The ministry of higher and secondary special education of the republic of uzbekistan samarkand state institute of foreign languages course paper theme pecularities of independent learning in different levels scientific adviser

The aim of course work is to give theoretical argumentation for the importance of the organizing independent learning in different levels. In accordance with the main aim it is necessary to solve the following problems:

1. 
   Ways of organizing independent learning in different levels;
   
2. 
   Benefits of organizing independent learning in different levels
   
3. 
   Describing the importance of implementing organized independent learning in different levels of education.
   

We consider that the novelty of the work is in the fact that there’s no article written on the problem in special journals of our country. I have worked out some independent learning materials in order to use them to organize such study.
As is the custom, the graduation project work consists of two parts: theoretical and practical chapters. The theoretical one consists of two paragraphs.
The theoretical and practical meaning of the research consists in organizing independent learning in different levels. Learning independently gives much more opportunity to save time and being flexible
The structure of the research paper consists of introduction, two chapters, conclusion and bibliography.
The first chapter introduces and specifies brief notes about what independent learning means and role of it.
The second chapter deals with organizing such learning approach, the steps or ways of organizing learning independentlu.
In Conclusion the basic results of investigation are submitted and at the end The list of used literature. the references to the used literature.


CHAPTER I BRIEF NOTE ON INDEPENDENT LEARNING IN DIFFERENT LEVELS
1.1 The charecterictics of independent learning in different levels
Independent learning is a process where students take responsibility for their own learning. The main goal of independent learning is to develop the knowledge, skills, and attitudes that are required for lifelong learning. Independent learning allows individuals to learn at their own pace and style, to take control of their learning experiences, and to develop a sense of autonomy and ownership over their learning journey. This paper will examine the characteristics of independent learning in different levels of education, from primary school to higher education.
At the primary school level, independent learning is aimed at building the foundation for lifelong learning. The characteristics of independent learning at this level include:
Developing curiosity: Independent learners in primary school ask questions, show curiosity, and challenge assumptions. They are not afraid to explore and experiment with new ideas and concepts.
Self-assessment: Students learn to evaluate their own work and progress. They get involved in setting goals and assessing their achievement towards these goals.
Collaborative Learning: Independent learning in primary school may also involve collaboration among peers, where students share ideas and contribute to the learning process.
Developing critical thinking: Independent learning fosters critical thinking which is an essential skill for lifelong learning. Students learn to analyze information, evaluate evidence, and form their own opinions.
Responsibility: Independent learners take responsibility for their own learning. They learn to manage their time, plan their work, and seek help when needed.
In secondary school, independent learning builds on the foundation laid in primary school. Independent learners at this level are expected to:
Take initiative: Independent learners take the initiative to explore a topic, research it, and draw conclusions. They do not wait for instructions from the teacher.
Self-Direction: Independent learners at this level are self-directed. They take responsibility for their own education and are actively engaged in setting goals and working towards achieving them.
Resourcefulness: Independent learners in secondary school develop resourcefulness. They learn to use libraries, the internet, and other resources to gather information and enhance their learning experience.
Reflection: Independent learners at this level reflect on their learning experiences. They evaluate their progress and identify areas for improvement.
Time Management: Independent learners learn to prioritize their tasks, set realistic deadlines, and manage their time effectively.
In higher education, independent learning is essential for success in both academic and professional life. The characteristics of independent learners at this level include:
Self-Motivation: Independent learners in higher education are self-motivated. They are passionate about their subject and take responsibility for their own learning.
Autonomy: Independent learners at this level have autonomy over their learning. They choose their own courses and learning materials, and are responsible for their own progress.
Research Skills: Independent learners in higher education develop advanced research skills. They learn to critically evaluate sources, synthesize information, and present their findings in a clear and concise manner.
Time Management: Independent learners in higher education manage their time effectively. They prioritize their tasks, set realistic deadlines, and make efficient use of their time.
Intellectual Curiosity: Independent learners at this level are intellectually curious. They explore topics beyond the basic requirements of their courses and engage in independent research projects.
Anyway, independent learning is an important component of education at all levels. The characteristics of independent learning include developing curiosity, self-assessment, collaborative learning, critical thinking, responsibility, initiative, self-direction, resourcefulness, reflection, self-motivation, autonomy, research skills, time management, and intellectual curiosity. These skills are essential for success in academic and professional life, and for lifelong learning.
Many high schools, colleges, and other educational establishments offer independent study as an educational option. It is an educational activity that is carried out by an individual with little to no supervision and is sometimes referred to as directed study. Normally an understudy and teacher or educator concur upon a point for the understudy to investigate with direction from the educator for a settled upon measure of credits. Students who are highly motivated can pursue a topic of interest that does not necessarily fit into a traditional academic curriculum through independent studies. Students can learn specialized material or gain research experience through them.
Learning from a distance is another way to comprehend independent study because it provides students with opportunities to investigate their interests in greater depth and make significant decisions regarding how and where they will direct their talents in the future. In the theory of learning from a distance, the student is physically or mentally separated from the teacher. Independent study programs For elementary and junior high, independent study is sometimes a Gifted and Talented Education program in which the student must research the topic, formulate questions, and answer them.[3,26] At the end, they develop and present a product, although not all GATE systems participate in this.[3,84] There are numerous charter schools in the United States that offer independent study and homeschooling in a variety of formats: on the web, face to face or a half and half of on the web/face to face interaction.
These free review programs are especially useful for the people who view a conventional homeroom setting as unsuitable. Students with high scholastic standing are frequently encouraged to take independent studies to try to learn without attending a class.[4,52] Independent study is also useful for self-directed learning activities that enable the student to be self-reliant.[4,63] The National Science Foundation has established a program that provides funding for undergraduates to engage in various areas of research outside of the classroom. Personality types Studies have demonstrated that a person's personality can influence whether they prefer independent study projects over lectures. Graduates, undergraduates, and faculty form groups to work on a particular research project[4,74]. In independent studies, students who believed that the teacher should be authoritarian performed poorly. However, there is evidence to suggest that personality should not be the only factor in determining who is eligible for independent study.[4,85] While individual personality should not receive the same attention as individual personality on behalf of potential students, teachers' and professors' ability to connect with distance learners should be taken into consideration. Thinking outside the box of in-class guidance versus the distance student can be a troublesome errand to embrace by the educator. They are not the same environment, so adjustments or accommodations should be made while maintaining the class's integrity.
Characterizing the substance, structures and techniques for arranging free work of understudies in the instructive cycle, academic circumstances, creating systemic suggestions and their execution by and by.
- A theoretical analysis of the students' independent work's content, status, and organizational components;
- to investigate the conceptual issues students face when working independently and the opportunities for independent learning in academic subject instruction;
- To ascertain the theoretical classification of student independent work;
- The definition of pedagogical conditions and the development of forms and methods for organizing students' independent work;
- Improvement of errands connected with the association of autonomous work of understudies;
- The formulation of practical and methodological recommendations based on how students organize their own independent work and their actual implementation
Background in theory, Muzaffar Muhammedovich Avliyakulov[5,68].
The organization of independent education as a pedagogical issue is the subject of this article by VI Andriyanova, P.T. Magzumov, U.N. Nishonaliev, N. Saidakhmedov, A.R. Khodjaboyev, K.P. K. Tolipov, BM Turdibayeva, N. Khalilov, and Sh. Sh. Sharipov In their work, Yunusova and others studied. the creation of criteria for how students' independent work should be organized and their contribution to pedagogy theory; Learning resources are available to students, allowing them to work on their own; making of an arrangement of strategies and devices for understudies to freely work; The use of the exploration results mirrors the way that the substance, conditions, apparatuses and ways of working on the association of free work of understudies are experimentally validated[5,78].
Since autonomous learning is inseparably connected with free reasoning, it is beneficial to refer to the definition given to it: , is a mental activity that involves solving problems on one's own, to the best of one's ability, in a variety of different ways.
"Understudies comprehend the substance of autonomous work by the educator, the time committed to the association of free work, the satisfaction of instructional objectives set for them, and the time dispensed for this reason. It is the most common way of summing up and organizing the quest for information, grasping it, merging it, shaping and creating abilities and capabilities"[5,89].
As a motivating factor for improving the pedagogical culture, prospective bachelors ought to be interested in independent learning and the capacity to develop. A significant calculate tackling the issue is the requirement for future undergrad educators in the field of professional schooling to work on their academic abilities, extend their expert information and work on their abilities.
Professional free training is a critical consider the improvement of an individual and fills in as a portrayal of the qualities of his capacity to work autonomously in his future vocation. The substance of autonomous review relies upon the capacity to track down potential open doors for free review, not straightforwardly however by implication influencing the idea of work. The student can use independent learning as a tool to determine his or her own future path and evaluate their own abilities. There is always a nobiological need for self-satisfaction, self-expression, and self-existence, even though there is no obvious need for a student.
Professional schooling instructors are expected to survey a rundown of inquiries on broad instructional method, brain science, word related cleanliness and physiology, designing and innovation freely. A vocational teacher must correctly select the technological process and technical objects in order to improve his or her pedagogical skills and choose the most efficient methods. A teacher of vocational education should use practical methods of self-improvement, either on their own or with a group, in accordance with the particular circumstances. A vocational education teacher should organize their knowledge through ongoing creative research and concentrate on a specific objective.
"Free learning" signifies the association of ordinary, free and independent exercises as per the emotional reason for the instructive cycle to foster the ideas, abilities and capabilities for the advancement of information.
It is obvious that insufficient attention is paid to the problem of organizing independent study of students of pedagogical higher education institutions. It has been observed that the forms, methods and tools used in independent training in the training of vocational education teachers are not sufficiently scientifically based. It has been proven that in order to be fully engaged in independent learning, first of all, a student needs to be able to work independently, with sufficient interest, desire and ability. A number of psychological factors have also been found to influence students' independent learning. In the next chapter of the dissertation, we will discuss the psychological factors influencing independent learning. The above considerations show that the independent learning of a vocational education teacher is important in the training of personnel with a new creative mind. Based on the results of scientific research, independent education is defined as follows: independent education - independent study of educational material, tasks of varying complexity, theoretical knowledge based on creative and independent performance of practical tasks in the classroom and outside the classroom, is a systematic activity aimed at developing practical skills and competencies. Independent work differs depending on the didactic purpose, task, level of complexity, and for whom (individually or collectively). In the process of independent learning, it is important that the selected topics are scientific, systematic and interesting, relevant to practice, interdisciplinary, as well as the creative nature of the independent work and assignments. Its theoretical, practical, scientific, methodological and pedagogical bases are analyzed, effective results can be achieved if effective forms and means are chosen. The relevance of the topic to practice, the scientificity and interest of the teaching materials, the structure of the topics, the versatility of the assignments and tasks, the interdependence play an important role in this. But most importantly, it is important to pay attention to the aspirations and interests of students in the organization of independent learning activities. It is important to ensure that students are able to apply their knowledge in practice, to participate in socially useful, advocacy work. Observations of the academic performance of students studying in the field of vocational education have shown that conscious interest is a motivating force for independent activity. It is a conscious interest in the professional disciplines that inspires students to practice independent comprehension, reasoning, and broad, deep comprehension in practice. Vocational education students' motivational environment for independent study is formed due to other sources and interests in the profession. Conscious interest is the most important indicator of independent activity, a high level. It depends on the level of skill of science teachers, students develop an interest in a particular science or profession. While students may not have the time to learn all the secrets of the profession, the information that a teacher gives them is important when they first take an interest in it. It is time to explore ways to develop students' independent learning methodological guidance. The most sustainable way to motivate is through professional work and a creative approach to work. Involvement of young people in various practical, social, organizational and creative activities is also a factor in increasing the effectiveness of independent education. How to carry out the process of independent learning, its development, the level of independent learning activities on the basis of acquired knowledge can be determined by the following criteria: - goal-oriented, motivated independent learning; - skills for independent thinking; - to acquire skills aimed at organizing independent educational activities, to ensure their participation in socially useful, advocacy work.