Education, science and innovations of the republic of uzbekistan termez state university foreign philology faculty
Technological approach in the educational process developed types of content principles about exit stages
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| 1.2. Technological approach in the educational process developed types of content principles about exit stages
Currently, many countries, including our republic, are in the system of continuing education technologies are also being used, variously named. Of these technologies all have a certain commonality that they can be classified according to their private specifications V.S.Kukushin., G.K.Slevko., G.It has been cited by many scholars such as Berdiev being, they can be represented schematically as follows. At the same time in current practice it is called pedagogical as follows (educational) technologies have been widely used to obtain positive results. 1. Individual education technology 2. Technology of collective education. 3. Brand-contextual education technology 4. Business or role-playing game Education Technology. 5. Problematic educational technology. 6. Information education technology. 7. Software education technology. 8. Integrative education technology. 9. Modular education technology. 10. Author's educational technologies. 11. Developing educational technology. 12. Training technology using base schemes. 13. Distance learning technology. 14. Ethnopedagogical educational technology. 15. Active education technology. 16. Collaborative Educational Technology. 17. Differentiated educational technology. 18. Unconventional educational technology. 19. Traditional educational technology. 20. Teaching without evaluation and elimination (free education) technology. 21. Technology of study by separating the main materials. 22. Advanced training technology. 23. Polytechnic education technology. 24. Intensive education technology. 25. Personality-oriented educational technology. 26. Technology for managing the educational process with the correct organization. 27. Free education technology. 28. Training technology without evaluation and elimination. 29. Correspondence education technology. 30. Eksternat educational technology. 31. Keys-stadi technology 32. ECTS credits Technology-knowledge of methods and tools for the implementation of processes the sum is understood, as well as qualitative changes that occur in the object. B.Ziyomukhammadov believes-teaching tools of the speaker (educator as a result of the systematic impact that it has shown to learners under certain conditions with the help of in them, an intensive study of social qualities necessary for society and predetermined can be described as a formative social phenomenon. Theory of definitions according to such a social phenomenon can be called pedagogical technology. "Pedagogical technology-technologizing the educational process and improving its regenerability as well as increasing the stagnation of the pedagogical process, the subjective of the performer of this process it frees it from its features, " says V.M.Manakhov Uzbek pedagogical scientist B.L.Farberman applied to pedagogical technology as follows definition: "pedagogical technology is a new approach to the educational process, in pedagogy, socio-engineering is an expression of consciousness. He studied the pedagogical process technique making it standard on the basis of capabilities and technical thinking of a person, its is a social phenomenon associated with the compilation of the optimal project "Pedagogical technology-in its entirety the technologization of the educational process defining systematic category. All of the technologies, other concepts to designate, as a synonym - educational technology, teaching technology the like can be used. Teaching technology-first, process - movement of pedagogical technology refers to the aspect. This is the time allotted, in changing conditions of the educational process guaranteed achievement of promising results during and concrete education instrumental providers of process implementation, methods and tools (technological operastias) developed an educational model that embodies an orderly unity of technological process of exit and implementation; second, represents the process-narrative aspect of pedagogical technology. This, on the implementation of the goal and achieving the results set in the perspective it is a description of the implementation of the project of pedagogical and educational activities (technological map). Educational technology-defining the scientific aspect of pedagogical technology used for. It is (subject of Science), "Technical and human resources and their own, considering the cooperation that sets the task of optimizing educational forms taking lessons and creating all the processes of knowledge acquisition, systematic method of application and marking" 14 "Educational technology-in order to optimize educational models, the whole, taking into account human and technical resources and their interaction creation, application and identification of the process of training and knowledge acquisition System". Today, problem teaching refers to training by an educator in training active of listeners aimed at creating problem situations and solving them independent activity is understood. As a result of this, the audience receives professional knowledge, acquire skills, qualifications and develop thinking skills. Problem teaching, teaching to person-oriented technologies related, because here the person is seen as a subject, of problem situations its purpose is to generate specific interest in the pedagogical process. Problem training, it is the most naturally effective way of teaching, since the logic of scientific knowledge lies in itself demonstrates the logic of problem situations. Problem situations are introduced, traditional, the statement of the most of the educational material acceptable composition is. The educator creates a problematic situation, making the listener feel it directs to the solution, organizes the search for the solution. Problem Training Management requires pedagogical skill, since the emergence of a problematic situation being an individual case, requiring a differentiated and individualized approach will. Problem teaching, non - standard scientific and educational issues from the creative process it assumes solving by non-standard methods. For training students issues to be given, strengthening the knowledge gained and generating qualifications while serving for, problem issues will only focus on looking for new solutions. The essence of the problematic presentation of educational material is that it contains the speaker is problematic to the audience, without presenting knowledge ready puts issues, motivates them to look for ways and means of their solution. As the problem, new knowledge and methods of action, begins to go on its own. It should be noted with perseverance that new knowledge here is information it is given not for, but for the solution of a problem or problems. Traditional in the pedagogical method-depending on the problem from knowledge – the audience is independent scientific research cannot produce skills and competencies, because to master them ready results are provided. A person is regularly trained to master ready-made knowledge and skills while, it is also possible to quench his natural creative ability; he thinks independently the process of thinking "forgets" is excellent in solving problematic issues manifests and develops. Teaching ESP is a bit of a juggling act; it’s not the same as teaching a General English class. For the most part, you won’t be familiar with the content, which means you will have to do loads more research and preparation before your classes. The language is really important and, in some cases, can mean the difference between keeping and losing a job (in hospitality, for instance) or even life and death (in medicine or aviation). So it is vital that your students walk out of your classes with high levels of accuracy. Also, there might not be as much support in your institution with regards to your ESP classes, because there is a chance no one has taught that particular class before. Again the onus is on you as the teacher to find the resources that you need and prepare as best you can1. Besides that, ESP has some variable characteristics, such as ESP is related to or designed for specific disciplines; ESP may use in specific teaching situation, or even in different methodology from the general English; ESP is likely to be designed or used for adult learners, either at a tertiary level institution or in a professional work situation. However, it can be taught to learners at the secondary school level. In some cases, ESP is also designed/focused for high school students; ESP is generally designed for an intermediate or an advanced student, and Most ESP courses assume that some basic knowledge of the language system, but it also can be used by beginners. English for Specific Purposes (ESP) classes in a foreign language context can be differentiated from English for General Purposes which formerly is more directed towards the immediate professional or academic demands and applicable situations. It is not a straightforward task to give one overall definition for this area of teaching-learning to cover all of the courses offered today given the “growing body of research and theory, and ever-diversifying and expanding range of purposes”. This perception is complicated by the fact that there are differences between ESP in an EFL context compared to an ESL context2. It is not always right that materials and courses are designed according to the learners’ needs. However, teachers and sponsors’ needs are also to be taken account of because if the teacher, for example, is not satisfied with the materials he/she provides this would affect the learners by losing and decreasing their motivation. ESP plays an important position in English language teaching all over the world3 Download 451.59 Kb. Share with your friends:
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