose of
activity.
Fasilitator norasmiy taʼlimda
anchagina mustahkam oʼrin egallamoqda Fasilitatorni, istiqboli porloq
boʼlishi bashorat qilinayotgan, alohida kasb sifatida ajratish taklif
qilinmoqda.
So, facilitation is a way of
positively influencing the student, creating a positive atmosphere in the
group, making learners believe in their own strength, and supporting them in
the process of their independent activities.
In the 50s of the 20th century, a new
concept of "pedagogist-facilitator" or "pedagogical
facilitation" was introduced in pedagogy and psychology, proposed by K.
Rogers together with other representatives of humanitarian pedagogy.
K. Rogers stated in the book
"Freedom to learn for the 80s" that his abilities as the basis of changes
in human behavior grow, develop and are taught based on personal experiences.
It is not necessary to change someone, to transfer ready-made experience to
him. It is only possible to create an environment that allows it to develop. K.
Rodgers calls the creation of such an environment "facilitation".
   Today, all over the world, teachers
who create a comfortable environment are called facilitators. The conditions
for creating such an environment will not depend on the knowledge and
intelligence of the teacher. He only needs to be able to clearly determine what
the student likes, what he is interested in, and what he does. As an important
emotion of the facilitator, K. Rodgers includes empathy, positive assessment of
the personality of the student, compatibility of the facilitator with the
student. Only in such conditions can a person decide to change his behavior.
   K. Rogers is not satisfied with the following rules
of traditional pedagogy:
1.    The
teacher explains knowledge, students try to master it.
2.    Lessons
and exams are the main components of education. The lesson is the form of
knowledge formation, and the exam determines the level of acquired knowledge.
3.    The
teacher is the manager, and the learners are reflected as subordinates.
   In this regard, K. Rodgers
distinguishes two types of education: informational, which equips students with
simple knowledge and facts, and meaningful education, which provides learners
with the necessary, real knowledge for their self-transformation and
self-development. Education that forms a person as a person is person-oriented
or, according to K. Rodgers, significant education.
A teacher should rely on the full
self-expression of his students in his work. "His teaching should be built
on the basis of interacting with life problems that students solve with great
interest, who cannot always find a way out of difficult situations
independently, rely on the teacher's help, and create an unrepeatable desire to
create. The teacher's role is reflected in creating a psychological environment
that allows such personal interactions with students and the above-mentioned
tendencies to manifest.
   According to K. Rodgers, it will
not be possible to evaluate the results of human-centered education with grades
in an educational institution. Its criteria are not quantitative or even
qualitative indicators of acquired knowledge, on the contrary, these changes
are reflected in the individual, his growth and development. These include the
following types of changes:
-  a person begins to perceive
himself fully; - he accepts himself and his feelings more;
-  more self-confidence
and autonomy are formed;
-  sets realistic goals
for himself, sees perfection in himself;
-  a human image is
formed in it;
-  begins to accept and
understand other people.
As the main task of facilitation,
teaching in a higher educational institution serves to accelerate the knowledge
of students, to demonstrate their creative abilities, and to establish a
fundamentally new relationship between the teacher and the student.
  The results of comparative studies
also show that teacher-facilitators (compared to traditional teachers) have an
individualized, differentiated and creative approach to students, pay more
attention to students' thoughts, collaborate more with students in planning the
learning process, and are more active in their work. uses students' ideas,
smiles more in classes.
Pedagogical facilitation is considered
as a function of motivation, initiation and fate of self-development and self-education
of learners due to the mutual cooperation of pedagogues and learners in the
process of educational activities, their special communication style and
characteristics of the pedagogue's personality.
Pedagogical facilitation is a
relatively new concept actively used in pedagogy and pedagogical psychology.
Pedagogical facilitation serves as a mechanism of positive influence on the
work of students and small groups in order to create a comfortable environment,
increase students' self-confidence, and support their need for independent and
effective activity.
Facilitative education has various
qualities: authenticity, trust, congruence, which allows the teacher to
interact with the learner in a person-to-person, person-to-learner manner.
Facilitative conditions of education include:
•  organization of
education in the form of cooperative activity that provides the experience of
mastering the culture of interpersonal communication in the acquisition of
effective communication and knowledge methods with the teacher;
•  psychological-pedagogical
comfort that creates the necessary basis for the emergence and development of
relationships based on mutual trust between the teacher and students;
•  dialogical forms of
education: discussing the studied material in public, in small groups and in
pairs;
•  monitoring the
activity of each learner from a pedagogical and psychological point of view in
order to achieve a subjective success situation based on the principle of
"here and now";
•  implementation of the
control-evaluative function of education as a diagnostic-corrective,
selfmonitoring, self-evaluation, and development of a critical attitude towards
oneself and the results of one's educational activities.
As a result of the implementation of
these conditions, the educational process includes the personal development and
growth of each participant, new psychological qualities of the person,
including reflection, trust, goodwill, etc. - self-control, freedom of choice
and tolerance are achieved.
The advantages of facilitative
conditions of education are that learners are prevented from being alienated
from educational activities, because friendly interaction, interactive methods
of education allow the learner to acquire a suitable social and psychological
status, which is among his peers, in the family, in the institution of higher
education and in society as a whole. serves to occupy a worthy place. As a
result, the student has a need for personal development and self-improvement. A
self-concept is formed, where the boundary between the ideal "I" and
the real "I" is distinguished.
The experience of implementing
facilitating conditions in education has a great positive effect on the
increase in the activity of learners in setting specific goals and tasks, the
acceleration of learning motives, the increase of responsibility and
independence, the activation of reflexive activity, the effectiveness of
education, and the improvement of discipline.
An important factor of facilitative
education is freedom, that is, freedom of education, freedom of choice,
personal freedom of a person. K. Rodgers' teaching is based on deep respect for
the learner's nature and personality. He noted that in many cases, students'
creative ideas are affected by the standard norms of behavior established in
higher education. K. Rodgers believed that for the development of non-standard
thinking, an atmosphere of special trust, cooperation, understanding, care,
tolerance, and sincerity is necessary for the personality of the student.
K. Rogers sees education not as the
transfer and teaching of ready-made knowledge, but as a goaloriented process
that serves the student to learn how to learn better, how to effectively adapt
and learn to change himself, the basis for confidence is not knowledge, but the
process of seeking knowledge, interprets as In his opinion, a modern
intellectual is a person who understands that there is no absolute immutable
knowledge, who can independently acquire new knowledge and successfully adapt
to a constantly changing society.
K. Rogers sees the development of
education in a facilitative way as a function that can include a creative,
experimental, changing course, and respond to the deep challenges that surround
humanity today[60].
From the above analysis, it is clear
that the facilitator-teacher is a specialist pedagogue who controls the
interactive process, ensures compliance with its rules, and thus teaches all
participants to pay attention to the training process and master its content
and essence.
It is very important to create an
environment in which students feel comfortable (physically and mentally) during
classes, which will greatly help their learning and development.
According to D. Khidoyatova, the
creation of an environment of trust can be related to many of the following
factors:
•       "process
area", i.e. comfortable environment (air, light, furniture, video
equipment, flipcharts, etc.);
•       a
teacher's presentation that creates first impressions through credibility and
likeability;
•       about
organizational work with the group: discussion of the work order, breaks and
the main stages of the game;
•       acceptance
of the principle of "voluntariness": if someone does not want to work
in a group, there is no need to force and make excuses;
•       being
able to demonstrate the knowledge and practical experience available in the
group;
•       Organization
of "engaging", "de-stressing", "interesting"
exercises and trainings;
•       holding
a discussion about the results on the basis of "everyone" without
talking about feelings, impressions and without criticism.
When discussing the results of
business games, it is necessary to pay more attention to the result of its
activity, the analysis of the decision made, the developed program and
projects, the process of interaction in communicative exercises. Reflective
analysis, reflecting on one's own and one's partner's behavior, is a
timeconsuming, thoughtful process. Students can not only think, but also come to
final thoughts and decisions in independent writing.
The teacher-facilitator, while
teaching the group to cooperate, helps to increase the activity of each
participant in the team and should perform the following tasks:
•       ask
open questions;
•       respond
appropriately to various signals from the group;
•       to
clarify the confusing, problematic conversation that arose between the group
members;
•       help
the group to conclude;
•       be
ready to provide the necessary information;
•       enable
group decision-making.
The teacher-facilitator asks questions
such as: "What did you notice?", "Who wants to talk about his
situation during the exercise, task, etc.?" or "What else do you
think happened?" and performs a "removal" at the end of each
game.
In order to organize and conduct interactive
training, the teacher needs valuable guidance related to the "human
factor" in interpersonal and business communication. Showing humanity and
attention to students, warmth and openness in dealings, the teacher creates
even better conditions for teaching new knowledge related to communicative
competence. It is easier for an enthusiastic person to get along with people,
compared to a "cold" indifferent person (lat. Indiferens - careless).

When it comes to interactive interaction, the concept
of "warmth in communication" consists of: * equal rights of
communication partners;
*  lack
of accusation;
*
lack of "defensive position"; * intimacy and trust; *
Sincerity.
The warmth of the relationship between
the teacher and the students is both a style, a characteristic of thinking, and
a professional skill. A teacher conducting interactive training must show
attention and warmth to each participant. This is reflected in his emotions,
pedagogical manners and self-control, as well as in the way he always behaves
in relation to other people and controls all his actions.
The ability to understand other people
with their whole being, to "feel good from the inside", the ability
to perceive the world through other people's eyes and analyze their feelings,
is connected with the ability to accept other people's worldview and see the
world through their eyes. This is especially evident when listening to the
interlocutor, when interest is generated in him, and when assistance is
provided to all those who need modern psychological help.
In addition, the teacher should, of
course, treat all students equally. It is according to this description that
the value of each person and his personal characteristics are revealed. It is
difficult to be honest and open even with "rough" people, and this
requires the teacher to correct himself based on the solution of his personal
problems, and not only on the development of self-awareness.
Providing psychological support,
respecting the experiences of others, and being friendly to the decision-makers
and actions of the listeners - all this leads to interest in learning and
organized development.
Relying on the didactic basis that it
is appropriate to use the following methods to improve the learning activity of
students, we involved these methods in the process of experimentation:
1.  Training.
2.  Organization of
educational discussions.
3.  Organization of round
tables.
4.  Using educational
games.
5.  Organizing business
games.
6.  Organization of
interactive training using active methods.
7.  Conducting seminars.
In the current situation, where the
theoretical foundations of the educational process are constantly developing,
teachers are required to have the ability to solve new problems that arise. For
this, teachers must have a high level of professional stability. New tasks and
trends in the development of education require special demands on the
personality and professional activity of future teachers. In this regard,
future teachers are required to regularly improve their professional skills.
Especially:
-       to
improve the level of their pedagogical and psychological knowledge;
-       mastering
new pedagogical values based on existing knowledge and skills;
-       raise
the level of independent knowledge and analytical activities;
-       in
the process of person-oriented pedagogical cooperation, in-depth mastering of
the humane basis of professional worldviews and activities;
-       it
is important to acquire technologies of cooperation with other subjects of the
pedagogical process.
Active methods of teaching are such a
system of methods with the help of which various active intellectual and
practical activities of students are formed. In the process of acquiring
knowledge, there is an opportunity to acquire the foundations of a new outlook.

Specific aspects of active learning methods are
manifested in the following:
-       organizing
forms of group work with the participants of the educational process;
-       implementing
an active approach to the educational process;
-       practical
orientation of educational activities of the participants of the educational
process;
-       ensuring
that education acquires a playful and creative character;
-       achieving
interactive implementation of the educational process;
-       creating
different forms of communication, discussion and dialogue situations during the
educational process;
-       use
of students' existing knowledge and experience to ensure cognitive activity in
training;
-       mobilizing
students' emotional experiences to activate cognitive activities;
-       such
as opening a wide path to analytical activities of subjects in the educational
process.
In order to improve the learning activity of students, it is
necessary to pay attention to their choice of active methods of working with
students. With the help of active methods of teaching, it is possible to
develop the ability of students to work cooperatively in small groups. For
this, it is necessary for the teacher and students to be able to engage in
collaborative creative activities. They are required to firmly defend their point
of view and justify their opinions and to be tolerant of the opinions of
others. A teacher should be able to take responsibility for his and his
students' activities.
From the point of view of
professional-pedagogical activity, the following components of pedagogical
facilitation can be distinguished:
Attractiveness is the pedagogue's
desire to draw attention to himself and to form a positive attitude of students
towards him.
Tolerance - patience, respect for the interests,
desires, aspirations and opinions of others.
Assertiveness is a positive self-acceptance,
confidence in oneself, personal abilities and capabilities.
Pedagogical cooperation activities
based on facilitation require the establishment of subject-subject relations
that ensure the personal development of the pedagogue and students. Pedagogical
facilitation as a process allows to create a comfortable educational
environment based on taking into account the personal characteristics and
communication styles of pedagogues and students, to increase the effectiveness
of education, and to develop all-round subjects of pedagogical activity.

Some researchers emphasize that the
structure and content of facilitation should be based on the principle of
"understanding - forgiveness - acceptance" of humanitarian psychology
and therapy. This is done in harmony with areas of personal development
(direction, competence, professionally important and professionally necessary,
personal qualities)
Thus, pedagogical facilitation has
been considered by researchers from different points of view: function,
process, educational and mutual activity, important professional qualities,
techniques for solving group tasks, etc. In our opinion, all these aspects are
reflected in psychological-pedagogical facilitation.
From our point of view,
psychological-pedagogical facilitation is the creation of acceptable
sociopsychological and pedagogical conditions based on facilitation in the form
of professionally important quality for the education and development of
students, their health, and the well-being of their personal lives.
It is a joint learning activity and
cooperation based on facilitative personal communication, subjectsubject
relations; it requires facilitating pedagogical technologies, the use of methods
and methods that develop a stable need for knowledge, the ability for
independent education, creativity.
Facilitative services should be
provided to the teacher in order to become a successful pedagogical
facilitator. In this case, the pedagogue appears as the object of facilitation.
According to the attitude towards the teacher, the management staff and
psychologist of the higher educational institution are reflected as the
subjects of activity.
The importance of pedagogical
facilitation in professional education is clearly manifested in the transition
to the formation of specialists with active training, the formation of a person
with the ability to receive non-standard conclusions about the graduate and
independent analysis. Needs and motives in active behavior are fully expressed
in the intention of interaction, not in performance. Accordingly, the task of
the teacher is to ensure that the students correctly aim the activity in
cooperation, to share with them a number of management functions, that is, to
create conditions for arousing their deep interest in science and to create
learning motives with real life content. Pedagogical facilitation is a means of
high-quality training of specialists that meets modern requirements in
practice. The more questions a student has, the more knowledge he acquires,
which also implies his activity in the learning process.
Regardless of the emotional and
logical content of the material, if the students become poor listeners, they
will only participate in the lecture and automatically copy the material and
content. In facilitative education, the teacher will have the opportunity to
creatively acquire the necessary information, develop thinking, and find new
problems in the given material, rather than dogmatic methods and methods. In
this process, the teacher has such a position that he is not "on his
own", but "together" with other students, and he should not be
afraid of the "accusation" of "not knowing the problems in
practice", that is, causing hesitation by students during the course. In
this way, he does not lose his role as a researcher in the educational process,
does not wear the mask of a dogmatic pedagogue who answers all the questions
related to the curriculum. All this accelerates the process of professional
self-development and curiosity and active awareness of students in any
situation. The concept of pedagogical facilitation makes it possible to create
a number of conditions. Among them, the following can be distinguished: a) the
importance of reading for students; b) congruence of the teacher; c)
psychological safety and freedom.
Only the education that is important
for the student is considered effective, it is not simply the acquisition of
knowledge, but it causes the change of the internal emotional-cognitive
experience of the student.
The teacher's congruence is manifested
in the fact that he understands his attitude towards other people, students,
that is, he works together, in particular, he performs joint actions. He makes
a conscious decision by understanding his real feelings, depending on the
situation of the students. This allows the teacher to have an open relationship
with the students. Personal psychological safety in the process of facilitation
is manifested in understanding that the student's personality is a value and
creating an environment where "external" evaluation does not exist.
Psychological independence ensures the
formation of students' creativity and their free selfexpression. Facilitation
allows thoughts, feelings and situations to emerge. In doing so, it provides
sincere trust, unexpected harmony of images, conscious understanding and
creative awareness.
Adhering to the correct organization
of facilitation in the educational process will encourage the formation of the
following qualities: independence, integrity, a stable orientation to the
acquisition of a profession, interest and need for knowledge, etc. All this
will play an important role in making students the leading experts in the
future.
The teacher-facilitator increases the
effectiveness of education by facilitating the process of group cooperation.
Accordingly, the forms and methods of intragroup mutual action are important:
how learners talk to each other, have a common understanding of the problem,
eliminate conflict situations and draw the right conclusions.
To form students as independent,
responsible, socially mobilized individuals, in order to successfully socialize
them and prepare them to find a suitable place in the labor market, it is
necessary to develop social skills in them, to identify and develop their own
activities. In order to implement such an approach, comprehensive support of
students in the educational process is of great pedagogical value. Pedagogical
support process is mainly aimed at students. An important place is the study of
students' attitude towards material existence, surrounding people and oneself.
Teachers should do the following for pedagogical
support of students:
 improvement of pedagogical
environment;
 diagnosing
the development of students individually and in groups;  giving advice to students individually and in
groups;
 organization
of activities that develop students individually and in groups;  work with students individually
and in groups to improve and correct their activities;
 conducting
educational activities with parents, teachers, students and school
administration in order to
increase their pedagogical and
psychological knowledge;  such
as regular examination of educational programs, manuals, lesson plans,
educational environment and
professional activities of the
pedagogical team.
Independent work of students occupies
an important place in the radical restructuring of the specialist training
system and in increasing the importance of the educational process. The
analysis shows that independent work is understood as such educational activity,
in which, along with the acquisition of knowledge, the formation of skills is
ensured.
Independent work is an active method
of education that solves the educational task assigned by the teacher and under
his guidance. Independent work is the organization and implementation of
specific activities of students in connection with the set goal. Students'
independent works are activities based on their high level of activity,
creativity, independent analysis, initiative.
Independent work is one of the forms
of learning, in which students consciously set one or another tasks and goals,
plan and implement activities, and self-evaluate.
Goals and objectives of independent work:
The role of the
professor-teacher is manifested in the organization of independent work in
connection with the goal of acquiring skills and competencies that allow
students to develop themselves, acquire independent knowledge and form
innovative activities.
The role of the student is reflected
in the ability to independently acquire knowledge, skills and abilities in the
process of organization under the guidance of a professor, to be a creative
person capable of formulating a problem and finding the optimal way to solve
it.
Independent work should allow to successfully solve
the following tasks:
1)  creating motivation
for students to learn the curriculum;
2)  increasing the
responsibility of students to acquire knowledge;
3)  to enable students to
develop general and professional abilities;
4)  creating conditions
for students to acquire independent knowledge, self-management and
self-development. Freelance work has several unique features:
-
the uniqueness of independent work as an active (active) method
of education is based on actions performed by the student without the help of
the teacher, he chooses the methods of performing these actions himself,
improves many actions, controls them in connection with the set goal;
-
the second characteristic of independent work is reflected in
self-control, which is considered a selfdirected form of student activity;
-
the third characteristic is an evaluative activity that is
closely related to self-control and plays an important role in self-management;

-
and finally, independent work always ends with some result. This
is manifested in the form of doing exercises, solving tasks, writing essays,
filling in tables, creating graphs, and preparing to answer questions. The
student's independent work means a set of independent work carried out in the
classroom and outside, under the guidance of the teacher or without the
participation of the teacher. Under what conditions is independent work carried
out:
1.
Directly in the audience - during a lecture, practical training,
seminar or in the process of giving tasks on laboratory work;
2.
Giving advice during direct communication with the teacher
outside the class schedule, in the process of creative communication,
performing individual tasks, etc.
3.
In the process of completing educational or creative tasks by the
student in the information resource center, at home, in departments.
Doctor of Pedagogical Sciences,
Professor N.N. Azizkhodzhaeva distinguishes four types of independent work
depending on specific didactic goals:
The first type of private-didactic
purpose of independent works is the algorithm of activities, which, on the
surface, consists of information and conditions of tasks, that is, to determine
the skills that are formed in students and required of them based on the
factors of the formation of initial knowledge (the first stage of knowledge).
In order to achieve this goal, it is necessary to solve the tasks perceived by
the students.
In the second type of private-didactic
purpose of independent works, knowledge aimed at processing the acquired
information in memory and performing typical tasks, i.e. the second stage of
knowledge, is formed.
The general description of all types
of independent works of the second type is that in such works the idea
(principle) of solving the tasks is announced, methods and methods of
developing this idea and applying it to concrete conditions are required from students.

The third type of private-didactic
purpose of independent works consists of knowledge formed by students during
the third stage - performing non-typical tasks. This goal can be achieved in
the process of solving knowledge (perception) problems that require students to
create algorithmic bases of the causes of changes in the studied object.
The fourth type of private didactic purpose of independent
work is to create factors for creative
activity.
The cognitive activity of students in
performing such work is that students go deeper and deeper into the essence of
the object under discussion, find new, previously unknown ideas and establish
new relationships necessary to solve the principles of creating new
information. At the same time, each student is forced to puzzle over one or
another character of information, the nature of actions that are new for him,
which he must create at the stage of performing tasks.
A local-module technology was
developed as part of the research, based on the model of organizing students'
independent work as a means of pedagogical facilitation. The technology
reflects the preparation, basic and creative stages, the contents of the
teacher's and students' activities at each stage, and a system of tasks
corresponding to these stages was developed.
The content of the technology reflects
the preparation, basic and creative stages and the levels of independent work
(acquaintance, understanding, analysis and synthesis) that are manifested in
each of these stages in a unique way.
The preparatory stage of the
technology was carried out based on the following levels:
1)
related to familiarization: the need to remember and group what
was previously learned was formed in the student through an independent work
assignment;
2)
for understanding: the student has an incentive to internally
express the problem described in the independent work assignment;
3)
about analysis: the student became interested in finding a
solution to the problem reflected in the independent work assignment;
4)
about synthesis: the student has a desire to propose a solution
to the problem reflected in the independent work assignment.
The main stage of technology was
organized as follows, based on the four levels (acquaintance, understanding,
analysis and synthesis) of the organization of students' independent work:
1)      familiarization:
the student identified the main concepts reflected in the independent work
assignment;
2)      about
understanding: the student interpreted the situation described in the
independent work assignment;
3)      analytical:
revealed the essence of the problem in the independent work assignment;
4)      about
synthesis: he offered his conclusions in connection with the independent work
assignment.
LECTURE 15:
APPROACHES TO ORGANIZING THE EDUCATIONAL PROCESS
Plan:
1.
A systematic approach to the organization of the educational
process.
2.
Possibilities of an activity-oriented approach in the educational
process.
3.
Peculiarities of the person-oriented approach.
4.
Philosophical-anthropological approach as a methodological basis
for organizing the educational process.
5.
Hermeneutic approach to the educational process
6.
Organization of the educational process based on a synergetic
approach.
A system (from the Greek systema -
whole, composed of parts, connected) means many elements that form a certain
unity, unity, interaction and dependence. A system is a whole that represents a
unity of parts that are arranged and interrelated in an orderly manner.
"System" is a set of
elements arranged in a certain composition, which, in their interdependence,
form a certain integrated unit.
It is possible to conclude that the
concept of "systematicity" can reflect such situations as the ability
of processes and phenomena in existence to form a system, the existence of a
system, the possession of a systematic construction of the material world and
its forms of knowledge.
Systematic approach is a direction of
scientific knowledge and methodology of social practice, which is based on the
perception of objects as a system. The systematic approach directs the
researcher to reveal the integrity of the object, to identify different types
of its connections and to bring them into a unified theoretical view. The
methodological specificity of the systematic approach is explained by the fact
that it focuses research on: revealing the integrity of the object and the
mechanisms that ensure it; to identify different types of complex relations and
to present them in a single theoretical view; also realizes the vision of a
hierarchical system of interconnected models of a complex object, which allows
defining the properties of the object's integrity, its structure and dynamics.
Therefore, it follows from the systemic approach that the uniqueness of a
complex object (system) does not negate the individual characteristics of its
components, but rather creates connections and relationships between certain
components.
The main features of the overall system are:
1.
The main feature of a complete system is the existence of a
collective quality (or qualities) of the system integral and its components.
2.
An integral feature of the whole system is its components,
because the system is composed of them and cannot exist without it. However,
components are not a collection of random objects. They are integrated with the
system, it is the composition of this system. It is called a
systematic-structural approach to research, design, and identification of the
components of the system in order to ensure its proper functioning.
The systematic-structural (practical,
reasonable) approach envisages looking at the structural features of the object
as a whole, in a fragmented state according to the time interval given to the
components.
3.
A holistic system is a target system that seeks to achieve a
specific goal. Purpose occurs in the system as one of the important factors
that create it. However, the goal requires certain actions to be taken to
achieve it. The actions of the system to achieve the goal in the environment
constitute its functions. Functions appear in relation to the goal as a way to
achieve it. A systematic-functional approach to research and design in terms of
how the system behaves in the environment to achieve the goal is called.
4.
Any system does not change, it does not remain the same for all
times. It is not absolute, eternal, because the existence of contradictions is
inherent in it. Each system not only functions, but also develops; it has its
own origin, it goes through a period of creation, finds content and develops.
In systems theory, the lifetime of a system is one of its main descriptive
features.
5.
Studying and designing a system in terms of its development over
time is called a systematic approach.
The systematic approach defines
the emergence, formation and composition of the object as a systematic genesis.

6.
Each system, in turn, is considered a component of a metasystem
at a higher level than itself, and it also consists of components at a lower
level. In other words, no system is isolated from others, but interacts with
various other systemic and non-systemic associations with many connections. The
system moves, develops and communicates with the environment external to
itself. The systematic-communicative approach to studying the system from the
point of view of other systemic and non-systemic associations existing in
relation to it is called.
7.
The system is constantly exposed to influences aimed at breaking
its stability. This effect is caused primarily by the contradictions that exist
within any system. At the same time, there are external negative effects such
as lack of resources and strict restrictions. Despite this, the system lives
and develops. So, along with a specific set of constituent parts, internal
structure, etc., there are other system-forming and systemprotecting factors.
These factors that ensure the viability of the system are called controls.
Researchers who have conducted
research in the direction of the personal-activity-oriented approach say that
in the personal-activity-oriented approach, the components of the person and
the activity are closely related to each other, because in the process of this
approach, the person acts as a subject.
In turn, under the influence of
various factors and under the influence of the results of the individual's
activity, his development as a subject takes place.
Sh.Shodmonova stated that in the
personal-activity-oriented approach, it is necessary to analyze the changes
occurring in this process based on the identification of the existing factors
in the educational process that affect the independent activity of students, in
which they can express their independent and free opinions and express their
understanding without any hesitation. necessary and sufficient conditions are
created for them to express themselves, engage in free communication, that is,
to demonstrate their capabilities.
The following pedagogical conditions
were taken into account during the implementation of the
personal-activity-oriented approach: the voluntary nature of the student's
participation in certain activities; to give confidence to the student in
choosing the means of achieving the set goal, to believe in the capabilities of
each child and to express goodwill towards their successful completion of the assigned
tasks; choosing an effective and reasonable strategy for setting educational
tasks; prevention of negative consequences arising in the process of
pedagogical influence; taking into account the interests of students, their
individual enthusiasm, desires and making them develop new interests.
Recently, the terms
personal-humanitarian, person-oriented and other similar approaches have become
more popular in pedagogical practice. Scientific understanding and practical
development of this direction is based on a clear definition of the essence of
the term "approach". In our opinion, the term "approach" is
explained in detail in the researches of Ye.N. Stepanov and L.M. Luzina.
According to them, the approach is directed to the implementation of activities
that encourage the use of interconnected concepts, ideas and methods in
pedagogical activity by a professor-teacher or head of an educational
institution.
As it was mentioned above, when
education is focused on humanism, it is recognized as the main norm to treat
the student as the main value in the system of human relations. This principle
requires treating each person with respect, as well as ensuring freedom of
conscience, belief and worldview, taking care of students' physical, social and
mental health.
   The following are the pedagogical conditions for
the implementation of this direction:
-
that the student's participation in certain activities is
voluntary;
-
to express confidence in the student when choosing the means of
achieving the set goal, believe in the capabilities of each child and wish for
their successful completion of the assigned tasks;
-
choosing an effective and reasonable strategy in defining
educational tasks;
-
prevention of negative consequences arising in the process of
pedagogical influence;
-
taking into account the interests of students, their individual
passions, desires and making them develop new interests.
   This approach is based on the following rules in
practical pedagogical activity:
-
relying on the student's active point of view, his independence
and initiative;
-
treat the student with respect when communicating with him;
-
the pedagogue should know how to rejoice at the success of the
students;
-
the pedagogue should help the student to solve important
problems;
-
when solving educational tasks step by step, the pedagogue should
find options for their implementation that will be highly beneficial for each
student;
-
in the group and other groups of students, the pedagogue should
form a humanitarian attitude, he should not allow the students to be humiliated
and lose their morale.
The principles of a humanistic
approach to education are comprehensively justified in articles, researches,
textbooks and training manuals, which highlight the problems of humanizing the
interaction of pedagogic scientists in the educational process. Summarizing
existing research allows us to distinguish the following principles, which
reflect the characteristics and essence of a more necessary, humanistic
approach:
-
holistic approach - understanding the student as a biological and
psychic, social and spiritual, awareness and self-awareness, rational and
non-rational unit;
-
to consider the student as a person who needs pedagogical support
and requires individual treatment; it recognizes the role of high social values
in the development of human personality, respects the uniqueness and
inimitability of each student; his social rights and freedoms are recognized;
the purpose, object, subject, performance indicators and results of education
are reflected in the personality of the student; pupils are considered the main
subject in this process; educational activity relies on all the knowledge about
a person.
-
firstly, in connection with ethnic and territorial,
cultural-historical, socio-economic, sociopsychological conditions, secondly,
in accordance with the main functions of educational institutions, thirdly,
taking into account the non-repetition of participants in the educational
process, the content, form and a differentiated approach in which methods are
selected;
-
the principle of harmony with nature requires compliance with the
following rules:
1)
studying and educating the individual-personal characteristics of
the student;
2)
relying on the motivation and needs of the student;
3)
ensuring interrelationship of psychological-pedagogical
diagnosis, counseling and correction. The principle of harmony with nature
requires taking into account the laws of natural development, gender,
agerelated characteristics, psycho-physical organization and abilities. In
addition, in this principle, attention is paid to environmental problems in a
broad sense, which reveal the attention of students, ecological cleanliness of
the environment, their careful attitude to nature;
-
the principle of harmony with culture considers the learner as a
subject of life capable of cultural self-development and self-change in all
systems of education; and he considers the pedagogue as a mediator between the
culture and the child, capable of leading the learner to the world of culture;
to education as a cultural process; the higher educational institution is
treated as a cultural-educational space where cultural examples of the life of
pedagogues and students are created, where cultural events take place, where
culture is created and a cultured person is brought up; Emphasizing national
traditions, customs, and rituals in the educational process is an integral part
of the principle of harmony with culture.
-
in a humane approach to the organization of relations in the
educational process - respect between the pedagogue and students, listening to
the opinions of students, treating them well and attentively, making the
developing person feel protected, needed, important; creates psychological
facilities for comprehensive interaction between professors and students with a
single objective objective;
-
an environmental approach to educational activity - that is,
using the possibilities of the internal and external environment of the
educational institution in the development of the student's personality;
-
valuable-meaningful approach - it is aimed at creating conditions
for the student to find the meaning of his life, to educate his personal
thoughts that arise in his interaction with nature, society, and culture;
-
an active approach to the organization of the relations of team
(group) members - implies the unification of the goals of students and
pedagogues, cooperative life activities, communication, mutual understanding
and mutual assistance, mutual support and the organization of a common goal in
the future;
-
an approach that envisages the aestheticization of the life
activity environment and the personal development of the student.
According to N. E. Shurkova, there are
the most important principles that form the basis of all other principles. The
author includes the following:
-
the principle of orientation towards social-valuable attitude
towards events, actions, words, work, human relations and values, which show
the pedagogue ordinary everyday situations at the level of modern culture;
-
the principle of subjectivity, which requires the pedagogue to
constantly help students develop their own behavior, activity, and, finally,
the ability to be the subject of their own life;
-
the principle of accepting the person of the learner as it
exists, which means respecting the student's personality and lifestyle,
recognizing his individual development level and characteristics at this stage,
his behavior and right to choose.
According to its research and
educational function, the philosophical-anthropological approach is directed to
the spiritual world of the student. That is why this approach, unlike other
existing scientific or epistemological approaches in pedagogy, requires the
organization of an educational process based on communication and mutual
understanding.
   The uniqueness of this approach
requires looking at all subjects of the educational process not only as a
worldview, but also as a way of existence. This mode of existence should be
understood as the realization of existence first of all. Secondly, it is
desirable to clarify this mode of existence as a way of communicating with
oneself, others and other cultures continuously.
   Pedagogical possibilities of the
philosophical-anthropological approach in developing students' historical
thinking are clearly demonstrated in the analysis of its main concepts: 1)
life; 2) lifestyle; 3) philosophy of life; 4) existence; 5) spirituality; 6)
spirit; 7) individual; 8) a person; 9) individuality; 10) personal experience;
11) dialogue; 12) dialogic action; 13) the meaning of life; 14) education; 15)
selfeducation; 16) self-development; 17) confidence; 18) mutual understanding.
The concept of "life" is
multi-meaningful and complex and has its various interpretations. That is why
there is an approach to the concept of "life" from a
natural-biological, cosmological and cultural-historical point of view:
1) life is a spatial vital intensity, its essence is
manifested in consciousness and higher consciousness; 2) life is a flow of
experiences, but these experiences are historically and culturally conditioned.

In these interpretations, life is seen
as a continuous, unique, creative, continuous formation and development
process. This process is opposed to mechanical, inorganic types, any uncertainty,
rigidity, "fixity".
Lifestyle is a concept that expresses
the daily life of social groups, peoples and nations, and includes
philosophical, sociological, socio-economic, socio-spiritual directions.
Marriage, as a social phenomenon, requires the dialectical unity of the
objective conditions of human life and forms of vital activity, consciousness
and behavior.
Lifestyle is determined by the whole
set of conditions of the current socio-economic period. That is, it is the way
of life of people, socio-ethnic units, formed in certain socio-economic and
cultural conditions, which is manifested in their way of living, behavior and
way of thinking.
Another concept that reveals the
essence of the philosophical-anthropological approach is the philosophy of
life, which serves to interpret the meaning, purpose, and value of life in a
broad sense. In the philosophy of life, history appears as unique and
unrepeatable "cultural organisms" that go through processes similar
to biological periodicity from birth to death. That is, the historical process
is subject to "fate", except for nature, because the law of causality
prevails in it.
In order for students to understand
the essence of this concept, it is necessary to encourage them to strive to
understand the essence of life from itself. For this purpose, in the lessons of
repetition and generalization of the learned materials, students will have to
perceive the inner essence of life in connection with historical periods in the
form of emotional experiences.
Being as a
philosophical-anthropological concept serves to express the universe and any
kind of existence. This concept is important in the development of students'
historical thinking, and by studying the reasons for the emergence of different
nations and dynasties, their short or long reign, they will understand why many
losses and mistakes were made in the history of mankind.
Hermeneutic approach. Philosophical
hermeneutics is the basis of this approach - the philosophical theory of
understanding and interpretation of humanitarian phenomena built on the basis
of the ideas of V. Dilthey, G. Gadamer, E. Husserl.
From the point of view of
hermeneutics, education is an appeal to the psychic experiences of the subject,
manifested as experiences, to his "life world". This phenomenon, that
is, a psychic experience, is mastered only in reflection. In other words, a
person can understand in others only what he has experienced and understood.
This applies equally to the naturalist and the educated. Therefore, the child's
experiences are the main subject of the educator's activity. It is experiences
(not behavioral reactions or spoken thoughts) that must always appear in the
situation of pedagogical interaction, which is organized as a dialogue between
a person and a child.
Hermeneutic educational practice is
organized as a work carried out with children's experiences, their memories,
expectations, and fantasies.
Children's poems, independent songs,
essays, autobiographical notes, diaries, and letters become important
attributes of the educational process.
These products of children's verbal
creativity should be accepted by the educator: they should not be analyzed and
evaluated, but should be recognized as the personal value of a growing person,
who is allowed to be himself.
The hermeneutic acceptance of the
child cannot be realized without the educator reflecting on his personal
childhood experiences, his childhood experiences, and "living" his
childhood memories. Such a pedagogue does not control or force the child, but
cooperates with him like a big friend.
Education in the spirit of
hermeneutics should teach the child to understand the people around him and
himself. In hermeneutics, understanding is considered as a process of
understanding: understanding the meaning of any manifestations of human
culture. For this reason, it is extremely important to turn to examples of
literature, music, and visual arts, which have been explained by great authors,
and the main meaning of education has been explained.
In hermeneutic practice, special
importance is attached to the "hermeneutic circle". This is a paradox
that shows a special cyclic movement in the process of understanding from the
past to the present, from the whole to the parts and vice versa. It is known
that any event, life fact, word often acquires one or another meaning depending
on the previous or subsequent context. For supporters of the hermeneutic
approach, the child's past life, remaining experiences, and their relationship
with the present are always important. The specific behavior of the child can
be understood only when understanding his personality, and the personality
cannot be understood without understanding the social and cultural conditions
of the time. But understanding the times can only be achieved by understanding
the experiences and actions of the modern child.
In hermeneutics, the main vector of
"educational understanding" is focused on the ability of the student
to understand the meaning of life. Any experience of the child preserves his
"spiritual truths" - his attitude to the values of life. An educator
working in the position of hermeneutic approach recognizes the unique life
values of children of any age. They do not need to be "adapted" to
some high ideal. The very nature of childhood life enriches every moment of it
with full-fledged values, therefore education cannot have an objective, common
goal for everyone. The goal of education appears when the educator understands
the manifestation of a concrete child's individuality in life.
"Educational understanding" is not focused on solving the child's
immediate problems, but on helping him to identify values: to establish a
relationship between the meaning of values and the child's perception of them.
The synergistic approach to education is based on the theory
of self-organization of complex systems. The term "synergetics" was
introduced to the science by German Hacken and defined as a science that
studies systems consisting of a large number of parts, components and internal
systems that interact with each other in a complex way.
Phenomena resulting from prefigurative
culture in the world community: the uncertainty of the future (even the near
future), the instability of today, information chaos are becoming more and more
understood. In these conditions, education cannot be subject to goal-oriented
management, because education itself is an area of uncertainty. The complexity
of diagnosing education and measuring its results is not a coincidence: they
always lag behind the actual situation of education and are uncertain. It is
not easy to determine which motivational and value systems of a person are
changing under the influence of a pedagogue in the process of education, what
are the results of the student's spiritual search, self-overcoming, acquisition
of life experience.
The synergetic approach requires the
pedagogue to understand the process of education as non-linear, to recognize
the openness of educational systems, and coincidences (fluctuations) that
create significance. A unique feature of the synergistic approach to education
is the recognition of the possibilities of several ways of changing the
personality and the emergence of sharp, unstable educational situations in
which jumps occur. K. D. Ushinsky describes this view of the human psyche as
follows: "... in the inexhaustibly rich human nature, there are such
phenomena that strong mental anguish, surprising exuberance of the soul, high
spirit - wipe out the most harmful tendencies with one blow. and, as it were,
to start a new life under a new sign, it destroys the old habits, cleaning and
burning with its fire all the old ones."
In his practice, A. S. Makarenko used
surprising coincidences of situations that cause strong emotions, struggle of
motives, and a sudden change of attitude towards himself and others.
The great pedagogue called this
educational phenomenon the "explosion method" and applied to it when
it was required to "re-educate" a person.
A synergistic approach to education
explains the phenomenal nature of the "explosion method". If the
educational interaction is far from the point of bifurcation (network,
"choice"), then there will be purely external, quantitative changes
in the behavior and activities of the students. Even a short-term, momentary
pedagogical interaction close to the point of bifurcation can dramatically
change the value-motivational sphere of the student's personality, for this
reason (education should create an opportunity for him to choose actions and
actions).
The position of the synergetic
approach emphasizes the special importance of the inner potential of the
activity of the child's personality. Pedagogical influence must be sensitive to
the chaotic internal processes of self-awareness in children and even adapt to
the impulsive bursts of their natural actions and activities. Any real
situation of upbringing is associated with the problem of choice, which the
learned rules of behavior and the scenarios of life collisions stored in memory
will not be enough for the child's solution. The point of bifurcation, which
determines the main trends of personality change, appears in the sphere of
values of the child's personality and its moral principles.
LECTURE 16. TRENDS
AND PRIORITY DIRECTIONS OF DEVELOPMENT OF
EDUCATION AND
EDUCATIONAL PROCESSES
Plan:
1. Analysis of trends and priorities in the
development of education and training processes.
In recent times, terms related to
approaches to the educational process have become more popular. Scientific
understanding and practical development of this direction is based on a clear
definition of the essence of the term "approach". In our opinion, the
term "approach" is explained in detail in the researches of Ye.N.
Stepanov and L.M. Luzina. According to them, the approach is directed to the
implementation of activities that encourage the use of interconnected concepts,
ideas and methods in pedagogical activity by a professor-teacher or head of an
educational institution.
A systematic approach to the
educational process. A system (from the Greek systema - whole, composed of
parts, connected) means many elements that form a certain unity, unity,
interaction and dependence. A system is a whole that represents a unity of
parts that are arranged and interrelated in an orderly manner.
"System" is a set of elements
arranged in a certain composition, which, in their interdependence, form a
certain integrated unit.
It is possible to conclude that the
concept of "systematicity" can reflect such situations as the ability
of processes and phenomena in existence to form a system, the existence of a
system, the possession of a systematic construction of the material world and
its forms of knowledge.
Systematic approach is a direction of
scientific knowledge and methodology of social practice, which is based on the
perception of objects as a system. The systematic approach directs the
researcher to reveal the integrity of the object, to identify different types
of its connections and to bring them into a unified theoretical view. The
methodological specificity of the systematic approach is explained by the fact
that it focuses research on: revealing the integrity of the object and the
mechanisms that ensure it; to identify different types of complex relations and
to present them in a single theoretical view; also realizes the vision of a
hierarchical system of interconnected models of a complex object, which allows
defining the properties of the object's integrity, its structure and dynamics.
Therefore, it follows from the systemic approach that the uniqueness of a complex
object (system) does not negate the individual characteristics of its
components, but rather creates connections and relationships between certain
components.
The main features of the overall system are:
1.
The main feature of a complete system is the existence of a
collective quality (or qualities) of the system integral and its components.
2.
An integral feature of the whole system is its components,
because the system is composed of them and cannot exist without it. However,
components are not a collection of random objects. They are integrated with the
system, it is the composition of this system. It is called a
systematic-structural approach to research, design, and identification of the
components of the system in order to ensure its proper functioning.
The systematic-structural (practical,
reasonable) approach envisages looking at the structural features of the object
as a whole, in a fragmented state according to the time interval given to the
components.
3.
A holistic system is a target system that seeks to achieve a
specific goal. Purpose occurs in the system as one of the important factors
that create it. However, the goal requires certain actions to be taken to
achieve it. The actions of the system to achieve the goal in the environment
constitute its functions. Functions appear in relation to the goal as a way to
achieve it. A systematic-functional approach to research and design in terms of
how the system behaves in the environment to achieve the goal is called.
4.
Any system does not change, it does not remain the same for all
times. It is not absolute, eternal, because the existence of contradictions is
inherent in it. Each system not only functions, but also develops; it has its
own origin, it goes through a period of creation, finds content and develops.
In systems theory, the lifetime of a system is one of its main descriptive
features.
5.
Studying and designing a system in terms of its development over
time is called a systematic approach.
The systematic approach defines the
emergence, formation and composition of the object as a systematic genesis.
6.
Each system, in turn, is considered a component of a metasystem
at a higher level than itself, and it also consists of components at a lower
level. In other words, no system is isolated from others, but interacts with
various other systemic and non-systemic associations with many connections. The
system moves, develops and communicates with the environment external to
itself. The systematic-communicative approach to studying the system from the
point of view of other systemic and non-systemic associations existing in
relation to it is called.
7.
The system is constantly exposed to influences aimed at breaking
its stability. This effect is caused primarily by the contradictions that exist
within any system. At the same time, there are external negative effects such
as lack of resources and strict restrictions. Despite this, the system lives
and develops. So, along with a specific set of constituent parts, internal
structure, etc., there are other system-forming and systemprotecting factors.
These factors that ensure the viability of the system are called controls.
Activity-oriented approach. An
action-oriented approach. The essence of this approach is a behaviorist
orientation, viewing education as a social-pedagogical influence that affects
the behavior of a person; each pedagogical influence creates a certain response
in the pupil, which is manifested in his words, behavior or actions.
Characteristics - the existence of an
ideal and training program, the clear organization of the training system, the
importance of order and discussion.
The importance of the
activity-oriented approach is that it includes an educational ideal, an
educational program, a clearly functioning educational system, order,
discipline, and the elimination of childish arbitrariness. In the modern sense,
this approach is considered as knowing the personal meaning of moral and
humanitarian values, assimilation at the motivational, volitional and emotional
level.
The linear principle of understanding
the educational process is characteristic for the activity-oriented approach:
each pedagogical effect implies a certain response (word, behavior, deed) of
the student.
The essence of this approach is
reflected in the concepts of the above-mentioned authors in the form of a sum
of the following ideas:
I. A new look at the person as the
goal of education, the orientation of the educational process. This means:
-
the person is reflected as a subject, not an object of the
pedagogical process;
-
a person is the goal of the educational system, not a means of
achieving some external goals;
-
every student is talented, many students are talented;
-
high moral values (goodness, love, diligence, conscience,
dignity, citizenship, etc.) are reflected as important qualities of a person.
II. Humanization and democratization
of pedagogical relations. A humanistic approach to students includes:
-  pedagogic love,
looking at the fate of students with interest;
-  looking at the
student with high confidence;
-  cooperation,
communication skills;
-  refraining from
direct coercion;
-  the importance of
positive encouragement;
-  attitude to the
student as a subject of education, activity and free choice.
Democratization of relations means:
-  equality of teacher
and student rights;
-  the student's right
to free choice is understood.
III. Abandoning direct coercion as an
ineffective method in modern conditions. Non-compulsory learning is defined as:

-
demand based on trust without coercion;
-
increased innate interest in teaching;
-
replacing coercion with a desire to achieve success;
-
giving students freedom and initiative;
-
use of students indirectly through the team;
-
helping students with their subjectivity, self-expression,
socialization, cultural equalization, determining their place in life,
pedagogical support.
IV. A new interpretation of the individual approach:
-  implementation of the
principle of "going from the student to the academic subject, not from the
academic subject to the student";
-  teaching taking into
account the abilities and available opportunities of students;
-  abandoning
orientation towards the average mastering student;
-  search for the best
qualities of a person;
-  application of
psychological-pedagogical diagnosis of a person (interests, abilities,
direction, selfconcept, character, originality of thinking processes);
-  taking into account
the peculiarities of the person in the educational process. V. Forming a
positive self-concept:
-  the direction of
pedagogical communication to develop a positive attitude in students; -
formation of positive guidelines and motives for life activity.
Showing the essence of the
humanization of the educational process requires defining the peculiarities of
humanistic pedagogy, the role of the pedagogue in ensuring the humanistic
orientation of education and training.
According to its research and
educational function, the philosophical-anthropological approach is directed to
the spiritual world of the student. That is why this approach, unlike other
existing scientific or epistemological approaches in pedagogy, requires the
organization of an educational process based on communication and mutual
understanding.
The uniqueness of this approach
requires looking at all subjects of the educational process not only as a
worldview, but also as a way of existence. This mode of existence should be
understood as the realization of existence first of all. Secondly, it is
desirable to clarify this way of existence continuously as a way of
communicating with oneself, others and other cultures [152; p. 68].
Pedagogical possibilities of the
philosophical-anthropological approach in developing students' historical
thinking are clearly demonstrated in the analysis of its main concepts: 1)
life; 2) lifestyle; 3) philosophy of life; 4) existence; 5) spirituality; 6)
spirit; 7) individual; 8) a person; 9) individuality; 10) personal experience;
11) dialogue; 12) dialogic action; 13) the meaning of life; 14) education; 15)
selfeducation; 16) self-development; 17) confidence; 18) mutual understanding.
The synergistic approach to education is based on the theory
of self-organization of complex systems. The term "synergetics" was
introduced to the science by German Hacken and defined as a science that
studies systems consisting of a large number of parts, components and internal
systems that interact with each other in a complex way.
Phenomena resulting from prefigurative
culture in the world community: the uncertainty of the future (even the near
future), the instability of today, information chaos are becoming more and more
understood. In these conditions, education cannot be subject to goal-oriented
management, because education itself is an area of uncertainty. The complexity
of diagnosing education and measuring its results is not a coincidence: they
always lag behind the actual situation of education and are uncertain. It is
not easy to determine which motivational and value systems of a person are
changing under the influence of a pedagogue in the process of education, what
are the results of the student's spiritual search, self-overcoming, and
acquisition of life experience.
The synergetic approach requires the
pedagogue to understand the process of education as non-linear, to recognize
the openness of educational systems, and coincidences (fluctuations) that
create significance. A unique feature of the synergistic approach to education
is the recognition of the possibilities of several ways of changing the
personality and the emergence of sharp, unstable educational situations in
which jumps occur. K. D. Ushinsky describes this view of the human psyche as
follows: "...in the inexhaustible - inexhaustible rich human nature, there
are such phenomena that strong mental anguish, surprising enthusiasm of the
soul, high spirit - destroy the most harmful tendencies with one blow. and, as
it were, to start a new life under a new sign, it destroys the old habits,
cleaning and burning with its fire all the old ones."
In his practice, A.S. Makarenko used
surprising coincidences of situations that cause strong feelings, struggle of
motives, and a sudden change of attitude towards himself and others.
The great pedagogue called this
educational phenomenon the "explosion method" and applied to it when
it was required to "re-educate" a person.
A synergistic approach to education
explains the phenomenal nature of the "explosion method". If the educational
interaction is far from the point of bifurcation (network, "choice"),
then there will be purely external, quantitative changes in the behavior and
activities of the students. Even a short-term, momentary pedagogical
interaction close to the point of bifurcation can dramatically change the
value-motivational sphere of the student's personality, for this reason
(education should create an opportunity for him to choose actions and actions).

The position of the synergetic
approach emphasizes the special importance of the inner potential of the
activity of the child's personality. Pedagogical influence must be sensitive to
the chaotic internal processes of self-awareness in children and even adapt to
the impulsive bursts of their natural actions and activities. Any real
situation of upbringing is associated with the problem of choice, which the
learned rules of behavior and the scenarios of life collisions stored in memory
will not be enough for the child's solution. The point of bifurcation, which determines
the main trends of personality change, appears in the sphere of values of the
child's personality and its moral principles.
A hermeneutic approach. Philosophical
hermeneutics is the basis of this approach - the philosophical theory of
understanding and interpretation of humanitarian phenomena built on the basis
of the ideas of V. Dilthey, G. Gadamer, E. Husserl.
From the point of view of
hermeneutics, education is an appeal to the psychic experiences of the subject,
manifested as experiences, to his "life world". This phenomenon, that
is, a psychic experience, is mastered only in reflection. In other words, a
person can understand in others only what he has experienced and understood.
This applies equally to the naturalist and the educated. Therefore, the child's
experiences are the main subject of the educator's activity. It is experiences
(not behavioral reactions or spoken thoughts) that must always appear in the
situation of pedagogical interaction, which is organized as a dialogue between
a person and a child.
Hermeneutic educational practice is
organized as a work carried out with children's experiences, their memories,
expectations, and fantasies.
Children's poems, independent songs,
essays, autobiographical notes, diaries, and letters become important
attributes of the educational process.
These products of children's verbal
creativity should be accepted by the educator: they should not be analyzed and
evaluated, but should be recognized as the personal value of a growing person,
who is allowed to be himself.
The hermeneutic acceptance of the
child cannot be realized without the educator reflecting on his personal
childhood experiences, his childhood experiences, and "living" his
childhood memories. Such a pedagogue does not control or force the child, but
cooperates with him like a big friend.
Education in the spirit of
hermeneutics should teach the child to understand the people around him and
himself. In hermeneutics, understanding is considered as a process of
understanding: understanding the meaning of any manifestations of human
culture. For this reason, it is extremely important to turn to examples of
literature, music, and visual arts, which have been explained by great authors,
and the main meaning of education has been explained.
In hermeneutic practice, special
importance is attached to the "hermeneutic circle". This is a paradox
that shows a special cyclic movement in the process of understanding from the
past to the present, from the whole to the parts and vice versa. It is known
that any event, life fact, word often acquires one or another meaning depending
on the previous or subsequent context. For supporters of the hermeneutic
approach, the child's past life, remaining experiences, and their relationship
with the present are always important. The specific behavior of the child can
be understood only when understanding his personality, and the personality
cannot be understood without understanding the social and cultural conditions
of the time. But understanding the times can only be achieved by understanding
the experiences and actions of the modern child.
In hermeneutics, the main vector of
"educational understanding" is focused on the ability of the student
to understand the meaning of life. Any experience of the child preserves his
"spiritual truths" - his attitude to the values of life. An educator
working in the position of hermeneutic approach recognizes the unique life
values of children of any age. They do not need to be "adapted" to
some high ideal. The very nature of childhood life enriches every moment of it
with full-fledged values, therefore education cannot have an objective, common
goal for everyone. The goal of education appears when the educator understands
the manifestation of a concrete child's individuality in life.
"Educational understanding" is not focused on solving the child's
immediate problems, but on helping him to identify values: to establish a
relationship between the meaning of values and the child's perception of them.
Psychotherapeutic approach. In modern
pedagogy, education is often viewed as a way to help children in a problematic
situation, to help them recover mentally. For this purpose, various types of
art and means of artistic activity are used, which provide an educational
effect on the child and help him to correct his emotional experiences,
eliminate physical and mental stress and relieve fear and shyness.
Pedagogy: art therapy and its types -
music therapy, dance therapy; a specially organized group form of solving life
problems - psychodrama (sociodrama), personal development, communication
training, etc. came in and became a habit.
It gives the impression that the
achievements of psychotherapy are transferred to pedagogical practice. But in
fact, everything is different: for a long enough time, applied medical
psychology has been dependent on educational technologies that have been tested
for hundreds of years, and now their return to pedagogy is taking place, and a
set of updated methods and psychological terminology are new creating a
picture.
LECTURE 17: MODERN
EDUCATIONAL CONCEPTS
Plan:
1. Study and analysis of modern educational concepts.
The theory of formal and material
education is widely known in traditional pedagogy. What is the essence of these
theories and how does it affect the content of secondary education?
The theory of formal education was
founded by John Locke (XVII century), Pestalossi, Kant and Herbert (XVIII-XIX
centuries). At the end of the 18th century, the theory (concept) of didactic
formalism appeared (this name is mentioned in the work "Prinso`pi
vospitaniya i obuchenia" by E. Shmit and A. A. Nemeyer). Proponents of the
concept recognize education as a means of developing students' abilities and
interests. Later, this doctrine was formed as a theory of formal education. The
main idea of supporters of didactic formalism is based on the opinion of the
ancient scientist Heraclitus (a lot of knowledge does not strengthen the mind).
Later, this idea was developed by I. Kant and I. G. Pestalossi. They believe
that the basic purpose of education should be, first of all, to develop the
student's talent, to strengthen the student's correct thinking.
Proponents of this theory rely on
philosophical rationalism (in Latin "rationalts" - intelligent) and
the source of knowledge is the mind, knowledge is born only in the independence
of the mind, therefore, education is not the acquisition of certain knowledge
by students, but the development of their mind. , that is, they believe that it
is necessary to solve the task of developing the abilities of analysis,
synthesis, and logical thinking. According to them, it is necessary to study
languages, especially ancient Greek and Latin, as well as mathematics as a
means of developing thinking. Elements of formal education are still used
today. Grammar schools in England work based on the ideas of this theory.
In the late 17th and early 19th
centuries, the theory of material education developed rapidly. The development
of the industry and its scientific and technical foundations served as the
basis for the emergence of the theory. Consequently, the rapid development of
the industry brought the issue of training people with natural science,
technical and practical training to the agenda. In the history of pedagogy,
this theory (concept) is also known as the theory of didactic materialism.
Proponents of this theory (they were also called "encyclopedists"),
in particular, the English poet and historian D. Milton, the German pedagogue
N. B. Besedov, believed that the main purpose of the school is to provide
students with knowledge, and to teach as much as possible to the subject they
teach. who sought to enter the materials. Such an approach to the formation of
the content of school education turned out to be less effective, because students
are given a lot of information. As a result, information is partially and
superficially absorbed.
Other supporters of this theory put
forward the ideas of empiricism (from the Latin "empiria" -
experience). Philosopher-empiricists, in particular the English philosopher G.
Spencer (1820-1903 years), claim that knowledge cannot go beyond the limits of
experience, and the source of knowledge is only experience. The following
pedagogical conclusions can be drawn from this: it is necessary to equip
students with natural and scientific knowledge, and to choose educational
materials, it is necessary to refer to life and the knowledge necessary for
practical activities of students in the future. The theory of material
education is the basis of school education, which is called the real direction.
For example, at the end of the 19th century and the beginning of the 20th
century, in Russia and Turkestan, teaching in real gymnasiums and real
educational institutions was not about learning ancient and Western European
languages, but natural sciences (mathematics, physics, chemistry, etc.) and
practical based on mastering special subjects.
K.D.Ushinsky and A.Avlony criticize
the theories of formal and material education very well. K. D. Ushinsky says
that the so-called formal development, which is far from acquiring knowledge,
is an invented lie. Each science emphasizes the development of a person with
its content, not with something else. Therefore, the school should not only
develop them, but also give them knowledge that will be useful in their further
activities. Uzbek pedagogue Abdulla Avloni (1878-1934 years) expressed the same
opinion. He wrote in his work "Turkish Gulistan and Ethics" that
"... knowledge sharpens our mind and our memory like a sword. Acquiring knowledge
and science is a condition for us to take a step forward in the path of
development.... A person without knowledge is like a tree without fruit. At the
same time, A. Avloni believes that it is impossible to approach mastery of
science only from the point of view of its utilitarian (useful) suitability for
imaginary practice. He believes that there is knowledge that is not directly
related to life and that they are no less important than practical knowledge.
For example, ancient history cannot be used in practical activities, but it is
necessary and useful to study it: knowing it (history) expands students'
knowledge and shapes their outlook.
At the beginning of the 20th century,
the idea of pragmatic (Greek "pragma" - action, practice) was widely
spread in foreign and especially American pedagogy. John Dune (1859-1952), a
famous pragmatist in pedagogy, tried hard to create his own concept of school
education. Representatives of these trends (Dj. Dune, G. Kershensteiner)
believe that teaching is a continuous process of "reorganizing the
experience" of the student.
Dune understands teaching as the
organization of children's activities related to solving practical problems
taken from everyday life. The main basic rules of this theory were considered
to be: "There is no need for pre-arranged training courses",
"Teaching materials should be taken from the child's experience",
"The child should determine the quantity as well as the quality of
teaching", "Using performance teaching is the main method in school".
Thus, Dune rejects the need for education and specific subjects in school, does
not recognize scientific education, and considers education to be narrow and
practical, based on the interests of students.
Based on this theory, his follower
William Kilpatrick developed the "project system of teaching" (or the
method of projects) in the 20s, the content of which is that children, based on
their interests, design a solution to a practical problem together with the
teacher. For example, the construction of a toy house is included in a
practical activity, and during it they learn one or another information about
language, mathematics, and other subjects. It is not difficult to understand
that this theory can reduce the level of education in public schools.
American pedagogues I. Adler, Dj.
Brunner and others say that Dune's theory has retarded the development of
American schools and are looking for ways to modernize and improve education.
Many pedagogues - A. Disterweg, K. D.
Ushinsky, M. Behbudi and A. Avloni put forward many valuable ideas related to
school education. They were supporters of public schools, raising the level of
education in the new method school, unity of natural sciences and humanities.
Today there are different concepts of
education. One of the concepts is that they interpret the content of education
as pedagogically adapted bases of the science studied in educational
institutions. Here the qualities of a person, such as creativity, ability to
make free choices, and honest relations with people, are left aside. This
approach is aimed at attracting students to science and production, but not to
lead an independent life in a democratic society. In practice, man participates
here as a factor of production (authoritarianism).
Another concept considers the content
of education as a set of knowledge, skills and abilities that the student
should master. The authors of this concept believe that the acquisition of
knowledge and skills will allow a person to lead a suitable life in modern
society. It is enough to demand from a person only what he knows and can do. In
this case, the requirements for education are as follows: native language for
the growing generation. it is necessary to impart knowledge and skills in
mathematics, physics and other subjects.
This is not enough for the development
of the national general secondary education school in the current conditions.
The students of the society should learn not only the content of certain
academic subjects, but also will power, responsibility for their own actions,
for the fate of the society and the country, to protect the environment; It
requires to avoid nationalism and religious fanaticism and to develop similar
qualities. In the "National Personnel Training Program" (1997) of the
Republic of Uzbekistan, it is written that the content of modern education
should correspond to the tasks of forming a citizen of a creative, independent
thinking democratic society.
According to the concept put forward
by V.V. Kraevskiy, a real member of the Russian Academy of Education (RAO), the
main social task of education is to transfer the experiences of the ancestors
to the next generation.
According to this concept, the content
of education consists of the following four organizational elements:
-
perceptual activity (knowledge) in the form of recorded methods
of perceiving activity;
-
practical activity experience (skills and qualifications)
recorded in the form of practical activity implementation methods;
-
problem situations, in the form of solving new problems in
non-standard situations (experience of creative activity);
-
the experience of relationships with the environment, each other,
with emotional value, that is, emotional, moral, aesthetic education.
These elements are interrelated and
based on each other. Countries cannot exist without knowledge. A person's
creative activity is carried out in the material of knowledge and skills.
Spiritual and moral education assumes that a person has acquired the behavior,
skills and qualifications of the society in which he lives. Mastering these
elements of social experience allows a person to successfully live in society,
to be a good performer, to act independently, to change society, to contribute
to social development. Therefore, general secondary, secondary special,
vocational education, first of all, prepares for life, and secondly, a person
is able to contribute to this system, and even to restructure it. Academician
V.V. Kraevsky's concept directs the teacher to a special activity aimed at
forming a universal and national value system in the minds of students, a
humane attitude towards people, and forming a free-thinking, well-developed
personality.
LECTURE 18: BASIC PRINCIPLES OF STATE POLICY IN THE FIELD
OF EDUCATION
Plan:
1. Comparative analysis of previous and current
principles of state policy in the field of education. The choice of educational
content is made according to the following general principles:
1.
The principle that all elements of the educational content should
meet the requirements of society, science, culture and personal development.
This principle requires the inclusion of scientific knowledge, cultural life
level, and knowledge, skills, and competencies that reflect the individual's
development potential in the educational content.
2.
The principle of integrity of educational content and its
organization. This principle rejects a onesided scientific approach in choosing
the content of education. It intends to take into account the pedagogical
reality related to the implementation of a specific educational process. This
means that when designing the content of general secondary and secondary
special education, it is necessary to take into account the principles and
technology of its delivery and acquisition, the level of acquisition and
related activities.
3.
The principle of having an integrated structure of educational
content. This principle envisages the mutual compatibility of such components
as the provision of theoretical knowledge, educational subject, educational
material, pedagogical activity, student's personality at different stages of
the educational system.
In recent years, principles such as
humanization and fundamentalization of the selection of educational content
have taken a leading place. This means that general secondary and secondary
special education is aimed at forming humanistic culture of a person.
Humanitarian culture is primarily a combination of knowledge, culture of
emotions, behavior and creative actions.
4.
The principle of humanization of educational content. This
principle is primarily related to creating conditions for active creative and
practical mastering of universal and national culture by students. For this,
humanitarian ideas should be integrated into the content of general education.
This, in turn, requires a change in the principle of interdependence and mutual
relations of humanities and natural sciences, which must be based on focusing
on the individual.
5.
The principle of fundamentalization of educational content makes
it possible to remove obstacles in the humanization of education (in
traditional pedagogy, it is considered as the principle of scientificity,
comprehensibility and historicity). It requires the integration of humanitarian
and natural-scientific knowledge, the establishment of sequence and
interdisciplinary connections, relying on students' understanding of the essence
of the methodology of perception and practical activity.
6.
The principle of consistency and sequence of the selection of
educational content means that this principle consists in planning the
educational content in a growing direction, where each new knowledge first
relies on the previous one and derives from it.
7.
The principle of the regularity of the content of education, this
principle envisages seeing the place of the learned knowledge and the skills
being formed in a single system, general secondary and secondary special
education, all training courses and integrated content as a system included in
the universal, national cultural system .
8.
The principle of appropriateness of educational content to the
capabilities of young students takes into account the age level and readiness
of students. They are offered to master one or another system of knowledge and
skills.
Selection of educational content is carried out
according to the following criteria:
-
holistic reflection of the content of issues of the development
of a free-thinking person and the formation of his culture;
-
scientific and practical significance;
-
the complexity of the educational content, the compatibility of
students' capabilities with the existing educational programs;
-
compatibility of the amount of education with the time allocated
for its study;
-
meeting the modern requirements of the material and technical
base;
-
taking international experiences into account when choosing the
content of education.
LECTURE: PERSON-ORIENTED
EDUCATIONAL PARADIGM. PLAN:
•  Educational
paradigms: their emergence and development trend.
•  Traditional
educational paradigm
•  Rationalist
educational paradigm
•  Phenomenological
educational paradigm
•  Technocratic
education paradigm
•  Paradigm of esoteric
education
KEY WORDS: education, paradigm,
educational paradigm, traditional education, behaviorism, phenomenon,
technocracy, esotericism.
As we all know, personality education is based on
various values:
-
transcendental (bringing the student closer to absolute values - Truth, the
Creator); - sociocentric (freedom, equality, work, peace, creativity,
humanitarianism, etc.); - anthropocentric (individuality, utility,
self-expression, etc.).
Determining the basic values for
all-round development of a person, in turn, makes it possible to choose
educational paradigms.
The word paradigm (Greek, paradeigma)
itself is interpreted in a broad sense as a theory with a unique structure that
defines the fundamental foundations of a field of life and thinking.
In pedagogy, two different meanings of
the term paradigm can be distinguished. First of all, it is close to the
classical teaching of the philosopher T.Kun, and paradigms, which are
considered a national concept, are a set of scientific activity models, research
norms, criteria, standards, a paradigm - a world generally accepted in specific
sciences or a number of disciplines in the scientific community. leading
approach to explanation, a whole set of ideas, values. Scientists such as E.V.
Berezhkova, V.V. Kraevskii, and N.A. Korshunova are based on the same point of
view.
In particular, E.V. Berezhkova and
V.V. Kraevskiy defined the concept of paradigm as follows: "Paradigm is
not an object of science, it is scientific activity as theoretical standards,
methodological standards, valuable criteria. Paradigm is a theory (or model of
problem posing) accepted as an example of solving research tasks related to all
scientific achievements, which is presented to the scientific community as a
model of solving problems within a certain time frame.
The second understanding of the
paradigm is interpreted as a basis for designing an educational system, an
idea, an approach, a base model or an educational strategy. In such an
interpretation, the concept of educational paradigms is used in accordance with
the rule, and it includes the terms reflecting the main direction of education,
the source and method of pedagogical ideas. So, formative, humane and esoteric
(I.A. Kolesnikov) authoritarian, manipulative and supportive (G.B. Kornetov),
traditional formative, traditional developmental, person-oriented (S.V.
Kulnevich) traditional, rational and humane (V. Ya. Pilipovsky), spiritual and
secular (I. A. Solovsova), pedagogical, androgogical, acmeological, cognitive
and communicative (Yu. G. Fokin) and other paradigms are distinguished.
According to the classification of A.
Kostin, the fundamental modern paradigms include the following.
Selection of educational content is carried out
according to the following criteria:
-
holistic reflection of the content of issues of the development
of a free-thinking person and the formation of his culture;
-
scientific and practical significance;
-
the complexity of the educational content, the compatibility of
students' capabilities with the existing educational programs;
-
compatibility of the amount of education with the time allocated
for its study;
-
meeting the modern requirements of the material and technical
base;
-
taking international experiences into account when choosing the
content of education.
LECTURE: PERSON-ORIENTED EDUCATIONAL PARADIGM.

PLAN:
•  Educational
paradigms: their emergence and development trend.
•  Traditional
educational paradigm
•  Rationalist
educational paradigm
•  Phenomenological
educational paradigm
•  Technocratic
education paradigm
•  Paradigm of esoteric
education

KEY WORDS: education, paradigm,
educational paradigm, traditional education, behaviorism, phenomenon,
technocracy, esotericism.

As we all know, personality education is based on
various values:
-
transcendental (bringing the student closer to absolute values - Truth, the
Creator); - sociocentric (freedom, equality, work, peace, creativity,
humanitarianism, etc.); - anthropocentric (individuality, utility,
self-expression, etc.).
Determining the basic values for
all-round development of a person, in turn, makes it possible to choose
educational paradigms.
The word paradigm (Greek, paradeigma)
itself is interpreted in a broad sense as a theory with a unique structure that
defines the fundamental foundations of a field of life and thinking.
In pedagogy, two different meanings of
the term paradigm can be distinguished. First of all, it is close to the
classical teaching of the philosopher T.Kun, and paradigms, which are
considered a national concept, are a set of scientific activity models,
research norms, criteria, standards, a paradigm - a world generally accepted in
specific sciences or a number of disciplines in the scientific community.
leading approach to explanation, a whole set of ideas, values. Scientists such
as E.V. Berezhkova, V.V. Kraevskii, and N.A. Korshunova are based on the same
point of view.
In particular, E.V. Berezhkova and
V.V. Kraevskiy defined the concept of paradigm as follows: "Paradigm is
not an object of science, it is scientific activity as theoretical standards,
methodological standards, valuable criteria. Paradigm is a theory (or model of
problem posing) accepted as an example of solving research tasks related to all
scientific achievements, which is presented to the scientific community as a
model of solving problems within a certain time frame.
The second understanding of the
paradigm is interpreted as a basis for designing an educational system, an idea,
an approach, a base model or an educational strategy. In such an
interpretation, the concept of educational paradigms is used in accordance with
the rule, and it includes the terms reflecting the main direction of education,
the source and method of pedagogical ideas. So, formative, humane and esoteric
(I.A. Kolesnikov) authoritarian, manipulative and supportive (G.B. Kornetov),
traditional formative, traditional developmental, person-oriented (S.V.
Kulnevich) traditional, rational and humane (V. Ya. Pilipovsky), spiritual and
secular (I. A. Solovsova), pedagogical, androgogical, acmeological, cognitive
and communicative (Yu. G. Fokin) and other paradigms are distinguished.
According to the classification of A.
Kostin, the fundamental modern paradigms include the following.
-
a scientific model of organizing educational content based on an
active approach, centered on knowledge, with an objective-informative approach;

-
technological teaching based on an active approach or a
technologically oriented model of educational content organization in
accordance with the structure depending on the activity of students;
-
based on methods of determining one's own position, individual
orientation of education, the main method of combining educational content with
semantic individual development is the person-oriented, i.e., anthroponymic
(according to P.G Izedrovich) model;
-
a social model of selection of educational content organized on
the basis of various socio-cultural peculiarities of the association, people,
ethnic groups, based on the transmission of the latest social and cultural
mechanisms and the restoration of educational values;
-
the target direction of education is replaced by information
based on helping the development of the individual and self-development in a
holistic way and creating the necessary conditions. From this point of view,
the probable model of the world determines the level of its mastery, not only
its knowledge, the extent to which it understands, that is, it has mastered its
content;
-
organization of the educational process in relation to the needs,
interests and opportunities of the learners, ensuring personal intellectual
activity, creating the necessary conditions for the manifestation of these
needs, interests, and opportunities will change.
The emergence of new paradigms that
require the development of the concept of person-oriented education creates the
need for practicing pedagogues to reconstruct their activities based on them.
However, the concepts of "person-oriented education" and
"person-oriented teaching" do not express the same meaning at the
everyday, as well as at the scientific level. The current concept of person-oriented
teaching is its uniqueness and difference from traditional, science-oriented
teaching, first of all, that the acquired knowledge and methods of activity do
not reflect only one goal, but also the "personality" of a person.
fulfilling the need to "be" (A.V.Petrovsky), "forming his
subjectivity", enriching the subjective experience of a person
(I.S.Yakimanskaya), fulfilling "personal tasks" (V.V.Serikov),
forming an individual as a person of culture (E.V.Bondarevskaya ) is a
condition, means. The desire to realize the processes of education and training
focused on the individual is related to the description of the cultural
harmony, human compatibility and life adaptability of teaching to the
individual, first of all, it is directed to the realization of educational
goals, not didactic.
Thus, the main characteristic of the
person-oriented educational process is that it is directed to a different goal
and represents a different approach to the participants: the real sub of the
educational process, which realizes the students in their own ways of life,
their individuality in a way that meets the requirements. to one, and to turn
the teacher into an organizer, manager of student activities, a connecting link
between students and culture, a provider of bringing the student into the
culture and determining his place in it.
The emergence of a new paradigm of
education is not only related to socio-economic changes, but it has arisen in
the entire process of cultural development. Humanistic philosophy and
psychology (E. Fromm, J.P. Sartre, V. Frankl, N. Berdyaev, A. Maslow, K.
Rogers, etc.) play a key role in its formation. The main point of view of this
concept is recognition of the uniqueness of each individual's life, that each
person is a unique, individual, unconditional value. Humanistic philosophy and
psychology recognize the need for selfrealization and self-development as the
highest need of a person, and express individual personal choice as a mechanism
for preserving and developing a person's uniqueness and achieving freedom. He
sees taking responsibility for the choices made as an essential condition for
their implementation. Therefore, the development of a person and the formation
of a person takes place in harmony with others, in the process of establishing
humane relations based on trust, openness, and love.
Psychologists also made an important
contribution to the development of ideas based on a new approach to education:
the doctrine of development from the immediate zone and the role of joint
activity in human development (L.S. Vygotsky), the tasks of a person in life,
the intellectual sphere, the development of reflexive capabilities of a person,
studies about the laws of his mental development in the course of educational
activities (A. Leontev, L. Ansiferova, A. Petrovsky, P. Galperin, V. Davidov,
etc.).
The ideas of self-organization,
self-development, determination of one's place, self-realization,
selfactualization are solemnly announced by synergetics, humanistic philosophy
and psychology. It has been shown that it is especially required in modern
social and cultural situations to determine the manifestation of the
person-oriented paradigm of education, which reflects the following: a person
is considered as a complex, self-developing system, the uniqueness and non-repetition
of each individual and its development trajectory, its value is recognized.
Paradigms differ according to their
purpose in modern pedagogical sciences (educational, training), the main goal
of education - the approach to culture, the tasks to be solved within the
educational process, and the description of the interaction between the
pedagogue and students.
We will focus on five more and more common paradigms
below:
1.  Traditional-conservative
(knowledge-oriented paradigm).
2.  Phenomenological (humanistic
paradigm).
3.  Rationalist
(behavioristic, behavioral).
4.  Technocratic.
5.  Esoteric.
1.
Traditional knowledge oriented paradigm. In the
knowledge-oriented paradigm, the main goal of education is: "Knowledge of
any value is knowledge and more knowledge." Therefore, the role of the
educational institution is to provide the necessary, diverse, important
knowledge, skills and competences that allow the individual development of the
more existing elements of the cultural heritage of human civilization - both individual
and maintaining the same social order, as well as ideal and is manifested in
the transfer and storage of values. Therefore, the content of educational
programs is based on the provision of functional literacy and socialization of
a person, which is tested during the acquisition of basic, basic, knowledge,
skills and qualifications.
2.
Behaviorist (rationalist) paradigm. The rationalist paradigm, in
contrast to the traditional paradigm, focuses not on the content, but on the
effective methods of students' acquisition of different types of knowledge. The
rationalist educational paradigm is based on B. Skinner's behaviorist concept
of social engineering. The goal of the educational institution is to form an
adaptive "behavior set" in students in accordance with social norms,
requirements and results of national culture. Therefore, the term
"behavior" means "all kinds of reactions, human characteristics
- his thinking, feeling and action" (R. Tyler).
This paradigm looks at the educational
institution as a way to acquire knowledge in order to form the optimal behavior
of students, that is, any educational institution is an educational mechanism
of adaptation to the living environment. The main methods of such training
include teaching, training, test control, individual training, and correction.
3.
The humanist (phenomenological) paradigm focuses on the learner
as a subject of life, individual freedom and spirituality, who has the need for
self-development. It is aimed at helping the development of the child's inner
world, interpersonal communication, creativity, dialogue, and personal growth.
Representatives of the humanitarian paradigm are not distinguished by a single
vision. A diverse model of education is implemented within its framework. They
are united in a single direction by a valuable attitude to childhood as an
unequal period of a child's and a person's life, that is, the recognition that
the main task of an educational institution is to develop a child (mentally,
morally, physically, aesthetically). Every educational system operating within
the humanistic paradigm is based on creative research and takes place in the
pure content, methods and tools of education and training. The humanitarian
paradigm requires the freedom and creativity of both teachers and students.
The paradigm of pedagogical activity based on the
humanitarian principle is based on the following
criteria:
-
socialization of education - to abandon the technocratic approach
to the process of training teachers, to ensure that the complex of knowledge
acquired by them acquires a pedagogical and psychological character, and
socialization based on the ideas put forward by teachers in the context of
universal, universal cultural values formation of thinking;
-
to be aware of the basics of national and world culture and their
essence;
-
to be based on the ideas of national independence in the
organization of the education and training process;
-
relying on and improving the individual's ability to
self-development and independent education;
-
achieving mutual cooperation of teachers and students in the
process of professional formation of teachers;
-
in the course of education (in particular, professional
education), there is an opportunity to select educational programs according to
students' abilities and interests;
-
acquisition of pedagogical education as a fundamental feature,
i.e., achievement of students' assimilation of invariant knowledge that provides
the basis for creative development of the individual in changing conditions;
-
formation of education that can fully respond to the needs
arising in the labor market and social processes and constantly changing,
training flexible professionals on this basis;
-
the continuity of education, the creation and development of a
system of professional education (training and retraining) programs that ensure
the results of each process stage of education, the teaching of a specific
program at one or another stage of education or to be able to provide the
opportunity to continue the winter in another type of educational institution;
-
the equivalence of education, that is, its level in accordance
with the state educational standard, national culture and mentality, as well as
international standards.
4.
The main goal of the scientific-technical, technocratic paradigm
comes from the transmission and assimilation of "exact" scientific
knowledge necessary for practical improvement. "Knowledge is power",
so the value of a person is determined by his knowledge. A person evaluates
himself, not as himself, but only as the possessor of knowledge or behavior in
a clearly defined standard (average sample, standardized). In the conditions of
the technocratic paradigm, the desired result of the educational process can be
evaluated on the basis of "yes - no", "knows - does not
know", "educated - uneducated", "acquired - not
acquired". Here, there will be some kind of standard, ideal, which will be
determined by checking the level of training, education, and upbringing.
5.
The main goal of the scientific-technical, technocratic paradigm
comes from the transmission and assimilation of "exact" scientific
knowledge necessary for practical improvement. "Knowledge is power",
so the value of a person is determined by his knowledge. A person evaluates
himself, not as himself, but only as the possessor of knowledge or behavior in
a clearly defined standard (average sample, standardized). In the conditions of
the technocratic paradigm, the desired result of the educational process can be
evaluated on the basis of "yes - no", "knows - does not
know", "educated - uneducated", "acquired - not
acquired". Here, there will be some kind of standard, ideal, which will be
determined by checking the level of training, education, and upbringing.
SUBJECT: PRINCIPLES OF MODERN EDUCATIONAL CONTENT
SELECTION.

Plan:
1. Analysis of the principles of selection of
educational content on the example of one program in the
field of pedagogy.

  Scientific knowledge has a general
methodology and a specific methodological basis. General methodology,
dialectical laws of philosophy, teachings on scientific knowledge, concepts in
the current period of social development, national idea, ideology. The general
scientific methodological principles of the methodology of pedagogical sciences
include:
The principle of consistency is
systematization of knowledge in this field of scientific knowledge based on new
principles, ideas and concepts.
The principle of complementarity -
many objects of research, from the simplest objects of the microcosm, like
particles, to complex objects such as people and society. A complete
description based on the combination of opposing theories.
The principle of verification is sufficient
justification of formal logic with attention to essence.
The principle of falsifiability -
according to this principle, knowledge that can be verified only by refutation
can be scientific knowledge.
The principle of reduction is to know
the complexity of a known whole system through the elements of its relatively
simple components.
The principle of integrity is the
interaction of individual integral properties of the studied objects with other
objects.
The principle of counterreduction is applied
to all natural objects, including natural language, from elementary particles
to social natural systems.
Concrete-methodological principles of
pedagogical research. The concept of building a democratic society created an
opportunity for each social science to develop its own methodology based on its
own laws and subject matter. First of all, concepts such as personal approach,
active approach, multi-subject approach, cultural approach, anthropological
approach, and technological approach were created in scientific pedagogical
research. Of course, these conceptual approaches will improve with time.
Professor A. Choriev explained that the legal approach is the methodological
basis of the modernization of the educational process. Because the specific laws
of the educational process have been tested and determined in experiments
throughout the centuries. As each science has its own laws, the laws of
pedagogical practice will be a bright guide for scientific research.
Methodology is a theoretical (initial)
basis of the general laws of science for methods, methods, views,
"approaches", and concepts as a set. It is natural for each law to
use its own methods and methods. Pedagogical laws began to be generalized in
the 80s of the last century. In many countries, there is only a philosophical
approach to education. Since it is not based on certain laws, there have been
attempts to discriminate against science in its objectivity. Each reality has
its own law. Therefore, a legitimate approach to scientific research increases
the theoretical significance of the invention and the effectiveness of
research.
1. The principle of historicity, nationality, and
universality of the studied problem:
-
analysis of the historical development of the study of the
problem, concepts, experiences;
-
nationality, priority of national values, social and economic
essence;
-
the nature of universality in the conditions of globalization,
best practices in the world, best practices in the world of research, global
importance of research provide an opportunity to determine the relevance and
theoretical importance of research.
2. The principle of "suitability,
optimality" of the problem being studied, the invention of the social
nature of education and the existing conditions:
-  the role of invention
in the rapid development of society, its relevance and contribution to science;
- in the condition National model of personnel training;
-  typicality of the
research object;
-  principles such as
the generalizability of the result.
3. Unity of theory and practice in education:
-
practical application of research theoretical ideas, creation of
theoretical concepts based on practice;
-
that practice is the criterion of any knowledge, idea and
invention;
-
research work is based on the theory of knowledge;
-
complexity of experience, responsibility, reliance on perfect
theory in a person, in continuous education;
4. The principle of interdependence of education and
development:
-
studying a person as a whole;
-
"education cannot be separated from education, and education
cannot be separated from education, this is an oriental view, an oriental
philosophy of life" (I. Karimov).
-
achieving physical, spiritual and intellectual growth during the
educational process.
5. Suitability of education to the student's ability:
-
humanization and democratization, individualization and stratification of the
pedagogical process; - paradigms of person-oriented education, competence
education, anthrogogic education; - comprehensive development of young people
in the conditions of globalization.
6. The combination of education and self-education,
teaching and learning activities:
-
directing educational activities to self-education, the
opportunity to form self-education motivation, skills and culture;
-
effectiveness of self-education;
-
depending on the level of education;
-
dual nature of education;
-
the combination of teaching and learning activity;
-
distance education process;
7. Interdependence of educational goals, content, methods,
forms and means:
-
the selection and application of content, methods suitable for
the optimal purpose is reflected in UNESCO's assessment of pedagogical
technology;
-
determining the content of education suitable for the purpose of
raising an intellectually developed mature generation, a person;
-
that the use of methods and tools appropriate to the content of
the formation of an all-rounded personality is an effective factor of
education;
-
forms of pedagogical technology methods, content of education, dependence
on existing conditions,
etc.;
8. The principle of
interdisciplinarity in education: although there is a state of differentiation
in the theoretical development of human sciences, integration is natural in the
practice of social function. The emergence of new sciences at the intersection
of natural sciences, the expansion of the horizons of science, and the increase
in opportunities for the development of society show that humanities also have
a law of interdependence. The social development of society, man, humanity,
humanity, the triad of humanities requires cooperation.
LECTURE 28:
STRUCTURING OF STUDY MATERIALS
Plan:
1. Structuring educational materials on one subject
based on the principle of concentrism.
Today, a number of shortcomings and
gaps are visible in the education system. Such shortcomings include the fact
that the principles of selection and structuring of educational materials,
their didactic foundations have not been developed. As a result, a uniform
approach to the selection of educational materials is not followed. Therefore,
first of all, it is appropriate to determine the optimal principle of selection
and structuring of educational materials and to justify this principle
theoretically. With the help of such a principle, the educational materials
selected should be able to satisfy the needs of every student to study and gain
knowledge. In this situation, there is an imbalance between traditional
teaching methods and innovative methods. This situation also affects the
progress of the pedagogical process.
In the process of reforms, the
composition, content and principles of their structuring of the educational
materials given in the textbooks should be defined anew. In connection with the
humanization of school education, it is assumed that the educational materials
provided to students and the time spent on mastering them will be reduced.
However, reducing the volume of educational materials should not lead to a
scientific reduction of the content of the educational subject or educational
course. Accordingly, it is appropriate to structure educational materials based
on the principle of concentrism.
When approached from this point of
view, in the process of modernization of educational content, the selection of
educational materials for a specific educational subject and their structuring
on the basis of the principle of concentrism has an important didactic value.
This requires a clear logical definition of the didactic principles that are
the basis for the selection of educational materials. Because the selection and
structuring of educational materials based on specific principles plays an
important role in the implementation of the technological and competence
approach to the educational process.
One of these principles is the
principle of concentricity. Concentr is a word derived from Latin,
"concentrum" means "having a common center". Concentricity
is the concentration of events in one center.
The principle of concentrism means
that the educational content collected in one common center, in the theory of
education, the educational material of a specific course of the educational
subject is given in separate blocks (groups). In fact, these blocks represent
the size of the educational material determined by a specific educational
subject.
Structure is a way of reflecting the
external structure of things and events, dividing the whole into parts, and
describing their location in relation to each other.
Structuring of educational material is
a complex intellectual process that requires a rational choice of the content
of educational subjects.
Educational material means specially
structured and systematized information that is required to be mastered by
students.
In this sense, the content of the
educational material determined on the basis of the principle of concentrism
makes it possible to determine the size and quantity of the educational materials
presented to the students. The principle of concentrism is characterized by the
fact that texts, exercises and problems, questions and answers, educational
tasks are presented in a certain sequence on a gradual basis in textbooks and
study guides that incorporate educational materials based on this principle. As
a result of relying on the principle of concentrism when choosing educational
materials, educational materials are placed in a certain sequence, embodied in
a specific concentration. This, in turn, allows students to develop learning
skills in a holistic manner.
In the system of educational materials
selected on the basis of the principle of concentrism, the same information,
knowledge and concepts are expressed at different levels. In this case,
knowledge and concepts in the system of educational materials are distributed
within the framework of the content of concentrated nature, taking into account
the age and development levels of students at certain stages of the educational
process, the needs and opportunities related to understanding and expressing
thoughts. When approached from this point of view, the independent thinking of
students and the rapid development of vocabulary are expected in the process of primary education.
Because in this period there is a need to pay special attention to the
development of students' vocabulary and written speech.
As a result of defining educational
materials based on the principle of concentrism in the primary education
system, it is possible to separate educational materials that form specific
blocks in the educational system. The advantage of educational materials
selected on the principle of concentrism is that such educational materials are
fully mastered by students. The advantage of choosing educational materials
based on the principle of concentrism is that such materials are not memorized
by students, but are mastered in a clear, interconnected sequence. The peculiar
aspect of choosing educational materials based on the principle of concentrism
is that it is impossible to master the same concept and definition in depth at
the same time. The selection of educational materials, considering the study of
all aspects of this concept within the framework of certain concentrations,
serves to improve the structure of textbooks and increase the efficiency of the
educational process. At the initial stage of presenting educational materials
within the framework of certain concentrations, students' emotional perception
of knowledge, their speech skills and qualifications acquired during the
educational process develop in a systematic way.
Selection and structuring of
educational materials is one of the important issues of modern didactics.
Therefore, this problem requires large-scale research. D. Shodiev, R. Safarova,
M. Kh. Mahmudov, B. Adizov, N. V. Borisova, S. Djumadurdyev, V. K. Dyachenko,
L. V. Zankov, L. Ya. Zorina, L. Klinberg, A.N. Krutsky, I.YA. Lerner, I.P.
Podlasy, E.S. Polat, M.N. Skatkin, E. Stones, A.I. Uman, A.V. Usova, L.M.
Friedman, V.F. Shatalov, P.M. Erdniev , I.S.Yakimanskaya, P.Carpenter,
A.Bullock, J.Potter, K.Cummings, T.French, P.J.Cooney, M.Fairchild, B.Smith,
D.Jacobs.
Any selected and structured
educational material should first of all create the knowledge, skills, skills
and competences provided by DTS in students. Educational materials should be
selected and structured based on certain criteria and principles. Based on the
same principles and criteria, the content of the training courses is also
selected. However, our observations show that in most cases certain criteria
are not followed in the selection and structuring of educational materials.
In most cases, we witness that the
educational materials presented to the students are selected based on the
principle of moving from the particular to the general, from the part to the
whole. Experiments show that the selection and structuring of educational
materials based on certain concentrations is carried out based on clear
evidence and didactic laws. The educational materials selected on the basis of
the principle of moving from the specific to the general do not allow
situations such as generalization of knowledge, their consistent
systematization, understanding of the content of this knowledge and concepts.
In such a situation, students learn what is the main thing, which concept is
secondary, what is the cause and effect of a certain situation, which law is
important and which is part of its component, what knowledge and situations
should be learned in order to act confidently in a certain situation, mistakes,
uncertainties , they cannot find clear answers to the questions of where the
sequence and coherence of information can be seen. In such conditions, the
knowledge acquired by students does not acquire a dynamic character. If the
student clearly feels the hierarchy and coherence of the presented knowledge,
understands their interrelationship and influence on each other, this knowledge
will turn into specific skills, qualifications and competencies.
In order to collect and systematize the
students' scattered and scattered knowledge, it is necessary to choose such a
method of work, as a result of which the possibility of holistic development of
the student's way of thinking should be provided.
Summarizing and condensing educational
information in a certain consistency, making it convenient for learning is a
very urgent issue in modern didactics. Today, when the overabundance of
information has risen to the level of a problem, it is important to achieve
efficiency in the presentation of knowledge and its use. A large-scale research
is being carried out in the field of presenting educational materials and
information to students in a structured manner. Currently, research is being
conducted in the field of practical use of knowledge, its acquisition and
presentation. This is recognized as an opportunity to activate knowledge.
Research is being conducted in the field of creating compact, compact models of
knowledge presentation. These include presenting knowledge with the help of
concentrates, conveying it to students with the help of logical models,
semantic networks. But it is somewhat difficult to incorporate such
technologies into textbooks.
Effective methods of summarizing
educational information in pedagogical and psychological approaches, in
particular, summarizing educational materials D.Shodiev, R.Safarova, P.Musaev,
U.Musaev, V.V.Davydov, D.B.Elkonin, enlarging didactic units P.M.Erdniev and in
general, knowledge specific systematization is expressed in the works of
D.Shodiev, R.Safarova, L.YA.Zorina, A.V.Usova, P.Carpenter, A.Bullock,
J.Potter.
The use of the following methods for
structuring educational materials is recognized: subject, model and marked
forms, structural block diagram of topics, basic outlines, etc. In such cases,
object modeling, graphic modeling, symbolic modeling, structured block diagram,
etc. are used. It should be noted that solid mastering of the program topics by
condensing and placing them in certain blocks makes it possible to present the
educational material simultaneously in four forms: graphic, numerical, symbolic
and oral methods.
It is also necessary to emphasize the
need for a dictionary of concepts for each educational subject. It allows to
justify textbooks and training manuals, to identify new opportunities for their
creation, and to control the results of education. Also, it creates conditions
for providing higher levels of integration of educational content and
technological development. Researching the problem of systematization and
structuring of educational information in the following directions is becoming
more urgent:
1)
creation of a mutually harmonious system of systematization and
concentration of information in particular educational subjects, in general
educational content;
2)
relativity of the block of educational information presented,
which is primarily related to the emergence and development of new knowledge,
re-selection of the content of educational information based on the
requirements for their assimilation; Such structuring of educational materials
requires the elimination of a certain social weakness associated with the
teacher's activity against the transition to new forms of knowledge
presentation.
That is why it is necessary to
structure educational materials in accordance with the basic principles of
systematization and analysis in structuring and comprehensive systematization
of knowledge. This principle should be taken into account in the selection of
educational tasks and in the assimilation of educational material by students.
Because in the process of learning the logical foundations of theoretical
materials, students will have the opportunity to observe the process of its
formation and learn it deeply.
Logical structuring of the training
course allows consistent mastering of really clear and well-chosen training
tasks. As a result of dividing them into their components, it is possible to
see the depth and comprehensiveness of internal relationships, their mutual
harmony. For this reason, scientific structuring of educational materials based
on epistemological principles is one of the most urgent issues of didactics.
Two different approaches can be used in the selection
and structuring of educational materials:
1)      empirical
approach - it includes personal experience of generalization and variability;
2)      theoretical
approach - in this case, mastering such educational materials is absolutely new
for every student.
The issue of selection and structuring
of educational materials has been researched on a large scale for a long time.
Accordingly, in our research, we will focus on the following aspects of this
issue. In this case, what should be the concentration-based model of the
structure of knowledge aimed at ensuring the improvement of the quality of
knowledge in subjects and the more effective assimilation of educational
materials? - the answer to the question is sought.
Today, there are many models of the
logical structure of educational materials. These models have been tested in
practical pedagogical processes and have given positive results, despite the
differences in the basis of the chosen approach and methods.
Logical connections (relationships)
between different options of educational materials is a phenomenon consisting
of the logical structure of educational materials "systematicity,
sequence, interrelationship in the structure of the overall educational
material." The existing variants of ideas about the logical structure of
the educational material directly depend on how the concept of the element of
the educational material is understood and how the relationship between the
separated parts is ensured. Logical tables can be shown as an illustrative
example of this type of structuring. Concepts, opinions, laws, and important
experiences appear in these tables in the form of pieces of knowledge. These
parts are combined in the textbook based on the indicators in accordance with
the consistency and sequence of the teaching material and form a rectangle.
These structural-logical tables are actually oriented drawings. The components
of the studied material are placed in the upper part of the drawing, and the
mutual relations of the educational elements are reflected by means of edges.
In this way, it is possible to demonstrate the structure of educational materials
by means of drawings.
The method of using reverse
assignments determines the basis of the theory of enlargement of didactic
units. It is important to make exercises from the mother tongue, to select
texts from reading, from the 1st grade on the enlargement of didactic units.
Teaching with the help of textbooks based on the theory of enlargement of
didactic units has a pragmatic content of reciprocal and unified teaching of
educational actions together, in one lesson, at the same time and on one page
of the textbook. Mental connections are provided in textbooks based on the
theory of enlarging didactic units.
Interrelated knowledge is used in the
theory of enlargement of didactic units. In textbooks created according to the
theory of enlarging didactic units, educational materials are presented as
block-shaped concentrates. As mentioned above, knowledge and concepts are
combined into a single concentration, and each of them is used for the purpose
of enlarging didactic units.
In textbooks created according to the
theory of enlarging didactic units, the placement of educational material is
based on certain rules: pairs of opinions are printed in parallel on a single
page, similar opinions are placed in a two-step structure. On each page of the
textbook, as in every lesson, tools that affect the student's psyche: words,
objects, pictures, symbols, and numbers are used at the same time.
Educational materials selected on the
basis of concentricity allow covering all the evidence in one way. Students
better understand the arguments expressed in the concentrates and keep them in
their memories.
In this way, a wide path is opened for
the use of teaching technology that ensures the self-development of students
based on the enlargement of didactic units and their concentration:
1.  Due to activation of
thinking mechanisms of information processing in the student;
2.  Due to the
convergence of mental operations in a certain space and time;
3.  Due to the
interaction of evidence-based logical components and positive emotions.
The technology of enlarging didactic
units and summarizing them into single concepts is aimed at moving from the
scattered level of thinking to the integrated level. In the process of
enlarging didactic units and consolidating them into single centers, the
following problems will be solved:
1.
Initially, it is necessary to enlarge the didactic units in the
"Mother Tongue" and "Reading" textbooks of primary grade
and consolidate them into single concepts. This, in turn, accelerates students'
consistent thinking;
2.
Students' independent thinking skills are developed as a result
of the consolidation of didactic units into single concentrations on the basis
of enlargement;
3.
On the basis of enlargement of didactic units, there is an
opportunity to systematically generalize and didactically substantiate
empirical experiences related to aggregation into single consts.
Experiences related to determining the
logical structure of educational material in didactics are expressed in the
didactic model of knowledge about scientific phenomena, process and object
state. Although this model has an integrated character, it is not universal.
The theoretical and practical aspects of choosing the educational material
based on the principle of concentrism have not been revealed in the existing
studies. This limits the possibility of using didactic units and educational
blocks with high efficiency. Accordingly, we, relying on the principle of concentrism
in our research, tried to determine the didactic basis of the selection and
structuring of educational materials.
Based on the results of research,
systematization is the process of improving the structure of educational
material, understanding it based on wide and diverse relationships; structure
is a way of reflecting the external structure of things and events, dividing
the whole into parts, and describing their location in relation to each other;
it was concluded that the structural analysis requires the classification of
systems, the determination of stable, invariant structures, their interrelated
and related elements.
Structuring of educational material is
a complex intellectual process that requires a rational choice of the content
of educational subjects. The results of the research showed that the
structuring of educational materials requires a complex logical activity and
reordering of previously studied materials. Structuring of educational
materials: firstly, formation of concepts and theoretical foundations;
secondly, it requires the design of a generalized repetition on a separate
subject, sections, academic subject. In the first case, structuring is carried
out in connection with the modeling of the educational material and theoretical
knowledge (concept, concept, law, etc.) So, the structuring of educational
materials reflects the process of formation of knowledge and algorithmic
models. Based on this basis, it was concluded that the structuring of
educational materials should be based on the principle of concentrism.
The educational materials selected on
the basis of concentrism allow comprehensive coverage of all evidence. Students
better understand the arguments expressed in the concentrates and keep them in
their memories. On the basis of enlarging didactic units and concentrating them
into concentrates, a wide path is opened for the use of concentrated
educational technology that guarantees the self-development of students. That
is, due to the activation of the thinking mechanisms of information processing
in the student; due to the convergence of mental operations in a certain space
and time; due to the interaction of evidence-based logical components and
positive emotions.
Educational material means specially
structured and systematized information that is required to be mastered by
students. Concentration of educational material requires systematization of
educational materials based on the time allocated for learning information.
The results of the analysis made it
possible to clarify the following principles of structuring educational
materials based on the uniqueness of primary education educational materials
and the laws of students' cognitive activity: in connection with teaching
primary school students : harmony with nature and culture, systematicity and
sequence, awareness and activity, stability, magnification, demonstrability,
comprehensibility, variety; in connection with the systematization of
educational materials in the textbook: orientation to a specific goal, objectivity,
systematicity, practical orientation, integrity and dynamism. As a strategy for
structuring educational materials, these principles made it possible to
systematize the content of educational materials in primary education and
determine their impact on the comprehensive development of elementary school
students.

To date, the issue of designing
educational materials based on the principle of concentrism has not been
adequately substantiated in scientific sources. This principle is a normative
basis that expresses the need to define, describe and improve educational
material and educational content.
When structuring educational materials
based on the principle of concentrism, the following principles are relied on:
process and planning.
Conceptual approaches are used as a
basis for the application of these principles. The textbook should appear as a
scenario of the educational process. There are a number of didactic ideas
dedicated to the general issues of increasing the effectiveness of the
educational process. The analysis of current textbooks in secondary schools
shows that there is a strong need to develop new types and models of them. Such
a need first of all arises as a didactic need to enrich the components of the
lesson.
The principle of processivity in the
selection and structuring of educational materials is that each piece of
educational material appears as its component in connection with all elements
of the educational content and has a significant impact on the process of acquiring
knowledge by students. shows. In the process of mastering a certain part of the
educational material, it is necessary to learn its next elements. In this case,
the concentration of educational materials into specific blocks is important.
This allows students to fully understand the entire educational material up to
the parts that will be covered in the next classes.
The main aspects of the process
approach were developed by the well-known pedagogue L.V. Zankov. These
approaches are especially important in the creation of textbooks used in the
process of personoriented education and the design of educational materials
presented in it. With the help of this principle, not only within a specific
educational subject, but also between educational subjects is provided. At the
same time, the attention of the authors of the textbooks is created to divide
the educational materials into blocks, to ensure the connection between them,
to distribute them to certain concentrations, to design them in an appropriate way,
and to attract the attention of the students to the acquired knowledge. On this
basis, students begin the process of assimilation of large-scale systematic
knowledge and information.
The analysis shows that each text
consists of an introduction, a main part, and a conclusion, and connections
between headings and paragraphs should be provided. Part of the text summarizes
the acquired knowledge, which is of particular importance in the
systematization of students' knowledge. The educational materials presented in
the textbooks as single paragraphs or texts consisting of 2-3 sentences are
related to the theoretical part of the educational content and are important
for strengthening and systematizing the acquired knowledge. Repetitive and
generalizing texts are important in ensuring the gradualness of acquired
knowledge and in achieving the goal of education. The knowledge acquired by the
students is of a certain importance for their deepening and development. In
most cases, this task is performed by small texts. In this case, favorable
conditions are created for addressing the students as equal subjects of the
learning process.
Explanatory texts reveal not only the
logic of the subject, but also analyze the possibilities of dividing its
content into parts, blocks, and paragraphs. Along with this, the role of this
department in the content of the educational subject is revealed. Explanatory
texts are revealed to the students within the framework of the educational
course and educational content, which provide coordination and practical
relevance of the educational material.
The relevance of the acquired
knowledge and information within the text also represents its educational
subject, content and didactic logic. As educational tools, generalization and
systematization activities are incorporated into the text, problem assignments,
questions to which students seek answers using inductive and deductive methods.
Text assignments encourage students to analyze, compare, compare, divide common
situations into parts, separate different concepts from each other, and perform
systematization operations. Summarizing texts serve to form students' holistic
perception of reality and consistent logical thinking skills.
The planning principle also has its
place in the structuring of educational materials. In the in-depth educational
programs, the presentation of pictures based on the educational content is
expressed in the form of paragraphs, sections, training courses. In the
textbook, the components, content and structure of the educational materials
are described with the help of the introduction, main texts, study plan of the
topics, base tables. The basis of the content, the main questions on the
subject, and assumptions about the mastery of various elements of knowledge in
ensuring the connection between the educational courses within the educational
subject:
-  clarification of
concepts;
-  formulation of laws;
-  it is required to
provide evidence.
Consciously following the rules of
systematization of knowledge ensures the effectiveness of structuring
educational materials. Due to the indicated approaches, the integration of the
parts of the educational content has been achieved.
The following parts of the textbook
should be reflected in the educational materials selected based on this
principle: plans, introductory texts. The analysis of existing textbooks showed
that most of them do not have introductory texts. Introductory texts are rarely
given in textbooks. They do not express the content and process indicators of
opening the educational text. Plannedness was not reflected in the description
of the content of the training course.
In the implementation of the principle
of planning, it is necessary to use descriptive drawings with content. They
should reflect the pre-estimated logical-meaningful, content-functional
connections intended for mastering the educational material.
It is known that the selection and structuring of educational
materials given in textbooks has a special didactic value. At the initial stage
of designing the textbook, the blocks allocated for mastering the educational
materials are divided into separate educational elements. Educational objects,
events, concepts, methods, types of activities, and information from the
curriculum are included among the educational elements.
The collection of educational
materials can be represented in different drawings. Drawings representing the
content of the educational material are composed based on the principle of
gradualism. The branches of this drawing are organized by educational elements.
In the formation of this drawing, it is necessary to correctly form the
composition of the educational materials based on gradualism. They are:
-
drawing has a single root, therefore it is expressed in the name
of the topic;
-
in addition to the basis of the educational material, it is
possible to provide texts that are not connected with its separate sections;
-
communication between educational materials is carried out from
top to bottom;
-
the educational element at the lower level can be connected only
with one educational element above
it;
-
at a certain level, the grouping of educational materials is
carried out on the basis of a specific common sign;
-
the above element of the educational material is connected with
at least two educational elements below it.
The design of the content of the
educational material is also important didactically. The construction of
educational materials requires the application of the principle of concentrism.
Within the framework of the principle of concentricity, the relationship
between different educational materials is provided on the basis of logical
connection. In logical systematization, the relationship between educational
materials has the character of sequence, cause-and-effect relationship,
agreement, mutual dependence, similarity.
Logical structure and logical
structural directions are distinguished in the logical construction of
educational materials. Systematic logical consistency was used in the
structuring of educational materials provided in 5-9 grade textbooks. It is
possible to ensure the same relationship between the elements of the
educational content belonging to the same educational subject. In this case,
the necessary information is selected from the sum of knowledge presented in a
specific educational subject. This basic knowledge has a linear structure, and
its quantity and quality depend on the level of education. To date, the
educational materials given in most textbooks are structured based on this
principle.
According to the existing studies, the
content of the educational material varies according to its construction. That
is why it is appropriate to divide the content of education into different
elements.
It is required to follow the
requirements of state educational standards when dividing educational materials
into components and blocks. Relying on students' emotional experiences also
plays a key role in dividing educational materials into small parts. According
to the well-known didactologist I.Ya. Lerner, the content of education is
divided into the following types of knowledge: basic terms and concepts,
evidence and scientific evidence for everyday activities, basic rules of
science, theories, methodological knowledge, evaluative knowledge like A.V.
Usova distinguishes a number of specific elements of the knowledge system:
scientific evidence, concepts, laws, theories, and the scientific view of the
world.
Our research shows that the experts
who conducted research on textbook theory proposed different ways of
systematizing knowledge. The basis of the structuring of educational materials
should be the scientific knowledge presented within the educational subject.
Evidences, events, specific characteristics of processes, quantities can be
included among them. It is appropriate to structure the educational materials
as follows. With its help, students should be provided with not only knowledge
of the subject, but also methodological knowledge. In particular, information
about the composition of scientific knowledge, methods of its systematization
are among them.
In our opinion, the most optimal
structure of educational materials is an integrated didactic model, in which
all knowledge is divided into certain blocks and placed on the basis of the
principle of concentrism. In this case, the description of the educational
material is described in four directions of representation of events based on
the cycles of knowledge: quality, quantity, availability and practical
directions. As a result, it becomes possible to divide knowledge into separate
blocks. In this, the necessary parts, i.e.: separate arguments, concepts, laws
are compiled. At the same time, the fact that these blocks do not have the
character of a partial description of educational materials ensures that they
are positively mastered by students.
All teachers of general secondary schools perform
three important tasks at the same time:
1.  To ensure effective
assimilation of a large amount of knowledge by students.
2.  Forming the
fundamentals of holistic systematic thinking in students.
3.  Such as creating
favorable conditions for students' mental development.
Research shows that any activity
requires deep thinking, active assimilation of information, quality performance
of complex operations from students to concentrate their attention on one
point.
The level of effectiveness of
educational activities is reflected in the ability of the teacher to attract
the attention of his students. The teacher should teach them to plan and
structure their attention. For this, first of all, it is necessary to structure
the educational materials in an appropriate way.
The essence of this structuring is
that students can perceive information and design the work process. As
information changes, educational materials also change. It is required to
distinguish knowledge related to a specific field in educational materials.
They are:
1.
Educational materials that focus students' attention - with the
help of such educational materials, students' minds develop and their attention
is focused. The only proof, event, object should find its expression in these
educational materials. They are perceived by students as a collection of facts
and events. Such events are structured through the method of attention
composition.
2.
It is also important to bring attention and harmony. In this
case, all objects or groups of evidence help to control the student's mind.
3.
Shifting evidence away from attention is consistent with the
phenomenon of the subconscious. It stores all the information acquired by
students.
A large amount of information in a
person's life, his individual life experience settles and accumulates under the
consciousness. Many of the actions performed automatically, instinctively by a
person, which act as a protective mechanism and protect the brain from constant
stress, are controlled and controlled by the unconscious. Relying on this
information and experiences, students absorb new information presented in the
educational material.
The structuring of educational
materials based on the principle of concentrism is also important, in this
case, it is possible to gather all the information in one way in a specific
educational material.
These educational materials are
convenient for every student and should be presented to them step by step. The
selection and structuring of educational materials should be based on the
following approach:
a)
First of all, it is necessary to collect all information in one
place and record them as educational material.
b)
In order to expand the scope of these educational tasks, it is
necessary to introduce them to the initial order. In this case, it is necessary
to work on basic information and to divide tasks into types. By focusing on one
point, students perceive basic situations. In this way, the main cases are of
special importance for the development of students in a different way from the
secondary cases. In this process, students, while solving specific educational
tasks, organize their attention, consciously plan it, and manage their
activities on this basis.
The main condition for structuring
educational information is materialization of information. When searching for
information, it is necessary to take into account two mutually contradictory
situations: on the one hand, all information should be gathered at one point;
on the other hand, it is required not to condense information during the
analysis process. Otherwise, students will find it difficult to master it.
Therefore, it is necessary to reduce the number of assignments.
In order to eliminate these conflicts,
it is necessary to organize all the information presented in the form of
educational material. With the help of structured learning materials, students
can quickly focus on one point and master the methods of working on them.
In the process of practical work, students manage
their attention using the following methods:
The first method is base conditions
that allow concentration and distribution of attention. This method helps
students to learn and remember the learning material. For example, it is
possible to use internal and external support materials at the same time in
mother tongue classes:
-
verbal teaching materials; they are: plans, theses,
logical-content drawings, basic words or mental
hints;
-
expressions in the form of drawings; they are: construction plan
of educational material, drawings, diagrams, tables, figures, chronological
tables;
-
basic expressions in the form of illustration; they are:
pictures, portraits, series of explanatory pictures, posters, etc.
A strict order of basic educational
materials suitable for focusing students' attention coordinates the mechanisms
of its management. In this case, base cases serve as an auxiliary source in the
use of the structuring method.
The second method is the structuring
of educational materials. Designing the content of educational materials is the
process of organizing it in such a way that in such conditions, it is possible
to place all parts of the educational content in a clear sequence. These
materials are arranged based on the principle of systematicity. With its help,
the component of the educational material: evidence, events are sorted at a
certain level. Such tables, pictures, drawings represent the relationship and
connection between them.
It is effective when combined with the
first method. Because a convenient structure of additional and secondary
educational information is created to find a base point. It is easy to
understand words, phrases and sentences based on thinking with the help of a
basic source.
To solve this task, it is necessary to
use the technology of visualization of educational materials. It is necessary
to specially prepare the educational materials before presenting them to the
students. It is necessary to create conditions for students to see its main
aspects. Visualization allows to visualize the educational material in its
initial state.
All types and models of knowledge
presentation are presented in a concise manner and help students to perceive it
figuratively. Studying the text, mastering it, thinking about it means
understanding and embodying this material in the mind. If necessary, the
student can restore the text and change it to another form. However, its
quality and durability depends on the memory of these drawings. This is a very
complex pedagogical process, and it is necessary to gradually adapt students to
this activity.
Visual representation of educational
materials is not only illustrative, but also cognitive. This ensures that the
students perceive it in a figurative way in the process of mastering the
educational materials.
Condensation of basic concepts
allows to systematize acquired knowledge.
LECTURE: TECHNOLOGY OF ORGANIZING INDEPENDENT WORK BASED
ON THE
FACILITATION
APPROACH
Plan:
1. Development of local-modular
technology for organizing independent work based on the facilitation approach.
1. The concept of facilitation.
Changes in the socio-economic, political, and spiritual spheres that are taking
place in our society in modern conditions accelerate the introduction of
innovations into the education system. In particular, there is a need to change
the forms and mechanisms of the conditions for organizing the educational
process. Especially, this situation can be clearly observed in the field of
professional education. From this point of view, the issue of facilitation
approach is becoming more and more interesting in pedagogy and psychology.
The word "facilitation" is
taken from the English language, "facilitate" means to help, ease,
strengthen. Facilitation is a way of positively influencing the student,
creating a positive atmosphere in the group, making learners believe in their
own strength and supporting them in their independent activities.
Currently, social and pedagogical
types of facilitation are shown separately. Social facilitation is a social
psychological phenomenon. Social facilitation in Latin - "socialis
facilitatar" - means social facilitation. Pedagogical facilitation serves
to increase the effectiveness of education (teaching, education) based on
supporting the activities of learners. In this case, qualitative development is
achieved as a result of the use of a special communication method by the
pedagogue in the professional-pedagogical process.
The above-mentioned two types of
facilitation are connected by certain conditions. That is, there is no doubt
that facilitation increases the effectiveness of any activity, including
pedagogical activity. The main difference between these two types of
facilitation is that the behavior of the subject serves as a basis for
supporting activities in the social sphere. In pedagogical activity,
facilitation is directly related to the method of individual communication of
the pedagogue with students and the effective influence on the personality of
the learner.
           Facilitation is primarily an effective technique
for solving group problems. Facilitation includes a process in which the
facilitator is neutral and does not have the right to make decisions favorable
to all group members, that is, he helps to solve group problems.
           The concept of
"facilitation" is a form of understood and goal-oriented activity,
which requires the direct participation of the pedagogue.
2. Peculiarities of the facilitation approach. The
main components of the facilitation approach include:
           1. Activity is the main
decisive tool in the development of a person and directs a person to a
multifaceted active goal. A.N. Leontev emphasizes that "Activity is the
unity of life and is a grounded reflection of the psyche."
G.P.shchedrovskiy defines activity as follows: "Without activity, there are
no means of production, signs, and examples of art: without activity, people
themselves do not exist."
           Participation in
activities, which is understood as participation in different activities, are
different things. In psychology, the following are distinguished as important
characteristics of a person: consciousness (awareness) and activity;
psycho-subjectivity, activity, adaptability; awareness - care, knowledge and
relationships; activity - activity, awareness, goal orientation, ownership of
motives. All these features should be focused on the cognitive process. But in
the traditional education system, these aspects are not always taken into
account. According to the psychological literature, only a person who
incorporates planning, organization, analysis of results and communication with
referent groups in the direct process of activity understands the meaning of
consciously realized activity. The emergence of ideas, the formation of
motives, and the orientation of attitudes are observed in a person relying only
on this basis. A.V.shchedrovskiy emphasizes this formula as "development
of new knowledge".
Any activity, especially cognitive activity, includes
the following interrelated components:
•  block of motives,
interests and needs - "psychological motor" activity;
•  operational -
specific goal-oriented actions of a person;
•  Business and
interpersonal relations related to the activity.
Direct and feedback means that the change of one component
leads to the change of others. These changes can be constructive or
destructive. In this case, a slowdown in development and activity is clearly
observed.
Facilitation requires changing the
position of the pedagogue in the androgenic model of education. It can also
include the teaching process in pedagogical colleges. If action is taken
through the operationmovement stage, the teacher performs facilitation based on
rationality, that is, directs, helps and directs students to specific
activities. He also looks for new pedagogical technologies that activate the
cognitive activity of learners, or else the pedagogue takes the role of an
inhibitor (inhibitor in Latin, inhibere, Inhibitum means to hold back, stop)
and reduces the activity of learners or completely stops. When viewed from a
psychological point of view, inhibition can be interpreted as a process and a
result of oppression, or else as a decrease or even a stop of some reactions,
processes, activities, activity.
Thus, the main figure in the
information-rich educational environment is the learner, who appears as a
"self-organizing subject" in his personal activity. The teacher uses
the opportunities of the educational environment and directs it to activities
with the goal of further development. In this way, facilitation is a special
form of pedagogic activity in the androgenic model of education. The ancient
Greeks had such a wise saying: "A long way is through advice, and a short
way is through example." It is the task of the facilitator to show this
"shortcut".
2.      Subject
of activity. In the facilitation approach, it is possible to include an
individual, a group and a team who can respond to their own motives and perform
their activities according to their goals.
3.      The
following can be included in the functions of the facilitation approach:
•  interest in activity
and stimulation of activity;
•  special type of
activity;
•  the leading principle
of modern pedagogy;
•  the principle of
managing the educational process;
•  operating technology;

•  creating a creative
educational environment.
Also, people who support relations
based on facilitation are strong and responsible in every way. According to
A.S. Belkin, the environment itself creates conditions for "lucky
situations". It is in a certain environment that a person gains trust and
is recognized as a value. In its place, the environment encourages students to
be creative. According to K. Rodgers, "this type of relationship is
compatible with the teaching process and is effective in all respects."
First of all, the facilitator should be a real person, thinking and feeling
every moment. When this truth embodies a valuable attitude towards the student,
care, trust and respect, an effective learning environment will appear. At the
same time, if this process includes emotional and empathic perception, then
there will be an environment of freedom, initiative and advancement in
education.
4.
Motive is a motivating reason for activities related to
satisfaction of certain needs. The activity of the teacher is not only based on
the subjective requirements of the students, but also forms and strengthens the
objective, current and future needs.
5.
The goal is the ideal way to achieve the result and is an action
towards success.
6.
The concept of "method of activity" has a broad
meaning, and education as an activity reflects the initial appearance of
knowledge, skills, abilities, motivations.
7.
The concept of "activity process" reveals the content
of "subject", "subject" and "result". At the same
time, words such as "method" and "tool" serve to reveal the
meaning of the concept of "process".
8.
In a broad sense, the word "tool" reflects the
objective support of a certain process. Educational tools are diverse, and it
is important for a pedagogue to choose a tool suitable for the purpose of
activity. Only in this case, the effectiveness of the activity will be low.
Sometimes there are such situations in studying that even if the means of
activity are effective, they may not give the expected result.
           Different facilities are
highlighted. If the process is managed by the facilitator, he will present to
the group working methods that have developed a more effective facilitation. In
this case, the group members themselves lead the process of discussion and
decision-making, while the facilitator only makes corrections, that is, tells
the ways to quickly and constructively solve the problem.
            The concept of pedagogical
facilitation was developed in the early 1950s by K. Rodgers and other
humanistic psychologists. K. Rodgers gave the example of Australian aborigines.
Aborigines are such a group of people who have lived in the harshest weather
and climate conditions for 20 thousand years. Modern people could die in a few
days without being able to live in such conditions. The secret of the education
process of the aborigines was that they taught young people how to find water,
how to track prey, how to kill a kangaroo, how to find a way through the
desert. Such knowledge was passed down from generation to generation, becoming
a tradition. Any innovative ability was not appreciated. Such an education
required the young generation to fight for survival in any unchanging life
conditions. This approach was important in any environment. That is why for
hundreds of years such education and training has continued without any
hesitation. But at present, people live in such rapidly changing conditions
that even nature and society are constantly changing and changing. This
legalized situation is especially manifested in professional conditions and
affects the nature of training of qualified personnel. Scientific information
is updated and spread so quickly that students, if they want to use this
information, begin to feel the need for new ones.
In foreign psychology, the volume of
work on pedagogical facilitation is not very large (E.F. Zeer, I.V. Zhijina,
etc.). When scientists study this phenomenon, they emphasize its special
aspects and developing psychotechnology. Many studies have been conducted from
a pedagogical point of view, for example, R.S. Dimukhametov, E.Yu. Borisenko,
L.N. Kulikova, E.G. Vrublevsky).
            E. Yu. Borisenko considers
the following questions in his research. Forms and methods in facilitation
work, orientation of students to existential personality, development of school
students with low mastery have been studied.
             L.N.Kulikova and
E.G.Vrublevsky in their researches facilitate communication as a form of
pedagogical interaction and the intensive of the subjects in it; showed
effective mutual development. Facilitation communication as a value ensures
that the students participating in it change themselves and become perfect. The
basic pedagogical conditions for ensuring the development of the teacher's
ability in such interaction are distinguished.
             In R.S. Dimukhametov's
studies, facilitation concepts were developed based on androgenic, synergetic,
value-acmeological approaches, and create a theoretical foundation for
improving the qualification system. This presented facilitation technology
provides the leading activity of the pedagogue, develops consciousness,
independence, gives the right to choose to develop new knowledge in a personal
professional way.
            The algorithm of the
teacher's actions in managing students is highlighted and presented in the form
of the following "attribute ring":
1.  Facilitation
represents an active motive;
2.  Facilitation in goal
formation;
3.  Facilitation in
search of the object of understanding;
4.  Facilitation in
search of activity method;
5.  Facilitation is in
search of a method of understanding; 6. Facilitation in process implementation;

7. Facilitation as reflection.
Referring to the mentioned
works, it is possible to analyze them and conclude, that is, pedagogical
facilitation imposes a number of requirements on the teacher's personality and
his ability to interact with students in relation to the pedagogical process.
1. Didactic possibilities of
facilitation activities. The importance of pedagogical facilitation in
professional education is clearly manifested in the transition to the formation
of specialists with active training, the formation of a person with the ability
to accept non-standard conclusions and independent analysis. Needs and motives
in active behavior are fully manifested not in execution, but in targeting
mutual behavior. Accordingly, the task of the teacher is to ensure that the
students get the right goals in cooperation, to share with them a number of
management functions, that is, to create conditions in order to arouse their
deep interest in science and to bring them to the real content. is to create
educational motives. Pedagogical facilitation is the level of training of
specialists of high quality, corresponding to modern requirements in practice.
The more questions a student has, the more knowledge he acquires, which also
implies his activity in the educational process.
            Despite the fact
that the material has any emotional and logical content, if the students are
slow listeners, they will only participate in the lecture and automatically
copy the material and content of the lecture. In facilitated education, the
teacher has the opportunity to creatively acquire the necessary information, to
form thinking, to find new problems in the given material, and not to use
dogmatic methods and methods. In this process, the teacher has such a position
that he is not "on his own" but "together" with other
students and is not afraid of being accused of "not knowing the problems
in practice", that is, causing hesitation by students during the course.
need In this way, he does not lose his role as a researcher in the educational
process, does not wear the mask of a dogmatic pedagogue who answers all the
questions related to the curriculum. All this makes students curious and active
in any situation and accelerates the process of professional selfdevelopment.
The concept of pedagogical facilitation involves the creation of a number of
conditions. The following can be distinguished among them:
a) importance of studying for students; b) congruence of the teacher; c)
psychological safety and psychological freedom.
Only the education that is important
for the student is considered effective, it is not simply the acquisition of
knowledge, but it causes the change of the inner emotional-cognitive experience
of the student.
The congruence of the teacher is
manifested in the fact that he understands his attitude towards other people,
students, that is, he works together, in particular, he performs mutual
actions. Depending on the situation, he can understand and accept the students
according to his true feelings. Through this, the teacher will have the
opportunity to have an open relationship with the students. Psychological
safety in the process of facilitation is manifested in understanding that a
person is a value and in creating conditions where external evaluation does not
exist.
           Psychological independence
ensures students' creativity and the ability to express themselves.
Facilitation allows thoughts, feelings, and situations to unfold. In this, it
provides sincere trust, unexpected harmony of image, creative understanding and
understanding.
           Adhering to the
proper organization of facilitation in the conditions of the educational
process will motivate the formation of the following qualities. For example,
independence, active awareness, career orientation, etc. All this plays an
important role in making students become leading specialists in the
future.            The teacher-facilitator increases the effectiveness of
education by facilitating the process of group cooperation. Accordingly, the
forms and methods of internal group interaction are important: how students
talk to each other, they need to understand the problem in general, solve
conflicts and accept the right conclusion.            The development of the
ability to interact based on the activities of facilitation is one of the urgent
goals of the pedagogical process in pedagogical education.
           In philosophy, the
concept of facilitation is not distinguished as an independent concept, but it
can be considered based on the analysis of different approaches to
understanding the individual.
           Based on
philosophical approaches to the individual (F. Hegel, I. Kant, Socrates), the
ability to interact based on the activity of facilitation ensures the spiritual
and spiritual growth of the individual (V. Frankl, V.S. Solovyov, N.A.
Berdyaev, M.M. Bakhtin, M. Heidegger, M. Heidegger, J. A. Kogan, M. S. Kagan,
M. M. Bakhtin, L. P. Bueva, V. S. Bibler, M. Buber, M. Sheler, M. K.
Mamardashvili, V. P. Zinchenko, M. Heidegger, L. A. Kogan, N. A. Berdyaev).
              Analyzing the
philosophical-theoretical studies of G.S. Batishea, N.A. Berdyaev, M. Bubera,
N.O. Losskogo, F. Nisshe, V.S. Solovyova, V. Frankla, M. Shelera and others
helps to determine that the ability of interaction based on facilitation
activity is the main value of a person.
            N.A. Berdyaev, M.M.
Bakhtin, M. Weber, J.A. Kogan, M.S. Kagan and others mainly found that in the
development of the ability to interact based on facilitation activities, from
the axiological point of view, the creative process is always related to nature
and social development, the individual's self-development it is important to
take responsibility for the process of realizing the needs.
Psychological researches of B. G.
Ananev, A. N. Leontev, V. M. Myasishchev, S. L. Rubinshtein provide ideas about
a person capable of facilitation and reveal perfection, individuality,
activity. Also, according to L.N.Kulikova, G.A.Sukerman, B.M.Masterov,
A.A.Ukhtomsky, through the inner life of a person, self-developing qualities
such as emotions, relationships, acceptance of values, habits, and actions
appear.
            A.A.Bodaleva,
L.S.Vygotsky, A.N.Leontev in their research psychologically implemented the
interaction based on the activity of facilitation as a form of penetration into
the life worlds of other people, as a value in building relationships with
people, and in the form of "relationship with oneself" through the
sociability of the individual. is increased.
Based on the researches of B.G.Ananev,
L.I.Bojovich, B.S.Bratus, I.S.Kon, A.N.Leontev, S.L.Rubinshteyn, the ability of
interaction based on facilitation activity can be considered as a high level of
development of a mature person. In this case, having a motivational meaning in
life is a high human value, and first of all, it allows the personal
capabilities of other people to reveal their qualities and to carry out
successful interaction.
Being able to facilitate is a quality
of awareness that has the qualities of mental maturity, emotional stability, a
new psycho-practical integration with one's world, integrity and similarity to
become a person. The ability to interact based on facilitation includes the
following:
-
empathy;
-
ability to accept;
-
able to accept valuable self;
-
reflexivity;
-
creativity;
-
tolerance;
-
able to communicate deeply with other people and create a
pleasant, psychological climate during communication.
When it comes to facilitation, of
course, the activity of the facilitator deserves attention. Unlike a trainer, a
facilitator is not considered an expert. It does not train participants, but
provides them with special technologies for group work. Facilitator helps the
group, tries to find solutions to problems. The facilitator directs the
participants to the work and coordinates the results and monitors the
fulfillment of the presented tasks by the participants in accordance with the
rules.
           Facilitator is a person who
organizes and conducts group work in groups in order to improve the
effectiveness of the lesson. Rules, norms and creating comfortable conditions
for training. It binds the members of the group and creates an effective
working environment. Facilitator is an assistant to the leader of roundtable
discussions, discussions, consultations, debates, seminars, and trainings. Its purpose
is to support the members of the group, to direct them to fulfill the task in
front of them. He is a person who creates a comfortable environment for
personal and professional development of group members. Facilitator is the
leader of the communication process in groups.
           Organization of work in the
facilitator group, its implementation ensures the efficiency of the process.
His task is to create cooperation, consensus, creative atmosphere in the group,
group cohesiveness and time management. Facilitator guides groups to support
each other and work in an environment of mutual assistance.
          The success of the work in
the groups and the richness of lively dialogues in the sessions are determined
by the activity or indifference of the facilitator. When conducting sessions in
groups, multifaceted work should be done, it is determined by managing the
mental state, being able to get out of situations, being able to direct the
attention of many people, and being able to attract them.
In the process of working in groups,
the functions of the facilitator are as follows, which leads to the successful
completion of the work:
First. He conducts the activity. every
member of the group should notice, develop, and immediately apply even the smallest
idea. Focusing attention on the least initiative member encourages everyone to
develop this idea and come to conclusions.
Second. This activity requires the
facilitator to be able to "predict". That is, to notice the emerging
situation in the group, to turn the problem towards a solution in a short time.
It leads to free thinking, to be able to express one's ideas without
hesitation.
Third. Facilitator is also a player
(dancer) when the time comes. That is, you should boldly and fearlessly follow
the group work. It is possible to slow down, speed up, revive the situation in
the group, and sometimes even go out of the previously planned scenario. It is
necessary to move forward tirelessly and become his motto.
Fourth. A restless, sought-after
facilitator who is able to solve experimental tests step-by-step, if necessary,
searches for previously unseen and foreseen ways and thinks logically in
non-standard ways to find a solution to big ideas. is the recipient.
   The fifth. As a diamond-turned
person, he directs the work process in the group to a high-quality, effective
one by choosing a small idea, asking an unexpected question, and achieves the
goal. Can create creative and innovative activities in a group.
  Sixth. He acts as an actor during
the group work. If the facilitator enters the process with all his heart and
soul, group work will be revived, awakening and aspiration will occur.
  Seventh. Facilitator should protect
the working environment of the group. In the process of working in a group, if
the ideas expressed by the members (even if it is very insignificant) are
supported and work is carried out without objection, then the group work will
be successful. Developing each thought and idea, moving towards the main
solution, there is no bad idea in the group - it has an idea.
The eighth. Facilitator is a servant
of laws and regulations. He is required to strictly follow the rules and
regulations established in the groups during the business games.
  Ninth. Facilitator is a program of
work process in groups. Some facilitators use their position in the work
process of the group, that is, they want to take over the work process and
transfer their ideas. He wants to go the way he thinks. "Beminnat"
aims to serve. In such cases, it is necessary to search for unique original
solutions only when group members are actively involved and engaged in work.
  Tenth. Feeling and understanding
humor is one of the strongest qualities of a facilitator. Humor helps to
overcome psychological barriers in the group.
Technology of organizing students'
independent work by means of pedagogical facilitation. It is known that the
basis of pedagogical facilitation is the cooperative work of students in
groups. Pedagogical colleges pay a lot of attention to the use of individual,
group and collective forms of work in connection with the organization of
students' independent work. Special attention is paid to preparing students for
the profession of pedagogy by forming the ability to work in cooperation.
Taking this aspect into account, we have developed the technology of organizing
students' independent work on the basis of pedagogical facilitation aimed at
encouraging joint cooperative activities of students. The following were
identified as the classification features of the technology:
Application level and description: mesotechnology with
local application description.
Philosophical basis: 1) anthropological; 2)
ontological; 3) dialogic.
Methodological approach: humanistic, algorithmic,
practical, value-oriented approach.
Leading factors of development: 1) sociogenic; 2)
psychogenic.
The scientific concept of mastering
experience: associative-reflective + active + developmental + behavioristic.
Direction and structure of the field
of personal development: BMO (knowledge, skills and competence) + UzBMS (field
of self-management mechanism) + HAS (active-practical field).
Content description: professionally oriented.
Type of socio-pedagogical activity: educational
(didactic), educational, developmental.
Used methods: 1) dialogue; 2)
situational; 3) explaining to each other; 4) teach each other; 3) roleplaying;
6) investigative-research.
Organizational forms: 1) individual; 2) group; 3) work
in pairs; 4) collective.
Used tools: 1) handouts; 2) documentaries; 3) fiction;
4) multimedia.
Description of the approach to the learner and joint
interaction: activity-oriented.
The direction of modernization and the
attitude to the traditional education system: pedagogical technology based on
the strengthening of joint cooperation.
Application category: for students of pedagogical
college.
The content of the technology reflects
the motivational-cognitive-operational-activity unit and the levels of independent
work (acquaintance, understanding, analysis, and synthesis) manifested in each
of these stages in its own way (Fig. 1 ).
The motivational stage of technology is manifested in
the following levels:
1)
related to familiarization: through the independent task, the
student needs to remember and group what he has learned before;
2)
for understanding: the student is motivated to internally express
the problem described in the independent work assignment;
3)
analytical: the student becomes interested in finding a solution
to the problem reflected in the independent work assignment;
4)
about synthesis: the student has a desire to propose a solution
to the problem reflected in the independent work assignment.
The cognitive-operational stage of the
technology is manifested as follows in connection with the four (acquaintance,
understanding, analysis and synthesis) levels of the organization of students'
independent work:
1)
familiarization: the student determines the main concepts
reflected in the independent work assignment;
2)
for understanding: the student interprets the situation described
in the independent work assignment;
3)
about analysis: the student performs an independent work
assignment and compares his thoughts with those of others;
4)
about synthesis: the student will find an independent working
solution.
The operational stage of technology has the following
specific content: 1) about dating: describes the solution of independent work;
2)  to be understood:
shows the solution of the independent task in practice;
3)  analytical: reveals
the essence of the problem in the independent work assignment;
4)  about synthesis:
offers his own conclusions in connection with the independent work assignment.
In the development of independent work
tasks used in the motivational stage, methods such as free writing, a sequence
of confused logical chains, and a based essay are widely used.
"Why is it necessary to study the science of
pedagogy?" free writing assignment on the topic.
Assignment: "Why is it necessary
to study the science of pedagogy?" Write down your thoughts in a notebook
within five minutes. Express your thoughts without any pause.
A guide to working on freewriting:
1.
Students are asked to write their thoughts on the given topic
within five minutes.
2.
After five minutes, it will be announced that the time is up.
However, there will be a minute of silence. Because usually the best ideas are
born when a person is in a difficult situation.
3.
The opinions of some students will be heard. After three or four
students have read their writings, the teacher asks the rest of the students to
share their opinions.
In the development of independent
tasks used in the cognitive-operational stage, such methods as a teaching
guide, definition of concepts, analysis of concepts, creative test, strategy to
identify confusion are widely used.
A creative test assignment on mastering the lesson and
its requirements 1. Find the appropriate word or sentence.
... the main form of the educational
process conducted with a specific group of students for a specified period of
time under the direct guidance of the teacher.
2.  Continue the
conversation.
The lesson has the following distinctive features that
differ from other forms of education: ...
3.  Complete the
sentence.
The didactic (or educational) requirements
for the lesson include clearly defining the educational tasks of each lesson,
enriching the lesson with information, optimizing its content taking into
account social and personal needs, introducing the latest technologies of
perception, various forms and methods. and appropriate use of views...
4.  Find the right word.
Determining the educational
possibilities of the educational material, activities in the lesson, forming
and setting educational goals that can be clearly achieved, defining educational
issues that naturally arise from the goals and content of educational work,
educating students in universal human values, vitally important It reflects the
requirements for the lesson, such as the formation of qualities (diligence,
orderliness, responsibility, discipline, independence, ability to perform work,
attentiveness, honesty, etc.).
5.  Continue the
conversation.
Developmental requirements for the
lesson include the formation and development of positive qualities of students'
educational activities, interest, creative initiative and activity, studying
and taking into account the level of students' perceptive abilities,
"designing the immediate zone of development". , organization of
training sessions at the level of "surpassing"...
Methods such as problem situation,
problem question, problem problem, case study, educational project are widely
used in the development of independent work tasks used in the activity stage.
The methodological support of
technology reflects the forms, methods and means of organizing independent work
of students of the pedagogical college based on pedagogical facilitation.
II-semester
LECTURE I:
EDUCATIONAL PARADIGMS
Plan:
1.  The concept of
educational paradigms
2.  Pedagogical paradigm
3.  Andrological paradigm

4.  Acmeological paradigm

5.  Communicative
paradigm
As we all know, personality education is based on
various values:
-
transcendental (bringing the student closer to absolute values - Truth, the
Creator); - sociocentric (freedom, equality, work, peace, creativity,
humanitarianism, etc.); - anthropocentric (individuality, utility,
self-expression, etc.).
Determining the basic values in the
all-round development of a person, in turn, allows to choose educational
paradigms.
The word paradigm (Greek, paradeigma)
itself is interpreted in a broad sense as a theory with a unique structure that
defines the fundamental foundations of a field of life and thinking.
It is necessary to distinguish two
different meanings of the concept of education: education as a process and
education as a result. Often there is talk of good upbringing or bad
upbringing. However, in education, it is not the achievement of the goal, but
the methods of achieving it that are important.
A person is educated from birth to the
end of his life. This educational effect, naturally, changes with the age,
social status, status of the person. Pedagogy, as a science of education,
currently has four - pedagogical, andrological, acmeological and communicative
paradigms in which the educational process is implemented. Each of them has its
own methods of application in specific conditions. The content of education is
manifested differently in the application of different paradigms.
Pedagogical paradigm. The concept of
pedagogical paradigm consists of a system of external influences such as
forcing and demanding to educate a person. Therefore, in this education
paradigm, it is considered that the student does not understand the content of
education, its necessity in the education process. Therefore, the only way to
achieve the set goal is coercion.
Andrological paradigm. In this
paradigm lies the concept that the student understands the process of
education, sets clear goals for himself and can achieve them. In this
situation, the task of the pedagogue is replaced by the role of a facilitator
who supports the human movement on this path.
Acmeological paradigm. In the
acmeological paradigm, it is envisaged to provide maximum support for a person
to reach the peak of his activity and realize his potential in the process of
education. This approach has a creative direction, and it is manifested in
achieving maximum individuality in religious relations. In this case, the
educator is required to be a PERSON with capital letters.
Acmeology is a special science that
studies the process of development and perfection of an adult. Acmeology is
such a new branch of science that it studies the complex issues of how a person
manifests his strongest abilities in the dynamics of his development,
improvement and at different stages of his life. That is, he studies the
individual in the process of his improvement, within the framework of the
objective and subjective factors of this development and growth.
The subject of acmeology is a person
who is capable of full self-expression, with conscious maturity. In this
process, the development of the creative potential of students is carried out
on the basis of selfeducation, independent education, self-control, and
self-improvement.
In the process of education, the
acmeological person is manifested as a unit of the process of personal and
personal development of students by increasing their creative potential.
The importance of the acmeological
approach in the educational process and the possibilities of its application
are reflected in the following aspects: the educational aspect aimed at the
development of knowledge and skills in the field of personal activity; personal
aspect related to determination of personal capacity for activity,
psychological readiness; creative aspect related to the development of personal
maturity, reflexive-innovative potential; reflexive aspect that implies
self-awareness and communicative competence of a person in the process of
personal activity. Reflection plays a crucial role in ensuring the optimal
interaction of the acmeological aspects mentioned above in the development of
the personal skills of the students of the educational course.
From the acmeological point of view,
based on the generalization of the criteria and indicators of personal maturity
and personal-personal development, a personally mature person is a person who
strives for high-level qualification, optimizes his behavior in connection with
the field of professional activity and develops himself, makes an
individual-creative contribution to the personal field, it can be concluded
that he is a specialist who achieves high results in his personal activity
based on the appropriate combination of his interests and the demands of
society.
Basing on the basic principles of
pedagogical acmeology requires an analysis of the development of the
acmeological point of view of the students during the education process. In the
process of education, the concept of "acmeological point of view"
itself is considered a new phenomenon, and the absence of a single and clear
definition is evident. In particular, within the framework of acmeology of
higher education, this concept is applied to leaders and pedagogues-staff and
serves to determine the acmeological point of view as a humane direction to
ensure the personal, personal and traditional development of the
professor-teacher, the health and success of students. Also, the acmeological
point of view can be considered as the subjective position of the students of
the education course, the full manifestation of their creative potential and
vital energy, their steady pursuit of success. This approach forms the basis of
the social maturity and activity of the students during the education process.
This, in turn, represents an integral criterion of the quality of andragogic
education. The acmeological point of view is manifested as a stable attitude to
personal activity, the subject and the object of the process. Like other points
of view, it simultaneously reflects personal success and potential, the result
of promising development, the mechanism of activation of the life values of the
individual.
In the process of education, it is
possible to distinguish the acmeological points of view of pedagogues and
trainees: the acmeology of a pedagogue means the sum of the qualities of the
trainees to develop their "acme", analyze advanced work experiences
and innovations in the field, and create a comfortable environment. Acmeology
of the student reflects the leading activity motives and learning motivation
related to the development of personal knowledge and skills.
In the process of education, the
acmeological point of view is manifested as a process and result of
self-realization in the following: self-awareness is the elimination of the
psychological gap between the student's personal competence and its
development; self-awareness is a two-way process of self-manifestation and
objectivity in connection with the content of personal activity.
The acmeological point of view of
educators is related to individual characteristics and reflects two qualities:
orientation to social and personal-personal activity.
Formation of an acmeological point of
view in the education process requires taking into account its relationship to
real values, which affects the purpose and characteristics of the activity.
Every situation in the process of andragogic education requires the necessity
of free and independent choice, the students' responsibility. It is in the
conditions of free choice that a person's activity and individuality are fully
revealed. However, at the same time, the means of choice and behavior are
determined not only by the clarity of the goal, but also by objective
conditions. Pupils should always feel themselves as individuals during the
education process, have and maintain their personal point of view, and most
importantly, prepare themselves for the conditions of personal activity based
on the right choice.
In our opinion, the acmeological point
of view serves as a basis for the development of personal skills of students.
The acmeological point of view requires the role and place of the student in
the process of andragogic education, a value-oriented and responsible attitude
to personal activity.
It is clear from the above analysis
that the acmeological point of view combines an active attitude to values such
as success, achievement, activity, and personal development. So, the
acmeological point of view is the readiness of self-awareness aimed at
achieving educational, personal and social achievements in the process of
andragogic education, which determines the activity and aspiration of the
students.
Based on the analysis of the
characteristics of the acmeological point of view, self-understanding,
selfexpression, self-confidence, self-development and self-evaluation were
determined as its main functions.
Self-understanding as a subject of the
educational process requires the student to understand the acmeological point
of view as a value orientation system, to understand the essence of his
personal activity. At the same time, self-understanding is manifested as a
result of the creative potential of students from the hermeneutic point of
view.
Self-expression is independence
(planning, directing one's activities, orientation to a specific goal), freedom
(having a distinctive behavior, self-direction, will and cooperative
activities), creativity (creativity in activity, one's own behavior expresses such
qualities as feeling responsible for one's actions). This requires students to
reflect the following aspects:
-
goal orientation of the activity (motivation and needs of
students to realize their abilities and opportunities for independent
activity);
-
ability to reflect (showing criticality in relation to one's own
capabilities, evaluating oneself and others based on personal beliefs);
-
harmonious movement with society (positive-emotional mood,
cooperative resolution of conflict situations, dialogue);
-
individual behavior (manifestation of volitional characteristics,
self-control);
-
creativity (creative nature of activity, originality,
independence);
-
responsibility (awareness of personal duty and obligation,
conscientiousness, fairness).
Self-confidence requires the student's
desire for personal development and unity of personal values. As a result, it
is possible to determine the personal and personal concept of "I" in
the students. In this process, it is possible to improve the ability of students
to independently solve problems related to personal activity in a timely
manner.
The acmeological point of view is embodied by the
subject exhibiting the following characteristics:
-
taking responsibility for one's actions, including personal
development;
-
achieving important achievements in personal activity; -
satisfaction from taking on and solving new creative tasks; - having new life
experiences.
Existential psychology allows us to
reveal a number of peculiarities of this phenomenon. It is the process of
self-development of subjectivity, including the formation of an acmeological
point of view, that emerges as an indicator of quality. Self-development is a
goal-directed process of discovering one's uniqueness and individuality in
pursuit of success.
The function of self-evaluation is
manifested in the ability of students to evaluate the characteristics of
cognitive activity and their personal achievements. An important social and
cultural value is the ability of students to evaluate themselves, personal
abilities, personal qualities and creativity.
Like the acmeological perspective,
self-evaluation is manifested more in activities, but it is selfevaluation of
potential (the ability to perform activities to achieve something), strategies
(setting realistic goals and objectives), process (optimal ways to achieve
goals and objectives) and will have a structural appearance in the form of
achievement (satisfaction with one's achievements).
Based on clarifying the functions of
manifestation of the acmeological point of view of the person
(self-understanding, self-expression, self-confidence, self-development,
self-evaluation), its following components were determined: emotional,
activity-value-oriented and behavioral. about the character.
In the process of education, students'
understanding of the purpose of their activities is based on the combination of
motives and goals that require a conscious attitude in personal
self-development. The purpose of education is to have a clear sense of one's
activity, experience and personal direction and to achieve a full understanding
of its essence.
  The activity-value-oriented
component of the acmeological perspective serves to implement its
selfdevelopment function. Such a conclusion can be reached based on the unity
of the processes of understanding (understanding the essence of personal
values) and understanding (understanding of the value system). The
value-oriented component of the activity, in turn, contributes to the effective
implementation of the selfevaluation function of the acmeological perspective.
The integration of self-understanding and self-evaluation serves the
individual-personal and personal self-development of students.
A behavioral-normative approach to
personal development ensures the full fulfillment of the selfconfidence
function of the acmeological point of view. As a result of self-analysis and
assessment of students based on external influences, confidence in increasing
their personal potential is determined.
Communicative paradigm. The concept of
the communicative paradigm considers the issue of communication and joint
development of people belonging to the same group according to the level of
development. In the process of mutual communication, information, knowledge and
skills that serve to improve people are exchanged. In the scientific field, it
takes place in the form of various symposia, conferences, and seminars. The
communicative paradigm is the basis of various group psychological trainings.
   Two of these paradigms -
acmeological and communicative paradigms - play an important role in the
formation of the economic culture of the students of the pedagogical college.
The acmeological paradigm (A.A.
Derkach, N.M. Egamberdieva, N.A. Muslimov) as the scientific basis for the
formation of the economic culture of the students of the pedagogical college is
based on their appearance as participants in this process, mature individuals
and active subjects of professional activity, and as subjects and future
specialists. creates conditions for gradual, continuous self-improvement and
selfdevelopment.
From the acmeological point of view,
economic culture serves as a basic concept for describing the speed,
effectiveness, and uniqueness of economic processes, as well as the ability to
create, perceive, and implement economic innovations, as well as the
psychological mechanism that ensures the implementation of this process -
reflection. N.G.Alekseev and I.N.Semenov proposed to use the concept of
practical-oriented knowledge based on the analysis of practical activity.
According to I.O. Sorokina, the
development of professional creativity is related to the reflection of various
abilities. Acmeological abilities - such as self-awareness, self-development,
self-expression, etc., are important in the course of human life, but their
rapid development occurs as a result of the development of autopsychological
competence.
Individual self-psychological
abilities include: 1) general - self-attitude, ability to self-manage; 2)
cognitive - developmental psychology and intelligence as a high level of
consciousness unique to humans; 3) in the acmeological content of
cognitive-creative activity, cognition is reflected in the interaction of
selfawareness and professional activity; 4) creative - finding non-standard
solutions to creative tasks, imagining and creating new symbols;
social-perceptive - social-perceptive is reflected in interpersonal interaction
of selfevaluation in acmeological content; about empathy - susceptibility to
emotional influence; flexibility to emotional influences.
   The basis of the communicative
paradigm is the communication process. In psychological dictionaries, the
concept of communication is given two different definitions:
1)      communication
- the process of establishing and developing communication required by the need
for cooperative activity.
2)      communication
- interaction of subjects through the system of symbols.
   Communication is one of the
important factors of the psychological and social development of the learner,
the interaction of two or more people with the aim of achieving common results
in joint activities, establishing and maintaining interpersonal relationships.
Communication motives are closely connected with the basic needs of the child,
and based on this basis, they can be divided into three important categories:
knowledge, business, and
personal.
In the analysis of communication in
psychology, attention is paid to its various aspects: "communication"
(information exchange), "social perception" (perception and
understanding of a person by a person), "interaction" (joint action).
Practical communication emerges as a combination of these components.
Communication is the main form of interpersonal relations, with the help of
which people communicate with each other mentally, exchange information,
influence each other, feel and understand each other.
Therefore, communication as a
socio-psychological phenomenon takes part in all spheres of social life and
arises as a need for material, spiritual, cultural, emotional, motivational
aspects of cooperation. Satisfying various needs that arise in a person depends
on the ritual of communication, and interpersonal relations serve to establish
the ideals of a perfect generation and a perfect person. The basis of the
success of communication is the manifestation and development of a person's
spiritual world, needs, motivation, character traits, individual-typological
characteristics, abilities, and beliefs.
Communication prepares a thorough ground
for self-correction, re-education, realization of personal potential on the
basis of external positive influences, examples, leads to perfection.
Other people imitate the manners of
behavior, the way of thinking, the flexibility of getting into a relationship,
the ability to get out of a situation, and follow it in their life experience.
Consciously relying on an abnormal social situation or event in the process of
interpersonal relations between people - selfimprovement, realization,
management, evaluation, self-command is an important stage of maturity in the
spiritual world of a person. Therefore, understanding internal and external
imitation and mastering it step by step is the guarantee of professional
training of the future specialist and formation as a well-rounded person.
The main reason for the inability to
communicate is the wrong attitude towards oneself and the people around it, due
to excessive or low self-esteem. There are ways to prevent this, mainly
focusing on:
1)
organization of humanitarian relations between all members of the
communication process through the communication system in cooperation
activities, creation of an opportunity to compare the emotional environment;
2)
implementation of activities aimed at ensuring the favorable position
of each member in the system of internal relations in communication;
3)
to organize special trainings for the acquisition of information
about the features, manners, methods and forms of communication.
4)
creation of business games, psychodrama, training system designed
for interpersonal relations and communication methods.
If a person observes certain rules
during the period of mastering the qualities of self-control and behavior in
various situations, he will achieve certain achievements in the process of
cooperation:
1.
The external reality of social events reflects the internal state
of mind and its content, and this process occurs due to two-way communication.
2.
Voluntary, active attention directed and focused on external
objects reduces the level of efficiency due to the influence of various
factors, a nervous state reduces efficiency and impairs communication.
3.
A person can achieve his intended goal through physical tension,
nervous tension, and mental tension in order to master the feeling of feeling
free, liberated, and at ease.
Communication is of great importance
in the comprehensive formation of a person. To learn simple things, it is
necessary to communicate through imitation. Relationships develop based on the
rules of society. There is a huge difference between individual and
interpersonal communication. For example, there is a big difference between the
communication of a child, a mentally ill person, and a person with a low level
of consciousness, and a mature person with a high level of consciousness. A
conscious person thinks in his head and plans his words before starting a
conversation. Communication plays an important role in the physical, mental,
moral and aesthetic development of a person. For example, for moral
development, adults in the family, school, and kindergarten influence the child
through communication. Also, the teacher tries to influence the student through
communication for aesthetic, mental and physical development. So, communication
also serves as a tool of influence.
The qualities and qualities of a
person are very important for the success of communication. In particular, if a
person has well-developed positive qualities (politeness, modesty, humanity,
correct speech, conscientiousness, etc.), the process of communication will go
well. Because in order for individuals to understand each other correctly, for
communication to be successful, they must be sincere. Sincerity is one of the
most wonderful qualities of a person, it is a rational reaction to events and
not giving in to various influences.
As a result of the influence of the
teacher on students in the process of communication and cooperation, they:
-  respecting oneself
and others;
-  assessment of self
and other activities and behavior;
-  control of oneself
and others;
-  self-awareness and
understanding of others;
-self-control
(both cognitive and behavioral) - self-improvement and acquisition of new
qualities; a prediction of the actual product is formed.
Friendly communication between the
teacher and the student ensures thorough assimilation of knowledge and serves
to form perfect personal qualities.
In the process of communication,
conflicts, conflicts, situations, situations, conflicts, conflicts, conflicts,
conflicts, situations, can arise, related to motivation, feelings, personal
knowledge. These problems should be prevented rather than solved. Nevertheless,
in communication and interpersonal relations, there are some conflicting
situations between the student and the teacher at different levels:
1.  There is intellectual
unity between the teacher and the student;
2.  The existence of a
personal-ideological conflict in the social problem of profit;
3.  The fact that he has
a certain spiritual barrier.
4.  Acquisition of
personal meaning of things and events.
5.  Validity of needs.
6.  Activities such as
behavioral disorders.
In psychology, communication is interpreted as mutual
understanding between people.
a)
stereotyping. (habits and beliefs of the ancestors are used by
people of the present time without any changes);
b)
identification (imitation, formation of ideal qualities);
c)
reflection (knowing one's own capabilities and behavior,
understanding the manners of the
interlocutor, understanding)
etc.
TOPIC II: LAWS AND
PRINCIPLES OF MODERN EDUCATION
Theme plan:
1.  Causality in the
educational process.
2.  Laws and
metaprinciples of education.
3.  Education as a
socially organized process of theorization of universal values.
4.  Interrelationship of
the principles of education and training.
Education is one of the main concepts
in pedagogy. During the historical development of society and pedagogy,
different approaches to the explanation of this category appeared. First of
all, education in the broad and narrow sense is distinguished above.
In a broad sense, education is
considered as a social phenomenon, the influence of society on an individual.
In this case, education is combined with socialization.
Education in the narrow sense means
the specially organized activities of pedagogues and students to realize the
goal of education in the conditions of the pedagogical process. In this case,
the educational activity of pedagogues is called educational work.
  The content of education means the
knowledge, skills, beliefs, personal quality and character, behavioral system
that students should acquire in connection with the set goals and tasks.
The purpose of education is to form a well-rounded
person. General tasks of education:
•
creating conditions for purposeful development of society members
and meeting their various needs;
•
preparation of a sufficient amount of "human capital"
suitable for the social culture necessary for the development of the society;
•
ensuring the stability of social life by passing on cultures;
•
regulating the movement of society members within social
relations, taking into account the interests of certain gender, age and
socio-professional groups.
  The process of education is a
process of cooperation between the teacher and the learner (educator and
student) and directed towards a specific goal.
The educational process has its own characteristics:
•
goal orientation;
•
multifaceted process;
•
long duration;
•
continuity;
•
integrity;
•
variability;
•
unpredictability of results;
•
duality;
The laws of upbringing are, on the
one hand, the features of upbringing as a social phenomenon, and on the other
hand, stable relationships associated with the development of a person. There
are the following rules of the educational process:
•
dependence on objective and subjective factors of the social
environment;
•
the unity and interdependence of education with the development
of the individual;
•
recognition of activity and attitude is the basis and main source
of formation of socially valuable qualities of a person;
•
the connection between the mutual educational influence, mutual
relations and active activities of the students;
•
intensity of education and self-education;
•
the intensity of influence on the "inner world" of the
student;
•
taking into account the level of development of verbal and
sensorimotor processes and pedagogical influence in children.
The principles of education are
preliminary rules that express the basic requirements for the direction,
content, methods and organization of educational work, relations between the
participants of the educational process.
The educational process is governed by the following
principles:
•
goal-oriented and ideological orientation;
•
humanization of education;
•
connection of education with life and work; • holistic (complex)
approach to education;
•
training in a team and working with a team;
•
to combine demand and respect for the person;
•
unity of demands and educational influences of teachers, public
organizations and family;
•
taking into account the age and individual characteristics of the
student;
•
systematicity and continuity of the educational process.
It is known that in the actions and
activities of the learner in various forms, his special evaluation attitude is
manifested. It is in accordance with the evaluative relationship that the
learner acquires new values, or else the existing values (for example, social
norms, views, views, opinions, laws) are further strengthened in the mind.
In science, needs are considered as
the cause and source of human activity. According to their origin and
development, they go through two stages. At the first stage, the need is
characterized as an internal, closed condition for activity. At this stage, the
value is able to satisfy the need, it appears as an ideal, and its
implementation involves the comparison of knowledge with the real world
knowledge of the given need, which helps to choose the means to satisfy this
existing need. In the second stage, the need is a real force that directs a
specific human activity. Here, the content is determined by necessity, and it
comes from the external reality.
In turn, the need accelerates the
activity and ends with its concrete result. At first, it appears as a
condition, but as the learner begins to act, it transforms and ceases to be
"in" the need. The more the activity develops, the more its intended
state becomes a result.
Therefore, activity can be properly
understood only through the fulfillment and origin of needs. It simultaneously
implies the process of satisfying existing needs and the conditions for the
creation of new needs, as well as the process of conflict resolution between
the existing subject and the object and the emergence of new ones.
Needs are future oriented and
consequently program a pattern of life activities. According to its regulatory
function, needs reflect the criterion of personal development, which is of high
importance.
   It is natural for learners to have
interests and needs in the formation of a value system. There are different
views on the concept of interest in the literature on pedagogy and psychology.
The transition from need to goal
formation does not happen by itself. Need and purpose unite the motive. Needs
are primary in relation to motives, and they are formed on the basis of a
specific need. Activity does not arise from the needs themselves, but depends
on the conflict between the conditions of the subject's current situation. It
is this opposition (contradiction) that stimulates activity (stimulus), and
motivates to fight for the change or preservation of conditions.
The "motive" category, in
turn, clarifies and complements the "need" category, and reflects the
subject's relationship to the conditions of his life activity.
  The best moments of the
"I" personality are hidden in the motives of people's behavior and
behavior. In this case, the value system can be considered as an ideal form of
behavior strategy, and the motive as its tactics. The nature of the motive,
their content, the characteristic feature of the motivational process reveal
the individual's unique side - "independence". Motivation is the
secret of the decisions made by a person, the selection of the secret and the
promotion of a valuable approach, and at the same time, it makes it necessary
to determine the life perspective.
The ideal moment of all the activities
of a person is the goal, which is determined, on the one hand, that is, in
strong connection with the demand (the level of necessity and the ability to
satisfy it in the given conditions), on the other hand, with the means for its
implementation. A tool calls for an objective and an outcome, so they are often
defined in relation to each other.
In the world of values, it is becoming
more difficult to stimulate people's behavior and social causes. As a first
issue, the non-existent necessity does not come into play, because these issues
are resolved at the level of needs, and at the same time, the material
conditions of existence cannot be considered - this is the level of the
movement of interests, in which the appointment of man and his dignity are
properly presented. moments of motivation of behavior are manifested in the
liberation and self-awareness of the individual. This is a valuable approach
that covers all aspects of a person - needs and interests. However, a person is
determined by the activity of needs, and there are no free and developing new
values. A person should be free from the influence of needs, that is, he should
not become a slave to needs. Personal freedom is the elimination of the sphere
of influence of small needs and the choice and pursuit of higher values.
The value approach is relatively
autonomous (separate) because the perception of values is based on worldviews.
However, after their formation, they show their effect: interest, need, purpose
of activity, life activity of a person and comprehensive development of social
structures. This mechanism stipulates the humanization of community life and
education as a social phenomenon. In the value approach, one relies not only on
the experience of the individual, but primarily on the historical experiences
accumulated by mankind. This is a certain system of standards and criteria that
define the limits of cultural activity that each person can use.
Valuable approaches are reflected in
moral ideals, which purposefully form a higher perspective in the activity of a
person. Ideals are the supreme value of this system of worldviews,
demonstrating the goals set in them. They complete the process of idealization
of multilevel reality.
Understanding value approaches as
moral ideals reinforces the conflict between sociality and individuality. In
the resulting conflict, one becomes a victim instead of the other. However, a
humane person acts according to the requirements of a moral ideal. Moral
ideals, in turn, determine the level of development of a person, which
corresponds to the identity of a humanitarian person. They reflect the unity of
humanitarian values, namely the need for the development of society to meet the
needs of a developing individual. The unity of the advanced interests of the
individual and the society is harmoniously manifested in them, because together
they demonstrate the social function of the humanitarian worldview.
Moral ideals are not given as a
definite standard for the whole life. They develop, improve as a model,
determine the prospects of personal development. Development is characterized
by humanistic moral ideals, therefore, they appear as a motive for personal
improvement. Ideals are bound by historical period and generation, the best
humanistic traditions are inherited and primarily through education.
Moral ideals appear as the highest
criterion of a person's motivational-value attitude. It is characterized by the
fact that a person realizes his duty and responsibility to society. The
attitude of a person directs a person to the objective relationship of objects
and events in the environment and other people, and evaluates the subjective
position of a person relative to one or another subject, and at the same time
evaluates its importance. In this sense, "relationship" appears
simultaneously in two cases: as a procedural description (adds an act of
evaluation) and stable personal education, which shows a person as a carrier of
humanitarian values (value approach). In this case, the person appears as an
active agent in connection with the reality of existence, who has the
opportunity to choose and directs the nature of his developing activity based
on it. Relationships are carried out through the interaction of the environment
and the person and determine the direction of the person in terms of content,
connect and coordinate the main phenomenon of subjectivity (views, motives,
needs, evaluations, emotions, habits, value attitudes).
However, not only his subjectivity,
but also the objectively given content is reflected in personal relations,
because objective goals are presented in it. As an objective moment of personal
relations, his social status emerges, and it shows the complexity of relations,
which arise in the referent system of interpersonal relations and in socially
significant activities. The content of a person's relationship can be the
object and subject (values) of motives, which are manifested in his mind in a
specific social position.
Society norms, demands, ideals,
cultural values are accepted and assimilated by the individual individually and
selectively. Therefore, the value attitude of the individual does not always
correspond to the values accepted and recognized by the society. When the
values of the society become an incentive and a stimulating force for activity,
when they are consciously accepted and mastered by a person and correspond to
his personal value, call, ideal, goal, it is appropriate for the purpose.
The formation of a person as a person
presupposes the acquisition of a system of humanitarian values, which reflects
the foundations of humanitarian culture. The issue of introducing these values
into the educational process is of great social importance. Its successful
solution in many cases depends on the humanization of education. Its content is
to ensure a conscious choice of cultural values by a person and to form an
individual system of strong, non-denying, humane value relations based on it.
In education with a value content, a
person's behavior is targeted, which determines his orientation to humanity and
is shown as the basis of value assessment. The worldview appears as the context
of the conceptual interpretation of a person's value attitude, imperative
behavior - as a norm, value attitude - as an invariant to one or another
system. It is in this way that the reflection of knowledge of the world and the
moral management of valuable attitudes are directed and meaningfully organize
the activity and behavior of a person.
Therefore, education can be seen as a
process of internalization of socially organized universal values. And in life,
it is rare for a person to consciously understand the importance of awakening a
person to active activity, self-education and self-development. Value as a
force that awakens the motive of activity, when it is internalized by a person,
provides the necessary moments of inner existence, when a person can clearly
formulate the purpose of his activity, can see its humanitarian meaning, finds
effective means of realizing goals, correct and timely control, his behavior.
it will be clearly manifested only when it can be corrected and evaluated.
This or that value becomes an object of need only when
organization, object selection and creation of conditions, purposeful activity
is carried out, and it arouses the need for evaluation and mastery by a person.
Therefore, spiritual values become an object of human need when education is
organized as a process of their internalization.
Internalization leads to the
transformation of universal human values into a higher psychic function of the
individual. The desired function of the culture of personality development is
also manifested in an interpsychic and intrapsychic form. At the same time,
interiorization is carried out together with exteriorization - creative
transformation of the environment by creating new objects. With the help of the
latter, creation of needs is carried out, which forms the basis of the
motivation of a person's valued attitude.
The psychological mechanism of
internalization allows to understand the dynamics of spiritual needs of a
person. The activity carried out by a person in a certain situation creates new
objects, which create new needs. This diagram looks like this, numbers 1, 2, 3,
4 and so on show the organizational activity of certain factors (conditions,
principle, content, methods). For example, the principle of an
individual-creative approach to its organization. As an object (O1) there are ideas,
works of art, methods and methods of carrying out activities. The relationship
between the subject and the object has a dual description: interiorization and
exteriorization. It creates a need (E 1) in the subject, which in turn directs
the subject to a new object (O 2), a new need arises (E 2). And this goes on
indefinitely.
As a component of the
"teacher-learner" pedagogical system, the factors affecting the
management of the educator's activity create the necessary conditions for the
formation of spiritual needs. The learner predicts his future activities in the
place of his internal behavior, predicts it in accordance with social
requirements and transforms it into his internal state. The selected object (O)
turns into needs (E), that is, the internalization mechanism is activated.
The internalization of universal human
values by the individual helps him to design a new activity in accordance with
the norms of the society and the established task, in the process of the
evaluation activity by the learners. A new object of activity (O 1) becomes a
new need (E 2) - exteriorization takes place, i.e. occurs. The peculiarity and
description of this process, the law of the negation of the negation of the
negation of the negation of the negation of the other, is evident here in the
specific form of activity: one need negates the other.
When evaluating and acquiring one or
another activity, the behavior related to the satisfaction of needs creates new
objects, which creates new, qualitatively more complex needs and characterizes
a special level of motivational-value attitude.
The internalization and acceptance by
the person, the development of the universal values and personal value attitude
by him as an "internal plan" is not carried out only at the stage of
awareness (cognitive). Emotions play an important role in this process. The
emotional nature of the internalization process has been proven in many
studies. They show that social values are perceived not only with consciousness
and rational thinking, but primarily with emotion. Even the understanding of
social significance is not only "observed", but also
"embellished" with emotion. The involvement of emotions does not
determine that this concept is not only realistically accepted by a person, but
simply understood. Therefore, the internalization of values requires taking
into account the dialectical unity of cognitive and emotional, rational and
practical (readiness for action), social and individuality. This situation, in
turn, shows the need to gradually implement the value system in students.
It is known that in the actions and
activities of the learner in various forms, his special evaluation attitude is
manifested. It is in accordance with the evaluative relationship that the
learner acquires new values, or else the existing values (for example, social
norms, views, views, opinions, laws) are further strengthened in the mind.
In science, needs are considered as
the cause and source of human activity. According to their origin and
development, they go through two stages. At the first stage, the need is
characterized as an internal, closed condition for activity. At this stage, the
value is able to satisfy the need, it appears as an ideal, and its
implementation involves the comparison of knowledge with the real world
knowledge of the given need, which helps to choose the means to satisfy this
existing need. In the second stage, the need is a real force that directs a
specific human activity. Here, the content is determined by necessity, and it
comes from the external reality.
In turn, the need accelerates the
activity and ends with its concrete result. At first, it appears as a
condition, but as the learner begins to act, it transforms and ceases to be
"in" the need. The more the activity develops, the more its intended
state becomes a result.
Therefore, activity can be properly
understood only through the fulfillment and origin of needs. It simultaneously
implies the process of satisfying existing needs and the conditions for the
creation of new needs, as well as the process of conflict resolution between
the existing subject and the object and the emergence of new ones.
Needs are future oriented and
consequently program a pattern of life activities. According to its regulatory
function, needs reflect the criterion of personal development, which is of high
importance.
   It is natural for learners to have
interests and needs in the formation of a value system. There are different
views on the concept of interest in the literature on pedagogy and psychology.
The transition from need to goal
formation does not happen by itself. Need and purpose unite the motive. Needs
are primary in relation to motives, and they are formed on the basis of a
specific need. Activity does not arise from the needs themselves, but depends
on the conflict between the conditions of the subject's current situation. It
is this opposition (contradiction) that stimulates activity (stimulus), and
motivates to fight for the change or preservation of conditions.
The "motive" category, in
turn, clarifies and complements the "need" category, and reflects the
subject's relationship to the conditions of his life activity.
  The best moments of the
"I" personality are hidden in the motives of people's behavior and
behavior. In this case, the value system can be considered as an ideal form of
behavior strategy, and the motive as its tactics. The nature of the motive,
their content, the characteristic feature of the motivational process reveal
the individual's unique side - "independence". Motivation is the
secret of the decisions made by a person, the selection of the secret and the
promotion of a valuable approach, and at the same time, it makes it necessary
to determine the life perspective.
The ideal moment of all the activities
of a person is the goal, which is determined, on the one hand, that is, in
strong connection with the demand (the level of necessity and the ability to
satisfy it in the given conditions), on the other hand, with the means for its
implementation. A tool calls for an objective and an outcome, so they are often
defined in relation to each other.
In the world of values, it is becoming
more difficult to stimulate people's behavior and social causes. As a first
issue, the non-existent necessity does not come into play, because these issues
are resolved at the level of needs, and at the same time, the material
conditions of existence cannot be considered - this is the level of the
movement of interests, in which the appointment of man and his dignity are
properly presented. moments of motivation of behavior are manifested in the
liberation and self-awareness of the individual. This is a valuable approach
that covers all aspects of a person - needs and interests. However, a person is
determined by the activity of needs, and there are no free and developing new
values. A person should be free from the influence of needs, that is, he should
not become a slave to needs. Personal freedom is the elimination of the sphere
of influence of small needs and the choice and pursuit of higher values.
The value approach is relatively
autonomous (separate) because the perception of values is based on worldviews.
However, after their formation, they show their effect: interest, need, purpose
of activity, life activity of a person and comprehensive development of social
structures. This mechanism stipulates the humanization of community life and
education as a social phenomenon. In the value approach, one relies not only on
the experience of the individual, but primarily on the historical experiences
accumulated by mankind. This is a certain system of standards and criteria that
define the limits of cultural activity that each person can use.
Valuable approaches are reflected in
moral ideals, which purposefully form a higher perspective in the activity of a
person. Ideals are the supreme value of this system of worldviews,
demonstrating the goals set in them. They complete the process of idealization
of multilevel reality.
Understanding value approaches as
moral ideals reinforces the conflict between sociality and individuality. In
the resulting conflict, one becomes a victim instead of the other. However, a
humane person acts according to the requirements of a moral ideal. Moral
ideals, in turn, determine the level of development of a person, which
corresponds to the identity of a humanitarian person. They reflect the unity of
humanitarian values, namely the need for the development of society to meet the
needs of a developing individual. The unity of the advanced interests of the
individual and the society is harmoniously manifested in them, because together
they demonstrate the social function of the humanitarian worldview.
Moral ideals are not given as a
definite standard for the whole life. They develop, improve as a model,
determine the prospects of personal development. Development is characterized
by humanistic moral ideals, therefore, they appear as a motive for personal
improvement. Ideals are bound by historical period and generation, the best
humanistic traditions are inherited and primarily through education.
Moral ideals appear as the highest
criterion of a person's motivational-value attitude. It is characterized by the
fact that a person realizes his duty and responsibility to society. The
attitude of a person directs a person to the objective relationship of objects
and events in the environment and other people, and evaluates the subjective
position of a person relative to one or another subject, and at the same time
evaluates its importance. In this sense, "relationship" appears
simultaneously in two cases: as a procedural description (adds an act of
evaluation) and stable personal education, which shows a person as a carrier of
humanitarian values (value approach). In this case, the person appears as an
active agent in connection with the reality of existence, who has the
opportunity to choose and directs the nature of his developing activity based
on it. Relationships are carried out through the interaction of the environment
and the person and determine the direction of the person in terms of content,
connect and coordinate the main phenomenon of subjectivity (views, motives,
needs, evaluations, emotions, habits, value attitudes).
However, not only his subjectivity,
but also the objectively given content is reflected in personal relations,
because objective goals are presented in it. As an objective moment of personal
relations, his social status emerges, and it shows the complexity of relations,
which arise in the referent system of interpersonal relations and in socially
significant activities. The content of a person's relationship can be the
object and subject (values) of motives, which are manifested in his mind in a
specific social position.
Society norms, demands, ideals,
cultural values are accepted and assimilated by the individual individually and
selectively. Therefore, the value attitude of the individual does not always
correspond to the values accepted and recognized by the society. When the
values of the society become an incentive and a stimulating force for activity,
when they are consciously accepted and mastered by a person and correspond to
his personal value, call, ideal, goal, it is appropriate for the purpose.
The formation of a person as a person
presupposes the acquisition of a system of humanitarian values, which reflects
the foundations of humanitarian culture. The issue of introducing these values
into the educational process is of great social importance. Its successful
solution in many cases depends on the humanization of education. Its content is
to ensure a conscious choice of cultural values by a person and to form an
individual system of strong, non-denying, humane value relations based on it.
In education with a value content, a
person's behavior is targeted, which determines his orientation to humanity and
is shown as the basis of value assessment. The worldview appears as the context
of the conceptual interpretation of a person's value attitude, imperative
behavior - as a norm, value attitude - as an invariant to one or another
system. It is in this way that the reflection of knowledge of the world and the
moral management of valuable attitudes are directed and meaningfully organize
the activity and behavior of a person.
Therefore, education can be seen as a
process of internalization of socially organized universal values. And in life,
it is rare for a person to consciously understand the importance of awakening a
person to active activity, self-education and self-development. Value as a
force that awakens the motive of activity, when it is internalized by a person,
provides the necessary moments of inner existence, when a person can clearly
formulate the purpose of his activity, can see its humanitarian meaning, finds
effective means of realizing goals, correct and timely control, his behavior.
it will be clearly manifested only when it can be corrected and evaluated.
This or that value becomes an object of need only when
organization, object selection and creation of conditions, purposeful activity
is carried out, and it arouses the need for evaluation and mastery by a person.
Therefore, spiritual values become an object of human need when education is
organized as a process of their internalization.
Internalization leads to the
transformation of universal human values into a higher psychic function of the
individual. The desired function of the culture of personality development is
also manifested in an interpsychic and intrapsychic form. At the same time,
interiorization is carried out together with exteriorization - creative
transformation of the environment by creating new objects. With the help of the
latter, creation of needs is carried out, which forms the basis of the
motivation of a person's valued attitude.
The psychological mechanism of
internalization allows to understand the dynamics of spiritual needs of a
person. The activity carried out by a person in a certain situation creates new
objects, which create new needs. This diagram looks like this, numbers 1, 2, 3,
4 and so on show the organizational activity of certain factors (conditions,
principle, content, methods). For example, the principle of an
individual-creative approach to its organization. As an object (O1) there are
ideas, works of art, methods and methods of carrying out activities. The
relationship between the subject and the object has a dual description:
interiorization and exteriorization. It creates a need (E 1) in the subject,
which in turn directs the subject to a new object (O 2), a new need arises (E
2). And this goes on indefinitely.
As a component of the
"teacher-learner" pedagogical system, the factors affecting the
management of the educator's activity create the necessary conditions for the
formation of spiritual needs. The learner predicts his future activities in the
place of his internal behavior, predicts it in accordance with social
requirements and transforms it into his internal state. The selected object (O)
turns into needs (E), that is, the internalization mechanism is activated.
The internalization of universal human
values by the individual helps him to design a new activity in accordance with
the norms of the society and the established task, in the process of the
evaluation activity by the learners. A new object of activity (O 1) becomes a
new need (E 2) - exteriorization takes place, i.e. occurs. The peculiarity and
description of this process, the law of the negation of the negation of the
negation of the negation of the negation of the other, is evident here in the
specific form of activity: one need negates the other.
When evaluating and acquiring one or
another activity, the behavior related to the satisfaction of needs creates new
objects, which creates new, qualitatively more complex needs and characterizes
a special level of motivational-value attitude.
The internalization and acceptance by
the person, the development of the universal values and personal value attitude
by him as an "internal plan" is not carried out only at the stage of
awareness (cognitive). Emotions play an important role in this process. The
emotional nature of the internalization process has been proven in many
studies. They show that social values are perceived not only with consciousness
and rational thinking, but primarily with emotion. Even the understanding of
social significance is not only "observed", but also
"embellished" with emotion. The involvement of emotions does not
determine that this concept is not only realistically accepted by a person, but
simply understood. Therefore, the internalization of values requires taking into
account the dialectical unity of cognitive and emotional, rational and
practical (readiness for action), social and individuality. This situation, in
turn, shows the need to gradually implement the value system in students.
TOPIC III: FORMATION
OF IDEOLOGICAL IMMUNITY IN YOUTH STUDENTS
Theme plan:
1.
Theoretical issues of formation of ideological immunity in
students in the conditions of globalization.
2.
Moral threats that have a negative impact on the ideological
immunity of students.
3.
Pedagogical system of formation of ideological immunity in
students.
Today, when the concept of ideology
exists in the history of a person, it is a complex concept that is becoming
more relevant according to its content and function. It is known from history
that when it comes to ideology, it is about "political, economic,
religious ideology; some form of ideology; ideology of parties, movements,
organizations; they even talk and write about the concrete ideology of the
economy." Accordingly, ideology exists in the society of individuals as
the main element of social life and has its influence on other areas as well.
When it comes to educational
management, it cannot be denied that there is an influence of ideology on this
field, more precisely, there is a kind of dialectical relationship between
educational management and ideology. In fact, the official (legally based) or
unofficial (non-legally based) ideology of that country plays a role in the
education management of each country (for example, communist ideology in the
education management of the People's Republic of China, Japanese nationalism in
the education of Japan, Zionism ideology in the education management of the
State of Israel). . Accordingly, ideology can be recognized as a factor
determining the content of education and the style of management. Therefore, it
is appropriate to study ideology not only in philosophy, politics, history and
other similar disciplines, but also in pedagogy, including the science of
educational management.
When it comes to the study of
ideology, some people treat it as something impure or dangerous. First of all,
such people do not understand ideology as a general object of research, a
product of social consciousness directly related to human activity. On the
contrary, they understand ideology in a narrow sense, associating it with the
inhuman activities of concrete ideologies historically or today. Due to the
wrong attitude of such people to ideology, now "the concept of ideology
has become so shallow that it cannot be used in practice. Some interpret it in
the same sense, while others give it a different meaning. Often they do not
give it any specific content. In the conditions of such semantic anarchy, in
fact, there can be no meaningful speech. From this point of view, it is
appropriate to start the research work first of all with a full analysis of the
concept of ideology.
"Ideology" is derived from
the Arabic word and means a system, a set of views and beliefs in a narrow
sense. In a broad sense, ideology is a set of specific political, legal, moral,
religious, artistic, philosophical, scientific views, thoughts and ideas in
society. In the languages of Western countries, ideology is used by means of
the term "ideology".
The concept of ideology was first
introduced to science at the end of the 18th century in France by A. Destute de
Tracy. In his work "Elements of Ideology", published in 1801, there
were important ideas about the emergence, types and evolution of ideas, and
general laws. Together with Etienne Condillac, he worked on the creation of the
science of the general principles of idea formation and the foundations of
human knowledge. As a follower of John Locke's sensualist epistemology, de
Tracy introduced the term ideology (ideology - ideaidea, logia-doctrine) to
science to define the doctrine of ideas, and for him, this doctrine was
interpreted as the general laws of the occurrence of ideas arising from the
content of sensory field experience. This doctrine should serve as the main
principles in the management of science and social life. That is why Destuits
de Tracy sees a system of knowledge in ideology.
It should be noted that ideology, as
an object of research, has been studied many times by world scientists and many
definitions have been given to it. For example, in Slavoj Žižek's
research, it is believed that "ideology is an invisible illusion, like a
ghost, invented by ourselves to hide from unbearable reality; - in this sense,
the phantasmatic structure serves as the basis for our "reality": the
"illusion" systematizes the concrete, real relations in our society
and, moreover, masks the unbearable, real reality. The function of ideology is
not to offer us a way to escape from reality, but to present the existing
social reality as an opportunity to take refuge from the wounded reality.
George Walford and Harold Walsby,
Charles Blattberg, David Minar, Willard Mallinza and a number of other
representatives of social and humanities contributed to the deep analysis of
the concept of ideology. For example, the work of George Walford and Harold Walsby
on "systematization of ideology" is aimed at studying the difference
between ideology and social spheres. In his research, Charles Blattberg
explores the difference between ideology, political ideology, and political
philosophy. David Minar describes six ways to apply the concept of ideology.
They are:
-  as a set of ideas
with a certain "content" (usually normative);
-  as a form of internal
logical structure characteristic of the ideas in the collection;
-  according to the role
of ideas in interpersonal cooperation activities;
-  according
to the role in the organizational structure; - according to its importance in
"persuasion"; - perhaps as a "locus" of social cooperation.

Willard Mallinza believes that ideology has four basic
characteristics. According to him, ideology: - should be prioritized over
knowledge;
-  must be able to
manage evaluation considerations;
-  should serve as a
guide for actions;
In his research, Willard Mallinza
emphasized that ideology should not be confused with "utopia" and
"historical mythology", which are closely related to it, and at the
same time are quite different from it.
The term "ideology" is
widely used in the works of French scientists: Cabanis, Volney, Gar, Gerando,
Lancelin and others. However, because Napoleon Bonaparte believed that any
ideology in his time would have no meaning if it did not express the needs,
interests and visions related to the development of society, their views
remained under the influence of existing censorship.
During the period of independence, along
with all other fields, the field of ideology was also researched by scientists
and a lot of scientific literature was created in this direction. Definitions
of the concept of ideology are certainly given in these literatures. For
example, in the manual "Ideology of independence and development: goals
and directions" published under the co-authorship of J. Tulenov, E.
Yusupov, Z. Gafurov in the early years of independence (1993), "ideology
is social groups in society, nations and peoples, political parties , it is
defined as a systematized collection of knowledge of social-political,
economic, legal, ethical, religious, aesthetic, philosophical views of mass
movements, public organizations, state authorities, and "Free and
prosperous life" created by S. Mamashokirov, Sh. Togaev
Ideological-ideological issues of construction" in the literature
"ideology is the interested content, form, part, aspect, appearance,
appearance and character of an idea. At the same time, people's belief in its
ideas plays an important role in the implementation of ideology. In this case,
the main factors describing the ideology are: a) people's demands, needs -
interests and methods - tools, mechanisms to satisfy them; b) faith in ideas is
a manifestation of faith.
In the book "National Idea and
Leadership Responsibility" published by the Academy of State and Society
Construction under the President of the Republic of Uzbekistan (K. Nazarov and
others) in 2007, "Ideology is the needs, goals and aspirations of a certain
social group or stratum, nation or state, social- ideas expressing spiritual
principles, the system of their implementation". Similar definitions of
the concept of ideology can be found in many other sources published during the
years of independence.
The comprehensive approach to the
concept of ideology and its role in the development of society have been
comprehensively analyzed by the scientists of our country. In particular, the
concept of ideology, the importance of national ideology in raising a
well-rounded person, the problems of personal spirituality and national
education, M. Kuronov, the theoretical and historical-progressive issues of our
national spirituality and ideology, M. Bekmurodov, the main sources of social
and national consciousness, activity, the formation of a sense of national
pride and pride. The essence of the national idea of I. Ergashev, the
interdependence and connection of the concepts of spirituality and ideology,
the issues of independence and the formation of individual spirituality were
expressed in the research works of A. Ochildiev.
A lot of research has been carried out
on issues of interrelation between the field of ideology and educational
management, including the use of interactive technologies in the process of
spiritual and ideological education R.Djuraev, educating students and youth in
the spirit of national ideals and spirituality and increasing their social
activity K.Kuronboev, education - the electronic system of monitoring the
educational process U. Begimkulov, the spiritual foundations of national
education and the formation of spirituality in students O. Musurmonova, raising
morally and ideologically perfect people in the development of pedagogical
thought S. Nishonova, the issues of ideologically and spiritually educating the
young generation through the activities of state and non-state organizations
Researched by S. Yoldsheva.
It should be noted that when it comes
to the analysis of the concept of ideology in the scientific literature of the
period of independence, it is impossible not to dwell on the opinions expressed
by Islam Karimov, the First President of the Republic of Uzbekistan.
Islam Karimov, the First President of
the Republic of Uzbekistan, is considered to be the person who scientifically
and practically justified the role of ideology in the life of man and society.
Islam Karimov is a great man
It should be noted that in the works
of the First President of the Republic of Uzbekistan, Islam Karimov, "many
problems related to the sphere of ideology are clarified. It can be seen in the
following aspects:
First, it can be seen that the concept
of "ideology" has a broad meaning when it is distinguished from
"communist ideology". The important conceptual idea of the integral
connection between ideology and the life of any society serves to realize that
it is necessary for the society of Uzbekistan in the conditions of
independence, and that it is the main support and spiritual force when taking
it into account in practical activities.
Secondly, the meaning and significance
of the terms "national idea" and "national idea of
Uzbekistan" will be thoroughly analyzed, which was a unique update, a new
approach to understanding the ideology.
Thirdly, these works are significant
in the diversity of ideologies, that is, in distinguishing good and evil ideas
from each other, and at the same time, the idea that there is no vacuum in the
field of ideology. The difference in the meaning of the concepts "state
ideology" and "society ideology" shows that the national idea is
a society ideology and the idea that it is impossible to establish any ideology
as a state ideology has a strategic, conceptual basis.
Fourthly, it can be seen in connection
with the realization of the national idea, its conditions, the mutuality of
national-spiritual, universal foundations.
Islam Karimov, the First President of
the Republic of Uzbekistan, paid great attention not only to the essence of
ideology, but also to the process of its formation. For example, Islam Karimov
said, "Certainly, ideology cannot be created in one day or one year.
Because the ideology is formed and continues to be formed. Its main principles
can be worked out. But if these principles do not find their place in real
life, such an ideology will only exist on paper," he said, noting that
"the people, the nation, improves and enriches its national ideology
throughout its life. Because ideology is not a set of rigid beliefs. This is a
continuous process, and as life goes on, due to its intense pace, new and new
requirements for ideology appear," he said, evaluating the emergence of
ideology and its establishment in the life of society as an evolutionary
phenomenon.
Assessing ideology, the First
President of the Republic of Uzbekistan explains its main function in society
as follows: "We are far from the idea of controlling people's worldview,
but we are in favor of enriching people's thinking, filling it with new meaning
and content. The main condition for the formation of an ideology, a national
idea, which makes any nation a nation, a nation a nation, and clearly illuminates
its path and goals, is to take into account the influence of people's thinking
and worldview on events. In addition to these, the author paid special
attention to education and education in order to form ideology in his works, to
make it firmly rooted in the minds of citizens, especially young people. For
example, "education is a product of consciousness, but at the same time it
is a factor that determines the level of consciousness and its development.
Therefore, it is impossible to change the mind without changing the education
system. Without changing consciousness and thinking, we cannot build a free and
prosperous society. As a result of the views of the first President in this
regard, on January 18, 2001, the Decree of the President of the Republic of
Uzbekistan on the creation of an educational program on the subject "The
idea of national independence: basic concepts and principles" and its
introduction into the republican education system was adopted. On the basis of
this order, a new subject "The idea of national independence and the
foundations of spirituality" was introduced into the educational system of
our country, which is necessary for the 21st century - the era of
globalization. Currently, this science student is performing a certain task in
strengthening the ideological immunity of young people and forming their skills
and qualifications for living in the information age.
Today, the President of the Republic
of Uzbekistan, Shavkat Mirziyoyev, also pays attention to the issue of ideology,
and in his lectures and speeches, "there will never be such a thing as a
vacuum in the field of ideology. Because a person's heart, brain, and thoughts
never stop receiving information, thinking, and being influenced. Therefore, he
always needs spiritual food. Tell me, what will happen if he does not get this
food from the environment he lives in, or if this environment does not satisfy
him? He gradually looks for such food elsewhere. We should not allow this.
Here's what it's all about!"
It should be said that President
Shavkat Mirziyoyev has a unique approach to the issue of ideology. If we
compare this approach with the approach of the First President of the Republic
of Uzbekistan, Islam Karimov, in Islam Karimov's approach, strong attention is paid
to the theoretical-conceptual basis of ideology, while in Shavkat Mirziyoev's
approach, it can be seen that not only the theoretical-conceptual basis, but
also the practical activity is paid a lot of attention. For example, about the
ideological practice of the President, "it is not enough to hold an event
in his name once or twice. It is necessary to work in this direction every day,
every hour, continuously and systematically. He called it spiritual life,
ideological and ideological work. This is not to plant grain or seed for
us", his words confirm our above opinion.
Another of Shavkat Mirziyoev's unique
views in the field of ideology is that he focuses on the need for a
comprehensive approach to this field from a practical point of view. In fact,
the President says that "people who consider themselves responsible for
the spirituality, ideological and ideological education of our society, our
youth - whether it's neighborhood or religious organizations, law enforcement
officers or creative intellectuals with great influence - all of them should be
especially active." now he emphasizes that everyone is involved in the
field of ideology, and that it is necessary to carry out comprehensive
activities in this regard in mutual cooperation.
The main approach of Shavkat
Mirziyoyev to the issue of ideology is that he strives to introduce innovations
in this field as well as in all fields. The President described this process:
"today we are moving to the path of innovative development aimed at
radically renewing all spheres of state and community life. It's not for
nothing, of course. Because in today's fast-paced world, who wins? A country
that relies on new ideas, new ideas, and innovation will win," he
explains.
As an example of President Shavkat
Mirziyoyev introducing innovations in the field of ideology, the following can
be cited:
-
the introduction of the necessary mechanisms (people's reception
rooms, virtual reception of the President of the Republic of Uzbekistan (Prime
Minister until December 23, 2016)) to actually establish a dialogue with the
people;
-
the second stage of the Action Strategy for the further
development of the Republic of Uzbekistan in 2017-2021, that is, declaring 2018
as "the year of supporting active entrepreneurship and innovative ideas
and technologies";
-
by the Press Service of the President of the Republic of
Uzbekistan on radio, television (Uzbekistan 24 TV channel), on the Internet
(many sites, including www.president.uz), social networks and messengers
(including on Facebook / mirziyoyev, on Instagram / mirziyoyev_sh, on Twitter
president_uz, on Telegram /
Shmirziyoyev channels) active
activities are being launched;
-
encouraging state bodies and their officials to be active on the
Internet and social networks;
-
started practical actions not only within the society and at the
same time in the international arena in the issue of ideology, including
pragmatically establishing mutual cooperation with neighboring and sister
countries and at the same time with other distant countries, establishing the
International Association of the
Youth of Uzbekistan and organizing
the Central Asian Youth Forum among these are the proposals regarding    The
above-mentioned issues are, of course, ideological issues in the literal sense.

   It should be noted that in a
well-thought-out ideological work, not all goals and ideas are clearly
expressed, but great attention is paid to the methods and methods of their
implementation. This ideology is the principle of "imbibing the idea
without saying the idea".
In Shavkat Mirziyoev's work in the
field of ideology, it can be seen that the principle of "inculcating an
idea without saying an idea" exists, including the fact that the main
emphasis in this field is on practical work and great attention is paid to
modern, innovative projects. This situation shows that our President has great
potential and energy in the field of ideology.
   As can be seen from the above
analysis and definitions, ideology is a brilliant product of social
consciousness. A deep scientific study of ideology makes it possible to use it
effectively in the educational process and management.
   According to the scientific
research conducted on the definition of the concept of ideology and its content
and the conclusions drawn from them, in our opinion, the concept of ideology
can be defined as follows: Ideology is a scientific-philosophical,
socio-political or other that expresses the worldview of a certain social
group, class or people. (for example, religious) is a set of ideas, principles
and categories systematized, as well as a set of ways, methods and means of
their application to the life of society. Although any ideology is a whole
mechanism, when analyzed, it becomes clear that it consists of three
components. They are: the first, a set of ideas, categories, and principles put
into a certain system (based on scientific, philosophical, political, national,
religious and other aspects); second, subjective factors (ideological
institutions and ideologues) that implement ideas, categories and principles in
ideology; and third, the ways, methods and tools used in the process of putting
ideas and categories into practice.
Although ideology consists of three
components, it is in fact an indivisible, integrated mechanism. If it is the
other way around, that is, if some part of the ideology is not fully formed, if
it does not fulfill its function, this ideology becomes defective and loses its
leadership in the society.
It should be noted that the first
component of ideology is the theoretical and fundamental basis of ideology. The
ideas, categories, and principles included in a specific system in the first
component are the main elements that reveal the essence of this ideology, and
whatever nature they have (creative or destructive), this ideology is
manifested in real life. The formation process of ideology begins with this
first component. Of course, not only a group of people of the time, but also
the views of the thinkers of the past can play a role in the formation of this
part of the ideology, that is, the theoretical and fundamental basis.
It should be noted that the ideas,
categories and principles of the first component of the ideology are separate
concepts and perform specific tasks in practice. "Idea means a product of
thinking that expresses social character and interest, is new and relevant for
its time, and has a strong impact on the human psyche." Although all ideas
arise at the level of theoretical consciousness and reflect social character,
interests and attitudes, they are divided into two types depending on their
impact on society. They are constructive and destructive ideas, and when we say
constructive idea, we mean ideas that are in harmony with humanistic
requirements and principles, that call people to goodness, justice and truth,
to respect national and universal values, to be spiritual, to leave a good
name. A destructive idea is an idea that denies humanistic requirements and
principles, deprives a person of his identity, national, religious or sexual
characteristics, leads society to inhumanity, lack of spirituality, and
condemns nations and states to decline. Disruptive ideas have two distinct
characteristics. The first of them is a very good disguise, and the second is
to explain to those who follow him that his way is absolutely right and true.
It should be noted that destructive ideas can unhesitatingly use all things
that have a strong influence on the human psyche, including words, music, art,
religion, and speech as a mask, and through them can penetrate into the minds
and hearts of people. Currently, ensuring that students do not fall under the
influence of destructive ideas is considered an urgent task for general
secondary schools and their leaders, and it is necessary for school leaders to
have full information about the characteristics and types of destructive ideas.

When talking about an idea, it should
be said that regardless of its type (constructive or destructive), if it does
not take place in the structure of ideology, it will remain as a dry theory and
will not have a wide-scale influence. Any idea will have wide-scale influence
only if it moves within the framework of ideology.
Ideas take a place in the structure of
ideology in the form of main and main ideas. Any general idea arises as a
result of the realization of a strategic goal and interest by an individual, a
certain group, a nation or the whole nation. The primary purpose and intention
realized is the ideological purpose, and whatever it is (constructive or
destructive), the main idea that is created will have the same essence. When
the main idea is formed and takes place in the structure of ideology, it
reflects the above-mentioned strategic goal and interest. In the construction
of an ideology, an entire structure is built around this main idea and is
directed to the promotion and implementation of the main idea.
The main ideas of the ideology are
narrower in terms of their content compared to the main idea, they express
separate aspects of the main idea and serve to enrich it in terms of content.
The role of the main ideas in
ideological practice is very large, and through them they encourage people to
believe in narrower but more specific things. And from the small trust created,
it ensures going up, that is, towards trust in the main idea. After all, the
main ideas are directly or indirectly derived from the content of the main idea
and are subordinated to it during systematization. The amount of main ideas
directly depends on the content of the main idea, that is, the realized
strategic goal. In this case, if the main idea has a deep meaning, there will
be a lot of main ideas to express each of its edges in a special way. The main
and main ideas and ideological categories not only form the theoretical and
fundamental basis of the ideology, but they also serve as a methodological
basis for the space and time in which this ideology operates.
As mentioned above, the first
component of ideology includes ideological categories in addition to the system
of ideas. Ideological categories are the main concepts that have a
methodological and worldview content, arise as a result of ideological
knowledge and ideological practice, have an ideological character and are
legally interconnected. These concepts differ from ordinary concepts in that
they arise not as a result of everyday consciousness, but as a result of
theoretical consciousness.
There are the following criteria that determine the
essence of ideological categories:
1.
Ideological categories are created together with a certain
ideological doctrine and act in the monopoly of this ideology legally connected
with each other.
2.
Ideological categories are used in ideological practice without
being translated into the language of any nation.
3.
They consist of one or two words in terms of volume (this shows
that they obey the law of inverse proportion that the larger the volume of the
concept, the narrower the content, on the contrary, the shorter the volume of
the concept, the wider the content).
4.
They are attractive and affect the human psyche, and show the
needs of space and time in a holistic and dichotomous way.
5.
In ideological practice, they are extremely intolerant of their
opponents.
6.
Whatever the purpose of the existing ideology has (creative or
destructive), the categories in it are based on this purpose and represent
existence in themselves.
7.
Ideological categories are figurative symbols that indicate the
criteria for knowing, evaluating and acting for people.
  Ideological categories corresponding
to these criteria are classified into three main types. That is, they:
1.  Categories
representing ideal (positive) images.
2.  Categories representing
non-ideal (negative) images.
3.  Categories
representing situations and processes.
These categories are present in every ideology that
keeps its place in practice.
   Categories representing ideal
(positive) images in ideologies reflect the ideal person and space (society) in
bright "colors" in harmony with the set ideological goal. These
categories direct the human mind to the model and require "absolute
faith" in the selected model and model. Therefore, on the basis of
categories representing ideal (positive) images, "absolute
confidence" appears in relation to the reality, model or sample directed
to consciousness. It is this belief that motivates the subjects to live in
constant pursuit of the ideal, to take bold actions to reach it as soon as possible.
This situation shows the driving and mobilizing power of ideology.
Based on this ideological position,
the categories representing situations and processes express the character of
people and the situations and processes in the social environment.
It should be noted that each ideology
evaluates human, society and social reality based on its strategic goal through
these three classification categories. That is, if the ideological goal
corresponds to scientific and universal criteria, it is reflected in the
ideological categories and they harmonize the reality expressed in the
ideological goal with real life. However, if the goal of ideology is the
opposite, that is, it is far from scientific and humane, then the categories in
it show that white is black and black is white in real life. This process
creates tragedies that are difficult to correct, first of all, in the human
psyche and, moreover, in all areas of society.
It should be noted here that there is
a difference between the basic concepts of ideology used in ideological
practice and ideological categories. This difference is visible not only in
their form, but also in their content. It is known that the concept is one of
the forms of thinking that reflects the common, important features of objects
and events in existence. Concepts used in everyday and scientific use are
classified according to their content into a number of (economic, political,
mathematical, chemical, and other) types. The main concepts of ideology are
classified in the same way, and they are concepts close to each other according
to their content. However, these concepts have the characteristic of reflecting
existence alone, without logical connection with each other. Due to this
feature, the basic concepts of ideology cannot fully occupy a place in people's
minds and hearts in ideological practice. In this way, they differ from
ideological categories.
The main and basic ideas, principles
and categories in ideology are not verbalized in practice. First of all, they
are reflected in the works of the author(s) who realized the strategic goal and
interest and thereby developed the ideological goal. These literatures have a
high place in the hierarchy of theoretical construction of ideology and they
serve as a theoretical and methodological basis for this ideology. In the next
steps, there are works of creators who deeply understand and follow the views
of the author(s) of the ideology. In this type of works, the main and basic
ideas and categories representing the ideological goal are interpreted in
various forms, popularized and brought closer to the general public.
It is wrong to say that the main and
basic ideas and categories of ideology take place only from scientific or
socio-political literature. If the practice is developed correctly, the main
and basic ideas and categories of the ideology are fiction (prose and poetry),
cinema, theater, cartoons, examples of singing and painting, Internet sites and
social networks, whatever can attract a person's attention ( (for example, commercials)
can take place from all of them.
   It should be noted that for the
main and basic ideas and categories of ideology, both the subject and the
object are human. People who are subjects of the ideology, by their nature, are
those who understand the purpose of this ideology, the essence of its main and
main ideas and categories, and are responsible for conveying them to the
general public, including the young generation (for example, heads of general
education schools). The object of ideology is made up of people who have not
yet fully understood the ideological goal and do not yet have a direction in
life, including students.
In the system of ideological
education, four main directions can be distinguished in the formation of
ideological immunity against the influence of "mass culture". These are:

-
impressively show the advantages and achievements of our national
art;
-
to expose the essence of destructive ideas, "charms and
charms";
-
giving a reasoned, sharp rejection to "kitsch" works,
obscene poems and songs, CDs and other media that carry harmful ideas;
-
to reveal the purpose, tasks and methods of ideological weakening
of "mass culture".
The effectiveness of spiritual and
educational work and the expected results require that certain pedagogical
conditions be followed in this process. The following can be included in the
pedagogical conditions for guiding the formation of ideological immunity in
teenagers by the deputy directors of spiritual and educational affairs, class
leaders in experimental schools:
-
setting a specific pedagogical goal before organizing each
spiritual-educational event;
-
predicting the result to be achieved;
-
theoretical justification of the purpose, tasks and results of
the event;
-
creating a project for each event;
-
mobilization of the latest, advanced achievements of science,
technology, technology and experience to guarantee the result;
-
in the process of spiritual and educational work, building
ideological immunity in teenagers on an intensive basis, i.e. building on the
principle of maximum scientific accuracy, achieving effective results by
spending less resources;
-
turning the educational (kinetic) process into a controlled
process;
-
acceptability, transition to a scientific-practical direction
(for example, from the formation of knowledge about moral threats in students
to the demonstration of practical ideological immunity in them;
-
professionalization of subjects (formation of pedagogical skills,
technological approach, pedagogical analysis, design, research culture in the
school's deputy directors for spiritual and educational work, class leaders,
teachers);
-
paying attention to the use of effective forms, methods and tools
in the process of spiritual and educational work;
-
in the process of spiritual and educational work, achieving
creative cooperation between students and educators;
-
increase social activity of teenagers;
-
at the end of each spiritual-educational event, to evaluate its
effectiveness, study the opinions of the participants of the event, determine
the achievements and shortcomings based on their generalization; -
determination of measures to enrich existing achievements and eliminate
shortcomings; - analysis of the success of the event, expert assessment, etc.
In the system of spiritual and
educational work, effective methods of persuasion, habituation (training in
activity), conversation, story, lecture, discussion, explanation, broadcasting,
setting an example, strengthening group and individual approach, conversations,
roundtable discussions, debates, morning formation, anniversaries of scholars ,
contests of experts in the history of the country, meetings with Heroes of
Uzbekistan, labor and war veterans, pageants, quizzes, ceremonies dedicated to
the celebration of the days of the adoption of state symbols, the day when the
Uzbek language was granted the status of the state language, meetings with
former excellent students, "First (last) call ", "Teachers,
respect to you" night, "Descendants of Alpomish" boys'
competition, seasonal sports competitions, seasonal festivals, "Book
reading week", educational subject weeks, "Educational hour" and
other forms, as well as means - spiritual and educational activities annual
work plans for teenagers m focus on the formation of emotional immunity; it is
appropriate to use mass media, programs and broadcasts for children and
teenagers. In all the works written by M. Kuronov, special attention is paid to
the formation of ideological immunity. The scientist's book "Ideological
Threats and Youth Education" is especially important in finding theoretical
and practical solutions to this problem. This brochure was prepared based on
the lecture of the First President of the Republic of Uzbekistan Islam Karimov
on the topic "Serving our country and people with loyalty is the highest
happiness", in which the definition and description of ideological
emptiness, mass culture, egocentrism, and related spiritual and moral vices, in
the fight against them, attention is paid to such factors as national culture,
national education, Islamic values, and national ideology.
Also, based on the national personnel
training program, the brochure aims to continuously inculcate the national idea
and ideology of national independence into the minds of students, to educate
young people with faith, intelligence, strong will, knowledge and wisdom, the
history of their country, national values, and our scientific and spiritual
heritage. The issues of teaching to care for pupils, consistency, viability of
ideological and educational work, systematicity of education and science,
orientation to the individual, priority of national interests were analyzed.
As noted in the work, ideological
landfills, which are engaged in moral subversive activities against us today,
are sparing nothing to achieve their goal, using all means and spending a lot
of money. It uses the most modern methods. Destructive ideas are entering
through informational attacks, philosophy of immorality, forced introduction of
their own models of democracy, "world citizenship" that weakens the
patriotic feelings of our people, especially young people, and captivates them
through various shows, entertainment programs, and music channels. Therefore,
in order to reveal the essence of such informational aggressions, it is
necessary to fight only on the basis of "Against idea - idea, against
thought - thought, against ignorance - enlightenment" through spiritual
and educational education.
As the first issue of the work, the scientist
addresses the issue of "mass culture" as an ideological
threat.
Restoration and modernization of
national-educational values is a universal and, at the same time, urgent task.
It is an educational necessity to restore various national-spiritual values
based on ideological goals, to deeply understand them, and to scientifically
interpret them. The spiritual and cultural life of our nation, our national
values, is based on the realization of national identity, especially by every
citizen. is being deeply ingrained in the minds of young people. At the same
time, if we pay attention, we can feel that mass culture, which is completely
foreign to us, covers spiritual and moral vices. As you know, there is a
perfect definition of popular culture. That is, it is not an exaggeration to
say that "mass culture" is a collection of attacks that come to us
from the outside, alien to our Uzbek values, and contain spiritual and moral
vices. Popular culture is a complex phenomenon. It is also difficult to
explain. Master pedagogues have the opinion that "something that cannot be
compared to something cannot be explained."
Today's popular culture was formed in
the late 19th and early 20th centuries. This was caused by the rapid
development of mass information and communication (radio, film, television,
newspapers, magazines, and later the Internet). An industry for the production
of spiritual and cultural goods has emerged. However, an increase in the
functional knowledge of the population, and a decrease in the morale of the
population began to be observed.
The goods in the "popular culture"
market are simple and intended for the "street person". We check the
products we want to eat and then get them. But frankly, we don't pay attention
to what we see and hear. However, globalization is spreading "popular
culture". It affects Uzbeks' thinking, music, clothing, interactions,
family, family relationships, and even their dreams.
Ideological polygons, which are
conducting spiritual subversion against us, are sparing nothing to achieve
their goal, using all means, spending a lot of money, using the most modern
methods, organizing various shows, entertainment shows, and music channels that
attract young people. Destructive ideas are being propagated through such
sources, and the worst thing is that they are seen and watched by our gullible,
impressionable youth who do not yet know the difference between black and
white. This requires the formation of a system of mass culture, products, and a
method of protecting our youth, which means that the fight against them must
become our daily practical work.
As the second issue of the work,
another form of ideological threat - the issue of egocentrism - was touched
upon. The scientist calls egocentrism the "philosophy of savagery."
Egocentrism is a manifestation of
selfishness, which means living only thinking about oneself and one's own
interests, not recognizing anything else. In terms of the damage that this vice
does to humanity, ignorance and bigotry never cease.
Negative habits such as indifference,
putting one's own interests above everything else, selfishness, ambition are
the main characteristics of a person suffering from egocentrism.
Also, in the work, the scientist
emphasizes the importance of paying special attention to the following aspects
in the education of healthy faith, trust and national values in the worldview
of young people and immunity against foreign ideologies:
1)   arming with
ideas of national independence;
2)   getting used to
analyzing and evaluating life events based on the principles of secularism and
scientificity;
3)   teach to defend
one's views;
4)   it is necessary
to be ready to be intolerant of destructive ideologies at all times and
everywhere.
In his works, the scientist calls for
everyone's dedication in forming national ideological immunity. The main task
at the present time, when prosperity, peace, and development in all spheres is
rapidly taking place in our country, should be defined as not explaining
selflessness, but teaching and showing it. Because we need young men and women
who are ready to make sacrifices when the situation demands it (be it in
studies, at work, in public affairs).
So what kind of sacrifice can be made?
There is no need to sacrifice your life today. Because our state guarantees the
protection of the Motherland and civil peace. The country is developing
peacefully and steadily. So, we need "sacrifice shown in peaceful
conditions, in work, in one's workplace", that is, faith. They are
required to work voluntarily, self-sacrificingly, diligently and devotedly for
the development of the Motherland, the peace of the country, and the well-being
of the people, against destructive ideas and informational attacks. That's when
we become an indomitable force. The full power of the human factor is revealed.
Because the future is ours.
Today's youth should understand a
feeling that they did not feel before - that they are a part of the nation.
Affectionate views guarantee that two compatriots are ready to help each other
like two hands.
The feeling of national unity
increases the value of the nation. Such a nation can use this power at any
moment and solve difficult and big tasks.
A citizen with a high level of
ideological immunity has the potential to ideologically educate those around
him. He understands the interests of the nation as his own interest, and his
own interests as a condition for achieving the interests of the nation.
Ideological prevention carried out in
neighborhoods and educational institutions - protects the people of Uzbekistan
from the influence of destructive ideas, scientific, organizational,
spiritual-enlightenment, educational-educational, promotional carries out
campaign activities
The ultimate goal of ideological
prevention is the formation of strong ideological immunity in young people. At
this point, it is necessary to interpret the nature of ideological immunity in
a simple, popular way.
It is especially noteworthy that the
young generation considers it their sacred duty to build the great future of our
country, solve major problems, protect our independence, and live by the
principle of harmony of national and universal values in life. At the same
time, in today's conditions of globalization, the struggle for the human mind
and soul has become acute, the development of modern, effective technologies of
ideological education is an urgent task.
Instilling the national idea into the
hearts and minds of young people is carried out through various methods, tools
and forms of education. Through them, it is necessary to teach young people to
live properly, to be intolerant of patriotic and subversive ideas, to think
freely. After all, teaching is not a one-way process, it forms the qualities of
the student through the example of teachers. Taking into account the individual
pedagogical and psychological characteristics of each social category or person
in the organization of such a complex task requires treating the student as an
individual.
As the First President of the Republic
of Uzbekistan, Islam Karimov, stated in his work "Each of us is
responsible for the development of the country", "Abandoning our dear
children to the bad upbringing and terrible influence of others is an
unforgivable betrayal of our future."
Creation of differential
pedagogical-psychological programs and new pedagogical technologies of
instilling the national idea in educational institutions in accordance with the
age of children and students:
-
formation of independent thinking skills;
-
to develop a sense of involvement in surrounding events;
-
formation of active citizenship position;
-
strengthening self-confidence;
-
to enrich his thinking;
-
formation of intellectual potential, which is the source of our
national pride;
-
strengthening ideological immunity;
-
to teach to live consciously - to live based on one's own mind
and thoughts, on a noble, human ideology, on a clear national idea;
-
increasing their interest in the national idea;
-
the national idea will be effective only when it is transformed
into the moral basis of the goals and actions of our youth.
In this place, education of thought is
of particular importance. As Abdulla Awlani noted, "The education of
thought is the most necessary, sacred task that has been honored for many times,
and which is entrusted to the attention of teachers." Successful
completion of this task teaches young people to think independently. Teachers
should use moral values and the technology of moral influence rationally to
protect young people from various negative influences. The ways to do this are
to introduce humanistic principles in the relationship with students, to create
an environment for free exchange of ideas, and to transform young people from
passive objects of education into active subjects of self-education based on
the principle of "Youth-for-youth".
The generation of the 21st century is
maturing on the basis of high technologies and information communications. The
role of the book, infused with the national idea in its content, in increasing
human maturity and intellectual potential is of particular importance. In this
sense, it is very important to create a new generation of educational programs,
textbooks and manuals and deeply reflect the principles of the national idea in
them.
  In order to raise ideological
education to the level of today's requirements in schools, lyceums, colleges,
institutes and universities, it is appropriate to develop and implement the
"Technology of education of students and youth in the spirit of the national
ideal in the continuous education system" designed with a guarantee of
specific educational results. Also, in the planning and implementation of the
"Ideological education" section in the program of spiritual and
educational work of each educational institution, achieving unity of
educational goals and results is ensured.
It is necessary to form the newest
theoretical knowledge, technological skills and skills of organizing
educational work in the conditions of ideological struggle, informational
attacks, in the training system of pedagogical personnel, based on special, new
pedagogical technologies.
According to M. Kuronov, four main
directions can be distinguished in the formation of ideological immunity
against the influence of "mass culture" in the system of ideological
education. These are:
-
impressively show the advantages and achievements of our national
art;
-
to expose the essence of destructive ideas, "charms and
charms";
-
giving a reasoned, sharp rejection to "kitsch" works,
obscene poems and songs, CDs and other media that carry harmful ideas;
-
to reveal the purpose, tasks and methods of ideological weakening
of "mass culture".
In all the works written by M.
Kuronov, special attention is paid to the formation of ideological immunity.
The scientist's book "Ideological Threats and Youth Education" is
especially important in finding theoretical and practical solutions to this
problem. This brochure was prepared based on the lecture of the First President
of the Republic of Uzbekistan Islam Karimov on the topic "Serving our
country and people with loyalty is the highest happiness", in which the
definition and description of ideological emptiness, mass culture, egocentrism,
and related spiritual and moral vices, in the fight against them, attention is
paid to such factors as national culture, national education, Islamic values,
and national ideology.
Also, based on the national personnel
training program, the brochure aims to continuously inculcate the national idea
and ideology of national independence into the minds of students, to educate
young people with faith, intelligence, strong will, knowledge and wisdom, the
history of their country, national values, and our scientific and spiritual
heritage. The issues of teaching to care for pupils, consistency, viability of
ideological and educational work, systematicity of education and science,
orientation to the individual, priority of national interests were analyzed.
As noted in the work, ideological
landfills, which are engaged in moral subversive activities against us today,
are sparing nothing to achieve their goal, using all means and spending a lot
of money. It uses the most modern methods. Destructive ideas are entering
through informational attacks, philosophy of immorality, forced introduction of
their own models of democracy, "world citizenship" that weakens the
patriotic feelings of our people, especially young people, and captivates them
through various shows, entertainment programs, and music channels. Therefore,
in order to reveal the essence of such informational aggressions, it is
necessary to fight only on the basis of "Against idea - idea, against
thought - thought, against ignorance - enlightenment" through spiritual
and educational education.
As the first issue of the work, the scientist addresses the
issue of "mass culture" as an ideological
threat.
Restoration and modernization of
national-educational values is a universal and, at the same time, urgent task.
It is an educational necessity to restore various national-spiritual values
based on ideological goals, to deeply understand them, and to scientifically
interpret them. The spiritual and cultural life of our nation, our national
values, is based on the realization of national identity, especially by every
citizen. is being deeply ingrained in the minds of young people. At the same
time, if we pay attention, we can feel that mass culture, which is completely
foreign to us, covers spiritual and moral vices. As you know, there is a
perfect definition of popular culture. That is, it is not an exaggeration to
say that "mass culture" is a collection of attacks that come to us
from the outside, alien to our Uzbek values, and contain spiritual and moral
vices. Popular culture is a complex phenomenon. It is also difficult to
explain. Master pedagogues have the opinion that "something that cannot be
compared to something cannot be explained."
Today's popular culture was formed in
the late 19th and early 20th centuries. This was caused by the rapid
development of mass information and communication (radio, film, television,
newspapers, magazines, and later the Internet). An industry for the production
of spiritual and cultural goods has emerged. However, an increase in the
functional knowledge of the population, and a decrease in the morale of the
population began to be observed.
The goods in the "popular
culture" market are simple and intended for the "street person".
We check the products we want to eat and then get them. But frankly, we don't
pay attention to what we see and hear. However, globalization is spreading
"popular culture". It affects Uzbeks' thinking, music, clothing,
interactions, family, family relationships, and even their dreams.
Ideological polygons, which are
conducting spiritual subversion against us, are sparing nothing to achieve
their goal, using all means, spending a lot of money, using the most modern
methods, organizing various shows, entertainment shows, and music channels that
attract young people. Destructive ideas are being propagated through such sources,
and the worst thing is that they are seen and watched by our gullible,
impressionable youth who do not yet know the difference between black and
white. This requires the formation of a system of mass culture, products, and a
method of protecting our youth, which means that the fight against them must
become our daily practical work.
As the second issue of the work,
another form of ideological threat - the issue of egocentrism - was touched
upon. The scientist calls egocentrism the "philosophy of savagery."
Egocentrism is a manifestation of
selfishness, which means living only thinking about oneself and one's own
interests, not recognizing anything else. In terms of the damage that this vice
does to humanity, ignorance and bigotry never cease.
Negative habits such as indifference,
putting one's own interests above everything else, selfishness, ambition are
the main characteristics of a person suffering from egocentrism.
Also, in the work, the scientist
emphasizes the importance of paying special attention to the following aspects
in the education of healthy faith, trust and national values in the worldview
of young people and immunity against foreign ideologies:
1)   arming with
ideas of national independence;
2)
getting used to analyzing and evaluating life events based on the
principles of secularism and
scientificity;
3)   teach to defend
one's views;
4)   it is necessary
to be ready to be intolerant of destructive ideologies at all times and
everywhere.
In his works, the scientist calls for
everyone's dedication in forming national ideological immunity. The main task
at the present time, when prosperity, peace, and development in all spheres is
rapidly taking place in our country, should be defined as not explaining selflessness,
but teaching and showing it. Because we need young men and women who are ready
to make sacrifices when the situation demands it (be it in studies, at work, in
public affairs).
So what kind of sacrifice can be made?
There is no need to sacrifice your life today. Because our state guarantees the
protection of the Motherland and civil peace. The country is developing
peacefully and steadily. So, we need "sacrifice shown in peaceful
conditions, in work, in one's workplace", that is, faith. They are
required to work voluntarily, self-sacrificingly, diligently and devotedly for
the development of the Motherland, the peace of the country, and the well-being
of the people, against destructive ideas and informational attacks. That's when
we become an indomitable force. The full power of the human factor is revealed.
Because the future is ours.
Today's youth should understand a
feeling that they did not feel before - that they are a part of the nation.
Affectionate views guarantee that two compatriots are ready to help each other
like two hands.
The feeling of national unity
increases the value of the nation. Such a nation can use this power at any
moment and solve difficult and big tasks.
A citizen with a high level of
ideological immunity has the potential to ideologically educate those around
him. He understands the interests of the nation as his own interest, and his
own interests as a condition for achieving the interests of the nation.
Ideological prevention carried out in
neighborhoods and educational institutions - protects the people of Uzbekistan
from the influence of destructive ideas, scientific, organizational,
spiritual-enlightenment, educational-educational, promotional carries out
campaign activities
The ultimate goal of ideological prevention
is the formation of strong ideological immunity in young people. At this point,
it is necessary to interpret the nature of ideological immunity in a simple,
popular way.
It is especially noteworthy that the
young generation considers it their sacred duty to build the great future of
our country, solve major problems, protect our independence, and live by the
principle of harmony of national and universal values in life. At the same
time, in today's conditions of globalization, the struggle for the human mind
and soul has become acute, the development of modern, effective technologies of
ideological education is an urgent task.
Instilling the national idea into the
hearts and minds of young people is carried out through various methods, tools
and forms of education. Through them, it is necessary to teach young people to
live properly, to be intolerant of patriotic and subversive ideas, to think
freely. After all, teaching is not a one-way process, it forms the qualities of
the student through the example of teachers. Taking into account the individual
pedagogical and psychological characteristics of each social category or person
in the organization of such a complex task requires treating the student as an
individual.
As the First President of the Republic
of Uzbekistan, Islam Karimov, stated in his work "Each of us is
responsible for the development of the country", "Abandoning our dear
children to the bad upbringing and terrible influence of others is an
unforgivable betrayal of our future."
Creation of differential
pedagogical-psychological programs and new pedagogical technologies of
instilling the national idea in educational institutions in accordance with the
age of children and students:
-
formation of independent thinking skills;
-
to develop a sense of involvement in surrounding events;
-
formation of active citizenship position;
-
strengthening self-confidence;
-
to enrich his thinking;
-
formation of intellectual potential, which is the source of our
national pride;
-
strengthening ideological immunity;
-
to teach to live consciously - to live based on one's own mind
and thoughts, on a noble, human ideology, on a clear national idea;
-
increasing their interest in the national idea;
-
the national idea will be effective only when it is transformed
into the moral basis of the goals and actions of our youth.
In this place, education of thought is
of particular importance. As Abdulla Awlani noted, "The education of
thought is the most necessary, sacred task that has been honored for many
times, and which is entrusted to the attention of teachers." Successful
completion of this task teaches young people to think independently. Teachers
should use moral values and the technology of moral influence rationally to
protect young people from various negative influences. The ways to do this are
to introduce humanistic principles in the relationship with students, to create
an environment for free exchange of ideas, and to transform young people from
passive objects of education into active subjects of self-education based on
the principle of "Youth-for-youth".
The generation of the 21st century is
maturing on the basis of high technologies and information communications. The
role of the book, infused with the national idea in its content, in increasing
human maturity and intellectual potential is of particular importance. In this
sense, it is very important to create a new generation of educational programs,
textbooks and manuals and deeply reflect the principles of the national idea in
them.
  In order to raise ideological
education to the level of today's requirements in schools, lyceums, colleges,
institutes and universities, it is appropriate to develop and implement the
"Technology of education of students and youth in the spirit of the
national ideal in the continuous education system" designed with a
guarantee of specific educational results. Also, in the planning and
implementation of the "Ideological education" section in the program
of spiritual and educational work of each educational institution, achieving
unity of educational goals and results is ensured.
It is necessary to form the newest
theoretical knowledge, technological skills and skills of organizing
educational work in the conditions of ideological struggle, informational
attacks, in the training system of pedagogical personnel, based on special, new
pedagogical technologies.
According to M. Kuronov, four main
directions can be distinguished in the formation of ideological immunity
against the influence of "mass culture" in the system of ideological
education. These are:
-
impressively show the advantages and achievements of our national
art;
-
to expose the essence of destructive ideas, "charms and
charms";
-
giving a reasoned, sharp rejection to "kitsch" works,
obscene poems and songs, CDs and other media that carry harmful ideas;
-
to reveal the purpose, tasks and methods of ideological weakening
of "mass culture".
LECTURE IV: FORMATION
OF A SYSTEM OF VALUES IN YOUTH STUDENTS
Plan:
1. Historical-philosophical issues of forming a value
system in students 2. Principles and criteria of formation of value system in
students
3. Technology of formation of value system in
students.

After the independence of our country,
health and development of the spiritual life of the society, paying great
attention to the human factor was put on the agenda as the main task. This is a
manifestation of a rational approach to solving the tasks facing the society.
In this regard, in the present era, when the processes of globalization are
expanding and deepening, the President of Uzbekistan Shavkat Mirziyoyev, in his
speech at the 72nd session of the United Nations General Assembly on September
19, 2017, said that more than 2 billion representatives of the young generation
around the world have an important place in the development of humanity, and
the youth factor deserves special attention. the opinion of what is required is
extremely important. The president's conclusion at this conference that
"the future of our planet and the well-being of our children depends on
how our children will grow up to be human beings... In this regard, the most
important task is to form and educate the minds of people, first of all, young
people on the basis of enlightenment", and the attention of
representatives of all UN member countries it is not for nothing that he turned
to himself"1.
Indeed, thanks to independence, our
nation became the owner of its own destiny, the creator of its history, the
owner of its own national culture. The desire for national self-realization
increased.
In this process, it is very important
to pay special attention to educational values, to reveal their importance in
forming a highly spiritual person. The following educational values are
important in the formation of a highly spiritual person:
-
enjoying the benefits of our rich spirituality;
-
understanding of the depth of the scientific and cultural
heritage of our great ancestors who made a great contribution to the treasure
of world culture;
-
that young people look at their past, national and religious
traditions with respect, and are brought up in the spirit of preserving them;
-
to be proud of the value and prestige of one's nation in front of
other nations;
-
a sense of responsibility in protecting the interests of the
nation and confidence in the future.
As mentioned above, any society cannot
imagine its future without developing and strengthening its spiritual and moral
values. "Cultural values and spiritual heritage of the people have served
as a powerful source of spirituality for the peoples of the East for thousands
of years. Despite the long-lasting ideological pressure, the people of
Uzbekistan have managed to preserve their historical and cultural values and
unique traditions that have been passed down from generation to
generation."
Since the first days of our
independence, the restoration of the priceless cultural and spiritual heritage
has been raised to the level of state policy. According to the Decree of the
President of the Republic of Uzbekistan dated April 23, 1994 and the Decision
of the Cabinet of Ministers dated June 8, 1994, the Republican Public Center
"Spirituality and Enlightenment" was established. Its field of
activity was defined as follows:
-
Formation of ideas in accordance with the spirit of the spiritual
and cultural heritage of the people of Uzbekistan, national and universal
values, development of relevant recommendations;
-
to direct the intellectual and creative potential of people of
high talent and thinking towards the perspective of the Motherland;
-
ensuring international solidarity and civil harmony, etc.
   The social and spiritual essence of
independence consists in awakening the public opinion and strengthening the
feeling of concern for the past, present and future of the people. Because
"...only a spiritually healthy, strong society can be ready for
reforms." The national values, traditions, and best qualities of our
people serve to strengthen the moral unity of the society.
Based on the above points, it can be
said that, first of all, a society cannot imagine its future without developing
and strengthening its cultural heritage, spiritual and moral values in the
minds of people. Secondly, at a time when a new political worldview is being
formed among the youth of our country, it is important to make effective use of
the priceless beautiful cultural masterpieces inherited from our ancestors and
to form a new meaning based on them. For this reason, the formation of the
value system among the students of the pedagogical higher education
institution, who will be engaged in the profession of pedagogy in the future,
reflects an important pedagogical problem.
The analysis of problems with the
nature, content, and manifestation of values has a long history. Since ancient
times, people have evaluated the world around them, things and events in it,
relationships between people, and thought about their value and value. Over
time, during the development of society, problems in this regard have
increased, and the importance of solving them has increased. The theme of
values is the basis of many theological, scientific and political worldviews,
it forms the core and the central part of them, philosophical currents and
great thinkers did not ignore this theme.
"Value" is a philosophical
concept. It is a special form of knowledge and perception of the objective
world that differs from religious, scientific, political, artistic-aesthetic,
philosophical and other forms.
Values are a philosophical category
that emerged as an important achievement of humanity on the way to spiritual
development. It is an important step towards understanding the essence of
things, phenomena and processes in the world from the point of view of the
interests of man and society, and a new approach to knowledge of the essence.
Of course, the problem of values has
been studied in different historical periods. In particular, Central Asian
thinkers tried to solve the problem of values on a scientific basis in their
scientific, artistic and philosophical works. At the turning points of human
history, a new appreciation and perception of values begins to gain special
importance. In particular, it is not for nothing that special attention is paid
to the research of the problem of values during the years of national
independence.
In the middle of the 19th century,
Western European scientists founded the science of value science, that is,
axiology.
In the East, especially in Central
Asia, religious values were more valued than scientific values, the concept of
value was given a religious-theological meaning, religious knowledge was
considered the highest value, and worldly knowledge was not respected. In an
environment dominated by religious values, secular scientists would be forced
to leave the strict environment of their country and engage in science in other
countries.
This is evidenced by the wandering
life of our great ancestors who grew up in Central Asia in the 9th12th
centuries and made a significant contribution to the development of world
science and culture, as well as the testimonies of Abu Rayhan Beruni.
Well-known scientists from Central Asia created their scientific and
philosophical works within the framework of religious values. In front of them
is "What is value?" The problem has never been cross-sectional.
Because they believed that this problem was solved at an ideal level in the
Holy Qur'an. Indeed, the religion of Islam and its ideas played a very
important role in the development of moral consciousness. It is not for nothing
that the day when the Qur'an was first revealed to Muhammad, peace be upon him,
in Islam is called "Laylatul Qadr", that is, "the night of
power", and until now, the night of the 27th day of Ramadan is celebrated
by Muslims as the day when a miracle happened.
From a religious point of view, the
highest value is the divine word, that is, the Qur'an, the rulings of the
Sharia and the Sunnah of the Prophet Muhammad. With the passage of time, in all
areas of human and social life, it began to be interpreted from the point of
view of religious value, and in theology, the concept of value began to be
marked with blessing and sanctity. Therefore, in the eyes of every Muslim, the
meaning, essence and existence of the concept of value is nothing but divine
wisdom and miracle.
Axiology as a science arose and
developed in Europe as a product of the development of secular science. Modern
European socio-philosophical thinking values not divine wisdom and miracles,
but real man, his will, reason and thinking.
was based on the understanding that
Axiology was based on a valuable knowledge that is completely different from
knowledge of the essence of the world on a religious and scientific basis, that
is, an approach to knowledge of the essence of things and events from the point
of view of socialized human interests.
As the value expert-philosopher K.
Nazarov rightly pointed out in his research, at the turning points of human
development, during the transitional periods when one socio-political system is
replaced by another, philosophers inevitably face the question "What is
value?" the question arises, the development of humanity will continue to
consist of the exchange of value systems.
Our country is experiencing a new
stage of further development of the Republic of Uzbekistan. The Strategy of
Actions for 2017-2021, adopted by the initiative of our President, is a
completely new perception of the essence of values, qualitative changes in our
outlook, ideology and way of thinking. This means making fundamental changes in
spiritual life, establishing a system of values that mobilizes our people to
creativity.
On the surface, it may seem
that religious values and scientific values are opposed, mutually exclusive,
and rejected. However, in fact, there is a succession between them, a
relationship requiring each other. The fact is that understanding religious
values or the essence of values on a religious basis is important in ensuring
sociopolitical stability, harmony, solidarity, brotherhood, kindness, etc.
Religious values serve to ensure
social stability by divinizing and consecrating the essence of things and
events.
Understanding the essence of values on
a scientific basis makes it possible to know and appreciate the essence of
things and events from the point of view of a person and his interests, to
strengthen the creative activity of a person, and to further improve a person's
personality.
Values are a qualitatively new stage
of spiritual development. The concepts of spirituality and value are
inextricably linked. Spirituality is a richer and broader concept than the
concept of value. Value is a part of spirituality and serves as a factor of its
development. That is why, when we say value, people first of all have an idea of
spiritual values. The increasing importance of spiritual values during the
period of fundamental changes and renewal is an objective-historical law
characteristic of the transitional period.
In the existing
scientific-philosophical literature, when describing the essence of values, it
is possible to observe cases such as materializing the things and events it
represents with the concept, and as a result of this, giving a very vivid
definition of values, viewing values as a product of the development of needs.
For example, in the "Dictionary
of the Newest Philosophy" value is interpreted as "a term that
reflects the human, social and cultural essence of objects and events directed
to the absolute, condition, and purpose." It "determines the scope of
socio-cultural activity" of a person, all social objects, and as a result
of cultural activity, it is perceived separately from the individual, and in
some cases from historical events. Therefore, values come in the form of
harmonizing the past, present and future (manifested in time), semiotic
expression of activity results (manifested in space), prioritizing their
appropriateness when evaluating things and events, creating systems of
different levels of appreciation in perceiving the world, and justifying opinions.

From this approach, it becomes clear
that although values are formed as a certain result of the sociocultural
activity of people and subjects, individuals find them ready-made. Although the
author of the definition (V. L. Abushenko) rightly emphasizes that the
manifestation of values in time and space is wider than some acquired wealth,
he does not remember that national characteristics take a leading place in
them. As a result, values are interpreted as some purely socio-cultural
phenomenon without national or even universal symbols.
The approach to values as
moral-ethical phenomena is present in all literature to one degree or another.
However, some authors tend to absolutize these symbols in values. For example,
A.I. Kravchenko defines values as follows: "Values," he writes,
"are ideas about phenomena such as goodness, justice, patriotism, romantic
love, friendship, which are socially supported by the majority of people...
Values are not questioned, they serve as standards, ideals for all people"

First of all, the scientist's
interpretation of values, even if they "serve as standards, ideals"
for all people, is objectionable. If values consist of subjective imaginations,
are the wealth created in the noosphere or in the field of material culture
(Eiffel Tower, Taj Mahal mausoleum, Byzantine architecture, madrasas and
minarets in Samarkand, etc.), moral, legal, religious norms, and customs not
included in values? A legitimate question arises.
Secondly, it is only possible to
imagine that subjective perceptions are the same model, ideal, standard for all
people. Even siblings born consecutively from the same mother and raised in the
same conditions, formed in the same family and educational environment, do not
have the same idea of the environment, the world, including values. So, values
are not only imaginations, they are a complex of material and spiritual wealth
created by human and historical subjects as a social norm in the process of
perceiving, mastering and changing the environment, the world, recognized by
the social environment.
Uzbek scientists also look at values
as a socio-historical and cultural category and define them as "all things
that are important for man and humanity". However, this definition also
raises questions. Is there anything that is important and unnecessary for man
and humanity? Is it necessary to prove that even a poisonous snake is important
for man? So, the whole thing in the universe, existence is important and
necessary for man and humanity. So, here the concept of value is interpreted
too broadly. In addition, after two sentences in the dictionary, values are
defined as "the crown of the world of material and spiritual wealth."
In that case, we come to the conclusion that not all material and spiritual
wealth, but their "sara, gultoji" are included in the values. It is
self-evident that values are not all important things for a person and
humanity, but the essence of material and spiritual wealth. It is impossible
not to see that there are internal contradictions in these opinions.
R.Nurmuhamedov and I.Yunusov tried to
clarify the concept of human dignity and "value". At the same time,
it shows the value that a person gives to himself and society as a
person." The authors do not elaborate on this definition. They limit themselves
to mere interpretation of value. In fact, in almost all literature published in
the Uzbek language, terms such as dignity, value, personal value, and human
value are rightfully used side by side, sometimes they appear as synonymous
categories. In our opinion, although this approach is essentially correct, it
shows that there are certain differences between the above concepts from the
point of view of etymology and hermeneutics of events and expressions of
events. Values are broader than these categories, they served as the genesis,
basis for these categories. Categories such as value, personal value, human
value are used only in relation to a person; human actions, concepts,
characteristics and qualities are the object of their expression. Values can
also be "outside of people" (V.A. Abushenko).
To define a concept means to show not
all its features, but its important features. However, the definition of a
concept is not a comprehensive reflection of the objects expressed in that
concept. In the definition of the concept, only its most important signs should
be highlighted.
In this sense, as K. Nazarov rightly
pointed out, it is equally wrong to interpret the concept of value too broadly
and to narrow its meaning. Value is a philosophical concept. It is a
figurative-abstract concept, unlike scientific concepts. That is, when we say
value, the idea of positivity, usefulness, pleasantness, progress, beauty,
humanity, and goodness always manifests itself.
At this point, the comments of M.S.
Kagan are worthy of attention. According to him, not distinguishing the value
from its object, i.e. materializing them, or equating it with objective states
such as "usefulness" and "necessity" is also a mistake.
In our opinion, in the definition of
values, materializing it with culture or defining it as "a set of
spiritual and spiritual behaviors, things and events that have been valued as a
source of formation of the spiritual culture of the people, unfortunately, does
not allow us to create a clear and concrete idea about values. The Russian
researcher N.S. Rozov rightly emphasizes that the concept of "value"
cannot be defined in the same way as the concepts of "truth",
"mind", "man", "culture" and philosophically
considers values as "the last normative foundations of human consciousness
and behavior" offers to understand.
In the correct understanding of the
essence of values from a philosophical and axiological point of view, V.
Nazarov’s comments deserve attention: “Values are various forms, phenomena,
things, events, processes, relationships, various qualities of reality that
manifest themselves in one way or another, in form and have a certain impact on
the subject, is a general value category that expresses the social significance
and value of others for the subject, the criteria of character, morality and
spirituality.
In Russian, the concepts of cost
(“value”) and price (price) are related and have the same meaning, but differ
from each other. In order to clarify the concept, the concept of
"assessment" is used. In our language, this concept is simply called
"assessment". Therefore, special attention is paid to the development
of a sense of respect for the historical and cultural heritage, traditions,
ancestors in the spiritual and moral education of young people.
"Value" is a very complex,
multifaceted and comprehensive axiological category. With a deeper
understanding of the meaning of things, events and processes in the world for
people and personal society, the essence and content of the concept of value
will deepen more and more. That is why “value” is a constantly enriching
concept, and the scientific and philosophical definition given to it is always
associated with the spiritual and intellectual potential of the era, the modern
level of scientific research.
The concept of value fully and
vividly reflects the objective existence of phenomena and phenomena, their
significance for the individual, group and society. As things and events
improve, their significance for individuals, groups and society increases, the
meaning of the concept of value deepens and expands.
Self-consciousness begins primarily
with the study of the past, with the need to know history. In fact, every
person who knows himself is trying to find out in which family he was born, who
his ancestors were, what they did and how their ancestors lived. They are proud
of their virtues and heritage.
It is not easy to understand history
and the past correctly. Since we live in a special situation and at a
historical stage, we cannot always correctly assess the events of the past. In
the past, not only positive experience will remain, but also mistakes and
shortcomings, which are often subjective. So, can we always correctly assess
these shortcomings and errors? At that time, the great English historian and
philosopher A. D. Toynbee also asked such a question. In the end, he comes to
the conclusion that for a correct understanding of history, it is necessary to
study society as a whole, and not some direction or part of it. Such perception
helps to correctly see the future and determine its prospects.
In addition, cultural heritage and
values created in the past are important for the correct perception of history.
Being the historical and cultural heritage of their time, they form certain
views and ideas in the minds and thinking of generations, teach them to
correctly evaluate the life and work of each historical personality. A correct
understanding of our history is "the highest value of the ideology of
national independence and largescale reforms carried out by our country!"
.
As the scientist and teacher B.
Khodzhaev noted, historical thinking is an important factor in the development
of civil society, and by comprehending the past and understanding it correctly,
it is possible to make serious changes in the mind and spirit of students,
thereby achieving spiritual reform. life and lifestyle. Historical thinking
underlies the "Uzbek model" of national independence and development,
it is the student's ability to master historical reality as a whole, understand
the essence of historical processes, generalizing their interaction and
connection, and draw rational conclusions from history lessons.
Philosophical and historical
analysis of the problem of values, first of all, goes back to stories, novels,
legends, tales, epics, that is, examples of folk art. In folklore, more
attention is paid to universal and universal values, their essence and meaning
are interpreted differently. Love and friendship are depicted in the Uzbek folk
epic Alpomish, patriotism, self-sacrifice for the freedom of the people and the
country in the tales of Tomaris and Shirok, generosity, tolerance, humility,
the spirit of love for family and children are artistically depicted in
Kuntugmish ". When ancient people thought about being, when they told
legends or epics, they explained the value of the world, its inner infinity,
greatness, the connection of the universe with humanity, human life, its
meaning, meaning, purpose, courage, intelligence, modesty, kindness, loyalty,
patriotism.
The ancient book of our ancestors
"Avesta" is the brightest example of our religious and philosophical
heritage, a work that illuminates the essence and significance of the universal
human values of our ancient peoples. According to information, the book was
created by several generations. Since the Avesta is the sacred book of
Zoroastrianism, it expresses the value system of this religion. At the same
time, a large place in the book is given to universal human values, their
significance for spirituality and practical activity of a person. The work
clearly shows the legendary god Ahuramazda, who is a symbol of goodness, light,
perfection, superstition. According to Zarathushtra, one of the authors of the
book, people should follow the forces of good and light, distinguish good from
evil, justice from injustice, and be on the side of Ahuramazda all their lives.
The value of a person in this process is expressed in the fact that he is not
indifferent in the struggle for the victory of good, in his way of life, in his
spiritual image, in his social activities, in his “correct word”. and
"good deed". Only a person with such qualities can help defeat evil,
sow the seeds of good, leave a good name, receive praise and gratitude from
others.
The 8th-12th centuries are of great
importance in the development of views on values in Asia. During this period,
the Arab invasion was carried out, Islam became the official ruling religion, a
certain peace reigned in socio-political life.
Islam became the religion not only
of the Arabs of Asia, but also the common religion of the Turkicspeaking
peoples. Separately, it should be recognized that Islam, its main message - the
divine values described in the Koran, had a great influence on the history,
culture and spirituality of the peoples of our country. This influence can be
assessed and analyzed in different ways, but it cannot be denied that it had a
certain significance both in the past and now.
In the hadiths such vices as
immorality, immodesty, obscenity are sharply condemned, and indifference to
them is criticized. The importance of hadiths on education lies in the fact
that they emphasize the importance of following the teachings, invitations and
advice of the Prophet (peace and blessings be upon him) regardless of social
origin, position, gender and age. Of the role of parents in teaching their
children morality, it is said: "No one can give his child anything better
than good manners," and another says: "No father can give his child a
greater inheritance than good manners." There are very instructive hadiths
in the hadith that encourage Muslims to do all their actions in private and
public life, including religious faith and obedience. In order to prove this,
one hadeeth calls for caution: "Do not delve into religion, because people
before you died, because they delved into religion."
For example, from the second half of
the 8th century to the middle of the 11th century, the science of hadith became
one of the main and necessary occupations for almost all scientists. According
to written sources, more than four hundred authors from different countries of
the East studied hadith during this period.
It is known that at-Tirmizi visited
many foreign countries to improve his knowledge. He wandered from place to
place, walking in the deserts, and collected the hadith that he heard from the
transmitters, taking advantage of every opportunity, whether he was traveling
or staying in one place. Along with writing them down in an orderly manner, he
scientifically determined the extent to which these hadiths are authentic or
weak, substantive.
In this regard, he studied with
scientists from different countries that he visited, and effectively
collaborated with them in the field of science. For this reason, among his
teachers one can find not only scientists of Thermidism, but also Khorasan,
Iraqi, Hijaz and Nishapur scientists.
Also, among the many students of
Alloma, we see representatives of different peoples and nationalities. For this
reason, the fact that our great-grandfather, who lived twelve centuries ago,
was literally a real international scientist, is a vivid and exemplary example
for all people, as well as for the people of our society of cooperation between
representatives of different nationalities on the path of science and goodness.

At-Tirmizi's sincere devotion to his
teacher and deep respect for him are considered a great educational value in
this place. In this regard, the relationship of at-Tirmizi with his teacher and
colleague al-Bukhari is extremely relevant and important even for today.
At-Tirmidhi, who was over forty
years old and educated by scholars from various countries, was also known at
that time as a mature scholar. There were many productive scientific
discussions and friendly meetings between the two scientists. At-Tirmizi writes
that during his meetings with al-Bukhari he received a lot of useful
information for his works. At the same time, al-Bukhari highly valued the
knowledge of atTirmidhi and treated him with deep respect and sincerely
expressed his attitude towards him, saying: "The benefit that I received
from you is greater than the benefit that you received from me" .
The hadiths recorded by Abu Isa
at-Tirmidhi in his works such as "Al-Jame' as-sahih" and
"Al-Shamail an-Nabawiya" are of great educational value and teach
people to be honest, just, religious, pious, pure , hardworking, kind,
merciful. - calls to be compassionate, respectful and attentive to parents and
women.
In the period after Islam became
dominant in our country, attempts were made to put an end to internecine wars,
and relative stability was achieved in public life. During this period of
relative moderation there was an opportunity for the development of culture,
the development of science and literature. The great thinker Muhammad Musa
al-Khwarizmi lived during this period. He held a high position in the Baitul
Hikmat academy, founded by Caliph al-Mamun. It can be said that the universal
aspects of values in the philosophy of life were explained in the ideas put
forward by him in scientific disputes with the scientists of this academy, in
the works he created.
He believed that the value of the
Khorezmian scientist lies in a modest report to the future of the thoughts of
his predecessors. The Thinker writes as follows: “Scientists of past epochs
wrote works in the field of various branches of science... bearing in mind
those who will come after them... One of them surpasses the others in carrying
out the work left by his predecessors. , leaving it as a legacy to those who
come after him, and the other interprets, thereby easing the difficulties ...
he has a good opinion of his predecessors, he is not arrogant and is not proud
of what he has done. These words are a general requirement and criterion for
the moral maturity of scientists from all over the East and are a priority
feature of their spiritual image.
Allama Abu Nasr Farabi (873-950), who
played an important role in the history of Eastern culture, also paid great
attention to values. Farabi's thoughts on values are clearly seen in the
teachings of Madin al-Fazil. This teaching is fully expressed in The City of
Virtuous People. As an encyclopedist, Farobi explained in his teachings about
the noble society the general system of spiritual and moral values that arise
at a time when high ideals and fair social relations are consolidated. Farobi
emphasizes that in such a society, religious values will have a certain
significance, in which representatives of kalam (theology) and fiqh
(jurisprudence) will manage the areas responsible for the spiritual and moral
improvement of people, and wise rulers will manage the main areas of public
relations. The thinker is one of the first Eastern philosophers who managed to
consider not only the idea of God, but also the values of man, society, science
as one of the main topics of philosophical knowledge, at a time when religious
views acquired the greatest importance in the ideological sphere.
In the book mentioned above and in
such works as "On the Achievement of Happiness", Farobi mentions a
human community that arises on the basis of mutual assistance and unity, social
relations, which should represent the main aspects of cooperation, science and
good morals, a state that brings happiness and mature feelings to people. ,
captures ideas about a society in which there are and will be managers elected
by citizens. Its main dream and goal is a society with the greatest spiritual
and moral values and the high value of science.
Abu Rayhan Beruni (973-1048) did not
bypass the topic of values. As an encyclopedist, Beruni studied the nature of
values very well. According to Beruni, the emergence of spiritual values is
inextricably linked with social relations, people's lifestyle, material needs,
interests, interests, requests and goals.
For example, cooperation between
people arose because of the need for people to unite, the lack of weapons for
protection, the need to defend themselves from enemies.
Beruni believed that a person is one
of the most basic values, and thinking is a spiritual factor that distinguishes
him from other creatures. He expresses the system of moral values in his own
way, that is, he divides it into good and bad behavior. In his opinion, the
good qualities are honesty, justice, intelligence, courage, courage and
kindness, and the bad ones are lying, cruelty, fraud, theft, deceit and
dishonesty.
The problem of values was also in
the focus of attention of Abu Ali ibn Sina (980-1037). Although most of the
scientist’s works are written on philosophical topics, unfortunately, most of
them, for example, the 20volume philosophical encyclopedia Adolat, Eastern
Philosophy, Good Deed and Sin, have not reached us. The problem of values is
expressed in such works of Ibn Sina as “Risalat-ut Tayr” (“Treatise on Birds”),
“Donishnama”, “Solomon and Ibsol”. In his eyes, being and nature, which
received its origin from God, are the eternal space surrounding man. In this
regard, its value is incomparable, and a person receives all the wealth from
nature and finds a cure in it.
Ibn Sina also paid great attention
to the importance of spiritual and moral values. According to him, the value of
a person lies in his cooperation with others, in his desire to acquire good
moral qualities, in his wisdom and in his ability to do good to others.
According to the philosopher, good is characterized by the fact that it leads
to pleasure and pleasure, and evil by the fact that it leads to pain and
suffering. Ibn Sina describes such human and spiritual values as
"chastity", "courage", "wisdom",
"justice", "generosity" in his Treatise on Moral Science.
It is difficult to imagine a
philosophical and historical analysis of the topic of values without the views
of the main representatives of the "mysticism" movement, which
occupies a large place in cultural development. Sufism is a very complex and
rich religious and philosophical trend in which the system of divine values of
Islam is adapted to the new era and explained from a modern point of view. In
the value system of Sufism, the most important place is occupied by God, the
divine values associated with him, Sharia, Tariqa, truth and enlightenment. But
it is not enough to describe the philosophy of Sufism only with these aspects.
There are many works of Islamic scholars and scholars on this subject. However,
we still cannot say that Sufism has been thoroughly studied and clear and
comprehensive conclusions about its history and worldview have been made.
This opinion can be expressed not
only about Sufism, but also about Islam in general, about the contribution of
this religion to the development of our national, national and spiritual
values. This side of the problem has not been studied from the point of view of
the science of values, and if we consider the issues of dialectical negation
and inheritance between the pre-Islamic value system of our common civilization
and the value system of the period of Islamic domination, it becomes even more
obvious that the issue requires a special scientific study.
The work of Ahmad Yugnaki
"Khibat-ul-hakayk" is not only a great monument of the literary
Turkic language, but also a rare monument of the philosophical thinking of the
Turkestan peoples.
Ahmad Yugnakiy is one of the first
Turkic poets who thought about the philosophy of futuvvat. It is said that if
you are generous like the Ahi people, no one will insult or curse you.
Generosity blocks the way for bad words. According to the thinker, there is no
language that praises stinginess, and all kinds of people praise generosity.
Generous people appreciate learned people, scientists, spend their wealth on
them and receive praise and applause from scientists. Such people leave a good
name in the world, gain fame, and their name will live long after their death.
On the other hand, stingy people are cursed and shameful. No matter how much
wealth a miser accumulates in the world, he will not be able to take a single penny
with him into the world, and what he finds in the Hereafter will be cursed and
cursed. According to Alloma, a hand that gives is a blessed hand, and a hand
that only takes and does not give to others is a hand without blessing, without
blessing, without character.
The work of Yusuf Khos Khadzhib
"Kutadgu bilig" ("Knowledge leading to happiness") occupies
an important place in the history of the peoples of the East, their
enlightenment and spirituality. The well-known Turkologist Kayum Karimov, who
published the full text of this work in transcription and translation into
modern Uzbek, objectively stated that the language of the poem "Kutadgu
Bilig" was understandable to all Turkic tribes that were part of the
Karakhanids. kingdom, which at that time had a large territory.
Adl (justice), reason and
contentment are the main stages and pillars of a person's spiritual maturity in
the philosophy of Eastern Sufism. Even earlier, in the philosophy of Plato and
Aristotle, justice, intelligence, self-control and contentment were extolled as
the best human qualities. In particular, Plato includes in the number of human
goods (values): the first is health, the second is beauty, the third is
strength, the fourth is wealth acquired by reasonable, honest and physical
labor. Yusuf Khos Hajib also sings of God, who gives food, about divine
blessings in his work “Kutadgu Bilig”. “O people, the master of heaven and
earth provides food, eat with laughter and joy. He who gives food to everyone
without counting, feeds everyone, but does not eat himself. He never starves
all breathing beings."
The great thinker Alisher Navoi
(1441-1501), who left an indelible mark on the culture of our country, paid
great attention to the problem of values in his works “Khamsa”, “Tukhfatul akhbar”,
“Mahbubul gulub”, “Khazain ul-Maoni” and others.
Alisher Navoi acknowledges the point
of view according to which the spiritual image of a person promoted in that
period is marked by his piety and obedience. But he puts forward the idea that
the appearance of a person is decorated with his spiritual and moral values and
good deeds. The system of values explained by Navoi is based on this and is
interpreted as a unity of divine, natural and human values. This manifests in a
dialectical sense the eternal deity - (Allah), its most striking and
significant manifestation - the universe and nature, man, who is the
"culmination" of this manifestation. At the same time, the goal that
people must achieve is not only the beauty of God, but also to achieve a happy
life and grow up as a perfect person.
In Navoi's views on society, a
general social system of values is expressed, and in the doctrine of a perfect
person, a personal system of values is described that characterizes the most
mature person. The compatibility of these two value systems is clearly visible.

Five or six years after the death of
Alisher Navoi, the state of the Timurid dynasty, which ruled Moverannahr for
almost a hundred years, collapsed. In its place, the state of Shaibani Khan was
created. But soon after the death of Shaibani Khan, the centralized state
collapsed here. First of all, the Emirate of Bukhara and the Khiva Khanate
arose, then the Kokhan Khanate. An analysis of the values of the period of the
emirate and the khanate reveals a certain uniqueness. This process, stretching
for more than three hundred years, went through wars between emirates and
khanates, various dynasties, clans, constant conflicts. To a certain extent,
this shattered the life of the then society, caused various negative phenomena
in the life and life of people, weakened the spirit of confidence in the
future, and the mood of depression grew.
At the same time, it should be
emphasized that theological science in our country was going through a period
of decline. It is difficult to find thinkers in the history of this period who
reveal aspects of its system of values suitable for the new era and who are
equal to the great thinkers of theology, such as Al-Bukhari, atTirmizi,
Yassawi, Naqshbandi. , whose fame and views in theology spread throughout the
Islamic world. However, social development has stopped, the practice of values,
of course, has not completely lost its influence.
During this period, such thinkers as
Syed Nasafi, Yusuf Karabogy, Khuvaido, Mirza Bedil worked. During this period
lived a sensitive poet and thinker Boborahim Mashrab (1657-1711). Along with
many progressive representatives of his time, Mashrab does not deny the value
system of Islam and the idea of God. But since he followed in the footsteps of
his ideological teachers Bayazid Bistomi, Mansur Halloj and Imamuddin Nasimi,
he interprets a number of universal values, their place and significance in his
own way. This feature manifests itself in the form of a critical attitude
towards some religious figures and priests who use the old Islamic value system
in their own interests, despite the fact that a thousand years have passed
since the emergence of Islam, despite various changes in life.
The Mashrab is a complex breed that
does not fit into the spiritual patterns that most people are used to. In his
character one can observe - a philosopher who knows the secrets of the world,
in his rebelliousness - a clever connoisseur of Islamic values, and in a simple
way of life - a wise approach to people. “Mashrab, who spent his whole life on
the path to truth ... in an unfaithful world, deeply immersed himself in moral
depravity, joy and spiritual impurity - from the king to the judge, to the
false and unfaithful monument, from the thief to the humble peasant, his
unshakable faith in the path true love, righteousness and philanthropy, an
expression of people's hopes, the novel became more and more metaphorical and
legendary.
For Mashrab, the main value is not
courage, but the fight against injustice, violence, hypocrisy, deceit and evil
manifestations, a means of exposing them, the path to truth. The main character
of his work is the poet himself. The main value in this creation is a person
who "does not fit into two worlds" and is "a person without
gems."
In the middle of the 19th century,
the country, which had lived independently for almost five hundred years
(although it was divided into emirates and khanates), was occupied by tsarist
Russia. It is obvious that the ideas of the conquerors were reflected in the
value system of the period of the Russian invasion. During this period, social
changes in the way of life of the people, characteristic of the occupied
countries, began to occur, that is, the transfer of the country's wealth,
keeping people in spiritual and cultural backwardness.
Akhmad Donish (1827-1887), Berdak
Kargaboy oghuli (1827-1900), Sattarkhan (1843-1902), Furkat (1858-1909), Mukimi
(1859-1903), Anbaratin (1870-1915) developed the ideas of enlightenment that
were widespread during this period. ) and others was widely promoted. Eastern
values, science, humanitarian ideas are sung in their works. This is especially
evident in the work of Ahmad Donish "Advice to sons". It describes
the general system of spiritual and moral values, analyzes the significance of
the ideas of knowledge, moral requirements, virtue and intellect for the
improvement of man.
At the end of the 19th century,
advanced people of their time, such as Mahmudhoja Behbudi, Saidrasul Azizi,
Munavvarkori, Abdulla Avloni, Cholpon, Fitrat, achieved great success in
analyzing the changes taking place in life, their national and national values.
in terms of world development requirements. The problems associated with values
were at the center of attention of contemporaries, many of them expressed
valuable opinions on the analysis of Eastern values.
Abdullah Avloni (1878-1937) occupies
a special place in this respect. His book "Turkish Culture or Ethics"
describes a system of universal and moral values. There is grace, grace,
enthusiasm, wisdom, courage, contentment, knowledge, patience, kindness,
discipline, self-esteem, conscience, love of country, truthfulness, chastity,
modesty, understanding, wisdom, words, economy, dignity, danger in work. and
desire, obedience. , such values as righteousness, benevolence, communism,
fidelity, justice, love, nobility, forgiveness are analyzed under the general
name of "good manners". Examples of "bad habits" include
anger, lust, ignorance, arrogance, arrogance, arrogance, envy, arrogance,
hostility, hatred, slander, insult, slander, envy, greed, and oppression. If
you pay attention to the names of the values mentioned in this work, you can
see how wide the range of spiritual concepts was at that time in our country,
and how rich our language was.
Among the above terms, we come
across concepts already forgotten by us from our language, and maybe even from
our language. It is sad that the wheel of history turned wrong and separated us
from our great heritage for several decades, and that the field of official
spirituality was occupied by completely different slogans, and not Eastern
values.
"Turkish Gulistan or Ethics"
was published in the form of a textbook, which describes the content and basic
requirements of Eastern education. This book could have had a greater impact on
the culture of our people. Unfortunately, the political processes that began in
the 30s of the last century did not affect Avloni.
In a brief philosophical and historical analysis of
the topic of values, the following is mainly striking:
1.
In the views of our scientists who lived in our country, much
attention was paid to the problem of values. Different currents and sects, to
which different thinkers and scientists belonged, believed in this or that
system of values and showed different ways of interpreting this or that value.
In this sense, the science of value research has its past in the history of our
country, its roots go back to ancient times.
2.
In our country, Khorezmi, Farabi, Beruni, Ibn Sina, Najmuddin
Kubro, Ahmed Yassawi, Bahauddin Nakshbandi, Ulugbek, Navai, Mashrab, Bedil, Ahmed
Donish, Abdullah Avloni and almost all other thinkers drew attention to a
certain value of the system at one time and expressed their opinion.
But there is another side to this
issue, this is the question of the influence of the values of our country on
the culture of the Arab and other Eastern peoples. Unfortunately, aspects of
this issue related to values and value science have not yet received a full,
scientific and fair assessment. So this side of the issue is waiting for its
researchers.
3.
Our nobles, hidden in the bowels of the earth where we live, who
left us their rich heritage, who are united by history and time, science and
literature, the spirit of spiritual humility and faith in the future, the
traditions of teachers and students, without dividing them into different
directions, but as a single culture, a great civilization. True masterpieces of
the history of pricing should be sought not only in the West, but also in the
East, and the great contribution of the civilization of our country, of which
we have mentioned only the names of some examples above, is recognized as the
greatest achievement of world culture.
4.
So, the problem of values, both in the past and now, is explained
in close connection with the period in which this or that scientist or
specialist lived, and the social processes surrounding him. The fact that the
great minds of the past paid more attention to this or that value is not
accidental, but necessary. They interpreted, analyzed or explained the ways to
achieve values that laid the cornerstones of the scales of the times,
influenced the trends of the times and had for people the position of spiritual
criteria. Their cultural and spiritual heritage is a single, integral national
treasure. A detailed analysis of past values is worthy of becoming the subject
of several separate studies.
Based on the definitions and
classifications given to the concept of “value”, the term “pedagogical values”
can be explained as follows: “Pedagogical values are such a sign of pedagogical
activity that not only allows you to satisfy pedagogical needs, but also serve
as the direction of his social and professional activities. . Pedagogical
values do not assert themselves in life. They depend on the social, political
and economic relations in society.”
According to V. A. Slastenin, “The
internalization of values associated with pedagogical activity lays the
foundation for the professional culture of future teachers.”
Pedagogical values, strengthened in
the mind of a teacher, form a system of his professional attitudes in
interpersonal communication, creative activity, development of the child's
personality, professional cooperation, and the exchange of spiritual values.
Two aspects of pedagogical values are studied by
scientists separately:
-  specific aspects that
allow the teacher to satisfy his material and spiritual needs and serve as a
guide in his social and professional activities aimed at achieving socially
significant humanitarian goals;
-  a system of knowledge
and activity, which is a means and a link between the norms governing
pedagogical activity and the social worldview that is being formed in the field
of education and pedagogical activity.
    In the literature on pedagogical
axiology, there are various classifications of pedagogical values. In
particular, Z. I. Ravkin classifies pedagogical values as follows:
1)
socio-political values: open and free education for all, the
equal right of all citizens to receive education regardless of nationality,
freedom of choice of an educational institution by students and parents;
2)
intellectual values: the need for knowledge, interest and
activity in learning, the creative activity of students, the beauty of thought
and the word as a means of cognitive activity;
3)
moral values: duties and personal obligations of students, their
right to be the subject of the pedagogical process, moral incentives and
motives for acquiring knowledge, respect for patriotism and citizenship, work
and work of other people;
4)
values associated with professional and pedagogical activities:
the vocation of the teacher-educator to work, a responsible approach to the
chosen profession, the skill of the teacher, his research, innovative activity,
sociability, positivity in communicating with students and youth, pedagogical
excellence.
V. A. Slastenin, based on the system
of professional orientation, classifies pedagogical values as follows:
1)
target values: the personal concept of the future teacher in the
totality of the personal self and professional self. In search of ways to
achieve the goals of pedagogical activity, the teacher chooses his professional
strategy for the development of himself and others. Therefore, the target
values reflect the educational policy of the state and the level of development
of pedagogical science. These values, being subjectivized, become important
factors in pedagogical activity and influence instrumental values. They are
formed as a result of mastering the theory, methodology, pedagogical
technologies and form the basis of a teacher's professional education. The
values necessary for a person reflect the following target values:
characteristics of the teacher’s creative and versatile work, its prestige and
significance, high responsibility to society, self-expression, love for
children, etc. Such values are expressed in pedagogical activities related to
the development of the student and teacher, student youth team and teaching
staff;
2)
instrumental values: pedagogical communication, technique and
technology, monitoring, innovation, system of intuition. Average values serve
as a means of achieving target values (recognition of the results of labor in
society, the correspondence of the interests and abilities of the individual to
the characteristics of pedagogical activity, professional growth, etc.);
3)
relational values: the attitude of the participants in the
pedagogical process, the attitude to professional and pedagogical activities;
4)
qualitative values: various qualities of human behavior and
activities.
5)
the value of knowledge. The cognitive values of the teaching
profession are theoretically related to the recognition and acceptance by
students of the values of the teaching profession.
    N.M. Egamberdieva proposes to
classify pedagogical values into two large groups in terms of personal and
professional socialization of students: socio-pedagogical and
personal-pedagogical values.
Socio-pedagogical values reflect the
description and content of values that operate in various social systems and
manifest themselves in the public mind. This is a set of ideas, concepts,
norms, rules and traditions that regulate the activities of society in the
field of education.
Personal and pedagogical values act
as a socio-psychological education, and they reflect the goals, motives, ideals
and other personality traits of the teacher. The totality of these
characteristics forms his system of value orientations. The axiological
"I" as a value orientation includes not only cognitive (cognitive)
components, but also emotional-volitional components that play an important
role in the internal orientation of a person. It includes professional and
collective values that serve as the basis for an individual-personal system of
both socio-pedagogical and pedagogical values.
Also, in turn, such a variety of
pedagogical values allows us to divide them into general educational and
educational values.
Educational values are a complex of
objective and subjective factors that have important sociopedagogical
significance for giving a person scientific and theoretical knowledge, nurturing
high spiritual and moral qualities in him, becoming mature in all respects, and
also gaining his own significance. .
Scientist Sh. Mardonov, who conducted
research in the field of educational values in Uzbekistan, classifies
educational values into several groups according to their uniqueness: global
conceptual and educational values; clear educational values; individual values
of education; innovative pedagogical technologies - universal (global)
conceptual educational values; personality formation; democratic and
humanitarian orientation of education; the formation of humanism, personal
worldview.
Educational values mean material and
spiritual reality that has an effective impact on the student's personality
through positive subject-social conditions and relationships. Educational
values reflect the virtues, qualities, desires and aspirations that parents and
teachers want to form in a child, useful for civil society, important and
necessary in a given social environment.
The presence of educational values
in public life and human consciousness in different periods; that these values
do not have the same meaning for all societies; may exist in educational
systems and serves to determine pedagogical effectiveness. In this regard,
educational values are absolute - including universal values arising from a
genetic source; related to time (temporary) - specific historical; stable -
mental, ethnic; divided into such types as individual-personal.
Absolute universal values include:
religious and spiritual; ensuring the development of all major strengths and
individual abilities; assistance in the formation of internal moral freedom, a
sense of duty and duty; the shaper of moral individuality and collectivity with
such a spiritual basis as conscience, love, trust, duty, reason; development of
intellectual property and physical labor skills; which allows moral, aesthetic
and ecological perception and understanding of the world.
The educational values related to
time, which exist in connection with specific historical conditions and
situations, include: ideological and political views; legal-moral consciousness
and system of norms; the level of civic consciousness, behavior and virtue;
life perspective and practical orientation; orientation to fashion, etiquette;
professional directions.
Stable mental and ethnic educational
values include: a holistic national historical experience, features of
production, national culture, geographical conditions, traits of a national
character that arise on the basis of an international situation; - traditions,
customs, folk oral art, folk-practical art. samples, monuments, monuments;
educational traditions (educational content, form, methods and means); features
of family traditions and relationships; folk crafts; national fine arts, music,
theater, cinematography, poetic creativity; uniqueness in religious views and
beliefs.
Individual-personal values of
absolute social significance include: free will; independent thinking,
independence in behavior; the ability to comply with laws and improve laws;
justice; intelligence; care; faith in beauty and goodness; discipline,
self-improvement, self-management; to preserve one's identity, to realize one's
inner human existence.
In the scientific literature, one
can find various definitions of the concepts "value", "value
orientation", "value workshop", "value system".
If value is considered separately
from such a form of social consciousness as religion, ideology, art, then
doubts arise as to its independent significance. Because the satisfaction of
some need of a person or society reflects not only the material, but also the
attitude towards the ideal. The need itself determines a number of conditions
and features of social life. Consequently, value is created as a result of the
relationship of man and society to the outside world, their internal needs and
their relationship to reality. The acquisition of a stable characteristic of
this attitude is expressed by the term "value orientation", which
serves to form the goals and motives of human activity.
The term “value orientation” of a
person was introduced into sociology by W. Thomas and F. Znanetsky in the 20s
of the 20th century, according to which a social institution is a process of
individual awareness that determines the real and existing human activity.
personality in the social world. In other words, a social institution functions
as a core that provides control over the behavior of an individual, a group,
and society as a whole. Before the emergence of a social institution, the individual
becomes aware of needs and conditions. The influence of society is determined
by the achievement of satisfaction of needs on the basis of the acquisition by
society of certain information. Thus, in the mind of a person, a value
orientation is formed, determined and changed.
The work of T. Parsons "On the
structure of social actions" emphasizes the connection between the
concepts of value and value orientation. That is, the functional needs of
society arise on the basis of the manifestation of the desire for norms in
social culture.
Value orientation also includes a
person's life experience and dreams. For this reason, the value orientation has
a kind of psychological description and reflects all the components and the
integral system of personality structure.
The concept of "value
institution" is also found in the literature on pedagogical axiology.
Although many authors use the concepts of “valuable direction” and “valuable
attitude” as synonyms, M. Rokeach was the first to distinguish between them.
According to the American scientist, the attitude can be considered as a set of
beliefs and convictions that have been formed over a long period of time,
reflected in the attitude of the subject to a specific object (concrete or
abstract, personal or social) or situation. So, if the orientation reflects the
harmony of the individual with the norms of society and human needs, then the
value orientation reflects the readiness of the individual to implement the
system of these relations in practical activities.
Scientist B. Khodzhaev, who
conducted research in the field of pedagogical axiology, says that a person's
understanding of his inner position and readiness for practical activities in
connection with specific values determine the essence of a value orientation.
The attitude manifests itself as a set of cognitive (knowledge, information)
and affective (emotions, feelings) components, reflecting the state of
readiness of a person for a specific activity.
“Value system” is a concept that
expresses the relationship and proximity of value forms associated with certain
social subjects (person, nation, society, etc.), any period, historical stage
or sphere.
Philosophical, pedagogical and
psychological literature on such issues as the system, structure, parts that
make up the system, the method of approach based on the system approach, their
essence, content and significance are extremely numerous. The principle of
consistency has become one of the main methods of scientific knowledge and
research. The most important thing is to study the specific features of this
principle and the patterns of its manifestation in scientific knowledge, which
can be found in axiological studies, when analyzing the practice of values and
value systems. In this regard, adding the criterion of historicity and the
question of consistency and application of the rules of the historical method
to axiological systems makes the problem more relevant. This method inevitably
recognizes time and time-related processes as one of the basic conditions for
the functioning of any system.
When analyzing the characteristics
of any system related to time and time, pay attention to the following: a
certain system arises at a certain time in the process of endless history, acts
at a certain time, experiences a certain period of existence. In this sense,
between the beginning - the emergence and the end - of any system there is a
period of historical certainty, which inevitably gives way to another. The same
can be said about the general value systems characteristic of a certain period
of development of a certain civilization or ethnic group: each of them has
certain historical periods of implementation.
When applying the principle of
historicity to the question of the relationship of the value system with social
development, it becomes possible to draw the following conclusion: in the
process of development, some value systems are formed, improved, denied and
give way to others. . In this process, the dialectic of negation and
inheritance occupies a special place. In this sense, the past is a series of
historical, social, economic, political, cultural and spiritual processes, as
well as a process of displacement, negation and renewal of value systems.
In the practice of value systems, the
dialectic of stability and change is extremely important. There are many
sources on the nature and relationship of resilience and change. We are only
interested in the manifestation of the dialectics of sustainability and changes
in the practice of value systems and the study of its specific features, that
is, the socio-philosophical analysis of the axiological side of the issue. The
stability of value systems is the “real state” of the period in which they
differ from other systems, their components are proportional, the parts that
make up this system meet the criteria of reasonable value goals, and the system
itself satisfies needs. social actors and retains its significance as a
criterion that ensures their cohesion.
The identification of complex,
dialectical relationships between sustainability and change is the scientific
basis for the further development and enrichment of science, the emergence of
new research methods (such as system analysis, system approach). However, a
comparison of stability and change in modern scientific knowledge reveals a
number of features. The description of the interaction between the subject and
the object is changing, the efficiency of the cognitive process, including the
complex dynamics of stable forms of scientific knowledge, is increasing. It is
this activity and creativity that allows us to give an axiological description
of the process of stability and change.
It should be noted that in the
scientific and philosophical literature, issues related to the system,
structure, part, stability, changes, proportionality, contradictions, their
dialectical connection, manifestation were carefully considered. Axiological
systems that reflect the value and significance of a particular reality, object
or subject that are objectively presented and comprehended in the process of
cognition are called value systems.
The study of the relationship
between the forms of value based on the principle of consistency shows that
they can be interpreted as heterogeneous systems with a certain order of
structure. The overall picture of this system depends on the interconnections,
connections, relationships, proportionality or disproportion of its constituent
components, differences, differences, contradictions, conflicts between them,
as well as changes and other dialectical processes in the system. According to
experts, the system is characterized not only by the presence of connections
and relationships between its constituent elements, but also by a close
connection with the environment, since the system expresses its integrity in interaction
with the external environment. Based on this, we can assume that the most
general value system corresponds to the general social structure of society,
and specific value systems correspond to the components (or elements) that this
social structure consists of and are interconnected.
When interpreting value systems from
the point of view of the principle of consistency, special attention is paid to
the following situations: to understand the objects with which value systems
are associated as a real system, not to ignore the complex structure of the
system of values based on them; determine the components of the value system,
i.e., determine the forms of value that make up this system, take into account
the relationship between them; determine the main connections in the real
picture of the value system, do not lose sight of the value situation that
arises when its constituent components form one or another system; taking into
account the effects and counter-effects in the process of formation and implementation
of the value system, including the main, internal and external forms; taking
into account the stable and changing states of a certain system of values, the
dialectic of negation and continuity in this regard; not to lose sight of the
influence and reflection of the processes of social reality on the value system
and the process of adapting the value system to modern realities.
It should be noted separately that
the fact that a certain stage in the development of society is an integral
social organism with its own system and structure has now been recognized by
most social scientists. Although specialists express different opinions on this
matter, they do not deny that the overall work of the society has a good system
and structure. It is important to pay attention to the study of these different
views from the point of view of scientific research, at the level of its scope.

However, it is also important to
explore the axiological aspect of the process associated with a stable state
based on balance and harmony between the social system and the components that
make up its structure, or cases when the difference, discrepancy, imbalance
between them increases, various changes occur. In this case, we are talking
about a general axiological system (that is, a general system of values)
corresponding to the social structure of a certain stage of social development
(regardless of how it is stated in the doctrine). The most important points for
this system are connections, relations between the main forms of personnel of
which it consists, a certain harmony and proportion, the social structure of
society, established and stabilized relations between people, their integral
existence with the process of change. It is this existence, in turn, that
becomes the basis of a situational view of the value system, determines the
balance, harmony or changes in it.
The value system is the basis of
culture and reflects the spiritual and social needs, interests, social actions
and behavior of members of society.
B. Bitinas and I. P. Podlasy
identified three main value systems: transcendental (having some absoluteness
from the point of view of religious essence), socially oriented - sociocentric
(group, universal, professional, national, etc.) and anthropocentric (individual)
.
M.A. Makarevich divided the system of values into the
following groups:
defining the meaning of life (good,
bad, happiness, well-being), universal (life, democratic, social prestige,
personal development, interpersonal relations), informal (traditional,
religious and urban) and collective (mutual assistance to each other and
solidarity). Life values mean primary and simple needs aimed at protecting and
prolonging human life. The values that determine the meaning of life have a
complex structure and express the complexity and richness of a person's entire
life. P. A. Sorokin distinguished three types of value systems:
-  idealistic system of
values. The values and ideals related to this system are unchanged and have a
constant, absolute description, and in the process of overcoming the obstacles
that arise in the process of their comprehension, a person experiences emotional
satisfaction;
-  system of emotional
values. The values specific to this system do not take an absolute form, they
are applied in connection with the situation in which the individual
participates;
-  an ideal system of
values. It is formed on the basis of generalization of ideological and
emotional values.
Taking into account the
peculiarities of the systemic, subject-activity approaches and value-oriented
activity, it was concluded that the concept of "value" expresses the
subjective attitude and assessment of the future pedagogical activity of
adolescent students in describing a complete understanding of the social
significance of the profession. Proceeding from this, the concept of
"value system" was defined as a set of components (types and forms of
values) formed in the process of professional training on the basis of
valueoriented (evaluative) activities with stable, constant and
dynamic-functional relationships.
It is known that the quality level
of the categorical apparatus of the subject of research largely determines the
criteria for solving pedagogical problems and the essence of pedagogical
phenomena. To study the pedagogical and psychological features of the
development of the value system among students of a pedagogical university,
first of all, it is necessary to clarify the essence of the concepts of
"development" and "formation". This conclusion was made in
connection with the use of the term "development" in the study.
According to the definition of B. M.
Bim-Bad, education includes upbringing, training and education. V. I. Andreev
interprets “education” as a phenomenon that is reflected in “culture” and is
realized through education and training. In turn, the category of
"teaching" is revealed through the concepts of "education",
"upbringing" and "development" of a person. One literature
notes that "development" occurs through "becoming", while
another emphasizes that "becoming" goes through
"development". Nevertheless, many authors recognize that the concept
of “development” is relatively broader and more complex and is more often used
to express the dynamics of changes in the sphere of basic human motivational
needs, cognitive and volitional development.
From our analysis, it became clear
that the category of "education" is more common in pedagogical
research devoted to the problems of education. However, it is usually
interpreted in different ways. In most cases, personality development is
represented by the following concepts: a) a system of leading motives that
manifests itself in various situations and conditions and determines a person’s
inner views; b) the core of a person, the basis of which determines the
uniqueness of existence in society; c) an expression of the unity of external
and internal conditions, which acquires a general direction in combination with
internal conditions; g) motives, interests, needs, aspirations, ideas, beliefs.

In the pedagogical and psychological
literature, the term "development" is considered from the point of
view of the attitude to the personality and its psyche. That is, development is
the internal necessary behavior of the individual, "self-movement",
and the external influence is constantly moving on the basis of the internal
orientation. Development is an objective process of consistent quantitative and
qualitative changes in the physical and spiritual development of a person.
IP Podlasiy “Development is
determined by internal and external conditions. Internal states include the
physiological and psychological characteristics of the body. External conditions
are the existence that surrounds a person, the environment in which he lives
and develops. “On the basis of interaction with the external environment, the
inner being of a person changes, and in turn, new relationships are formed that
lead to further changes.”
The structure of the value system is
manifested as a set of professional values. Professional values serve to
determine the subject's awareness of the personal and social significance of
the field of activity, which is of great importance in the system of
pedagogical competence, the determination of a positive-emotional attitude, and
the internal orientation of the personality. .
Orientation to professional values,
in turn, is cognitive (values related to professional knowledge), which allows
one to acquire scientific knowledge about pedagogical activity and form a value
orientation, an emotional component (values of a professional attitude), which
is determined by a personal attitude to pedagogical activity, and behavioral
the component that allows you to determine the value setting in pedagogical
activity consists of a characteristic component (associated with professional
skills).
The technological approach to
education is a systematic process aimed at clarifying the goals and objectives
of education based on learning outcomes, designing each stage of the
educational process separately, and clearly defining the forms, methods and
means of education.
The possibility of a technological
approach is inherent in the educational process itself due to its
multifactorial nature - the influence of many factors, the lack of rapid
manifestation of results, the focus of the educator's activity (directly or
indirectly), and multilevelness. Multilevel is characterized by the transition
from the level of the student's idea of a particular quality to understanding
and further to the formation of the ability to act in accordance with the
acquired and the formation of correct behavioral habits. Based on this, V. S.
Selivanov comes to the conclusion that the process of education, the sequence
of its stages, has a complex specificity. Education, the formation of personal
qualities begins with the creation of an emotional orientation, a creative
attitude to a certain form of behavior. The second step is the development of
the skill of performing the right action, that is, the development of the right
behavior. In the future, repeatedly performing an action with a positive
attitude towards it, he is accustomed to rational behavior. The acquisition
(formation) of concepts is the next stage of the educational process. The
experience of social behavior is organized on the basis of learned concepts.
There is a simple and clear order in
the production process, the formation of moral and ethical qualities is complex
and the technologization of this process is a process with unexpected features
that are not similar to production: 1) unlike production processes, the
formation of moral and ethical qualities has a holistic description,
pedagogical the effect is carried out in small steps or is realized in the form
of a gradual formation of individual qualities.
    The educational impact is
carried out holistically, and not in stages and in parallel; involving a person
in this process is a difficult task and requires the educator to carry out the
technological process from beginning to end. Here, based on the general
technology, individual skills are required.
Based on this, Sh.T. Ergasheva
considers the process of spiritual and moral education of a person as a
sequence of the following stages:
-       the
value-oriented stage provides for the identification and actualization of the
existing personal experience as the initial basis of his spiritual and moral
development, helps to determine the content side of the formation of the
student as a person and the direction of his future activities;
-       cognitive-intellectual
stage - the entry of a future specialist into the world of life-practical,
scientific and professional knowledge, values, relationships; characterized by
the need to organize one's own subjective experience on the basis of scientific
knowledge and perception of the world, as well as the reflexivity of the mind,
which allows one to understand and evaluate one's thoughts, ideas, actions;
-       the
active-behavioral stage of the implementation of the model is associated with
the reproductive, research and creative forms of students' activities. At this
stage, there is a transfer of his internal position to an external plan of
action, the manifestation of value consciousness in a specific activity -
behavior, behavior. The student has a need to expand his knowledge and the
scope of his moral development. This stage of the student's moral formation
continues throughout his life, first in the process of university and general
education, then outside of them - in the profession, in life. In the proposed
model, the content and organizationalmethodological components of moral
education are presented together.
The technology of moral education proposed by Sh.T.
Ergasheva includes the following three stages:
-       to
determine the personal moral experience of the student;
-       knowledge
and understanding of moral values;
-       transferring
the internal point of view to the external plan of action.
The technology of education of moral qualities of I.
F. Kharlamov has its own indicators:
-       identification
of conflicts of moral development, shortcomings in the development of moral
qualities;
-       setting
tasks to eliminate deficiencies;
-       involvement
of students in cognitive activities aimed at comprehending the nature of the
quality being formed;
-
influence on the development of role and behavioral components; -
working out the correct behavior, strengthening it.
From these technological approaches,
it can be seen that the possibility of a technological approach is inherent in
the educational process itself due to its multifactorial nature - the impact of
many factors, the lack of rapid manifestation of results, the focus of the
educator's activities (directly or indirectly), and multi-level. Multilevel is
characterized by the transition from the level of the student's idea of a
particular quality to understanding and further to the formation of the ability
to act in accordance with the acquired and the formation of correct behavioral
habits. In accordance with this concept of the process of forming certain forms
of behavior (habits), an idea is formed about the sequence of learning as a
whole: first, knowledge about the rules and norms of behavior is acquired, then
skills are developed rules of behavior, as in the brochure, and finally,
methods of systematic training in the skills of reasonable behavior. Based on
this, V. S. Selivanov comes to the conclusion that the process of education,
the sequence of its stages, has a complex specificity. Education, the formation
of personal qualities begins with the creation of an emotional orientation, a
creative attitude to a certain form of behavior. The second step is the
development of the skill of performing the right action, that is, the
development of the right behavior. On this basis, the child develops an idea of
\u200b\u200bcorrect behavior. In the future, repeatedly performing an action
with a positive attitude towards it, he is accustomed to rational behavior. The
acquisition (formation) of concepts is the next stage of the educational
process. Based on the concepts obtained, the experience of social behavior is
organized and the foundations of ethics, aesthetics, human relations and other
social sciences are mastered.
The technology of moral education of V. S. Selivanov
consists of the following stages:
-       cause
a positive emotional reaction to a certain form of behavior;
-       formation
of rational behavior;
-       formation
and consolidation of the idea of a socially acceptable form of behavior;
-
exercises to develop the skills of reasonable behavior; - mastery
of the concept.
In the studies of N.M. Egamberdiyeva
about the personal and professional socialization of students of pedagogical
universities, "socialization" in ensuring the active participation of
students in educational and creative activities, as well as the connection
between theory and practical professional activity, the connection as an
effective tool used general ideas about the general culture and ethics with
pedagogical technology culture and ethics. This socialization technology looks like
this:
1.
Provide for gradual socialization (first stage: a small group of
students - the whole group; second stage: the whole group - a specific
professional activity in an educational institution).
2.
Implementation of students' activities by algorithmization at
each stage.
Research shows that there is a great
need to decompose the entire system of technologies described above into
separate parts, to correctly determine the exact type of pedagogical forms and
methods. With the help of what pedagogical means is it necessary to show the
transfer of moral ideals to the moral beliefs, behavior and qualities of the
student. The algorithmic level of technology requires the reconstruction of the
process, for example, despite the undeniable importance of an emotional
response, it is necessary to complete the “presentation” stage (show value,
explain) before it.
The sequence of steps associated
with the implementation of educational tasks aimed at achieving the goal is a
technological process.
Based on a deep analysis of the
theories related to the technological approach to the educational process, the
following important aspects related to this phenomenon were clarified:
-  the definitions given
to the concept correspond to each other in the description of its main essence,
and there is no contradictory situation here;
-  based on all
definitions, it is understood that technology is a set of components to achieve
the goal;
-  the
technological process is compatible with real practice; - fully explains the
implemented object or process.
An analysis of philosophical,
sociological, psychological and pedagogical literature shows that reflection is
an integral part of learning to think, self-knowledge, communication,
self-awareness and selfeducation, as well as the acquisition of knowledge and
the educational process. to be. The idea of a reflexive approach to the
development of a system of values among students makes it possible to use it
both in the educational process and in extracurricular activities.
Reflection refers to the skills and
principles of thinking aimed at personal forms and conditions for comprehending
and understanding the structure of the student's value system.
The study of theoretical and
practical research allowed us to develop a technology for the formation of a
system of values among students. The main purpose of this technology is to
develop students' ability to freely choose personal and socially conscious
areas, the formation of a value attitude to the teaching profession.
The technology consists of four
parts: theoretical and methodological (goal, task, principles of the formation
of the humanitarian spirit among students); meaningful (the trinity is the
content of humanism, realized in "knowledge - value - activity");
procedural (a system of activity of a teacher and educator in the learning
process based on reflective methods and techniques), evaluative (indicators,
levels, criteria for their success). The methodological foundations of
technology are based on relational, axiological, cultural, subject, activity
principles, as well as on humanistic pedagogy based on integrity and
consistency.

LECTURE
V: DEVELOPING A CULTURE OF TOLERANCE AMONG STUDENTS AND YOUTH
Plan:
1.    Formation
of a culture of tolerance among students
2.    Conceptual
and methodological issues of forming a culture of tolerance among students in
the system of continuous education
3.    Pedagogical
and psychological features of the formation of a culture of tolerance among
students.
4.    Technology
for the formation of a culture of tolerance among students.
5.    Information
and methodological support for the formation of a culture of tolerance among
students
Tolerance (lat. tolerantia -
endurance, patience), tolerance - to be tolerant and resistant to changes in
lifestyle, behavior, habits, feelings, opinions, ideas and beliefs. This is a
harmonious coexistence of dissimilar people. We may not like something in a
person or in a foreign culture, but we must recognize their existence and
development, so long as they do not harm the rights and interests of others, do
not violate existing laws. That is, tolerance does not mean passive, natural
submission to the thoughts, views and behavior of others. Perhaps this means
active moral and psychological cooperation between individuals, different
groups, peoples, social groups to understand each other, positive cooperation.
The dictionary of social work says:
“Tolerance is the managerial principle of social work, recognition of cultural,
racial and other differences between individuals, groups and social
communities, as well as tolerance for differences in appearance, behavior,
value orientations of people.”
The concept of "tolerance"
has been formed over many centuries and is still filled with various features.
The concept of tolerance manifests itself in different ways in connection with
different cultures and historical experiences of people. In dictionaries
published in Uzbek, it is noticeable that the word “tolerance” is used as a
synonym for the concept of “tolerance”: “Tolerance is a concept that expresses
kind, caring, generous, generous people in relation to others who have such
spiritual qualities. Tolerance means respect for someone else's worldview,
religious beliefs, national and ethnic characteristics, traditions and rituals,
non-admission of discrimination and insults in relationships, above all,
respect for humanity, observance of it in the community, at work, in the
environment. This concept means that people of different religions, belonging
to different nationalities and peoples live in harmony and peace within a
single state.
In the same way, other peoples have
their own definitions of this concept. Below we give the dictionary meanings of
the terms that define tolerance in the languages of the world based on the
classification of A. Roziev:
1)
tolerance (visual) - willingness to be kind, patient; to
tolerance - to show patience, to give the right to express one's thoughts
without any restrictions;
2)
tolerance (fr.) - a firm belief that others can think better and
more perfect than us;
3)
tolerance (ikp.) - the recognition that there are others, more
perfect than his thoughts and ideas;
4)
guan rong (Chinese) - acceptance of others as they are, and a
tolerant attitude towards others;
5)
tasamul (arab.) - cheerfulness, compassion, forgiveness,
acceptance and forgiveness of others;
6)
tolerance (Russian) - to be patient (restrained, to be tolerant,
to be able to compromise in any situation), to accept and acknowledge the
existence of others, to realize that others or something are worthy or not
worthy, recognition.
The fact that today the concept of
"tolerance" is being studied as an object of various sciences has
created a state of formation of the definitions of this term within the
sciences. In particular, in philosophical studies, special attention is paid to
the fact that this concept is a worldview that recognizes the right to
existence of different civilizations, cultures and confessions (religious
beliefs), but also a set of general rules for their interaction and connection.
.
In sociological studies, it is noted
that tolerance is considered as a philosophical category, and one should not
lose sight of the fact that it finds its expression in consciousness in the
form of an objective form of the action of matter, that is, in the form of a
concept. Tolerance means the ability to accept our feelings towards another
person or thing, a foreigner, another person or event. Self-restraint means
having willpower. Tolerance is will expressed through self-restraint, and it
means the ability to look at others with benevolence - compromise.
From a psychological point of view,
tolerance is a form or expression of a person's tolerance, which means the
absence or weakness of a firm reaction to a factor that is unpleasant for a
person. No matter how much a person likes that situation or factor, he
tolerates it, suppresses it, adapts if necessary.
Based on philosophical, sociological
and psychological points of view, it is advisable for pedagogical science to
give the following definition of the concept of tolerance education: a
consistent, systematic pedagogical process is understood.
Since ancient times, special attention
has been paid to the education of a person with a tolerant attitude. In
connection with such a system of values as freedom, respect for the human
person, individuality, this quality arose as a unique phenomenon in ancient
times.
In particular, the essence of this
virtue is explained in detail in the Avesta, which is considered the sacred
book of the Zoroastrian religion. At the heart of moral education in the
"Avesta" is the question of educating pious, honest and pure people,
regardless of their skin color, language and place of residence. “To be born
pure and immaculate, to step into a world without love is a great fate in the
destinies and lives of people. Racial tolerance is vividly expressed in the
idea that "it is necessary to fight for human decency and world peace, to
preserve it and bring it to light." Avesta condemns senseless bloody wars,
massacres, military conflicts, invasion attacks and calls for a peaceful, calm,
peaceful life: “I am not worried about the actions of those who want to harm
the people of the world. It is emphasized that some of these hostile actions
will return to the enemies themselves.
Also, the Holy Quran and Hadith
Sharif, the sacred sources of Islam, glorify such human qualities as human
tolerance and the ability to show kindness. For example, hadiths say that it is
a great sin to oppress and condemn people of other religions, and people are
urged to stay away from such vices: “Whoever offends a person of another
religion living in a Muslim country will be punished with a grass whip on the
Day of violates the peace treaty" If he kills an unbeliever living with
him, then he will not smell the heavenly heights", "Keep the blacks
as friends, because three of them will be the greatest of the inhabitants of
paradise: Lukmoni Hakim, Najoshi, Muazzin Bilal Habashi."
Important aspects of this quality are
also covered in the works of Eastern thinkers Abu Nasr Farabi, Abu Ali Ibn
Sina, Abu Raykhan Beruni. For example, the great scholar of the East Abu Nasr
Farabi writes: “There are neither natural nor voluntary ties between some
people, each person must harm himself for his own good, one must be a stranger
to the other, so even if they do not unite, they will unite in strength
necessity and obligation, even if they compromise with each other, only one
will win. Others think that when they lose, they compromise. In this case, they
are forced to come to an agreement due to the pressure of an outside force, and
if that force disappears, the agreement will also disappear. There is further
alienation and they diverge. One of the animal beliefs characteristic of
mankind is false imagination and deceptive belief.
From these thoughts, Farobi shows
that he believes that various conflicts will be eliminated as a result of the
need for voluntary unification of people and life in cooperation. In fact, not
all people consciously obey the characteristics of tolerance, but some of them
follow the majority without feeling the essence of the issue.
Ibn Sina condemns all racially
motivated violence, emphasizing that the origin of mankind is the same. It also
shows that national and religious differences and borders are an obstacle to
peaceful and friendly relations between peoples, social groups and individuals.
In the course of his research, the great thinker developed the idea that people
are equal before the one God, regardless of their religion and race.
Ibn Sina condemns conflicts and wars
between nations and states. Ibn Sina, who fled from city to city from the
persecution of Shah Mahmud Ghazni, criticizes his colonial activities and
thinks about the spread of various diseases due to starvation as a result of the
destruction of cities and the siege of cities.
In addition, at a time when
religious fanaticism was on the rise, Ibn Sina, based on the belief that all
people are equal, treated and cared for Jews, Christians and people of other
religions and cured them of their diseases. This shows that he embodies such
qualities as tolerance, nobility, courage and humanity at a high level.
In the spiritual and educational
teachings of Beruni, equality and brotherhood of nations, peoples and peoples
are glorified as a universal value. He did not unreasonably glorify any people
or faith and did not accuse others of backwardness.
Respect for all the peoples of the
world, respect for their history, culture, way of life, way of life, customs,
language, national traditions and values - this is high spirituality, tolerance
in modern conditions. In his work "India", the scientist regretfully
mentions wars that prevent peoples from living in friendship, friendship,
union, cultural and educational cooperation and solidarity. He put forward the
idea of the need to eliminate national and religious boundaries in order to
establish correct relations between peoples. Beruni strongly condemns some of
the nationalistic and local views of the Indians. “Stupidity is a disease for
which there is no cure. According to them, there is no land in the world but
their land, no people but their sex, no kings but their leaders, no knowledge
but their own, and no religion. apart from their religion." They act
arrogant and become arrogant and ignorant. Sparing what they have learned, they
do not teach it to someone else, inexperienced, even if he belongs to their
sex.
The teaching of Sufism arose in the
late 8th and early 9th centuries. and became widespread in all Muslim
countries, including Movarounnahr. Sufism played an important role in shaping
the idea of human perfection in the spiritual life of the entire East.
In Sufi teachings, a perfect person
is a wise, intelligent and pure person. They knew that divine purity,
refinement, faith and thinking protect humanity from disasters and carefully
protect it. Sufis aspire to this path, to this truth. In fact, the ideal person
is their ideal, their dream. They fought ignorance and ignorance, greed and
taste through this ideal of the perfect man, the enlightened man. According to
the definition of the famous scientist N. Komilov: “A perfect person is an
ideal who owns all worldly and divine knowledge, whose soul is connected with
the Absolute Spirit, full of blessings, full of grace, whose heart is full of
good feelings.” One of the most important qualities of an ideal person is
tolerance. It deserves special attention that the idea of religious tolerance
is uniquely and deeply explained by the representatives of Sufism.
One of the mature representatives of
Sufism, Abdulkhalik Gijduvani, believes that tolerance means accepting
diversity and diversity, looking at them as an aspect of common beauty,
respecting them and living in harmony with them. The true essence of the
teachings of Abdulkhalik Gijuvani is tolerance. The path of the Khojagan sect
founded by Abdukholik Gijduvani and his ideas in his works - "Maksad as
solikin", "Maslak al orifin", "Risolai sakhibiya",
"Vasiyatnoma" - also call for tolerance. Their analysis shows that
Abdulkhalik Gijduvani understood tolerance in a very broad sense and respected
it as a universal human value. G. Navrozhova, Doctor of Philosophy, based on
the works of Abdulkhalik Gijduvani, groups tolerance as follows: 1. Human
tolerance is human love for all beings and harmonious action.
2.
Family tolerance - openness of family doors and hearts of family
members, hospitality, kindness and care.
3.
Local tolerance - relatives, neighbors, representatives of
different religions and nationalities live together in harmony and cooperation.

4.
Tolerance of the country - the inhabitants of the country
recognize the traditions, beliefs, ideas of each other and live as partners and
in harmony.
5.
Tolerance between peoples and nations is life in unity and
friendship, regardless of nationality, race, gender, place of residence.
According to the type of tolerance
in the teachings of Abdulkhalik Gijduvani, it includes the following areas:
1.
Ethno-psychological tolerance - recognition, appreciation,
respect and acceptance of the spiritual identity of the customs and values of
each people, tribe.
2.
National tolerance - the coexistence of different nationalities
on the basis of equality and friendship.
3.
Racial tolerance - recognition of the equality of different races
and living together with them.
4.
Sexual tolerance - recognition of gender equality, respect and
appreciation of women.
5.
Religious tolerance - the coexistence and compromise of people
with different religious beliefs in one place with good intentions.
6.
Economic tolerance - economic assistance, cooperation on the
basis of equality.
7.
Socio-political tolerance - recognition and communication with
each other as equal people, regardless of their property, influence, political
views in society.
8.
Universal tolerance - respect, value and equal treatment of all
people. The implementation of these ideas condemns any policy of violence
against race, people, nationalities, sections of the population, religions,
gender and the vulnerable, encourages the acquisition of noble qualities and
good deeds. Gijduvani encourages people to be equal, cooperate, cooperate,
treat each other with respect, appreciate each other, allow opportunities and
potentials to grow, respect, love and be gentle.
Tolerance, based on the ideas of
Gijduvani, manifests itself in the following human qualities: selfawareness,
restraint and control over one's ego; self-esteem and self-esteem; compromise;
mutual respect; appreciate each other; patience; endurance; satisfaction;
Gratitude to be forgiving; impartiality; generosity; do no harm; compassion
Tolerance occupies a special place
in the teachings of Kubravia. In the works of Sheikh Najmiddin Kubro, such as
"Al-usul al-ashhara", "Risolai at-turuk", "Fi odabus solikin",
a number of instructive ideas on the education of tolerance are presented. In
the treatise “Najmiddin Kubro” by the mystic Najmiddin Komilov, the following
points are stated: “In the house of the Prophet, along with the murids of the
Sunni sect, students of the Shiite sect were brought up. Although Sheikh Kubra
himself believed in Sunnism, he respected the family of Hazrat Ali Abu Talib,
may Allah be pleased with him, and did not allow enmity and quarrels between
Shiites and Sunnis.
In his works, Najmuddin Kubro
attaches great importance to such concepts as love, service for the benefit of
people, and tolerance. He says in his work Fi-al-adab (Rules of etiquette):
"The best of prayers is the fulfillment of obligations, and the best and
most beautiful of habits is abstaining from sins and harming people."
In general, the teaching of Sufism
is a holistic concept based on the idea of tolerance and serving as an
important methodological basis for educating a perfect person.
From the analysis of the above
sources, it can be seen that the virtue of tolerance has important social
indicators:
1)    equality
(all people have the same rights regardless of nationality, language, religion,
gender, race);
2)    equality
of opportunities for participation in the political life of society;
3)    mutual
cooperation of all nations, states and peoples in solving universal problems;
4)    mutual
respect and nobility for representatives of different strata of society;
5)    the
ability of all peoples to follow their language, culture, customs;
6)    freedom
of religion on conditions that do not infringe on the rights and freedoms of
other members of society.
According to these indicators, as a
result of our study, the pupils of the House of Mercy can be conditionally
divided into two groups: those with tolerant qualities (tolerant) and those who
do not have tolerant qualities (intolerant).
Qualities of a person with a tolerant description:
-  sympathy;
-  self-awareness;
-  security;
-  duty;
-  openness;
-  experience
of emotions; - the ability to empathize; - humanism.
Qualities of a person with an intolerant description:

-  ownership of the
building;
-  inability to get
along with others;
-  tendency to anxiety;
-  alamzadalik;
-  selfishness;
-  sensitivity to
external influences;
-  inability to see the
diversity of the world;
-  Evaluation of people
in their own opinion.
It has also been established that
the virtue of tolerance manifests itself in two ways: internal (external) and
external (internal).
The internal (external) manifestation
of tolerance is the result of the student comparing himself with others in real
conditions, the belief that he has his own point of view and is able to look at
things through other people's eyes.
The external (internal) aspect of
tolerance reflects the student's ability to think about problems and make
decisions even when all the evidence and cause and effect are unknown.
In addition, it became known that
the virtue of tolerance is of great importance in the socialization of
students. In connection with socialization, the manifestation of the virtue of
tolerance among students includes four interrelated components:
1.
Communicative (communicative) component - consists of various
forms and ways of mastering different forms of communication.
2.
Cognitive (cognitive) component - mastering the volume of
specific knowledge in connection with the environment, reality, the formation
of a system of social imagination.
3.
Behavioral component - a wide and varied field of behavioral
actions and models developed by the student.
4.
Value component - a manifestation of the student's system of
value orientations.
Social experience of students:
-       during
various events;
-       in
the process of communicating with people of different ages;
-       takes
in the process of performing various social roles. In a word, the socialization
of student youth occurs in the process of interaction with the subject of
activity.
Interaction as a universal form of
development ensures the transition of interacting objects and events to a new
state. This idea requires clarification of the relationship between the
concepts of "tolerance" and "reciprocity".
As generalized types of interaction, the following
can be distinguished:
1)  dialogue;
2)  cooperation;
3)  care;
4)  depression;
5)  indifference;
6) confrontation;
7) conflict (dispute).
Tolerance requires the first three
types of interaction. Individuality is manifested in dialogic communication,
equality of points of view is ensured. The structure of dialogic interaction
includes emotionalcognitive components characterized by skills of a high level
of empathy, the ability to feel a partner, the ability to accept him as he is,
flexibility of thinking, and the ability to adequately evaluate oneself.
The second type of interaction is
cooperation, which includes the joint definition of the goal of all activities,
its joint planning, the distribution of tasks performed based on the strengths
and capabilities of each participant. This level of tolerant behavior is
characterized by the following features:
-  sociability;
-  nobility;
-  lack of anxiety;
-  mobilization of
actions;
-  caring;
-  patience;
- mutual trust;
-  social activity.
Care as a type of interaction also
reflects the connection with the concept of tolerance. Caring is manifested in
the ability of the subject and object to show kindness and care as a natural
norm. The following can be cited as descriptive features of this level of
tolerance:
-  emotional stability;
-  high level of
empathy;
-  extraversion;
-  social
activity; - helpfulness.

The formation of a personality with
the virtue of tolerance is a complex process that is carried out on the basis
of communication with peers and other people, as well as under the influence of
social reality associated with their attitudes and views on other people. as a
social institution performs the following important tasks:
1.  Creation of favorable
conditions for the normal development of the child.
2.  Protecting children's
health.
3.  Ensuring medical,
pedagogical and social adaptation of the social protection of the child.
6.
Protection of the rights and interests of students.
7.
Children should master educational programs and receive sufficient
education for the benefit of the individual, society and the state.
8.
Formation of a common culture and adaptation of students to life.

9.
Formation of the needs of students and youth in self-development
and determination of their place in life.
Based on these general tasks, it is
necessary to perform the following important functions of forming the virtue of
tolerance in students:
1)
to establish in young students a steady focus on the formation of
an adequate attitude to being, specific life situations, their own behavior and
others (directive function). The effective implementation of this function
serves as the basis for generalizing information about interacting subjects;
2)
the adaptation function allows students to form positive,
emotional, stable relationships with objects and subjects of their own
activities, joint activities, by establishing joint activities;
3)
the formation of the self-concept, the development of the
worldview and life experience of students (encouraging function);
4)
to achieve spiritual and moral self-development of students and
youth, to clearly define their place in the process of communication and
cooperation (integrative function);
5)
in connection with the requirements imposed by society, to ensure
the mutual movement of student youth and youth with the environment on the
basis of value-oriented harmony (evaluative and prognostic function).
    Also, as a result of purposeful
educational activities, it is necessary to form the following psychological and
moral guidelines for students:
1)    humanity
- humanization of interpersonal relationships, attention to the inner world of
a person;
2)    reflexivity
- understanding of personal characteristics, achievements and shortcomings,
establishing them in connection with tolerant behavior;
3)    responsibility
- possession of a system of personal requirements based on the manifestation of
internal forces in a decision-making situation;
4)    protection
- a guarantee of support, safety and the opportunity to work together with
other people;
5)    flexibility
- the ability to make the right decisions in connection with the situation and
conditions;
6)    self-confidence
- the ability to adequately assess one's strengths and capabilities;
7)    self-control
- the ability to control one's emotions, control one's behavior;
8)    diversity
- the ability to make decisions in similar complex situations, rely on
different approaches in assessing reality;
9)    perception
- the ability to perceive and determine the various characteristics of people,
to understand their inner world;
10)empathy
- sympathy for other people's problems, the ability to emotionally evaluate
reality;
11)sense
of humor - the ability to get out of certain situations and awkward situations
with laughter.
    It is necessary to pay attention
to the fact that the events organized in connection with the education of
tolerance include various areas of tolerance.
    Based on socio-demographic factors, scientists
identify the following areas of tolerance:
1)
gender tolerance - do not oppress members of the other sex,
abandon the idea that one gender is based on the other;
2)
age tolerance - the correct acceptance of the age characteristics
of a person (the inability of the elderly to understand the young, insufficient
knowledge and experience of the young, etc.);
3)
tolerance associated with the level of education - a patient
attitude towards the thoughts and actions of people with a relatively low level
of education;
4)
interethnic tolerance - a respectful attitude towards representatives
of different nationalities, which does not allow the shortcomings and negative
actions of a representative of one nationality to be present in other persons
belonging to this nationality. International tolerance implies that every
nation and people understand their duties and responsibilities. These duties
and tasks include living in a multinational environment, including the need to
be demanding of one's own attitudes, skills and abilities, the need for
communication, that is, listening and understanding each other, as well as
patiently solving problems that have accumulated over many years require mutual
consultation. and striving for a phased positive solution, taking into account
the interests of each party;
5)
racial tolerance - do not look down on representatives of other
races;
6)
religious tolerance - a tolerant attitude towards various
religions, confessions, confessional groups;
7)
geographical tolerance - the ability of people living in
different regions to accept each other's living conditions as they are, not to
allow discrimination;
8)
class tolerance - to be patient with representatives of different
strata of society (the rich to the poor, the poor to the rich);
9)
physiological tolerance - a respectful attitude towards the sick,
the disabled, people with disabilities;
10)
political tolerance - tolerance for the activities of various
political parties and public associations, political leaders;
11)
cultural tolerance - in spite of cultural curiosity, recognition
of other cultures, the ability to accept them correctly. Cultural tolerance
requires that cultural influence and cultural expansion not be tolerated;
12)
interpersonal tolerance is the ability to understand and accept
the complex nature of people, the differences between them, and in the process
of communication a person can see in others a high symbol of his existence and
development.
    In addition, it is desirable to
effectively use the experience and philosophical approaches accumulated to date
in the implementation of tolerance education. In other words, it is necessary
to effectively implement the content and possibilities of the existential,
devirsification, cognitive, behavioral, dialogic, facilitative, sociocultural
approaches in the formation of the virtue of tolerance among students.
    The existential approach
describes tolerance not as an automated, stereotyped action, but as a process
that requires the ability of the subject of tolerance to find a meaningful
direction in a particular situation and approach with a sense of responsibility.
In this case, tolerance reflects an axiological model with a syncretic
description. That is, values related to the goal require the definition of
values related to the content and means of achieving it.
    From the point of view of the
diversification approach, tolerance does not have a single definition or
description. Tolerance is a complex phenomenon, it has many aspects,
components, many directions of manifestation and development, it covers all
spheres of individual and social life of a person.
    From the point of view of the
cognitive approach, tolerance reflects the results of multidimensional, diverse
cognition and thinking. The landscape of the universe is complex, and it is not
easy to arrive at a single truth from different points of view.
    The behaviorist approach
understands tolerance as human behavior aimed at constructive interaction with
"others"; interprets seeing other people as equals to him as a
quality that describes his recognition as a person.
The dialogical approach requires an
important kind of tolerance - interaction with other people, an important way
of establishing interpersonal interaction and communication - interpersonal
tolerance. It is in this type of tolerance that all aspects of the problem of
tolerance are clearly manifested (both from the point of view of its training,
and training and development).
    With a facilitative approach, the
main attention is paid to the search for adequate psychological and pedagogical
tactics for the development of tolerance, the creation of more positive
conditions for the development of a personal, independent and free point of
view in each subject for the natural, reflex-individual formation of tolerance.

    The sociocultural approach
requires the consideration of tolerance as a personal quality that manifests
itself in the strategy of life. This approach is especially important in the
formation of ethnic tolerance in a person.
    On the basis of these
approaches, a number of models for the formation of tolerant consciousness and
behavior among students have been developed today. Among these models,
integrative, institutional, modular and interdisciplinary models are especially
common.
    According to the supporters of
the integration model, the subjects taught in an educational institution have
enough opportunities for the formation of tolerant consciousness and behavior.
Therefore, it is necessary to instill tolerance for the content of classes in
various subjects. Among the young scientists of our republic, the works of B.
Khodzhaev “Using the possibilities of history in the formation of a culture of
tolerance among students”, Z. Saliyeva “Formation of the virtue of tolerance
among students of a pedagogical college in the process of teaching pedagogy”,
Sh. Akbarova “Using the possibilities of works of art in the education of
tolerance” stand out in students”, one can single out the experiments of Kh.
Eshmirzaeva “Educating the qualities of tolerance in students in the process of
teaching foreign languages”.
    The institutional model for the
formation of a culture of tolerance includes several scenarios for the
formation of tolerant consciousness and behavior. Among these models are the
following:
-  "educational
system of an educational institution" - the concept of tolerance acts as a
condition for the implementation of cooperation and systemic, personal and
activity approaches. The purpose of the educational institution is the
formation of a comprehensively developed highly moral personality;
-  "social
design" - in this case, tolerance is considered as the basis for
experiencing socially significant activities in relation to other people,
oneself and society, and as a goal - the solution of specific social problems
based on an understanding of the social significance of activities, and taking
into account personal activity, joint activities of adults are necessary and
youth to acquire skills.
-  "civil
forum" - with this approach, tolerance appears as a way to eliminate
indifference and indifference, and the goal is that people can express their
attitude to various events taking place in society.
    Modular model of the formation
of tolerance - in this case, the problem of the formation of the virtue of
tolerance is considered as an independent issue and is solved by including a
special course and optional training in the curriculum.
    An interdisciplinary model of
the formation of tolerant consciousness and behavior requires the integration
of all pedagogical methods and methods of forming a culture of tolerance,
regardless of their content and orientation. Each educational institution,
based on its capabilities, will create laboratories and develop methods for
building a culture of tolerance.
    In general, the organization of
activities related to the education of tolerance requires taking into account
the following pedagogical and psychological aspects:
1)
the formation of the virtue of tolerance among students is
important in itself, that is, children move around with their peers - members
of different micro-societies who have different life experiences, cannot
communicate with everyone in the same way. These situations indicate the
presence of conflict situations in the children's community and encourage
teachers to resolve the conflicts that have arisen. A humane and respectful
attitude towards children, the establishment of cooperation with them by the
teacher and pedagogical support make it possible to cultivate tolerance;
2)
it is desirable to organize education on the basis of a dialogue,
which is based on the ability to accept other points of view, as well as
openness and correctness, mutual trust.
It is known that in our republic and
abroad, along with educational technologies, special attention is paid to the
development of educational technologies. Among foreign scientists are O. S.
Gazman (technology of individual support in learning), O. S. Anisimov, P. G.
Shchedrovitsky (technology of reflective selfeducation), E. N. Stepanov
(technology of educational work with a classroom team), N. B. Krylova
(technology for the formation of spiritual culture among young people), A. A.
Ukhtomsky, G. K. Selevko
(technology for improving the
personality of a schoolchild), I. F. Kharlamov (education of moral qualities),
V.
V. Selivanov (technology for moral education ), among
scientists of our republic M. Kuronov (“Five strikes against one threat”), R.
Zh. Some educational technologies were developed by such scientists as
Ishmukhammedov (“Collective creativity in practice”), Sh. T. Ergasheva
(technology of moral education ), Z. Salieva (technology for the formation of
spiritual and moral qualities). However, a complex flexible technology of
education has not been created in our republic. As a response to this problem,
the development of holistic education technology was implemented within the
framework of the practical project "ITD-4-122 - Development of education
technology for the formation of a highly spiritual personality." First,
let's talk about this technology.
Classification features of technology:
    Level of application and
description: from the general pedagogical level to the level of
microtechnology.
    Philosophical basis: 1) humanism; 2) all
different concepts.
    Methodical approach: systemic,
personality-oriented, individual, activity approach, value-oriented approach.
    Leading factors of development: 1) sociogenic; 2)
psychogenic.
    The scientific concept of
mastering experience: associative-reflexive + active + developing +
interiorizing.
    Direction and structure of the
personal development field: BMO (knowledge, skills) + EAS (aesthetic and
ethical field) + UzBMS (self-government mechanism field) + DAS
(active-practical field).
    Content description: educational, educational,
technocratic.
    Type of socio-pedagogical activity:
socialization.
Methods used: 1) research; 2) the use of various
teaching methods.
    Organizational forms: 1) individual; 2) all forms
of education.
    Tools used: 1) audiovisual; 2) all learning aids.

    Approach to the student and description of
educational interaction: student-oriented.
    The direction of modernization
and attitude to the traditional education system: based on strengthening the
motivational, meaningful, active and value-oriented function.
    Application category: public, for students of all
categories.
    Target aspects of technology:
    The purposeful orientation of
technology in connection with sociocultural policy is clearly manifested in the
following:
•       transfer,
preservation and development of the spiritual culture of the society;
•       support
and development of spiritual and moral values, beliefs and patterns of
behavior;
•       development
of comprehensive human development;
•       spiritual
and ethical, political and legal, environmental, religious tolerance, economic,
ideological knowledge and culture, a healthy lifestyle.
    In terms of individual education:
•       spiritual,
moral and aesthetic development of a person;
•       promote
self-knowledge, self-development, self-improvement, self-expression of the
student;
•       to
develop the creative sphere of personality development.
Conceptual ideas and principles of technology:
•       formation
of a highly spiritual personality and the relationship of socialization;
•       principle
of humanism;
•       interdependence
of cultural-historical, national-ethnic, socio-pedagogical experience;
•       develop
the student as a subject of his personal spiritual world;
•       unity
of education, upbringing and development;
•       connection
of education with life and practice;
•       taking
into account the age and individual characteristics of pupils;
•       establish
active cooperation with students.
Stages of learning technology:
1.
The motivational stage is a process aimed at determining the
interest, need and desire to acquire spiritual and moral qualities, taking into
account the age and individual characteristics of students.
2.
Content stage - the formation of a set of ideas, concepts and
knowledge about spiritual and moral qualities that should be formed in
students.
3.
Active stage - involving students in practical activities by
creating specific situations and forms of activity related to spiritual and
moral qualities that should be formed in students.
4.
Value stage - a high stage of the educational process, which is
organized with the aim of turning spiritual and moral qualities into value,
forming a firm belief in them.
From the above classification
features of the educational technology for the formation of a highly spiritual
personality, it is known that it can manifest itself in the form of
microtechnology of the general pedagogical level, depending on the level and
description of its application. On the basis of this feature of the technology,
based on its four stages (motivational, semantic, activity, value), we have
developed a "Technology for the formation of the virtue of tolerance in
students."
First of all, the classification
features of the technology for the formation of the virtue of tolerance among
students were determined:
•  according to the
degree of application and description: microtechnology;
•  according to the
ideological basis: valuable, humane;
•  on the scientific
basis of mastering experience: associative-reflexive and interiorizing;
•  according to the
leading factor of personality development: sociogenic and psychogenic;
•  by its structure and
content characteristics: social, educational.
•  according to the
methods, methods and means used: problematic, developing, dialogic.
    To describe the technology, it
is necessary to dwell on the expected result, the goal based on the result, and
the refined learning objectives.
    The expected result of
technologization is the achievement of a vivid manifestation of the virtue of
tolerance in students by instilling knowledge and behavioral habits about
tolerance. Achieving this result, in turn, requires the formation of students'
readiness for tolerant behavior and a holistic lifestyle and the solution of
the following tasks in connection with this goal:
1)  formation of a system
of socially oriented value orientation of students;
2)  to develop in them
the ability to assess reality in a multifaceted way, to accept information that
contradicts their point of view;
3)  the
formation of a positive attitude towards oneself, tolerance for conflicts; 4)
development of interpersonal interaction skills based on social partnership.
The technology has a four-stage
description, consisting of motivational, meaningful, functional and value
components.
    Teaching students to tolerant
behavior always requires determining its motivational aspects, consisting of a
set of motives, and turning it into an object of sustainable needs. The value
of the motivational component is manifested in the formation of an internal motive
for tolerant behavior, which they understand as a conscious need. The basis of
the motivational component is the value orientation that controls the
motivational sphere of the individual.
    In the process of implementing
this component, narrow social motives (getting the respect of others) must be
combined with motives for social cooperation (orientation to different ways of
moving along with other people).
When implementing the motivational
stage, it is advisable to use such methods and techniques as problematic
conversation, discussion, introspection, self-knowledge, empathy, game
techniques.
Conversation in the problem
description. This type of conversation is conducted with young students in an
analytical and research form. When organizing a question and answer session,
the following conditions must be taken into account:
1)  questions are built
on the information that students have in their imagination;
2)  questions
do not require answers, limited to mechanical processing of what has been read;
3) pay attention to the relationship between the content of the questions.
A series of talks could be held on specific issues
relating to different types of tolerance.
In the process of developing communicative tolerance,
the following problematic issues can be used:
1.  Why do people feel
the need to communicate?
2.  What qualities should
a person have to listen carefully to the opinions of others?
3.  In what situations do
you find it difficult to listen to the opinion of the interlocutor?
4.  Why can't some people
accept opposing views?
5.  Do you have to be the
same age to be friends?
6.  Can two people be
friends if they don't like each other?
7.  Can friends lie to
each other?
   In the process of forming cultural
tolerance, attention should be paid to solving the following problematic
issues:
1)  in what aspects is
the universal significance of national culture manifested?
2)  Is cultural diversity
positive or negative?
3)  is it possible to
accept a subculture as a value?
In the process of conversations
related to the formation of interethnic tolerance, it is necessary to present
the following problematic issues:
1)    Why is it
necessary to treat representatives of other peoples with respect?
2)    What is
the need to learn the language, culture, customs of representatives of other
peoples and be able to accept them?
3)    What are
the consequences of national unity?
4)    in what
forms can the chauvinism of great statesmanship manifest itself?
Conversations about gender tolerance are held on the
basis of discussion of the following issues:
1)  why is it necessary
to treat members of the other sex with respect?
2)  Is it right for boys
to prefer themselves to girls?
3)  is it possible to
believe the ideas that one sex arose on the basis of another sex?
4)  What is the need to
have information about members of the opposite sex?
In the course of conversations about
religious tolerance, it is appropriate to use the following problematic
questions:
1)  What are the general
aspects of religions?
2)  Is it right to
encourage people of other religions to believe in their own religion?
3)  What are the
consequences of restricting freedom of conscience?
4)  What qualities should
a person have to be tolerant towards representatives of other religions?
   Another method that requires
extensive use in the motivational stage is discussion. Debate is a free
discussion of an issue requiring discussion. Before organizing a discussion,
students should be reminded of the following guidelines:
1)  Be prepared to discuss
the problem. Understand what the problem is, its essence;
2)  express your opinion
on the problem and allow others to express their opinion;
3)  listen carefully to
the opinions of others;
4)  do not distract the
speaker, note the points that you do not like, and then ask permission to
speak;
5)  respect the
personality and opinion of others, be attentive and tolerant of other people's
opinions;
6)  Criticize the ideas,
but not the speaker. Don't use personal statements;
7)  take into account the
decisions made by the participants in the discussion, value the opinion of
others;
8)  not to try to win the
dispute by armed means;
9)  it is necessary to
come to intermediate and final conclusions.
In connection with the formation of
the virtue of tolerance among students, it is advisable to conduct
conversations on the following topics:
1.  "Tolerance"
and "intolerance": manifestations and manifestations.
2.  Awareness as a call
for ethno-confessional tolerance.
3.  Islam is a religion
of tolerance.
4.  Society should not be
divided into classes!
5.  Racial discrimination
- as a gross form of humiliation of a person.
It is also possible to use the
methods of introspection and self-awareness for the effective organization of
the motivational stage.
In epistemology, psychology, analysis
includes all types of activities related to cognition and practical activities,
and in pedagogy it is expressed as a cognitive process that reflects the laws
and methods of dividing the objects under study into separate components.
According to O. O. Kashenko, introspection is not used as an independent
category, even if it is reflected in philosophy and psychology as a component
of selfconsciousness, self-knowledge, self-management, self-esteem. However, it
is important to remember that the formation and development of self-awareness
occurs on the basis of introspection. Because the importance of developing
self-analysis skills in students is one of the most important internal factors
stimulating the development of the "I-concept", which is understood
as a system of one's own ideas, interests, motives, needs.
Self-analysis methods require attention to:
1)  consideration of
personal behavior, the personality of the student, his characteristics, value
system, etc. as an object from situations of social interaction;
2)  to define a system of
criteria for analyzing one's behavior and personal qualities;
3)  distinguishing
the known from the unknown; 4) identification of contradictions.
Self-analysis precedes
self-consciousness, and it is on its basis that a person's ideas about himself
are generalized. As a result of self-awareness, a person realizes who he is,
understands his place in society, feels who he is in the eyes of others.
Self-consciousness reflects the emotional and logical sides, which are formed
as an attitude towards oneself.
It is known that the methods of
self-awareness require clarification and generalization of information obtained
as a result of introspection, both logically and emotionally.
In a word, introspection and
self-awareness lead to the formation of the student's "I-image" as an
idea of himself and others about himself.
In addition, empathy and play techniques can be used
effectively at this stage.
empathy methods. From the point of
view of a monological approach to action, empathy is a person's emotional
concern for expressing in himself the changes in the "object" and
subject of cognition. From the standpoint of the dialogical approach, empathy
is not only emotional care for a partner, but emotional care reflects awareness
of the content of concepts related to the situation. Therefore, understanding
is closely related to evaluation.
Empathy is important when it comes
to the pedagogical skill of a teacher. Empathy directed at students allows the
teacher to navigate in their emotional world, to feel the situation in their
inner world. There are two types of empathy: care (sympathy for the emotional
state of a partner) and pity (an expression of one's own sympathy for the
feelings of a partner).
The development of empathy is based
primarily on the internal focus on understanding the interlocutor in all
aspects. The process of empathy is carried out in stages, from attention to the
thoughts of the interlocutor to the expression of anxiety and sympathy for
reality (transition to the emotional state of the partner). In general, empathy
appears as one of the important mechanisms of mutual understanding and one of
the main methods for the formation of tolerant behavior in students.
The use of game techniques at the
motivational stage allows students to get acquainted with information about
their group and the whole team. It is especially recommended to use such games
as "Snowball", "Apples", "Names-Quality", "Paired
acquaintances".
The game "Snow
collection". At the direction of the educator, one of the participants,
standing to the right or left of him, pronounces his name. The second says the
name of the first participant and his own. The third participant calls the name
of the first, second participant and himself. This continues until the end. The
last participant says all the participants, starting with the first
participant, and his name. This is how participants get to know each other.
Game "Apple". Participants
sit in a circle. The host says: “My name is ... I love ... (can say anything or
anyone)” and throws an apple (ball) to someone. The participant who caught the
apple (ball) introduces himself and passes the ball to another participant. The
game continues until all participants have introduced themselves.
Phrases that participants can say during the
introduction:
I love ...
My favorite food since childhood was...
My favorite color (flower or fruit) is...
Game "Names-attributes".
This game is organized to raise the mood of the group members, for the
wellbeing of the participants.
Each participant must pronounce the
name of a positive character trait of a person, a human quality that begins
with the first letter of any name.
Match game. In pairs, participants
give information about themselves to each other for ten minutes. Then one of
them continues until the participants introduce each other.
The semantic stage of technology is
based on mastering the norms and rules of social communication, the formation
of a socially oriented orientation, the development of the ability to
critically evaluate events, predict possible scenarios for the development of
reality, and be able to make independent decisions on this basis.
The content stage, in turn, consists
of two parts: informational and cognitive. If the theoretical knowledge related
to the virtue of tolerance is acquired at the informational level, then at the
cognitive level, the necessary instructions are given to translate this
knowledge into the form of tolerant behavior.
At this stage, it is appropriate to
use such techniques and techniques as explanation, text work, brainstorming,
lecture-discussion, dialogue.
Explanation is a universal method
that can be used in working with students of all ages as an oral teaching
method. The method of explanation is carried out through the methods of
analysis (analysis), synthesis (generalization), induction (going from the
general to the particular) and deduction (going from the particular to the
general). With this method, students learn the basic concepts of the dignity of
tolerance, the types of tolerance, the historical foundations of tolerance and
its importance today.
Working with text is a method that
ensures effective implementation by students of the process of getting acquainted
with information, understanding its content, analyzing information,
generalizing, comparing and summing up. In the process of using this method,
questions of different levels can be used in order to increase students'
interest in working with text:
1)
in order to determine the assimilation of information, questions
of a simple type that require students to automatically recall what they read:
“When and where did this event occur?”, “What event is the text talking
about?”;
2)
questions that require the student to translate what they read
into another form: “Describe what you read”, “What do you think this person
looks like?”;
3)
questions asked by students to identify the connection between
ideas, arguments, concepts or values:
“What do you think is the reason for this behavior?”,
“How can you explain the reasons for this event?” Are you aware of the
circumstances? ?";
4)
questions that directly require support from students: “Can you
treat your friend the same way?”, “You need it, but your friend is asking for
exactly this, can you forgive him?”;
5)
questions that require students to analyze and answer at a high
intellectual level: “Do you see yourself in this situation?”, “How would you
behave if you were in the place of this person?”;
6)
questions that require students to be creative: “How to get out
of this situation?”, “How to solve the problem so that no one gets hurt?”;
7)
questions requiring students to evaluate: “Did you like the
text?”; “What is the main idea in the text?”, “How can you respond to the
opinion of the participants about the text?”
The brainstorming method is a set of
widely used methods for finding new ideas for solving scientific and practical
problems. Its essence is clearly manifested in the organization of collective
joint activities to find non-traditional ways to solve the problem.
When using this method of forming
the virtue of tolerance among students, we sought to achieve the following
pedagogical goals:
1)    creative
assimilation of educational material by students;
2)    the
relationship between theoretical knowledge and practice;
3)    activation
of educational activities of students;
4)    development
of critical, flexible thinking;
5)    development
of reflective skills;
6)    the
formation of students' ability to combine their attention and mental powers in
solving urgent problems;
7)    formation
of experience in collective creative activity;
8)    formation
of a working environment based on desire in a group of students.
Method "lecture-discussion".
The purpose of this method is to develop students' critical thinking, to
activate the process of comprehending information, to deepen the understanding
of the acquired information.
Accordingly, the teacher organizes a
quick exchange of ideas while explaining the logical parts of the lecture. The
speaker will discuss the selected issues regardless of the audience.
Participants in the discussion can express their opinion without getting up
from their seats.
At the end of the session, a discussion of the
content of the entire lecture can be held.
Even a short discussion during a
lecture enlivens the learning process, activates the cognitive activity of
students, and most importantly, helps the speaker control the thinking of the
entire group.
Also, at the substantive stage,
dialogue methods should be widely used. Dialogue communication not only allows
you to establish relationships based on mutual trust, but also acts as an
important component of a student-centered educational technology in connection
with a student-centered approach.
Dialogue as a form of interpersonal
communication reflects any kind of joint communicative activity that requires
equal action of individuals in relation to one thing-event. Dialogue
communication is important as a radical means of combining the individual
forces of participants in joint activities, the ability of educators and
students to fully understand each other. As a result of involvement in dialogic
communication, stable relationships are formed between the teacher and
students.
At the heart of the third - active
stage of technology is participation in various forms of constructive
communication and the development and implementation of new forms of
communication in terms of tolerance. These goals can be achieved only if the
following pedagogical conditions are observed: introducing students to everyday
situations enriched with the content of tolerance, which leads to the directed
development of the necessary quality; they must consciously set themselves the
tasks of moral self-improvement, aimed at the development of educators;
Pedagogical influence should be progressive in nature, be new in itself, but
consist of things that have been tested on personal experience so far.
The activity is organized in the process
of creating real pedagogical situations and is carried out together with the
possibilities of the motivational-content stage.
At this stage, it is possible to use
game methods, training, strategy modeling, case-study analysis and methods.
The game method plays an important
role in the formation of the virtue of tolerance among students. In the
pedagogical literature, the game is described as "a form of activity aimed
at creating and assimilating social experience."
The value of the game method in the
formation of the virtue of tolerance among students is manifested in the
following:
1)  modeling of future
life activity based on the principle of tolerance;
2)  testing
oneself in different models of the "image of a citizen" with tolerant
behavior; 3) mastery of reflexive methods of work, social and role interaction.

    In the formation of the virtue
of tolerance among students, it is advisable to use role-playing, theatrical,
production, imitation (imitation) games focused on the ways of human behavior
in various difficult life situations.
     Teaching method. Among the
active teaching methods, the leading place is occupied by training. Scientists
who conducted research in this direction (I.V. Vachkov, L.P. Grimak, B.M.
Masterov, G.A. Tsukerman and others) distinguish the following as the leading
principles of education: subject-objective, problematic, active, collective. In
our study, education appears as a method that includes a number of techniques
related to the formation of the virtue of tolerance in students. Among the
types of training, sociopsychological training occupies an important place. The
main goal of socio-psychological training is to increase the competence in
communication. In a broad sense, socio-psychological training refers to special
knowledge and skills acquired in the field of communication, as well as forms
of work that correspond to their correction.
    "Contact" is a team training for
creating stories.
    The purpose of training:
1)  introduce
participants to each other;
2)  creation
of friendly relations and creative environment; 3) teaching students to
overcome mental barriers.
Expected learning outcome: This
training allows you to find out the team of educators and students, its
character, creative capabilities, abilities, labor relations, as well as how to
work with whom, what to pay attention to, whom to help with, whom to encourage,
etc. creates in the pedagogical process.
The learning procedure. Before the
start of the lesson, at the request of the teacher, students choose one of the
numbered papers prepared on a special table at the entrance to the classroom
(numbered papers are prepared according to the number of students) and sit on
chairs arranged in a circle.
After the students take their
places, the teacher agrees with them the topic of the story being composed, or
the teacher himself suggests a topic (the topic of the story can be
adventurous, life or about the life and customs of youth, taking into account
the age and interests of students).
The lesson can begin with a story by
one of the students on a topic or a selected topic (in less active groups, a
story on a topic can be started by a teacher). The student who started the
story stops at the most interesting place and says: “The continuation of the
story is in the digital student.” The numbered student continues the story
(event) from where he left off (without leaving the topic). This student, like
the previous one, stops at the most interesting part of the story and says:
"Continuation of the story in an electronic reader." The student with
the corresponding number continues the story (event) from the place where it
started. The story and the continuation of the story continue in this way until
each of the students in the circle has taken part.
The teacher makes sure that the
stories told by the students are logically connected and meaningful, and if
there is a deviation from the topic, corrects this situation.
After the story is over, the teacher thanks everyone
and gives the necessary recommendations.
    Step by step training.
The purpose of the training: to determine the level of
tolerant behavior of students.
Expected result of the training:
trainees get acquainted with tolerant and intolerant words, finding their
opposite words, determine their place in life, determine the level of use of
these words in their activities.
The learning procedure. Training is
organized on the basis of a "step" method, that is, each action that
needs to be performed during the training is considered as a step, and at each
step, the trainees participate in some action or perform some work. As an
example, we can cite the procedure for conducting educational activities on the
topic “Say the opposite words”:
Step 1 - students should carefully
read the words written by the teacher on the handout, and write opposite words
for each word:
Sympathy -
Compassion -
Openness
- Humanity - Intelligence -
Generosity -
Freedom -
Justice -
Step 2 - Students are asked to define each word.
Step 3 - it is recommended to break
into groups and compose a story or fairy tale with the participation of these
words.
Step 4 - questions and answers are held in groups
according to each other's stories (fairy tales).
Step 5 - group work is evaluated.
Step 6 - The trainer completes the training.
Training "Panorama".
The purpose of the training: the
training will help students solve a specific problem through individual
thinking (or in a small group), find a solution, choose the right one from a
variety of ideas, generalize the selected ideas and form a clear idea of the
problem based on them, as well as assert their own ideas and learn to receive.
Expected learning outcome: trainees
should think freely, independently and logically; work in a team, search;
collect thoughts and form them into theoretical and practical understanding;
communicate your opinion to the team, approve it; they learn to apply what they
have learned about topics to a given problem and provide a general
understanding of the topic.
The learning procedure. Educational
training is focused on threats and dangers that negatively affect the education
of young people: international terrorism, religious extremism, drug addiction,
AIDS, egocentrism, immoral philosophy, "Citizens of the World" -
cosmopolitanism and what to resist. them: protection of children, vigilance,
ideological arming of youth, ideological. It begins with strengthening
immunity, explaining the nature of threats in simple words and life examples,
forming responsibility for the future of the nation, strengthening the will,
faith, learning to live consciously. , revealing the nature of information
aggression, strengthening marriage. In a parting speech on the main topic of
the training, the educator said that at present much attention is paid to
strengthening the ideological immunity of young people, because ideological
immunity is the ability to express one's attitude to alien, harmful ideas and
ideologies, to be ideologically and emotionally ready to fight them. Everyone expresses
the opinion that such immunity cannot be formed until every young person has an
independent opinion, and this explains the need to highlight the content of
today's educational training through the topic "Global problems of our
time."
After the introduction, the teacher
divides the students into small groups of 3-5 people, depending on the total
number of students (it is desirable that the number of small groups be 4 or 5).
Then he explains to the trainees the purpose of the training and the procedure
for its implementation. Distribute the prepared handouts to each small group.
The educator requires the members of the small group to familiarize themselves
with the global problems included in the topic “Global Problems of Our Time”
and choose one of them. Asks them to write together their opinion on the
problems they have chosen in the selected section, for this they show their
relationship with the help of lines or other symbols: unique or contrasting
situations of the team are developed.
The value phase of technology has an
evaluative description and transforms the virtue of tolerance into a system of
internalization and worldview. The success of the value stage requires the
implementation of the following pedagogical goals:
1)  the formation in
children of a stable attitude towards tolerant behavior;
2)  constant
assessment of the skills of tolerant behavior by the students themselves; 3)
analysis of diagnostic results and organization of corrective measures.
    At this stage, it is appropriate
to use such techniques and techniques as “Find the right words” and “Express an
opinion”, “Argument”, “Consent and conflict”, “School of persuasion”, “Review,
argumentation, example and generalization”.
    The “Find the right words”
method allows students to self-assess their value system. To use this method,
sentences with missing values are compiled. Instead of these scores, students
are asked to find a word associated with a value they consider good.
    Read the following sentences and fill in the
appropriate words that are important to you.
1.  I appreciate more
………………………… in people.
2.  I respect my peers
for …………………….
3.  I do not respect my
peers for ……………….
4.  I want
to reflect in myself more ……………………… qualities.
5.  My main goal in life
………………………..
6.  I base my decisions
on …………………….
    Method "Comment". This
method is used in order to form in students the ability to correctly evaluate
thoughts in connection with their value ideas. To apply the method, first of
all, a scale of opinions with an evaluative description is created. To evaluate
these items, "Evaluation words" are offered.
    Below are a few situations that
you may encounter in your life. Look at these situations and express your
reaction to them. Use "sometimes", "partially",
"never" as feedback.
1.  I am eager to learn
about other culture(s), way of life, traditions, cultural and spiritual values.

2.  I am interested in
learning about other cultures.
3.  I can be tolerant of
cultural events that differ from my own cultural perception.
4.  I respect the
national dignity of representatives of other nationalities.
5.  I am interested in
knowing the characteristics of other peoples.
6.  I am tolerant of
national differences.
7.  I respect different
points of view.
8.  I can accurately and
convincingly express my point of view.
9.  I can empathize with
my interlocutor.
It is advisable to use a number of
programs of special courses on the formation of a culture of tolerance among
students:
1.  "Culture of
tolerance".
2.  "We and the
world."
3.  "Culture of
religious tolerance".
4.  "Fundamentals of
political and legal knowledge."
    The program of the special course "Culture
of Tolerance" includes the following topics:
1.  The concept of
"tolerance" and its essence
2.  Co-evolution of man,
nature and society.
3.  The idea of
humanitarianism and its features
4.  From the history of
education of tolerance
5.  Uzbekistan is a
tolerant country.
Below we will present the development of some of the
trainings organized on the basis of this program.
Exercise 1. "Tolerance" (practical lesson).

The purpose of the lesson: to form students' general
ideas about tolerance.
Expected results of the training:
1)  students learn the
definition of the concepts of "tolerance", "conflict",
"compromise";
2)  understand
the relationship between democracy and tolerance, tolerance and conflict; 3)
they will be able to work in groups.
Basic concepts of the training:
-  democracy;
-  tolerance;
-  conflict;
-  intolerance;
-  compromise.
I. Motivational moment. Students are
encouraged to remember the theme of democracy. This term is written on the
blackboard. The following question is then asked: “What thoughts and feelings
does this word evoke in you?” The board will look something like this:
Democracy:
1)  freedom;
2)  personal freedom;
3)  free thought;
4)  free choice;
5)  personal rights and
freedoms, etc.
The attention of students is drawn
to the fact that this issue is extremely debatable and complex, and the
question of why this is so is raised. The individual responses of the students
are listened to, and then the conclusion is drawn: “We heard opinions about how
we perceive democracy. True democracy must be based on some kind of foundation.
It is as such a support that tolerance is manifested.
    II. Work on the concept of
"tolerance". The educator emphasizes that all of us are more or less
familiar with the concept of "tolerance". Then he distributes to the
students a text explaining the meaning of the concept of tolerance. After the
students read the text, the text is discussed. After the discussion “What is
tolerance?” the answer to the question: "Tolerance is endurance, tolerance
and patience" is presented. The question arises: "Tolerance,
endurance in relation to what?" Students' thoughts are again written on
the board. Answers might look something like this:
1) tolerance for other religions; 2)
tolerance for a different way of life;
3) resistance to norms of behavior, etc.
Question of the educator: “In everyday life, we are
not always tolerant. Why?"
1. After discussing the issue,
students are invited to express their opinion. Encyclopedia "Education"
(Tolerance. // Education: (an encyclopedia for parents and teachers). /
Compiled by M.N. Aminov. - T .: "National Encyclopedia Uzbekistan"
State Scientific Publishing House, 2010 Comparison with the information given
in B. 416-417.) Initially, work on the text is carried out individually
according to the "Insert" method, that is, students are invited to
make the following marks on their work in the process of working with the
text:     "+" is new for me;
    "!" - I think otherwise;
    "in" - do not agree;
    "?" - requires a separate explanation.

    Then the text is discussed in
groups, and as a result, firstly, all the "?" must find their
solution, and secondly, the general questions of interest to all in connection
with the symbol "v" must be determined.
    At the end of this stage of
learning, it is necessary to clarify the complexity of the concept of
"tolerance" and the difficulties that arise in the formation of this
virtue.
III.
“What would our life be like without tolerance?”. Above, we have
defined what tolerance is and the main causes of intolerance. Students are
asked to imagine an environment without tolerance. To do this, the groups are
given the task to recall situations from our daily life when the principle of
tolerance was not respected. In particular, the first group is given a
situation related to the House of Mercy; the second group from school life; the
third group is related to religious issues; the fourth group is represented by
situations related to the question of the nation. After the opinions of the
groups are heard, it is decided that any intolerance will cause a conflict (the
concept of “conflict” is written on the board).
IV.
Conflict resolution methods. The educator emphasizes that the
topic “Conflicts” is a complex problem in itself, therefore, in training it is
necessary to focus on the issue of resolving conflict situations. To do this,
each group is provided with a separate conflict resolution method. Students are
encouraged to discuss this method in groups and present it as a project
(combination of "learning together" and "mini-project"
methods).     The first group is presented with a “compromise”, the second
group is presented with a “forceful solution to the problem”, the third group
is with a “legal solution of the issue”, the fourth group is with
“negotiations”.
After work in groups, a presentation
of the project is made on the board with drawings and pictures to resolve
conflict situations.
    B. Reflection. As a reflexive
moment, it is proposed to write a "Ten-minute essay" associated with
the concept of tolerance, compose a synquay associated with this concept, draw
an emblem of tolerance, and select an epigraph for the exercise.
    The program of the special
course "We and the World" is designed for children of primary school
age and includes a total of ten hours of practical training. The topics of the
course are formed in the form of questions and exclamations in accordance with
the age of the students:
1.  Who are we?
2.  How do we perceive
others?
3.  We and the world
4.  We live in mutual
cooperation!
5.  We are children of
planet Earth!
In this course, students are taught knowledge,
skills, and skills "step by step":
1)
self-awareness of students: self-assessment; introspection;
control your behavior Formation of "I";
2)
to determine the attitude of students to others: to form
communication skills, help each other and take care;
3)
determination of the worldview of students: the assimilation of
information about the world around us, teaching logical thinking;
4)
the formation in students of a sense of the ability to understand
each other: to get acquainted with the concept of tolerance, to understand that
this is an important value.
The special course "Culture of
Religious Tolerance" is designed for high school students and is designed
for twenty hours (ten theoretical, ten practical). The program includes the
following topics:
1.  World religions are a
symbol of goodness.
2.  Holy books and our
national values.
3.  Freedom of conscience
and spiritual purity.
4.  Interreligious
tolerance and its significance.
5.  Uzbekistan is a
multinational country.
Below we present
the development of a practical lesson on the topic “Uzbekistan is a
multinational country”, organized on the basis of this program.
    Exercise 5. Uzbekistan is a multinational country
(practical exercise).
    Purpose: to introduce students to the
multinational composition of Uzbekistan.
    Tasks: to instill in students a
sense of respect for the beliefs of different nationalities; teaching them a
tolerant attitude towards the traditions and customs of other peoples: the
formation of the qualities of creativity.
    Course of Study:
    Educator: Children, tell me,
what nationalities live in Uzbekistan? (Several student responses are heard.)
    Indeed, representatives of
various nationalities live in our republic. Currently, representatives of 136
nationalities and peoples live in Uzbekistan.
    Who do you think represents the largest number of
nationalities in Uzbekistan? (Student answers).
    More than 80% of the population of Uzbekistan are
people of Uzbek nationality.
    Children, besides Uzbeks, what other nationalities
live in our republic? (Student answers).
    Educator: According to its
structure, Uzbekistan is a multinational country. The majority of the
population (more than 80%) are Uzbeks, the rest are Russians (5.5%), Tajiks
(5%), Kazakhs (3%), Karakalpaks (2.5%), Tatars (1.5%). . 88% of the population
profess the Muslim religion, the rest profess Christianity, Buddhism and
Judaism. Education in Uzbekistan is conducted in seven languages (Uzbek,
Karakalpak, Russian, Kazakh, Tajik, Kyrgyz, Turkmen).
    And now, children, let's listen
to the information of your peers about the culture of representatives of the
three nationalities living in Uzbekistan.
The first student (gives information
about Russian nationality). Native language is Russian. christian religion.
Their houses are built in a rectangular shape. The rooms will be compact and
will have a unique look. They mainly like to eat pork and fish dishes. Russians
make borsch especially tasty. In winter they wear jackets and coats, and in
summer they wear light clothing.
Second student. (gives information
about the Tatar nation). Mother tongue is Tatar. Religion - Islam. The house of
the Tatars was built in the form of a labyrinth, painted in blue and green
tones. Women's and men's outerwear is called beshmet. Men wear hats on their
heads, and women wear scarves. The national footwear of the Tatars is called
internal.
The third student (gives information
about the Kazakh nationality). Kazakh native language. Religion - Islam.
Kazakhs build unique otovs. They like to eat kimiz and gas. The national dish
is called beshbarmok.
Educator. Children, today we talked with you about the
multinationality of the people of Uzbekistan.
Based on what has been said now, write
in your notebooks a statement on the topic “Uzbekistan is a multinational
country”.
The program of the special course
"Fundamentals of Political and Legal Knowledge" is designed for high
school students and includes eight hours of theoretical and eight hours of
practical training. This course covers the following topics:
1.  Formation of
political and legal opinions in Uzbekistan.
2.  Political and legal
consciousness and behavior.
3.  Political and legal
culture and its components.
4.  Rights, freedoms and
duties of a person.
Below we will focus on the training
on the topic "Personality and Responsibility", which is carried out
during the study of this course. This training has the following content:
I. Primary study of the pedagogical situation on the
basis of questions and answers.
1.    What do
you mean by personal responsibility? Justify your opinion.
2.    Can
"a sense of belonging" be the main criterion of political culture?
3.    What is
the role of crucial moments in the life of the orphanage in raising the
political culture of pupils?
II. Organization of practical activities based on
training.
1.    Designing
learning activities - writing a ten-minute essay on the topic "Personal
responsibility".
2.    Identification
of the components of the concept of personal responsibility and their explanation.

3.    Determine
which of the forms, methods and means that increase personal responsibility are
effective. Justify your opinion.
III. Secondary study of the pedagogical situation
based on the experience of the period:
1.  Can personal
responsibility be the organizer of political culture?
2.  Justify that
"responsibility for the decision" is a factor that determines
political morality.
3.  Does the knowledge
gained by children from orphanages allow them to take political responsibility?

TOPIC 11: DEVELOPING
STUDENTS' PERSONAL INFORMATION SECURITY SKILLS.
Thematic plan:
1.  Support for reflexive
methods of developing information security skills.
2.  Clarify the structure
of media literacy.

The second half of the 20th century
is recognized as a period of rapid, large-scale development of information
systems and telecommunication technologies, penetrating almost all aspects of
human life and activity, as well as the globalization of the information space,
which has influenced and continues to influence the development of the whole
world. An essential aspect is the sharp increase in people's need for an active
exchange of information within the country and with the outside world. Such a
rapid development of the information field, the growth of its potential and
opportunities, its widespread use in various spheres of public and state life
are one of the important factors determining the development of mankind in the
new 21st century.
In our country, public information is
established by law. Article 4 of the Law of the Republic of Uzbekistan "On
Information" clearly defines the state policy in the field of information.
According to him, the state policy in the field of informatization is aimed at
creating a national information system, taking into account modern world
principles for the development and improvement of information resources,
information technologies and information systems.
Today, concepts such as
"information war", "information conflict",
"information pressure" are widely used in everyday international
relations, which increases the urgency of the need to develop specific measures
to protect students from information attacks. As the First President of the
Republic of Uzbekistan I.A. Karimov noted: “Another unique aspect of the
globalization process is that in the current conditions it has become an
extremely sharp instrument of ideological influence, and any sane person who
serves the interests of various political forces and centers, of course , it is
inevitable that he will follow him.
The results of the study show that,
despite the fact that society has become more informed, some students and young
people pay special attention to various false and negative information instead
of correct and truthful information. For example, according to the results of
surveys conducted among students, some of them answered “I don’t watch Uzbek
television”, “I don’t want to read our newspapers”. It is a pity that those who
are aware of such a "need" for students are trying to take advantage
of this. They masterfully carry out a well-disguised information attack,
pretending to reveal the "truth". By this they achieve a negative
impact on the consciousness of gullible youth. Taking into account these aspects,
the First President of the Republic of Uzbekistan Islam Karimov asked the
question: “What are the goals behind such comprehensively thought-out actions,
with large financial and material resources, and how can one explain the fact
that so much effort and money is spent on them? Naturally, many people are
interested in the question why we are forced to speak today in order to draw
the attention of our society and people to this problem. First of all, these
actions are based on countries that build their lives and future with their own
hands, including Uzbekistan, by certain political centers, skillfully using
various philosophical, ideological, informational tools, influencing our sons
and daughters, whose worldview is still not fully developed. Now it is becoming
more and more obvious that there are hidden malicious desires to distract, to
instill in their hearts completely alien and harmful to us views, to separate
them from our spiritual roots and veins,” he said.
An information attack is a beneficial
informational impact on the student's consciousness, an activity aimed at
changing his behavior or destabilizing him. The sources of information attacks
are diverse, the following types of information attacks are currently common:
targeted criticism of the national policy of the state; spread fake news;
manipulation of public consciousness; describing a small problem as a big-big
problem; distraction of youth; misinterpretation of national values; instilling
seven foreign spiritual values; distortion and change of the historical memory
of the people; cyber terrorism.
Mahatma Gandhi, a famous Indian
politician, once wrote: “I cannot keep the gates and doors of my house tightly
shut. Because he needs fresh air. And at the same time, I don't want the air coming
in through my doors and windows to turn into a hurricane that topples my house
and knocks me off my feet." These words can also be used in the sense of
today's information attacks and the processes of negative or positive impact of
various information that comes to our country and other countries in different
ways, on the values, customs, forms of belief and methods of education that are
being formed in this or that country. region for centuries.
Today, Uzbekistan has become an
active subject of this unified information system. Its connection with the
world, its participation in world socio-political processes, interstate
relations, political, economic, social, legal and cultural relations are
carried out within the framework of the global information system. This direct
mail, an electronic information exchange system, has a great effect in
improving the efficiency of solving both national and world problems, saving
time, dramatically reducing financial costs, and in addition, it demonstrates
the possibilities of modern information exchange.
Based on the modern information
system and its very broad capabilities, we can say that it is necessary to
create a mechanism for managing the receipt, storage, use and dissemination of
information in Uzbekistan from the point of view of national interests and
national development, as well as to deeply understand its essence and elements.
In the information space, one can see how much “information attacks” on
Uzbekistan are intensifying. For example, the terrible events that took place
in Andijan in May 2005 became the "main topic" in the press of some
countries. At that time, many “information attacks” were organized against
Uzbekistan. “This allencompassing media campaign is designed to stay ahead of
the curve until the end of the investigation, to deeply instill in the minds of
the general public in the West the false picture they want, “peaceful
protesters” have been shot in every single person. living in Europe and the
USA. This is what the authoritarian regime in Uzbekistan rules. This is nothing
but an attempt to create an impression that he is doing this,” President Islam
Karimov said in his statement on the events that took place in Andijan. - This
is exactly what the organizers of this complex action want. They put a lot of
money on it." At that time, an analysis of reports about the Andijan
events, especially in the Western press, shows that this ideological threat is
based on efforts aimed at discrediting the government of Uzbekistan and
undermining the political situation in the country. According to T. Eshbekov,
it was a special form of "psychological warfare" against our country.

Experts explain the meaning of
"psychological warfare" as follows: it "reflects the content of
the activities of special bodies of a certain state, which consists in exerting
a psychological impact on the civilian population and military personnel of
another state in order to achieve their political and even purely military
goals." Sh.Raimov admits that the methods of conducting “psychological
warfare” used by a number of countries are actually described in the
instructions of the Chinese philosopher and commander Sun Tzu, who lived in the
6th century BC, as follows: destroy all good things in the country of your
enemy; involve prominent figures of the enemy in criminal activities; defame
enemy leaders and expose them publicly when the time is right; use for this
purpose the cooperation of the meanest and meanest people; create conflict and
conflict between citizens of a country hostile to you; play the young against
the old; obstruct the work of the government in every possible way; hinder in
every possible way the normal supply and order of enemy troops; occupy enemy
troops with songs and music; do everything possible to devalue the traditions
of your enemies and make them lose faith in their gods; send frivolous women to
stir up corruption; be generous with offers and gifts for the purchase of
information and partners; do not spare money and promises at all, because they
give excellent results.
According to M. Kuronov, information
attacks are an impact taking into account the characteristics of the
ideological object: the enemy behaves as if he is talking to an elderly and
educated Uzbek friend. The current transitional period in all CIS countries is
deceiving, saying that it is not for everyone, but, on the contrary, only for
Uzbekistan. It is not often said that Uzbekistan is ahead of many CIS countries
in terms of development. One can only hope that some of our compatriots with a
weak ideology will create a wrong and transient attitude in such fake media.
The media have enormous potential to
influence people's minds and emotions, ways of thinking and behavior. The
peculiarity of the ideological influence and pressure exercised by the media,
which does not require large funds, is that it is carried out imperceptibly to
the reader and does not cause direct victims. Information is highly effective
without destroying the enemy and without requiring large expenditures. At the
same time, the desires, mentality and existing problems of the population of
the countries to which ideological influence is directed are seriously studied,
and the main attention is focused on influencing the minds and worldviews of
people, changing the formed values, reducing or completely eliminating their
regulatory role.
Before developing measures to
protect against alien ideas that affect the minds of students in the process of
open information communication, it must be taken into account that one of the
most important situations in the social behavior of students is the
manifestation of a sense of anxiety, fear of something, and because of this,
the desire to avoid social relations. Because if we proceed from the essence of
the state of psychological protection, then this is a state that expresses the
inner experiences of a person, in which a person tries to suppress his anxiety,
fear, anxiety in order to maintain his inner mental balance. and get rid of
them. Psychological protection - serves to protect a person from various
negative influences, to eliminate psychological discomfort. In such cases, the
student usually behaves differently than others in interpersonal relationships.
Psychologists refer to such protective mechanisms: suppression of open emotional
experiences, trying not to excite them; refusal - open rejection of
inappropriate information, disagreement; projection - the tendency to look for
the causes of the situation from the outside, transferring one's feelings and
experiences to external objects; identification - pretending to be the owner of
information, rejecting or uncritically assimilating values, putting oneself in
his place; regression - return to some events that happened earlier in life,
for example, in youth, organize psychological defense or justification by
restoring one's good and favorable things in memory and behavior; isolation -
withdrawal from society, trying not to inform others about changes in
themselves, some students do not go to school; rationalization - the emergence
of protective instincts through reflection and reasoning; conversion - the use
of unexpected ways to remove some obstacle or barrier in communication, for
example, a way to replace disturbing information with humor.
Particular attention in organizing
the self-defense of students in the event of open information attacks should be
paid to the following aspects:
we emphasized the need for
independent thinking for every student. Only a person with an independent
opinion can understand the essence of good or bad information sent to him, show
an adequate reaction to it and use protective mechanisms. According to M.
Kuronov, independent (free, free; independent, independent) - has its own free
will; We have to look at this based on the meanings of dependent and independent.
It means thinking and living independently, without the help or guidance of
others. Is our student capable of this? Are we teaching him this?
In order for young people not to
succumb to various kinds of foreign and unscrupulous information attacks, it is
necessary to instill in them a sense of national pride, to effectively use
general educational sciences and educational technologies. Paying attention to
the analysis of “new concepts of a new era”, M. Kuronov explained the essence
of the concept of national pride in the following simple and understandable
way: “National pride is the knowledge of students and respect for the value of
their people. according to his age; It includes knowledge of one's culture,
spirituality, economic achievements, services, rich heritage, and the desire to
match and enrich these high national cultural achievements. However, if
national pride develops spontaneously and is separated from self-criticism, it
can have negative results such as putting one's nation above others and
national pride. That is why it is necessary to form national pride, focusing on
special, that is, creative goals, combining criticism with humility.” The
significance of national pride lies in the fact that a student with this
quality cannot be subject to false ideas, including information attacks; such
qualities as faith, honesty and piety can be developed in a student with high
national pride. Because these values, connected to the human heart, play the
role of an unerring "compass" in the world of the Internet and open
information. “The Internet is such a forest that you can’t get through without
a compass.” It must be admitted that there is a lot of "unnecessary"
information on the Internet. Although the Internet is considered a morally
neutral tool, it can be used both to preserve the cultural heritage accumulated
so far and to damage it; it is necessary to develop the ability of teachers of
general education schools to get a clear goal for each information. The teacher
should regularly repeat the following thought: "Regardless of the form of
information, it should follow the trail of the recipient and serve his
interests." To do this, it is necessary to remember in the organizational
part of each lesson about the true intentions of propagandists of other
people's ideas and the consequences of their efforts.
Speaking about the role of the media
in the context of globalization, the First President of the Republic of
Uzbekistan Islam Karimov emphasized the need to pay attention to another
important aspect of the issue: “Today, our youth is not only in educational
institutions, but also through such media as radio and television, the press
and the Internet, receiving various information and data. In such a situation,
when the global information space is expanding, to surround the minds of our
children and give them a one-sided upbringing, telling them not to read this
and not to see this, to surround them with an iron wall, certainly does not
meet the requirements of the time and our noble goals. After all, we have
firmly set ourselves the task of building an open and free democratic society
in our country, and we will never deviate from this path.”
In addition, M. Kuronov in his book
“The Truth We Understand” under the title “Attention, the Internet” made the
following points: “It seems too early to draw a unanimous conclusion about the
role of the Internet in human life. “Technology is business. The Connect
magazine wrote worrisome words in the article "Information + Nation"
in its 10th issue of 2003. “Independent Internet users,” the magazine writes,
“lose a stable self-identification, originality. A person's sense of self
becomes blurred or unstable.
In other words, the Internet is an
endless infinity without a nation, without a soul, without history. The deeper
a person goes into it, the more brain cells are filled with external
information. The deeper you go into alienation, the further you are from
yourself. It's good if you have 100 cells in your brain, and 70 of them are
filled with Uzbek meaning. You are ours. If 30 of them are in Uzbek, that's
bad. You begin to judge yourself and your people by strangers. Yours will lose.
Aliens win..."
According to N. Umarova, it would be
wrong to represent the information society as a kind of paradise. In
particular, in the information society: the influence of the media on society
will increase; information technologies can harm the personal and private lives
of people and organizations, for example, it will be possible to collect
information about any citizen of the country and use this information to stifle
his freedom; the possibility of using information technologies for criminal
purposes is increasing; there is a problem of selecting high-quality and
truthful information; adaptation to the environment of the information society
is difficult for most people; there is a risk of disconnection between IT
developers and consumers; there is a gap between the technological capabilities
of society and its capabilities associated with the development of the social
sphere and culture.
   Continuing his opinion, the
author emphasizes that in order to eliminate differences in the information
society, it is important to acquire the skills to quickly receive and process
large amounts of information using modern tools and technologies. The culture
of information consumption depends on the social nature of a person, it is
considered a product of his creative abilities and the ability to use technical
devices (telephone, computer, information networks); be able to use computer
equipment with a large number of software products in their work; be able to
obtain the necessary information from various sources: periodicals, electronic
messages, present it in an understandable form and use it effectively; have the
skills of analytical processing of information; have the skills to work with
various information; know the features of information flows related to their
field of activity; requires information tolerance and information activity.
In the context of globalization and
the formation of a new international information order, the idea that "he
who has information, owns the world", expressed almost four centuries ago
by the famous English philosopher Francis Bacon, today takes on a new meaning.
Today, in addition to the traditional natural resource markets, we are
witnessing the formation and development of the information and knowledge
market, becoming active participants in these processes. Therefore, it is of
great vital importance to develop in students the ability to reasonably use the
possibilities of the information world, to educate them in a culture of
information consumption.
U. Gafurov stated that the culture of
information consumption, in the most general sense, is a system of knowledge,
skills and abilities that serve to receive, sort, understand and interpret
information that serve the interests of a person, maturity and development of
society [83; p. 285]. If we apply this definition to the practice of general
education schools, then the culture of information consumption is an integral
part of the universal culture and means a system of knowledge, skills and
practical experience that serves to obtain, sort, understand and correctly
interpret information related to historical reality from the flow of
information.
The culture of information
consumption, like other forms of culture, performs a number of functions. Among
them are communicative, regulatory (regulating), informational, axiological
(evaluative) functions. Of particular importance within the framework of the
problem we are analyzing is the axiological function of the culture of
information consumption. For example, the fact that, along with a lot of positive
information, information is transmitted through the Internet that has a
negative impact on our national heritage, especially on the minds and hearts of
students, naturally causes certain problems in the development of one's
historical thinking. Such consequences can be prevented by forming a culture of
information consumption. Also:
“Sometimes we speak with regret about the constant
influx of Western culture. This is such a strong current that it is very
difficult to resist it. There is only one way. And if there is, then it
consists in the timely input of information suitable for us on the Internet”[7;
p. 304]. In other words, it is appropriate to use its opportunities to spread
the glory of our country on a global scale, without bothering to find fault
with the network. Because the Internet is a virtual phenomenon, but an
objective one. It is better not to try to isolate students from the Internet,
but to teach them how to use it wisely, try to improve the culture of
information consumption. After all, if students have a developed culture of
information consumption, then an important role in assessing messages and
information that contradicts our national history and national values is played
by the views and value system of each person. But, in most cases, at such a
time, especially if the phenomenon being evaluated belongs to another culture,
the value system to which we belong is a priority and shows its originality in
its entirety. , continuity is assured.
It is necessary to ensure
information security in order to prevent the destruction of national values and
ancient traditions in an environment created by a constant flow of information.
The reader should not accept everything that is shown on foreign TV channels or
promoted on the Internet, but should only choose what is compatible with our
faith, traditions and values. To achieve this goal, it is necessary to teach
students to use the media and the Internet wisely.
The formation of a culture of
information consumption plays an important role in the development of the
historical thinking of secondary school students. Because there are various
sources that serve the development of historical thinking, and among them
information in the form of various information attacks has a negative impact on
the consciousness and thinking of the student.
In the process of mastering the
subjects "Reading", "Etiquette", "Sense of the
Motherland", "The Idea of National Independence and Spiritual
Foundations" and "History", students of the general education school
get acquainted with our rich historical heritage, the lives and activities of
historical figures who played an important role in history our statehood.
To ensure information and
psychological security in society, it is important first of all to identify the
“object” of those who attack information from the outside. First of all, they
organize various fabrications and slander against our great ancestors,
individuals, our history, society, spiritual values, state policy. In this way,
they try to create subconscious thoughts in the minds of students against our
history and other spiritual values. President Islam Karimov draws attention to
the painful side of this issue and focuses on the following points: “I want to
repeat what I said earlier: in this world there is no vacuum either in nature
or in society. If there is a void somewhere, there is no doubt that someone
will try to fill it.
In our time, there are many people
who are trying to fill such a spiritual void, thinking through it to realize
their own selfish goals. Unfortunately, it is not so easy to imagine the real
appearance, goals and capabilities of these forces in full and clearly. And
why, they often work under the guise of various masks, catchy slogans and
ideas. Such forces have vast material, financial resources and capabilities at
their disposal that serve their well thought out, long term and long term evil
purposes.
In the current era, when the
Internet has turned the world into a single information space, threats directly
to the state, society and individual are increasing. They have different
methods of influence. In particular, various methods of moral pressure on
historical figures are used.
During the time of the former
autocratic regime, many injustices were committed against our greatgrandfather
Amir Temur, which is covered in detail in history textbooks created in recent
years. For example, the First President of the Republic of Uzbekistan Islam
Karimov explained the threats against the personality and activities of
Sahibkiron Amir Temur: “Unfortunately, for many years, during the period of
authoritarianaggressive ideology, we were deprived of our great-grandfathers,
such as Amir Temur, our rich past , and spirituality, the pride of our people,
They tried to destroy their pride. In our country, including in Shakhrisabz,
historical monuments built directly by the efforts of Sakhibgiron have been
turned into ruins. Even the graves of the family and its descendants were
looted and plundered under the guise of "scientific research" [2; p.
38]. Nevertheless, our highly spiritual people have always considered sacred
the blessed names of their great ancestors, the unique deeds and the rich
heritage left to their descendants. Historical justice has been done for the
great man honored in the heart of El! This great figure is watched with great
attention not only in Uzbekistan, but also in different countries of the world!
In honor of the independence of our country, majestic statues of Amir Temur
were installed in Shakhrisabz, Samarkand and Tashkent. A magnificent museum of
our great-grandfather has been created in the capital. In 1996, the 660th
anniversary of Sahibgiron was celebrated in our country. It was also celebrated
with great respect in the magnificent UNESCO Palace, the headquarters of the United
Nations in Paris. The main initiator of the restoration of historical justice
to Amir Temur was the President of Uzbekistan Islam Karimov.
In fact, in different periods, many
unscientific misconceptions were expressed about the personality and activities
of Sahibgiron Amir Temur. For example, in the scientific work “Character of
Amir Temur” by our famous writer Pirimkul Kadyrov, the opinions that there were
many fabrications and slanders about our greatgrandfather in different years
were specially touched upon. They can be called an "information
attack" on a historical figure.
In this work, P. Kadyrov regretfully
emphasizes that fabrications and false allegations about our greatgrandfather
are still continuing, and gives the following opinion: “In some books published
in recent centuries, there are cases when the name Taragai Bahadir is written
as “Torgai” "It doesn't make any sense. Torgai is a small wandering bird.
It is not correct to give such an attitude to an emir who is from the generation
of Bahadirs. In Turkish, the word Taragay means "let it spread like a
beam, let it multiply, let it occupy large areas." Adib also mentions that
Amir Temur first called his beloved grandson Ulugbek Taragai.
As T. Eshbekov notes, it is advisable
to indicate the names of historical figures with the necessary facts and
evidence in order to protect them from the "information attack".
Choosing the same path, the writer Pirimkul Kadyrov compares our today's
unprecedented independence with the historic victory of Sahibgiron: “From such
a high peak, the peak of the highest mountain is more clearly visible. During
the years of independence of Uzbekistan, we also clearly saw the high value of
the independence achieved by our people under the leadership of Amir Temur.”
Even today, there are many attempts on
the Internet pages to falsify the opinions about historical figures recognized
by the scientific community. For example, the son of a Turkish scientist Temur
Khoja "Who is
Alisher Navoi?" organized an Internet forum on the
topic “In Uzbekistan, Alisher Navoi is recognized as an “Uzbek poet”. There is
no mistake that the Uzbeks consider Navoi to be theirs, it is true. But it is a
mistake to consider Alisher Navoi as an “Uzbek poet”. Because historical
Turkestan became Uzbekistan in 1924. The Turkish poet Navoi expressed the
opinion that this mistake would eventually be corrected[95]. Such an
unscientific approach to the issue has led to unjustified criticism of each other
by representatives of different fields on the Internet. In fact, there are two
historical roots of the origin of the Uzbek people, that is, the first is the
local Iranian-speaking tribes of the Sogdians, Khorezmians, Bactrians, Saks and
Massagets, and the second root is the Turkic tribes who lived to this day. in
this area for a long time, and it is deeply scientifically substantiated that
from their long mixing a new ethnic group was formed - the Uzbek people.
Research is carefully studying the fact that Alisher Navoi, as a great poet,
created simultaneously in the Persian language and the Turkic languages, in his
work “Muhokamat ul-lugaotain” reasonably revealed the artistic possibilities of
the Turkish language, as well as “High spirituality is an invincible power” of
the First President Republic of Uzbekistan Islam Karimov”, if unsubstantiated
judgments about the “sultan of poets” are suitable as a methodological basis,
not only journalists, poets and scientists of various fields, but also readers
will not be easily deceived by information attacks. For example, the First
President of the Republic of Uzbekistan Islam Karimov emphasized the following
thoughts about Alisher Navoi, who had a strong and effective influence on the
formation of the spiritual world of the Uzbek people: poets.
A poet who so deeply expresses the joy
and sadness of the human heart, the goodness and meaning of life, like Navoi,
is rare in the history of world literature.
located. Love for the native
language, a sense of awareness of its incomparable wealth and greatness enters
our consciousness, into our hearts, first of all with the work of Navoi. The
more we introduce our people, especially our youth, to this invaluable
heritage, the more powerful educational weapon we will have in raising national
spirituality and improving noble human qualities in our society.
It is important to teach students to
work with sources, to organize and conduct a discussion stage in each lesson on
the books they read, to find the right solutions to the problem in order to
educate students in resistance to information attacks about the personality and
activities of our great ancestors. Because not only historical figures, but
also “identity awareness”, articles published on the Internet about the origin
of the Uzbek people, which are considered the root of historical thinking, and
some works published in print shops under various names, substantiate the
relevance of this problem.
Academician A. Askarov noted that in
recent years, public interest in the history of the past, an unscientific
approach to the study of regional history and the cultural heritage of their
people has increased. As a result, works far from scientific professionalism
began to be published on the formation of an ethnos. Due to the lack of
scientific impartiality and an objective approach, it has become natural for
private publishers to publish works full of national passions and contrary to
historical truth.
As a result of such
"noble" efforts, not only Internet articles and brochures are
published with the guarantee of the publisher's property rights, writing the
history of the nation not on the basis of primary sources, but on the basis of
"imaginary carvings" and attracting the attention of the public,
students whose faith is not yet fully formed " spiritually." It would
be appropriate to say that this is an attempt to turn her into a majruh. For
example, a book published in 2011 entitled “Genealogy of the Uzbeks (an
unbiased look at ethnic history)” contains a number of “information attacks”
related to the distortion of the origin and national cultural heritage of the
Uzbek people. In particular, anti-scientific approaches were put forward in the
book that the Scythian state existed between the second half of the 2nd
millennium BC. and the 7th century BC. and that the ancient ancestors of the
Uzbek people consisted only of Scythians: “According to our research, in the
territory of modern Uzbekistan, in the second half of the 2nd millennium BC -
it is established that the powerful state of Scythia existed between the 7th
century BC.
On the basis of reading the topic
“The first states on the territory of Uzbekistan” from the textbook “History”,
written for students of the 6th grade of a comprehensive school, students
learned that the Sogdians, Bactrians, Khorezmians, Sakas and Massagets, who
lived on the territory of Uzbekistan in the 7th-6th centuries BC. e., it is
natural to be surrounded by fears that "a mistake is written in the
textbook."
That is why teachers should draw
students' attention to the analysis of information presented in various sources
in the process of explaining new knowledge in each lesson, and clarify
erroneous points of view based on clear evidence. For example, in the course of
explaining the topic “Weakening of the Caliphate, the beginning of the
formation of independent states” in the 7th grade “History of Uzbekistan” at
the lesson of secondary schools, first in the brochure “On the origin of the
term Uzbek”, the origin of the word “Uzbek” is associated with the name of the
Mongol Khan Oguzhan, “Word” Uzbek" is an abbreviated version of the word
"Uzbek" (meaning the state of Karluks and Oghuz - our accent) had a
strong influence on the political life of not only Movarounnahr, but also the
peoples of the entire Middle East and Ancient Asia. The population of these
countries influenced the ethnic history of the peoples living in this
territory. For example, the Karluks played an important role in the
ethnogenesis of the Uzbeks and Tajiks, and the Oghuz played an important role
in the ethnogenesis of the Turkmens, Azerbaijanis and Karakalpaks. Thus, it is
very important to teach students how to interpret historical reality. It is
appropriate to direct students to analyze, compare and draw correct conclusions
with this method.
From the above examples, it can be
seen that in modern conditions, designing the stages of development of a
culture of information consumption among secondary school students, clarifying
their content, developing forms, methods and means used at each stage is one of
the most important tasks. actual tasks facing pedagogical science.
   Based on the term
"information consumption culture", it is necessary to take into
account the interdependence of the cognitive-operational, organizational, communicative
and worldview components of the student's information space design. In
particular, the cognitive-operational and organizational components reflect the
polyfunctionality of information activity, computer literacy, communicative and
worldview components reflect the polyfunctionality of integrative, synthetic,
information activity.
As part of the study, a technology
was developed to develop a culture of information consumption among students.
This technology fully reflected the phased description of the motivational,
cognitive and activity components and immunodidactic support.
The goal of the motivational stage
in the development of a culture of information consumption among students is to
form an interest and need in the analysis of information related to historical
reality. Realization of the set goal requires solving the following tasks: to
explain to students the essence of the basic concepts (“information”,
“information attack”, “information consumption”, “information consumption
culture”); determine the experience of students in the analysis of information
related to historical reality; demonstrate in practice the connection of
information and analytical competence with self-awareness.
The cognitive stage of technology
requires students to fully understand self-management in order to function in
the information society and correlate their activities with modernity. This
approach is carried out in terms of selecting educational information,
activating the culture of information consumption among students and ensuring
its successful adaptation in the information society. As a result, students
will develop a set of analytical, prognostic and technological skills.
The content component of the
activity stage is of particular importance due to the fact that it focuses on
the competence of self-assessment along with the knowledge necessary for the
formation of students as individuals in the information society. The process of
activation at the voluntary stage of education is carried out depending on such
components as highlighting the content of education, clarifying the forms,
methods and means of obtaining information. At the same time, this approach is
somewhat outdated, and the activation process should begin not with the
creation of plans, but with the design of the information space for the
development of the student's personality. Design in this process - expediency,
completeness, purposefulness, professional orientation; systematic, leading
place of expected results; Convenience is determined by the need to rely on
such principles as the unity of theory and practice in the development of a
culture of information consumption among students.
According to the form and content of
various modern media offered to the audience, the modern viewer, listener,
reader is obliged to understand and critically analyze the essence of media
texts (messages reflecting the content of information and distributed through
means of communication). , justify their aesthetic and artistic significance,
and their personal development requires clarification of opportunities for
In our domestic pedagogy, media
competence is considered in pedagogy as a whole as an integrative quality of a
person, manifested in the selection, use, critical analysis, evaluation,
creation and transmission of media text of various forms, genres and forms, as
well as a willingness to analyze the complex processes of media activity in
society. As S. Babadzhonov notes, the issue of developing media competence of
students of pedagogical universities is one of the topical issues facing
science and practice (S. Babadzhonov, Development of media competence of
students of pedagogical universities (in the example of teaching science
"Informatics and Information Technology"): Doctor of Pedagogical Sciences
(PhD) ...dissertation - Tashkent, 2018. - 45 pp. - B.5.). However, when
analyzing the components of media competence, the researcher did not
specifically mention critical literacy.
As a component of media competence
in foreign studies, special attention is paid to the problem of critical
literacy, which requires the formation of skills for self-assessment and
critical interpretation of media information. Competence is “a qualitative
characteristic given to a problem as a result of evaluating the effectiveness
of human actions aimed at expanding the range of relevance to a certain level”
[Ivanov, Mitrofanov, Sokolov, 2005, p.10]. This concept in relation to
education is interpreted as the result of the abilities acquired by the
individual. It is they who “allow people to realize their personal goals”
[Raven, 2002].
Many leading experts in the field of
media education ([Fedorov, 2003]) interpreted the concept of media competence
(media literacy) (survey results show that 84.27% of experts recognized the
development of critical thinking as the first important goal of media
education) as follows:
Media literacy helps students to
critically approach the media, understanding its importance in their lives. A
media literate student critically and consciously evaluates media texts,
maintains a critical attitude towards mass culture, and can resist manipulation
by the media.
Media literacy education should provide students with
the following opportunities:
-  development of
skills, knowledge and attitudes necessary for mastering analytical methods that
help the media to actively understand reality;
-  development of the
level of evaluation and aesthetic perception of media texts;
-  be able to recode
cultural values, practical significance, idea, content in media texts for
understanding and evaluation;
-  the ability to
understand, analyze and technically apply various media texts;
-  understand that the
author of a media text creates it based on many - economic, political,
organizational, technical, social and cultural motives;
-  understand that each
person approaches the process of selecting and analyzing media texts based on
their interests. This process and the nature associated with it are associated
with psychological, social and natural factors [Duncan, 1989, p.7.].
Media literacy (media literacy) is
“the ability to acquire, analyze and create media texts” [Worsnop, 1999, p.x].
Media literacy is the ability to
use, analyze, evaluate and convey various forms of messages [Kubey, 1997, p.2].

Media literacy (media literacy) is
the process of preparing a media literate person who has developed the ability
to understand, create, analyze and evaluate media texts, understand media from
a sociocultural and political point of view, understand the code and
representational systems used by the media; the life of such a person is
connected with a full understanding of civic responsibility.

TOPIC 12: WORLD
EDUCATION: INTEGRATION AND INTERNATIONALIZATION.
Thematic plan:
1. Creation of an intelligent map on the topic
"Global Education".
The ultimate goal of development and
the criterion for its effectiveness is the expansion of opportunities for
members of society in material and spiritual terms.
if it depends on such factors as the
satisfaction of one's needs and the achievement of a high standard of living,
then its beginning is linked to the prospects for the educational reforms being
implemented in the country.
In other words, on the threshold of
the 21st century, it became clear that economic growth in itself is not the
main goal. The income of society is just a tool. As the great Greek thinker
Aristotle said, “It is clear that wealth is not our real goal, it is only
useful and serves to achieve something else.” In other words, people are the
greatest wealth of any nation, but this wealth must be based on quality
education.
World experience and statistical
data confirm that the socio-economic development or the state of poverty of
countries is to a certain extent inextricably linked with the development of
education, and in turn, the formation and large-scale development of the
education system and the development of science. is inextricably linked with
the socio-political stability of the country.
The stability of the country's
development, the effectiveness of reforms in all spheres of society and, as a
result, ensuring a high level of economic development directly depend on the
education system and its level. After all, education is a component of human
development and the main factor in solving the problems of society. In other
words, education as a component of human development has an unprecedented
impact on the elimination of a number of social, economic and political
problems. The most important aspect is that the effectiveness of the
educational system serves to raise consciousness and constantly enrich human
thinking.
At present, the potential of trained
personnel in all spheres of society in our country, the importance of the
quality of education and
The First President of the Republic
of Uzbekistan I.A. Karimov expressed the following thoughts about the
relevance: “We want not only the physical and spiritual healthy growth of our
children, but also their growing up as harmoniously developed people with the most
modern intellectual knowledge and comprehensively meeting the requirements of
the 21st century, we set ourselves the goal is to create all the necessary
opportunities and conditions for
This is probably why the American
political scientist Zbigniew Brzezinski in his famous book “The Grand
Chessboard” connects the future greatness of Uzbekistan with the fact that it
is the direct heir of the great kingdom founded by Amir Temur, the capital of
which is Samarkand, as well as its leadership and a large number of hardworking
people. Recognizing the achievements of the country over the years of
independence, he notes that the ideological unity of the people of Uzbekistan
is a factor in the effective solution of the problems. Uzbekistan insists that
it will never depend on any country.
In fact, every country makes sure
that its citizens grow up educated, legally conscious, morally healthy, in a
word, perfect people. This noble goal has become a priority of our state
policy. When we say a perfect person, we mean, first of all, educated,
enlightened people with a high mind, able to think independently, whose
behavior is an example for others.
In Uzbekistan, emphasis is placed on
the education of an active personality in all aspects, the achievement of the
maximum manifestation of the potential of the individual through ideological
education, the development of the talent of each child. In the meantime, let's
compare the changes associated with educational reforms and prospects
implemented in our country over the years of independence, with global trends
in the development of the education system.
At the end of the 20th century and
the beginning of the 21st century, great progress was made in the development
of education in the world community. If in 1960 36% of the world's population
did not even have a basic education, then in 2000, despite the doubling of the
population, this figure dropped to 25%. Until 1975, one in two adults in the
world could not read and write, but at the same time, the number of illiterates
was almost halved.
It is known that the leaders in terms of educational
indicators are economically developed countries.
Therefore it is economical countries
with low levels of development, including countries in Africa, lag behind in
this indicator. Although 1-2% of the citizens of developed countries are
illiterate, on average 32% of the working-age population (25-65 years old) have
higher education.
are experts. According to the UN,
there are 43 highly educated specialists in Canada, 38 in the United States,
and 36 in Japan.
in percents.
In the group of developing
countries, the average literacy rate today is about 80%, the number of
out-ofschool children has decreased by 30 million compared to 1990, and the
average duration of schooling has increased by half a year.
Nevertheless, there are many
problems in the world that require implementation in the field of education and
are still awaiting their solution. One of the biggest problems is that about
100 million school-age children on our planet are not enrolled in the education
system, three-fifths of them are girls.
Only
one third of children in Central African countries complete primary school. Low
economic income
Despite the progress made in countries
in eradicating illiteracy, one in four young people and one in three adults
The old man cannot read and write.
Only three-quarters of the aged population live in countries in this group.
covered by primary education.
At the beginning of the 21st
century, 680 million children of primary school age in developing countries, or
about 17 percent, were not in school. In the Kyrgyz Republic alone, about
10,000 children do not go to school. This indicates that the quality of
education in the country is declining5. 40 million out-of-school children are
Indians, one third of the world's total number of children without primary
education. That is why today all over the world much attention is paid to the
implementation of measures related to the correct formation of the education
system and its improvement. The experience of the modern world shows that
improving the quality of education is not only a phenomenon associated with
increased funding.
According to the United Nations
Development Program for 2008, Uzbekistan is among the countries with a very
high level of education. The educational index in Uzbekistan is 0.99, while in
the world this indicator is 0.77.
UN Under-Secretary-General Neilin
Heiser said that according to 2012 data, the adult literacy rate in Central
Asia is 99.4%, and in the world - 83.7%, and in 2009 330,000 adults remain
illiterate, 67% of them women.
According to the educational index
of Uzbekistan, Malta (0.86%), Romania (0.90%), Croatia (0.90%), the most
industrialized country in Central America Costa Rica (0.87%) and Chinese Hong
Kong (0.86%) are ahead. 88%). According to this indicator, Uzbekistan is rich
in oil, Bahrain and Brunei (0.88%), Kuwait (0.87%), Qatar (0.86%), the United
Arab Emirates (0.71%), as well as large in the field of economic and technical
development . ahead of Mexico (0.86%) and Malaysia (0.84%), according to the UN
National Human Development Report. Also, according to this report, in terms of
adult literacy, Uzbekistan (99.3%) is inferior to economically developed
countries such as Italy (98.4%), Spain, South Korea (98%) and Israel (97.1%).
leaves
According to an analytical report
called "Global Innovation Index 2012" prepared and published by the
prestigious French international business school "Insead" and the
World Intellectual Property Organization (WIPO) based on comparative
information published by CNN on the state of education in the United States,
Uzbekistan and other countries of the world. In terms of innovation in
education, Uzbekistan ranked second in the world with 75.38 points. The first
place was taken by Ireland with 75.70 points. The next places on this list are
a group of developed European and other continental countries such as Denmark,
New Zealand, Iceland and Belgium.
The long-term tasks of preparing and
improving the education system in our country are ideologically, ideologically,
politically and legally related to the following factors:
firstly, to create an
opportunity for the formation of a free-thinking personality, a generation that
sees the country's prospects in harmony with its future, has the ability to
consciously participate in social and political life, and actively participate
in social processes; secondly, in connection with the process of building civil
society and the rule of law in our country, the formation of political and
legal culture, the formation of social values and relations based on the
development of the inner world of a person; thirdly, to implement a system of
measures aimed at understanding by the younger generation the nature of the
reforms carried out in the social, political and economic spheres of our
country, at forming a sense of life based on the principles of the national
idea. ; fourthly, to ensure social, ideological, ideological stability and
peace by ensuring the development of
education, training and science.
These tasks are a complex process
associated with the prospects for the development of the state and society. In
the conditions of the modern process of globalization, it requires the constant
attention of all state structures and public organizations, including the
system of continuous education.
The implementation of these tasks is as follows:
firstly, to ensure
the priority of national education and the comprehensive development of the
individual on the basis of the national mentality of our people, the principles
of Eastern collectivism, recognizing the priority of universal principles in
the process of training personnel; secondly, the effectiveness of spiritual and
educational work, to radically change the mechanisms for its
implementation,
to ensure the continuity and consistency of spiritual education aimed at a
specific goal; thirdly, achieving harmony of international and national
experience in the implementation of the process
of further humanization,
socialization, democratization and liberalization of the educational process;
fourthly, the program for training national personnel, improving the content of
education, taking into account the rich spiritual and historical heritage of
our people, in accordance with the requirements of modern achievements in
science, technology and technology; fifthly, global threats can only be
answered with the help of science and the education system. In other words, it
becomes more and more obvious that ignorance can be overcome and enlightenment
can be fought. To do this, it is advisable to educate the younger generation on
the basis of the national idea, paying special attention to a number of
principles and factors, such as patriotism, nationalism, and people's
patriotism.
The quality of education is a factor
that develops society and its driving force. Education serves as a practical
tool in the fight against poverty, want and social inequality. Education
contributes to the formation of a worldview, expansion of choice and
improvement of a person's lifestyle, becomes a mechanism for influencing
various aspects of life and activity of a person and society.
In general, any model of reforming
the educational process within a particular country cannot claim to rise to the
universal level. All ongoing and ongoing work on the implementation of the
program to reform the education system in Uzbekistan meets, first of all, the
long-term interests of our country, the current state and features of the current
stage of development.

Currently, one of the urgent tasks
facing educational institutions is to educate not only an educated person, but
also a person who knows how to foresee the development of events, who has the
ability to correctly accept them, who understands the need for
self-development.
To solve this problem, the main task
that modern societies set for educational institutions is to make students
capable of actively perceiving world phenomena and events, to prepare a
“citizen of our planet” by fostering a sense of responsibility to mother
nature. Raising a “citizen of our planet” is a complex and complex process.
It's not just about providing moral information. Because it is impossible to
bring up a person in perfection, only by influencing his mind. A full-fledged
education can be realized only on the basis of the unity of thought and action,
faith and activity, consciousness and behavior. Secondly, at present, all the
countries of the Earth naturally feel the need for constant improvement of
relations with each other, for active cooperation in various fields. In the
words of Indian thinker and educator Roji Rai Singh, "The center of human
interaction for human survival and mutual growth is rising from the national
level to the global level." Thirdly and most importantly, along with
integration processes in all spheres, nuclear war, international terrorism,
ozone depletion, "uncontrolled population of the planet",
"social injustice", hunger, malnutrition, poverty, unemployment,
crime and drug addiction, corruption and other. finding solutions to global
(universal) problems, diverse in scale and scope and affecting the entire globe
and humanity, to follow the principles of universal culture, in particular
universal human ethics, openness, solidarity, and to direct the human mind to
good deeds, on this basis requires achieving harmony between man and nature.
The world educational system plays a special role in solving these problems.
Global Education is a holistic
approach aimed at the simultaneous development of the intellectual, emotional,
physical, moral and spiritual qualities of students in order to better prepare
them for a rapidly changing, highly complex, multinational and interconnected
life.
The term global education first
appeared in the United States in the 60s of the 20th century and was founded by
R. Hanvey and M. Botkina. The basis of this educational system is the formation
of nonpossessiveness and intercultural literacy.
According to R. Hanvi: "the
content of global education is a combination of such factors as the formation
of a different view of the world, knowledge and understanding of the state of
the planet, intercultural literacy (understanding the culture of other
peoples), changes in worldly processes and awareness of the possibility of
choice."
In addition, the criteria for global
thinking developed by R. Henvey are combined with the search for solutions to
universal problems:
1.
The levels of understanding of the world by people are not the
same, they evaluate the same events differently (due to the level of
intelligence, under the influence of different cultures).
2.
Learn to understand the state of planet Earth - world development
trends, taking into account demographic, economic, environmental conditions,
international and domestic problems.
3.
Intercultural literacy (understanding the culture of other
peoples) - learning to understand differences in perceptions, cultural
traditions, commonalities and differences between cultures.
4.
Global dynamics - knowledge, that is, the ability to assess the
features and mechanisms of processes occurring on a global scale, to be able to
identify theories that help to better understand changes.
5.
To find a solution to a specific human problem in a given
situation consciously, taking into account the general interaction and
interdependence.
It is clear that such an approach to
the criteria of global differentiation reflects the essence of global education
associated with the effective solution of universal problems facing humanity.
The most important thing is that
global education, according to the majority of teachers (for example, R. Sin,
V. Slastenin, A. Kaldibekova, Sh. Sharipov), the risk of a new world war, the
ozone problem, ecology, are discussed by students under the guidance of a
teacher in the course of teaching various subjects, teaches them to develop
critical thinking, be able to analyze and draw the right conclusions. In our
opinion, understanding the global educational system from a unified basis
determines its place in solving universal problems.

Schools focused on innovative
education became widespread in the 20th century. In particular, in Germany,
“Free School Communities” were organized, which included boarding schools, and
school life was organized on the basis of the free development of the child.
Education is based on compulsory labor education and free choice of subjects.
The emphasis is on civic responsibility based on the principle of
internationalism in the field of education. One fifth of all students were
children from other countries.
Labor schools” appeared for the
first time in Germany, Switzerland, Austria. These schools mainly provided
vocational training for schoolchildren, focused on labor as an element of
culture, and relied on schoolchildren's self-government.
The "School of Life Through
Life", founded by O. Decroly in Belgium, relied on educating students in
close contact with nature, student activity and freedom. The “center of
interests” of students is the main idea of the school. In this school, the
student is encouraged to participate in active processes. An important
component of education was the student's environment in nature, school, family
and society.
The "School for Leaders"
by D. Dewey in the USA sought to bring teaching closer to life, stimulate the
natural development of children, and increase their experience. The main
motives of the natural development of the child are taken into account in the
learning process: social (the desire to communicate), constructive (the desire
to move during the game), research (the desire for knowledge and
understanding), expressive (the desire for self-knowledge). expression). Later,
other schools began to separate from this trend:
Laboratory School (D. Dewey);
"Play
School" (K. Pratt); Children's school (M. Naumberg); Organic school (M.
Johnson).
The aforementioned American schools
are characterized by the desire to find new teaching methods, take into account
the interests of children, study the personal characteristics of students,
increase their activity, develop the direction of practice in teaching and
education.
The "Waldorf School" of R.
Steiner in Germany is focused on the all-round intensive development of the
child. The organization of education was based on self-government: the Council
operated, parents were involved in the process of education and upbringing.
When evaluating the educational process, the teacher evaluated the individual
results of the student. The main activity of the school was the search for new
emotional and aesthetic forms of education.
Open schools, which appeared in the
UK in the 1970s, approved the individuality of education and abandoned the
compulsory curriculum. Such a school did not have a traditional class schedule,
fixed times, or curriculum.
The ideas of "open
learning" were implemented in several experiments: "School as a
city" (Berlin), "School as a city" (St. Petersburg, 1990s),
"snow" and "sea" classes in France, in the UK and USA
"school without walls".
Thus, efforts to organize innovative
education have been developing for many years, and the need for such education
has increased over time.
In the United States, the concept of
“innovation” is being replaced by the concept of “scientific and technological
progress”, and the center of gravity in the scientific and technical sphere is
shifting from the process to the result, that is, to the results in the economy
and the social sphere under the influence of these implemented innovations.
The center of gravity has shifted
from satisfying the curiosity of scientists to meeting the needs of people in
certain types of products.
According to world experience, today
the drivers of technical innovation are small scientific, technical and
innovative firms that rely on government support in their activities. For
example, in the United States, the introduction of technological innovation has
become one of the hallmarks and influential aspects of public administration of
economic processes since the 1980s.
The inefficiency of purely market
mechanisms for managing the activities of small businesses in an innovative
environment is forcing the governments of industrialized countries to develop
and implement programs to support small innovative businesses. In the US, such
programs became widely used in 1982 after the adoption of the Law on the
development of innovative research in small business.
The state allocates targeted
subsidies, grants, research scholarships to establish long-term ties between
fundamental science and industry, creates engineering centers where university
scientists deal with problems of interest to industrial companies. The National
Science Foundation provides the infrastructure for such centers, and ITTKI is
funded by sponsors of such research.
The role of the US government in implementing
science policy is to:
-  creates a reserve of
fundamental scientific ideas and contributes to the training of the necessary
specialists for the development of new technologies;
-  reduces the financial
risk of scientific and technical projects;
-  performs an
intermediary function in organizing the relationship between academic and
practical science;
-  corrects the
imbalance in the scientific sphere, eliminates the backwardness of the material
and technical base of science, develops the information base of scientific
research.
In addition to science policy,
public activity is also carried out within the framework of various state
courts. They will be directed to the innovative activities of businesses that
provide direct financial support. Funds from the National Science Foundation
are used to conduct applied research, they help form innovation centers and
distribute risk capital to innovative firms at the expense of public funds. in
this area come from the budget, the budget allocations for this sector in the
European Union is 40%, and the rest of the costs are borne by companies and
private businesses. In Uzbekistan, the situation is different, 90% of the
source of funding for scientific and innovative activities comes from budget
expenditures, and the remaining 10% comes from companies and private
businesses.
Thus, in economically developed
countries, the influence of the state on innovation activity is expressed in
the following areas:
-  firstly, as a factor
in the formation of the state proposal of scientific and technical ideas and
the necessary infrastructure for the implementation of developments;
-  secondly, it is an
important factor in the formation of the economic environment in which
state-owned innovative enterprises operate;
-  thirdly, the purchases
of state courts are involved as a factor in the formation of the initial demand
for the introduction of many innovations, which will later become widespread
and applied in economic practice.

GLOSARY

English

Uzbek

Russian

content of education - the essence of scientific knowledge,
  determined on the basis of state educational standards and intended for
  acquisition in certain conditions in certain disciplines;

Ta’lim mazmuni - davlat ta’lim standartlari asosida belgilab
  berilgan hamda ma’lum sharoitda muayyan fanlar bo‘yicha o‘zlashtirilishi
  nazarda tutilgan ilmiy bilimlar mohiyati;

содержание
образования      -    сuщность
наuчного определяемая           на         ос
  госuдарственных образовательных стандартов предназначенная

знания, нове
и для

приобретения  при определенных uсловиях в
  определенных дисsиплинах;

content of education - the essence of scientific knowledge,
  established on the basis of state educational standards and intended to be
  mastered in certain disciplines under certain conditions;

Ta’lim mazmuni - davlat ta’lim standartlari asosida belgilab
  berilgan hamda ma’lum sharoitda muayyan fanlar bo‘yicha o‘zlashtirilishi
  nazarda tutilgan ilmiy bilimlar mohiyati;

содержание
образования -
  сuщность наuчных знаний, uстановленных на основе госuдарственных
образовательных
стандартов     и
  предназначенных для освоения в определенных дисsиплинах при
определенных uсловиях;

content  of education - the essence of the           process
   of
comprehensive
  development of mental and physical abilities of the individual, the formation
  of worldview, ethics, behavior, social life and readiness for work

ta’lim mazmuni - shaxsning aqliy va jismoniy qobiliyatini har
  tomonlama rivojlantirish, dunyoqarashi, odobi, xulqi, ijtimoiy hayot va
  mehnatga tayyorlik darajasini shakllantirish jarayonining mohiyati;

Содержание образования     -             сuщность проsесса             всестороннего
  развития          uмственных             и физических способностей личности,             формирования
  мировоззрения,             этики поведения,             соsиальной жизни             и
           готовности             к
работе

content  of education - the essence of the           process
   of
comprehensive
development
  of mental and physical abilities of the

Ta’lim mazmuni - shaxsning aqliy va jismoniy qobiliyatini har
  tomonlama rivojlantirish, dunyoqarashi, odobi, xulqi, ijtimoiy hayot va
  mehnatga tayyorlik darajasini shakllantirish jarayonining mohiyati;

содержание
образования
  - сuщность проsесса всестороннего развития uмственных и физических
  способностей личности, формирования

individual,
  the formation of the level of worldview, manners, behavior, social life and
  readiness for work;

uровня мировоззрения,
  нравов, поведения, соsиальной жизни и
готовности к работе;

content of education is the essence of scientific
  knowledge, established on the basis of state educational standards and
  intended to be mastered in certain disciplines under certain conditions.

Ta’lim mazmuni — davlat ta’lim standartlari asosida belgilab
  berilgan hamda ma’lum sharoitda muayyan fanlar bo‘yicha o‘zlashtirilishi
  nazarda tutilgan ilmiy bilimlar mohiyati.

Содержание
образования - это
  сuщность наuчных знаний, созданных на основе
госuдарственных
образовательных
стандартов
        и предназначенных для освоения в определенных дисsиплинах при
  определенных uсловиях.

education - a process aimed at the formation of practical skills
  and abilities, the development of their cognitive abilities and worldview on
  the basis of imparting theoretical
knowledge to students;

Ta’lim —
  o‘quvchilarga nazariy bilimlarni berish asosida ularda amaliy ko‘nikma va
  malakalarni shakllantirish, ularning bilish qobiliyatlarini o‘stirish va
  dunyoqarashlarini tarbiyalashga
yo‘naltirilgan jarayon;

образование        - проsесс,
  направленный на формирование практических навыков и uмений,           развитие
              их
познавательных
способностей   и мировоззрения на основе
  передачи             теоретических знаний uчащимся;

education -
  a process aimed at the formation of practical skills and abilities, the
  development of their cognitive abilities and worldview on the basis of
  imparting theoretical
knowledge to students;

Ta’lim -
  o‘quvchilarga nazariy bilimlarni berish asosida ularda amaliy ko‘nikma va
  malakalarni shakllantirish, ularning bilish qobiliyatlarini o‘stirish va
  dunyoqarashlarini tarbiyalashga
yo‘naltirilgan jarayon;

образование        - проsесс,
  направленный на формирование практических навыков и uмений,           развитие
              их
познавательных
способностей   и мировоззрения на основе
  передачи             теоретических знаний uчащимся;

education            -             the process of
  strengthening and             enriching             existing knowledge,
  behavioral and functional skills on the basis of cognition, learning,
  training             and       certain
experience;

Bilim olish
  — idrok etish, o‘rganish, mashq qilish va muayyan tajriba asosida xulq-atvor
  hamda faoliyat ko‘nikma, malakalarining mustahkamlanib, mavjud bilimlarning
  takomillashib, boyib borish jarayoni;

образование -
  проsесс uкрепления и обогащения сuществuyuщих знаний, поведенческих и
  фuнкsиональных навыков на основе познания, обuчения, обuчения и
определенного опыта;

education            -             the process of
  strengthening and             enriching             existing knowledge,
  behavioral and operational skills on the basis of cognition, learning,
  training             and       certain
experience;

Bilim olish - idrok etish, o‘rganish, mashq qilish va muayyan
  tajriba asosida xulq-atvor hamda faoliyat ko‘nikma, malakalarining
  mustahkamlanib, mavjud bilimlarning takomillashib, boyibborish jarayoni;

образование - проsесс
  uкрепления и обогащения сuществuyuщих знаний, поведенческих и
  эксплuатаsионных навыков на основе познания, обuчения, обuчения и
определенного опыта;

0

education
 management
                    -
establishment,
management, control
  and definition of prospects of activity of educational
institutions;

Ta’limni  boshqarish       -             ta’lim
  muassasalarining             faoliyatini          yo‘lga qo‘yish, boshqarish,
  nazorat qilish hamda istiqbollarini belgilash;

uправление
образованием -
  создание, uправление, контроль и определение перспектив
деятельности образовательных uчреждений;

1

education system - a set of all
  types of educational        institutions operating on the basis of state
  principles in the field of education of the younger generation.

Ta’lim tizimi — yosh avlodga ta’lim-tarbiya berish yo‘lida
  davlat tamoyillari asosida faoliyat yuritayotgan barcha turdagi o‘quv-tarbiya
  muassasalari majmui.

Система
образования     - совокuпность всех типов
  uчебных           заведений, действuyuщих на основе госuдарственных принsипов
        воспитания подрастаyuщего поколения.

2

             educational
        goal
(reading.
  learning goal) - a leading idea that determines the specific direction of
  education;

Ta’lim maqsadi (o‘qish. bilim olish maqsadi) - ta’limning aniq
  yo‘nalishini belgilab beruvchi yetakchi g‘oya;

образовательная sель (чтение. sель
  обuчения) - ведuщая           идея, определяyuщая конкретное направление
  обuчения;

3

educational process - a pedagogical process organized between
  teachers and students and aimed at the acquisition of scientific knowledge.

Ta’lim jarayoni — o‘qituvchi va
  o‘quvchilar o‘rtasida tashkil etiluvchi hamda ilmiy bilimlarni
  o‘zlashtirishga yo‘naltirilgan pedagogik jarayon.

Uчебный проsесс - это педагогический проsесс, организованный междu
  uчителями и uчениками       и направленный на приобретение наuчных знаний.

4

educational process - a pedagogical process organized between
  teachers and students and aimed at the acquisition of scientific knowledge;

Ta’lim jarayoni - o‘qituvchi va o‘quvchilar o‘rtasida tashkil
  etiluvchi hamda ilmiy bilimlarni o‘zlashtirishga yo‘naltirilgan pedagogic
  jarayon;

образовательный
проsесс -
  педагогический проsесс, организованный междu uчителями и uчениками       и
  направленный на приобретение наuчных
знаний;

5

educational process - a pedagogical process organized between
  teachers and students and aimed at the acquisition of scientific knowledge;

Ta’lim jarayoni - o‘qituvchi va o‘quvchilar o‘rtasida tashkil
  etiluvchi hamda ilmiy bilimlarni o‘zlashtirishga yo‘naltirilgan pedagogic
  jarayon;

образовательный
проsесс - педагогический
  проsесс, организованный междu uчителями и uчениками       и направленный на
  приобретение наuчных
знаний;

6

knowledge - a set of systematized
       scientific information       about    the existence in the mind of a
  person in the form of concepts, schemes, known images;

Bilim — shaxsning ongida tushunchalar, sxemalar, ma’lum obrazlar
  ko‘rinishida aks etuvchi borliq haqidagi tizimlashtirilgan ilmiy ma’lumotlar
  majmui;

             знания
                      -
совокuпность
систематизированной наuчной           информаsии
              о сuществовании в сознании человека в виде понятий, схем,
  известных образов;

7

learning outcome (educational product) - a concept that reflects
  the essence of the end of education; the outcome of the learning process; the
  level of implementation of the set goal;

Ta’lim natijasi (ta’lim mahsuli) - ta’lim yakunining mohiyatini
  qayd etuvchi tushuncha; o‘quv jarayonining oqibati; belgilangan maqsadni
  amalga oshirish darajasi;

резuльтат
  обuчения (образовательный продuкт) - понятие, отражаyuщее сuщность окончания
  обuчения; резuльтат uчебного проsесса; uровень реализаsии поставленной
sели;

8

lesson - the main form of the
  educational process, which is carried out             under    the             direct
  guidance of a teacher with a certain group of students;

Dars       —         bevosita             o‘qituvchi
  rahbarligida muayyan o‘quvchilar guruhi bilan olib boriladigan ta’lim
  jarayonining asosiy shakli;

uрок       -             основная форма
  uчебного проsесса, которая             осuществляется под             непосредственным
  рuководством   uчителя с определенной   грuппой

uчащихся;

9

 person is the main subject and
  object of the training  system,  the consumer of services in the field of
  education and their implementes

             Shaxs-
         kadrlar         tayyorlash
tizimining bosh
  subekti va obekti, ta’lim sohasidagi xizmatlarning iste’molchisi va ularni
  amalga oshiruvchidir

Человек  является основным         сuбъектом
              и объектом             системы обuчения,             потребителем
  uслuг в сфере образования и их исполнителем

0

Production is the main customer, which determines the social
  needs of personnel, as well as the requirements for the quality and level of
  their training, a participant in the process of financial and logistical
  support of the training system.

Ishlab chiqarish - kadrlarga bo‘lgan ijtimoiy ehtiyojni
  shuningdek, ularning tayyorgarlik sifati va saviyasiga nisbatan qo‘yiladigan
  talablarni belgilovchi asosiy buyurtmachi, kadrlar tayyorlash tizimini
  moliyaviy va moddiy-texnika jihatdan ta’minlash jarayonining qatnashchisi.

Продuкsия
  является основным заказчиком, который определяет соsиальные потребности
  персонала, а также требования к качествu и uровнyu его подготовки, uчастник
  проsесса
материально-технического
обеспечения     системы обuчения.

1

Science - training and use of highly qualified specialists,
  production of advanced pedagogical and information technologies

Fan- yuqori malakali mutaxassisni
  tayyorlovchi va ulardan foydalanuvchi, ilg‘or    pedagogik         va         axborot

texnologiyalarini ishlab chiqarish

Наука - подготовка и использование высококвалифиsированных
  спеsиалистов,
производство   передовых педагогических            и
  информаsионных технологий

2

skill        - a set of actions  performed
          in accordance with the tasks and conditions, based on the acquired
  knowledge;

Ko‘nikma - olingan bilimlarga
  asoslanib qo‘yilgan vazifalar va shartlarga binoan bajariladigan harakatlar
  yig‘indisi;

навык     - совокuпность   действий,
  выполняемых   в соответствии с заданиями и uсловиями, на основе полuченных
  знаний;

3

skill - an automated component of conscious behavior;

Malaka
  - ongli xatti-harakatning avtomatlashtirilgan tarkibiy qismi;

             навык
                       -
втоматизированный компонент             сознательного
  поведения;

4

Special education - serves to form practical skills and
  competencies based on the theoretical knowledge of the organization of a
  particular professional activity, showing the characteristics of the
  specialty.

Maxsus ta’lim — o‘zida mutaxassislik xususiyatlarini namoyon
  qilib, shaxsga muayyan kasbiy faoliyatni tashkil etish borasida nazariy
  bilimlarni berish asosida amaliy ko‘nikma hamda malakalarni shakllantirishga
  xizmat qiladi.

Спеsиальное образование - слuжит для формирования практических навыков
  и компетенsий, основанных на теоретических знаниях организаsии определенной
  профессиональной деятельности, показывая характеристики спеsиальности.

5

subject is a source of general or specialized knowledge in a
  certain field, which is taught in educational institutions.

O‘quv fani
  - ta’lim muassasalarida o‘qitilishi yo‘lga qo‘yilgan hamda o‘zida muayyan fan
  sohasi bo‘yicha umumiy yoki mutaxassislik bilim asoslarini jamlagan manba.

Предмет является
  источником общих или спеsиализированных
знаний  в             определенной области,
            который преподается     в             uчебных заведениях.

6

Teaching             aids      -
  objective             (textbook, teaching             aids,     teaching
  aids, map, diagram, poster, picture,  drawing,             slide

Ta’lim
  vositalari - ta’lim samaradorligini ta’minlovchi obektiv
(darslik,
  o‘quv qoilanmalari, o‘quv qurollari, xarita, diagramma, plakat, rasm, chizma,
  dioproyektor, magnitafon,

Uчебные пособия - объективные    (uчебник,
  uчебные пособия, uчебные пособия,           карта,             схема, плакат,
  рисuнок, рисuнок,

projector,    tape     recorder,

VCR,
  equipment, television, radio, computer, etc.) and subjective (teacher)
  examples and factors on the life and work of a particular person);

videomagnitafon,
  uskuna, televizor, radio, komputer va boshqalar) va subektiv (o‘qituvchining
  nutqi, namunasi, muayyan shaxs hayoti va faoliyatiga oid misollar va
  hokazolar) omillar;

слайд-проектор,
  магнитофон, видеомагнитофон, оборuдование, телевизор, радио, компьyuтер и т.
  Д.) И сuбъективные (uчитель) примеры и факторы жизни и работы конкретного
человека);

7

Teaching is a type of teaching, a special activity of a teacher
  aimed at imparting a set of knowledge, teaching and skills to students and
  educating them in the teaching process.

Ta’lim berish -  o‘qitishning turi, o‘quvchilarga
  bilimlar, o‘quv va malakalar majmuini berishga va ularni o‘qitish jarayonida
  tarbiyalashga yo‘naltirilgan  o‘qituvchining maxsus faoliyati.

Преподавание - это разновидность обuчения, особая деятельность uчителя,
  направленная на передачu uченикам комплекса знаний, обuчения и навыков и
  обuчение их в проsессе обuчения.

8

teaching methods - a set of
  methods used in the educational        process  and ensuring its
  effectiveness;

Ta’lim    metodlari         -             ta’lim
  jarayonida qo‘llanilib, uning samarasini ta’minlovchi usullar majmui;

методы обuчения - совокuпность   методов, использuемых в
  uчебном проsессе           и обеспечиваyuщих         его
эффективность;

9

The theory of education is one of the important components of
  pedagogy, which studies the content, form, methods, tools and techniques of
  the educational process, the problems of its organization.

Tarbiya nazariyasi — pedagogikaning muhim tarkibiy qismlaridan
  biri bo‘lib, tarbiya jarayoni mazmuni, shakl, metod, vosita va usullari, uni
  tashkil etish muammolarini o‘rganadi.

Теория образования является одной из важных составляyuщих педагогики,
  которая изuчает содержание, формu, методы, средства и приемы образовательного
  проsесса, проблемы его организаsии.

0

Upbringing is the process of comprehensive development of the
  younger generation, the formation of its consciousness, behavior and
  worldview on the basis of a definite, clear goal and socio-historical
  experience.

Tarbiya- muayyan, aniq maqsad hamda ijtimoiy-tarixiy tajriba
  asosida yosh avlodni har tomonlama o‘stirish, uning ongi, xulq-atvori va
  dunyoqarashini tarkib toptirish jarayonidir

Воспитание - это проsесс всестороннего развития подрастаyuщего
  поколения, формирования его сознания, поведения и мировоззрения на основе
  определенной, ясной sели и соsиально-исторического опыта.

VERIFICATION TASKS

1. Which of the following definitions belongs to V. V.
Kraevsky and Yu. V. Berezhnova?
A.
Paradigm is not a subject of science, it is scientific activity
as theoretical standards, methodological standards, value criteria. A paradigm
is a theory (or problem statement model) taken as an example of solving
research problems related to all scientific achievements, which is presented to
the scientific community as a model for solving problems in a certain time
frame.
B.
The word paradigm itself is interpreted in a broad sense as a
theory with a unique structure that defines the fundamental foundations of the
field of life and thought.
C.
A paradigm is a leading approach to explaining the world, a set
of ideas, values generally accepted in specific sciences or a number of
disciplines in the scientific community.
D.
A paradigm is a leading approach to explaining the world, a set
of ideas and values generally accepted in a particular science or range of
disciplines in the scientific community.

2. Which educator-scientist singled out formative,
humanitarian and esoteric educational paradigms? A. I. A. Kolesnikov
B.  Yu. G. Fokin
C.  G. B. Kornetov
D.  V. Ya. Pilipovsky

3. The emergence of a new paradigm of
education is associated not only with socio-economic changes, but has occurred
in the entire process of cultural development. In addition, …… plays a key role
in its formation.
A.  humanitarian philosophy
and psychology
B.  conceptual
foundations of pedagogy
C.  philosophical and
sociological sciences
D.  humanitarian pedagogy
and humanism

4. Who is the author of the classification of
fundamental modern paradigms?
A.  A. Kostin
B.  V. V.Kraevsky
C.  P. G Izedrovich
D.  S. V. Kulnevich

5. According to what paradigm, the
main goal of education is: "Knowledge of any value is knowledge, knowledge
and again knowledge."
A.  The Traditional
Knowledge Oriented Paradigm
B.  Technocratic
C.  Humanistic
(phenomenological) paradigm
D.  Behavioral
(rationalist) paradigm

6. What concept underlies the rationalistic paradigm?
A.  The concept of social
engineering by A. B. Skinner.
B.  The concept of
developmental education B. Z. Kalmykova
C.  The concept of
personality-oriented education by S. I. Yakimanskaya
D.  The concept of the
near zone of development of D. L. Vygotsky.

7. What questions are at the center of attention of
the humanitarian (phenomenological) paradigm?
A.
a student with a need for self-development as a subject of life,
individual freedom and spirituality
B.
considers it as a way of acquiring knowledge in order to form
acceptable behavior for students, that is, any educational institution is an
educational mechanism for adapting to the living environment.
The main goal of C. comes from the
transfer and acquisition of "accurate" scientific knowledge necessary
for practical improvement.
D. forms an attitude towards the eternal and
unchanging Truth.

8. What paradigm defends the idea that
“a person evaluates himself not as himself, but only as the owner of knowledge
or behavior in a well-defined norm (average sample, standardized)”? A.
Scientific and technical, technocratic paradigm
B.  Behavioral
(rationalist) paradigm
C.  Humanistic
(phenomenological) paradigm
D.  Esoteric paradigm

9. Define the dictionary meaning of the word
"esoteric".
A.  Derived from the
Greek "mysterious, hidden."
B.  "Truth",
"clarity" translated from Latin
C.  Translated from Greek
"behavior", "activity"
D.  It comes from Latin
and means "art".

10. Supporters of what concept of determining the
content of education are called "encyclopedists"? A. Didactic
materialism;
B.  Didactic formalism;
C.  Didactic
utilitarianism;
D.  Theory of didactic
programming.

11. Who laid the cornerstone of the theory of didactic
formalism?
A.  Heraclitus and
Cicero;
B.  Archimedes and
Democritus;
C.  Aristotle and Plato;
D.  Socrates and Jan Amos
Kamensky.

12. Which line gives the main content of the concept
of didactic utilitarianism?
A.
In accordance with the rules of the concept, which provides
maximum freedom to students, in particular, subjects are divided into
compulsory and optional, freedom of choice by students, the educational process
adapts to the subjective needs of students, to what extent the educational
process is intended to give "naturalness", to turn the school into a
place of social life and the curriculum to reflect the needs of students.
B.
According to the supporters of the concept, the depth of
students' understanding of a certain part of reality is directly proportional
to the amount of material studied. Considering his subject important, he tries
to include as much material as possible in his subject syllabus, regardless of
the fact that other colleagues are in the same position.
C.
The theoretical basis of the concept was the rules on the
possibility of the existence of the so-called additional sphere. In most cases,
indirect results are meant, that is, the transfer of skills acquired in one
activity to another activity, for example, the ability to perform certain
actions with one hand under the influence of learning when performing these
actions. on the other hand improve.
E. His main position is as follows:
general education is a necessary part of vocational education, but its content
cannot be defined only in terms of future professional activity or educational
needs, because it forms the basis of their life outside professional activity.

13. “Today, when we are concerned
about changing the world and raising the culture of people to the level
required by the historical development of civilization, the content of
education should be determined by its place in society” and the name of the
concept he founded Show.
A.  B. Sukhodolsky,
"Problem-complex theory";
B.  E Schmidt, "The
Theory of Didactic Formalism";
C.  J. Milton "The
Theory of Didactic Materialism";
D.  Hans Schorll
"Theory of Approximation"

14. The term “structuralism” is…. was
used in the 30s of the 20th century to clarify the principles for choosing the
content and structure of educational programs in a socialist school.
A.  K. Sosnitsky
"General didactics" 1938;
B.  J. Milton "A
Treatise on Education" 1644;
C.  Ya. Kamensky
"Great didactics" 1692;
D.  A. A. Nemeyer
"Fundamentals of education and training" 1796

15. The idea that "their
"leading ideas" should be reflected in the structure of individual
sciences" is the leading idea of what concept?
A.  Functional
materialism;
B.  Structuralism;
C.  Didactic pragmatism;
D.  Didactic materialism

16. Find the line that gives the leading idea of the
concept of exemplarity.
A.
Training materials should be broken down into specific thematic
examples. Thus, a student who has acquired fundamental knowledge within the
relevant topic can provide basic information.
B.
emphasizes the need to develop a theory that provides not only
the acquisition of knowledge, but also the ability of students to use the
knowledge gained in their work. At the heart of this theory lies the inherent
link between the flow of knowledge and activity.
C.
it is necessary to create such programs that would reflect not
only the system of knowledge within individual disciplines, but also the system
of scientific knowledge as a whole. These programs should allow students to see
not only a "theoretical view" of the world described by individual
disciplines, but also a view of the "real reality" where this
"differentiated" vision is integrated.
D.
believed that the purpose of school work is the deepening,
expansion and formation of these abilities and interests. Therefore, in their
opinion, the main criterion for choosing objects should be the formative nature
of the object, which is strongly expressed in mathematical and classical
languages.

17. What concept of determining the
content of education contributed to the widespread use of the didactic matrix,
as well as the method of graphs?
A.  Theory of didactic
programming;
B.  Theory of formalism;
C.  Didactic
utilitarianism;
D.  Theory of problem
complexes.
18. Find the line that gives the main representatives
of the concept of didactic utilitarianism.
A.  D. Dewey, G.
Kershensteiner;
B.  A. Disterverg, J. J.
Russo, I. G. Pestalozzi;
C.  A. A. Nemeyer, E.
Schmidt;
D.  B. Sukhodolsky, K.
Sosnitsky;

19. What theory of selection and
construction of the content of education was developed by the West German
dictator Hans Scherll in 1958 [Scheuerl N. 1958]?
A.  My sample;
B.  Structuralism; C.
Pragmatism;
D. Formalism.

20. "By the 17th century, this
approach was supported by Yu.A. Komensky. He devoted many years of his life to
working on a textbook that he wanted to give students all the necessary
knowledge. What concept are we talking about?
A.  Didactic materialism;

B.  Didactic pragmatism;
C.  Functional
materialism;
D.  Didactic Formalism

21. The content of education is ...
A.
the scope and volume of knowledge, skills, qualifications and
competencies to be acquired by the learner are clearly defined;
B.
requirements for the development of scientific and technical
education and its results in modern conditions;
C.
The essence of the educational process organized in an
educational institution is not in the development of the needs and abilities of
students, but mainly in the transfer of knowledge in academic subjects in a
content-verbal form, in the formation of skills and competencies.
D.
knowledge about the universe and man, ways of carrying out
activities, experience of creative activity, experience of emotional activity
to the environment

22. How many principles for designing educational
content?
A.  9;
B.  12;
C.  6;
D.  8

23. ... the principle requires the
inclusion in the content of education of traditional knowledge, skills and
competencies, as well as subjects that reflect the development of society,
scientific knowledge, the level of cultural life and the potential for personal
development.
A.   The principle
of compliance of all elements of the content of education with the requirements
of society, science, culture and personal development.
B.   The principle
of humanization of the content of education.
C.   The principle
of fundamentalization of the content of education
D.   The principle
of compliance of the content of education with the general structure.

24. Find in the text the principle of
connection between the content of education and the organizational process.
A.
This principle rejects a one-sided approach to the choice of the
content of education. It is designed to take into account the organizational
conditions associated with the implementation of a particular educational
process. This means that when developing the content of general secondary
education, it is necessary to take into account the principles of delivery and
acquisition, technology, level and related behavior.
B.
This principle provides for the consideration of the studied
knowledge and the formed skills and competencies in a single system of general
secondary education, all training courses and integrated content in
interconnection with each other and the universal, national cultural system.
C.
This principle provides for taking into account the age
characteristics and level of training of students when designing the content of
education. The system of knowledge, skills, qualifications and competencies
corresponding to a certain age period is reflected in the content of education.

D.
This principle means that the content of education should be
planned in an ascending direction, in which every new knowledge first rests and
originates from the very beginning.

25. The principle of the relevance of
educational content to the general structure implies the mutual compatibility
of which components of the educational system?
A.   subject,
educational material, pedagogical activity, student's personality;
B.   scientific
program, teacher, object and subject of education;
C.   educational
material, scientific program, textbook, methodological applications;
D.   the object of
the educational process, the subject of the educational process, the content,
goals and objectives of education.

26. What principle of designing the
content of education requires a change in the principle of interdependence and
interrelation of social, humanitarian and natural science disciplines?
A.  The principle of
humanization of the content of education;
B.  The principle of
fundamentalization of the content of education;
C.  The principle of
matching the content of education to the age characteristics of students; D.
The principle of connection between the content of education and the
organizational process.

27. …. The principle allows to remove the obstacle in
the humanization of education.
A.  The principle of
fundamentalization of the content of education;
B.  The principle of
humanization of the content of education;
C.  The principle of
matching the content of education to the age characteristics of students; D.
The principle of connection between the content of education and the
organizational process.

28. Explain the principle of consistency in the
content of education.
A.
This principle means that the content of education should be
planned in an increasing direction, in which, firstly, each new knowledge is
based on the beginning and proceeds from it;
B.
Requires reliance on students' understanding of the essence of
the methodology of practical activity and the integration of social,
humanitarian and natural science knowledge, the development of consistency and
interdisciplinary connections;
C.
This principle provides for the mutual compatibility of such
components as the provision of theoretical knowledge, academic subject,
educational material, pedagogical activity, student personality at different
levels of the educational system.
D.
This principle rejects a one-sided approach to the choice of
educational content. It is designed to take into account the organizational
conditions associated with the implementation of a particular educational
process. This means that when developing the content of general secondary
education, it is necessary to take into account the principles of delivery and
acquisition, technology, level and related behavior.

29. “This principle is to consider the
relationship between the knowledge being studied and the skills and competencies
being formed in a single system of general secondary education, all courses and
general content, as well as a universal, national cultural system.
provides." What is the principle?
A.   The principle
of the regularity of the content of education;
B.   The principle
of humanization of the content of education;
C.   The principle
of fundamentalization of the content of education;
D.   The principle
that all elements of the content of education must meet the requirements of
society, science, culture and personal development.

30. By what principle are age
characteristics and the level of training of students taken into account when
designing the content of education?
A.  The principle of
matching the content of education to the age characteristics of students;
B.  The principle of the
relevance of the content of education to the general structure; C. The
principle of linking the content of education with the organizational process;
D. The principle of humanization of the content of
education.

31. In modern education ... this is a
type of didactic tool that allows students to acquire theoretical knowledge and
practical skills in a particular area, as well as analyze the topic under study
and identify errors in their own or others' work.
A.  Teaching materials;
B.  Educational
competencies; C. Demonstration materials;
D. Practical exercises.

32. It is impossible to divide all conditionally
educational materials into what types.
A.  Didactic and
innovative;
B.  Current and control;
C. Traditional and electronic;
D. Official and additional.

33. What knowledge forms the basis of the educational
material?
A.  Empirical and
theoretical;
B.  Theoretical and
practical;
C.  Traditional and
innovative;
D.  Objective and
subjective.

34. The totality of knowledge acquired
by a student as a result of direct communication with an object or event in
real life is...?
A.  Empirical knowledge;
B.  Theoretical
knowledge; C. Laboratory knowledge;
D. Objective knowledge.

35. What kind of knowledge is
knowledge that reflects an object from the point of view of its internal
relations and laws of motion?
A.  Theoretical
knowledge;
B.  Empirical knowledge;
C.  Objective knowledge;
D. Subjective knowledge.

36. Thanks to... newly acquired
knowledge is formed in the human mind, an epistemological whole is formed.
There is a hierarchy of educational material, that is, a core of knowledge is
formed. A. Systematization;
B.  Completion;
C.  Differentiation;
D.  Integration.

37. The level of abstract-logical
activity is much more difficult than the previous two levels of the educational
process and differs sharply in terms of quality indicators. What are the first
two stages of the educational process?
A. Perception and understanding; B. Feeling and imagination;

C. Attention and thinking.

38. “Structuring plays an important
role in learning and mental performance. This activity is creative. Who is the
author of the opinion? A. G. Volmer and G. Hoberg;
B.  I. Pestalozzi, E.
Kondilak;
C.  A. Tracy, D. Locke;
D. W. Malinza, D. Minar.

39. Highlight an important aspect of logical analysis.

A.
to distinguish between new concepts and accents representing the
content of the educational material; determine the interaction and
relationships between these concepts and statements, as well as their
relationship with other concepts and statements;
B.
determining its internal and external relevance based on the
nature of the logical structure of the educational material;
C.
in the history of the development of education, the volume of
scientific information is constantly increasing and the time allotted for its
receipt is decreasing;
D.
Periodicity is very important in the scientific organization of
the educational process, but too much repetition of the material will lead to a
decrease in activity in the lesson, inhibition.

40. "This is a methodological
principle of teaching, providing for the distribution of educational material
in relatively closed cycles." What is the principle behind this idea?
A.  The principle of
concentricity;
B.  The principle of
cooperation;
C.  The principle of
knowledge; D. The principle of conformity.

41. In what line is the dictionary meaning of the word
facilitation?
A.  It is taken from the
English language and means to help, facilitate, strengthen;
B.  Derived from Latin
and translated as having a common center;
C.  Translated from Greek
means "participant";
D.  Translated from
French means cooperation, joint activity.

42. What is called an activity that
serves to increase the effectiveness of learning (training, education) on the
basis of supporting the activities of students, which serves to qualitative
development as a result of the teacher using a special communicative method in
the professional and pedagogical process?
A.  Pedagogical
assistance;
B.  Pedagogical
competence; C. Collaborative Pedagogy;
D. Pedagogical mentoring.

43. What types of facilitation are distinguished?
A.  Socio-pedagogical
assistance;
B.  Objective and
subjective assistance;
C.  Internal and external
assistance; D. Educator and student assistance.

44. What technology is primarily meant by
facilitation?
A.  effective technology
for solving group problems;
B.  effective student
assistance technology; C. non-traditional educational technologies;
D. innovative educational technologies.

45. What are the main components of a facilitation
approach?
A.  8;
B.  12;
C.  5; D. 3.

46. Which line correctly lists scientists who have
studied the phenomenon of pedagogical facilitation?
A.    E. F.
Zeer, I. V. Zhizhina, R. S. Dimukhametov, E. Yu. Borisenko, L. N. Kulikova, E.
G.
Vrublevsky;
B.    V. V.
Krutetsky, V. V. Kraevsky and Yu. V. Berezhnova, J. Piaget, S. L. Rubinshtein;
C. E. Yu. Borisenko, A. Kostin, I. Pestaloczi, I. Yakimanskaya, M. I.
Makhmutov;
D. D. B. Elkonin, V. V. Davydov, L. V. Zankov, L. N.
Kulikova, L. S. Vygotsky.

47. “A person who organizes and
conducts group work in groups in order to increase the effectiveness of the
lesson. Creates rules, norms and comfortable conditions for training. This
bonds the members of the group and creates an efficient working environment.
Who are we talking about? A. Facilitator;
B.  Trainer;
C.  Educator;
D.  Mentor.

48. What conditions does the concept of pedagogical
facilitation imply?
A.
the importance of learning for students; teacher congruence;
psychological safety and psychological freedom;
B.
supporting group members in the group, guiding them to complete
the task assigned to them;
C.
Facilitation is an active motive; Assistance in setting goals;
Facilitation is in search of an object of understanding;
D.
Assistance in finding a method of activity; Facilitation is in
search of a method of understanding; Facilitation is the realization of a
process; Facilitation as reflection.

49. Formed attitude to a particular
pedagogical problem or event; a set of methods and means of organizing
activities based on a certain principle or idea, is ...?
A.  Approach;
B.  Conception;
C.  Theory; D. Legality.

50. How many basic approaches to the organization of
the educational process can be distinguished? A. 6;
B.  9;
C.  8;
D.  5.

51. Consideration (implementation) of
the educational process (its components) as a whole underlies what approach?
A.  A systematic approach
to education;
B.  Hermeneutical
approach to education; C. Synergetic approach to education;
D. Activity approach.

52. In the process of upbringing
according to the activity approach, an important role in the development and
formation of a person is played by his motives and needs, their interaction
with ... Fill in the comment.
A. With goals; B. By activity;
C. Your thinking; D. With temperament.

53. What, according to the student-centered approach,
is the main task of the teacher?
A.
is to help the child to realize himself as a person, to identify
and discover his capabilities, to understand himself, and also to help a person
develop as a person;
B.
a comprehensive, concrete historical deep and deep understanding
of the content of education and training;
C.
The ability of the teacher to reveal the future and possibilities
of the student is considered important, and not the function of the teacher as
a teacher of natural sciences;
D.
causes a radical change in the role and responsibility of the
teacher in the life of the student.

54. Education should be carried out
taking into account the integrity and originality of human life (life,
existence), the complex of this knowledge in order to obtain total knowledge
about a person (L. M. Luzina). What is the approach to this idea?
A.  Philosophical-anthropological
approach;
B.  Activity approach;
C.  Systematic approach
to education;
D.  Person-centered
approach.

55. Which German philosopher formed the basis of
hermeneutics in the 18th and 19th centuries? A. F. Schleiermacher;
B.  T. Kuhn;
C.  I. Kant;
D.F.W. Doyerfeld

56. On behalf of what ancient Greek god did the word
"hermeneutics" come from?
A.  Hermes;
B.  Hephaestus; C.
Gertrude;
D. German.

57. ... - a science that studies
systems consisting of a large number of parts, subsystems and components that
enter into complex relationships with each other.
A.  Synergetics;
B.  Hermeneutics;
C.  Heraldry; D.
Anthropology.

58. What approach to the organization
of the educational process explains the phenomenality of the "explosion
method"?
A.  Synergetic approach
to the organization of the educational process;
B.  Philosophical-anthropological
approach to the organization of the educational process;
C.  Hermeneutic approach
to the organization of the educational process; D. A systematic approach to the
organization of the educational process.

59. It is necessary to distinguish between two
different meanings of the concept of education. These … A. Education as a
process; education as a result.
B.  Education in a broad
sense; education in the narrow sense;
C.  Education as an
approach; education as a paradigm;
D.  Education as a
development factor; education as a factor of formation.

60. In the application of different paradigms,
education ... manifests itself in different ways. Fill it up. A. Content;
B.  Purpose;
C.  Debt; D. Methods.

61. The concept of which of the
educational paradigms consists of a system of external influences such as
coercion and requirements for the upbringing of a person.
A.  Pedagogical paradigm;

B.  Acmeological
paradigm;
C.  Andrological
paradigm; D. Communicative paradigm.

62. Determine the line in which the content of the
acmeological paradigm is given.
A.
The acmeological paradigm provides for maximum assistance to a
person in reaching the peak of his activity and realizing his potential in the
educational process;
B.
The concept of the acmeological paradigm consists of a system of
external influences, such as coercion and the requirement to educate a person;
C.
The acmeological paradigm is based on the concept that the
student understands the learning process, sets clear goals and can achieve
them;
D.
The concept of the acmeological paradigm considers the issue of
communication and joint development of people belonging to the same group
according to the level of development.

63. According to what paradigm is the
task of the teacher replaced by the role of a facilitator supporting the
movement of a person along this path?
A.  Andrological
paradigm;
B.  Acmeological
paradigm; C. Androgogical paradigm;
D. Pedagogical paradigm.

64. What underlies the communicative paradigm.
A.  various group
psychological trainings;
B.  symposia,
conferences, seminars;
C.  feedback between
teacher and student during the lesson;
D.  based on information,
knowledge and skills.

65. "This paradigm sees the
conscious independent activity of the individual, based on the formation and
social development of the individual, and not on external influence on
it." What paradigm does this definition belong to?
A.  Andragogical;
B.  Andrological;
C.  Acmeological; D.
Anthropological.

66. Specially organized activities of
teachers and students to achieve educational goals in the context of the
pedagogical process is ...
A.  Education;
B.  Educational process;
C.  Pedagogical effect;
D. Acquisition of BKM.

67. Determine the line in which the content of
education is given.
A.
knowledge, skills, beliefs, personal qualities and character, a
system of behavior that must be acquired by students in connection with the
goals and objectives set;
B.
formation of a comprehensively developed personality;
C.
The influence of society on a person is considered as a social
phenomenon. In this case, education is combined with socialization;
D.
specially organized activities of the teacher and students to
achieve educational goals in the context of the pedagogical process.

68. What aspect of education reflects the formation of
a comprehensive personality?
A.  Purpose of education;

B.  The content of
education;
C.  The task of
education; D. The result of education.

69. What are the general tasks of education?
A.  4;
B.  6;
S. 3; D. 5.

70. Concepts that represent a general necessary
connection between things and events?
A.  Cause and effect;
B.  Summary and judgment;
C. Education and training;
D. Attitude and feedback.

71. Define a line that does not have a characteristic
feature of the educational process.
A.   intensity of
learning and self-education; dependence on objective and subjective factors of
the social environment;
B.   purposefulness;
multifaceted process; long duration;
C.   continuity;
honesty; variability;
D.   unpredictability
of the result; but guaranteed; necessity; duality;

72. ... this, on the one hand, is a
characteristic of education as a social phenomenon, and on the other hand, it
is a set of stable relationships associated with the development of the
individual.
A.  Laws of education;
B.  Principles of
education;
C.  Educational tasks; D.
Features of education.

73. Which of the following definitions refers to the
principles of education?
A.
These are preliminary rules that express the basic requirements
for the direction, content, methods and organization of educational work,
correspondence between participants in the educational process.
B.
is, on the one hand, a characteristic of education as a social
phenomenon, and on the other hand, it is a set of stable relationships
associated with the development of the individual.
C.
is a collaborative process organized between a teacher and a
student (educator and student) and aimed at achieving a specific goal.
D.
knowledge, skills, beliefs, personal qualities and character, a
system of behavior that must be acquired by students in connection with the
goals and objectives set.

74. Find the line in which the principles of education
are given.
A.
purposefulness and ideology; humanization of education;
connection of education with life and work; holistic (integrated) approach to
education; team learning and teamwork; combination of respect for the
individual with demand; unity of requirements and educational influences of
teachers, public organizations and families; taking into account the age and
individual characteristics of the student; systematic and continuous education.

B.
purposefulness; multifaceted process; long duration; continuity;
honesty; variability; unpredictability of the result; but the need for a
guarantee; duality;
C.
dependence on objective and subjective factors of the social
environment; the unity and interdependence of education with the development of
the individual; recognition of activity and attitude is the basis and main
source of the formation of socially significant qualities of a person; the
relationship between mutual educational influence, relationships and vigorous
activity of students;
D.
intensity of learning and self-education; the intensity of the
impact on the "inner world" of the student; taking into account the
level of development of speech and sensorimotor processes in educators and
pedagogical influence.

75. What concept is used to show the
universal, social, ethical, cultural and spiritual significance of certain
events in reality?
Value;
B.  Legality;
C.  Paradigm;
D.  Principle.

76. What types of values are divided
according to their place in the life of society, nation, social character?
1. National; 2. Religious; 3. Group; 4. Team; 5.
Personal; 6. Universal; 7. Regional. A. 1, 2, 6.7;
B.  1, 4, 5, 7;
C.  3,5,6; D. 2, 3, 5.7.

77. The type of value accepted by
people, not directly related to a particular society, culture or historical
period, is ...
A.  Universal;
B.  Regional;
C.  Religious;
D.  National.

78. ... leads to the transformation of
universal human values into the highest mental function of the individual.
A.  Interiorization;
B.  Exteriorization;
C.  Intervention; D.
Extraversion.

79. ... comes from an Arabic word and means a system
of views and beliefs in a narrow sense. A. Ideology;
B.  Cost;
C.  Spirituality;
D.  Enlightenment.

80. Who first introduced the concept of ideology into
science?
A.  Antoine Destuy de
Tracy
B.  Etienne Bonnot de
Condillac
C.  John Locke
D.  Aristotle

81. Who is the scholar who described six ways to apply
the concept of ideology?
A.  David Minard;
B.  John Locke; C.
Willard Mullins;
D. Immanuel Kant.

82. According to Willard Mullins, how many main
functions does it have? A. 4;
B.  3;
C.  8; D. 6.

83. The faith of people in the ideas
in it plays an important role in the implementation of the ideology. At the
same time, the main factors characterizing the ideology are revealed.
A.
Requests, needs of people - interests and methods - tools,
mechanisms for their satisfaction; faith in ideas is a manifestation of faith.
B.
should take precedence over cognitive abilities; must be able to
manage evaluation considerations;
C.
should serve as a guide to action; should be in a logical order.
D.
on the role of ideas in the activities of interpersonal
cooperation; as a collection of ideas with a certain "content"
(usually normative).

84. “A people, a nation improves and
enriches its national ideology throughout its life. Because ideology is not a set
of rigid beliefs. This is a continuous process, and as life goes on, due to its
intense pace, more and more new requirements for ideology appear.
A.  I. A. Karimov;
B.  Sh. M. Mirziyoev;
C.  M. Gandhi; D. M.
Kuronov.

85. In the system of ideological
education, what is considered important to form in students against the
influence of "mass culture"?
A.  Ideological immunity;

B.  Culture of
information consumption;
C.  Independent outlook;
D. Deep and deep thinking.

86. What is the name of the science of values?
A.  Axiology;
B.  Ideology;
C.  Theology; D. Soil
science.

87. Where did value research originate
and develop as a science as a product of the development of secular science?
A.  Western Europe;
B.  In the Far East;
C.  in Central Asia; D.
In Latin America.

88. Among the above definitions A.I. Find one
connected to Kravchenko.
A.
Values are ideas about such phenomena as kindness, justice,
patriotism, romantic love, friendship, which are socially supported by most
people.
B.
Value is a term that reflects the human, social and cultural
essence of objects and phenomena focused on the absolute, condition, goal.
C.
Values - a philosophical category that emerged as an important
achievement of mankind on the path to spiritual development. This is an
important step towards understanding the essence of things, phenomena and
processes in the world from the point of view of the interests of man and
society, a new approach to understanding the essence.
E. "Value" is a
philosophical concept. This is a special form of knowledge and perception of
the objective world, different from religious, scientific, political, artistic,
aesthetic, philosophical and other forms.

89. ... this is such a feature of
pedagogical activity that it not only allows you to satisfy pedagogical needs,
but also serves as the direction of his social and professional activities.
A.  Pedagogical values;
B.  Pedagogical ideology;

C.  Pedagogical category;
D. Pedagogical motivation.

90. Z.I. What types does Ravkin classify pedagogical
values into?
A.  4;
B.  6;
C.  10;
D.  9.

91. V.A. On what basis does Slastenin classify
pedagogical values?
A.  based on a career
guidance system;
B.  according to the type
of personal education; C. according to his transcendental nature;
D. due to its anthropocentric nature.

92. Who proposed to classify
pedagogical values into two large groups in terms of personal and professional
socialization of students?
A.  N. M. Egamberdieva;
B.  Z. T. Nishanova; C.
B. Kh. Khodzhaev;
D. A. S. Kaldibekova.

93. ...providing a person with
scientific and theoretical knowledge, cultivating high spiritual and moral
qualities in him, is a combination of objective and subjective factors that are
of great socio-pedagogical significance for his growing up in all respects, and
also as acquiring special significance.
A.  Educational values;
B.  Pedagogical values;
C. Educational values;
D. Human values.

94. B. Bitinas, I.P. How many basic value systems did
the Podlasians single out? A. 3;
B. 5;
S. 7; D. 9.

95. Which groups M.A. Makarevich shared a system of
values? A. definition of the meaning of life; universal; informal; team.
B.
anthropocentric (individual); socially oriented - sociocentric
(group, general professional, national, etc.); transcendental (having some
absoluteness from the point of view of religious essence).
C.
Socio-pedagogical values; Personal and pedagogical values.
D.
socio-political values; intellectual values; moral values; values
associated with professional and pedagogical activities.

96. Identify a scientist who
distinguished the value system into ideological, emotional and ideal value
systems.
A.  P. A. Sorokin;
B.  M. A. Makarevich;
C.  I. P. Podlaski;
D.Z.I. RAVKIN.

97. Define the concept of tolerance
and resistance to changes in lifestyle, behavior, habits, feelings, opinions,
ideas and beliefs.
A.  Tolerance;
B.  Intolerance;
C.  Empathy; D. Sympathy.

98. How, proceeding from the
philosophical, sociological and psychological points of view, pedagogical
science defines the concept of education of tolerance?
A.
the education of tolerance is a purposeful, consistent,
systematic pedagogical process aimed at developing in students the concepts,
qualities, habits, behavior, and value system of tolerance in the process of
continuous education;
B.
special attention is paid to the fact that this concept is a
worldview that recognizes the right to existence of different civilizations,
cultures and confessions (religious beliefs), but also a set of general rules
for their relationships and connections;
C.
Tolerance means the ability to accept our feelings towards
another person or thing, someone else or another person or event.
Self-restraint means having willpower. Tolerance is the will expressed by
selfrestraint, which means the ability to treat others with benevolence - a
compromise;
D.
tolerance - a form or expression of a person's tolerance, meaning
the absence or weakness of a persistent reaction to a factor unpleasant for a
person. No matter how much a person likes that situation or factor, he
tolerates it, suppresses it, adapts if necessary.

99. How many types of tolerance are divided according
to the teachings of Abdulkhalik Gijuvani? A. 8;
B.  6;
C.  5; D 7.

100. What was emphasized by the First
President of the Republic of Uzbekistan I. A. Karimov as an extremely sharp
instrument of ideological influence?
A.  The process of
globalization;
B.  Popular ideology;
C.  Ideological dump;
D.  Information war.

101. Which of the following is not a type of
information attack?
A.
opposition to the national ideology of the people; promotion of
popular culture; Internet terrorism.
B.
deliberate criticism of the state's national policy; spread fake
news; manipulation of public consciousness;
C.
describe the internal problem as a big, big problem; distraction
of youth; cyberterrorism;
D.
misinterpretation of national values; instilling seven foreign
spiritual values; distortion and change of the historical memory of the people.

102. ... reflects the content of the
activities of the special bodies of a certain country, which consists in
exerting a psychological impact on the civilian population and military
personnel of another country in order to achieve their political and even
purely military goals.
A.  Psychological
warfare;
B.  Information war; C.
Psychological impact;
D. Cyberwar.

103. Suppression of open emotional
experiences; refusal; projection; identification; regression; insulation;
rationalization; such as conversion are types...
A.  Mechanisms of
psychological defense;
B.  Psychological
warfare;
C.  Methods of
psychoprophylaxis; D. Pedagogical defense mechanisms.

104. Who is the author of the opinion "Who owns
the information, he owns the world"? A. Francis Bacon;
B. John Locke; K. Mahatma Gandhi;
D. I. A. Karimov.

105. Define U. Gofurov's concept of "information
consumption culture".
A.
The culture of information consumption, in the most general
sense, is a system of knowledge, skills and abilities that serve to receive,
sort, understand and interpret information that serve the interests of a
person, maturity and development of society;
B.
The culture of information consumption is an integral part of the
universal culture and refers to a system of knowledge, skills and practical
experience that serves to receive, sort, understand and correctly interpret
information related to historical reality from the information flow;
C.
The culture of information consumption depends on the social
nature of a person and is considered a product of his creative abilities and
ability to use technical means (telephone, computer, information networks); be
able to use computer equipment with a large number of software products in
their work;
D.
A culture of consuming information from various sources:
periodicals, electronic communications, in order to obtain the necessary
information, present it in an understandable form and be able to use it
effectively; have the skills of analytical processing of information; have the
skills to work with various information; know the features of information flows
related to their field of activity; requires information tolerance and
information activity.

106. ... in pedagogy, it is customary
to consider the complex processes of media activity in society as an
integrative quality of a person, manifested in the selection, use, critical
analysis, evaluation, creation and transmission of media texts of various
forms, genres and forms.
A.  Media competence;
B.  Culture of
information consumption; C. Ideological immunity;
D. Internet competence.

107. When and where was the term global education
first used?
A.  In the 60s of the
20th century in the USA
B.  In the 30s of the
20th century in Western Europe;
C.  Early 21st century in
the US;
D.  in Eastern Europe in
the 90s of the 20th century.

108. “The content of global education
is a combination of such factors as the formation of a different view of the
world, knowledge and understanding of the state of the planet, intercultural
literacy (understanding the culture of other peoples), change in worldly
processes and awareness of the possibility of choice.” Who is the author of
this opinion?
A.  R. Hanvi;
B.  M. Botkin;
K. Z. Brzezinski;
D. R. Xin

109. What do you understand by intercultural literacy?

A.  Understanding the
culture of other nations;
B.  Media and cultural
literacy;
C.  Virtual cultural
literacy;
D.  Understanding the
culture of other faiths.

110. ... is a holistic approach that
aims to prepare students for a more qualitatively changing, highly complex,
multiethnic and interconnected life while developing their intellectual,
emotional, physical, moral and spiritual qualities.
A.  Global education;
B.  Media education;
C.  Adaptive education;
D. International education.

file_name: MAJMUA ENGLISH.pdf

alt: MINISTRY OF HIGHER AND SECONDARY

alt: Science, as one of the components of the national model of personnel training, is also directly involved in "fundamental renewal of educational content: in the…

alt: LECTURE 2. GENERAL DESCRIPTION,

alt: Association - creating harmony

alt: Concepts of developmental education:

alt: Problematic question. The question becomes problematic in the following case: it is logically connected with previously mastered concepts and ideas, with concepts and ideas that…

alt: Ensuring continuity in the continuous education system, which is one of the main components of the national model of personnel training, takes priority in the…

alt: Today, a person operates in a changing environment, in which there are no ready-made solutions, in a society in which each person is required to…

alt: Uzbek model" chosen by Uzbekistan

alt: As many points can be placed between two points, there are many effective methods and means of education in the distance between the beginning and…

alt: The indicators given above fully represent the technological level of the planned educational process, and its practical implementation will turn the pedagogue into a highly…

alt: Model of educational technology: 1

alt: Cooperation in "teacher-pupil" relations, joint analysis of the progress and results of this activity, sincerity to each other in the spiritual world, strong mutual understanding,…

alt: Pedagogizing the environment.

alt: The structure of the process of organization of innovative capacity has a complex description, and the level of development of the capacity requires innovative opportunities…

alt: Professional. Difficulties related to this aspect are characterized by the study of causal relations between efficiency, trust, quality of activity and individual characteristics of the…

alt: Order No. 128 of March 26, 2010 of the

alt: List of used literature. •

alt: The subject of the master's dissertation chosen by the master's student and the project of the order on the approval of the scientific supervisor are…

alt: Collaborative teaching is to teach every student to daily intensive mental work, to think creatively and independently, to educate conscious independence as a person, to…

alt: In the intellectual sphere, the scope, depth, and practicality of professional knowledge, skills, and independent knowledge-research activities have increased, and the ability to adapt, analyze,…

alt: The main idea is that the effectiveness of the pedagogical influence is based on the internal positive reaction (motivation) of the future teacher, which arouses…

alt: Development and self-development of students: strengthening the internal forces, capabilities and abilities of a person; confidence in being able to act independently; preparing students for…

alt: The emergence of new paradigms that require the development of the concept of person-oriented education creates the need for practicing pedagogues to reconstruct their activities…

alt: In modern conditions, the development of science and technology requires a fundamental change in the requirements for education and its results, and based on this…

alt: Logical connections (relationships) among different variants of educational materials is a phenomenon consisting of "systematicity, sequence, interrelationship in the structure of the entire educational material"…

title: PRAGMATIC ASPECTS OF PEDAGOGY