The ministry of higher and secondary special

Conclusion on chapter I
Based on the results of scientific analysis and experiments, the following conclusions were drawn:
1. The work carried out on the basis of the Decrees and Resolutions of the President of the Republic in the education of harmoniously developed person is bearing fruit.
2. According to the results of scientific analysis, based on the research conducted by scientists, the process of organizing the educational process and the development of a harmonious personality is achieved through a systematic organization.
3. It is important to organize the educational process on the basis of modern lessons and requirements.
4. In the process of education, modern teaching technologies, information technologies, the use of new pedagogical technologies will increase the effectiveness of education and increase the opportunities for the development of a well-rounded personality.
5. The work of highly qualified specialists in the education of harmoniously developed individuals and the organization of lessons using new pedagogical technologies are considered as a guarantee of achieving the desired goal.
CHAPTER II. METHODOLOGY OF MODERN PEDAGOGICAL TECHNOLOGIES IN THE DEVELOPMENT OF LANGUAGE SKILLS OF COLLEGE STUDENTS
2.1. Methods to increase the effectiveness the using of modern pedagogical technologies in English lessons
The interactive method is aimed at activating students' knowledge acquisition and developing their personal qualities by increasing the activity between students and the teacher in the educational process.
The main criteria for interactive education are: informal discussions, the ability to freely express and express the learning material, a small number of lectures, but a large number of seminars, creating opportunities for students to take the initiative, giving assignments to work in small groups, large groups, class teams, writing assignments and other methods, which are unique in improving the effectiveness of educational work. important.
Cognition is the initial level of thinking in which a student can say terms, know specific rules, concepts, facts, and so on. Examples of verbs according to this level of thinking are: to be able to repeat, to reinforce, to convey information, to tell, to write, to express, to differentiate, to recognize, to tell, to repeat.
With the level of comprehension, the student understands the facts, rules, diagrams, tables. Based on the available information, he can predict the future consequences. Examples of verbs appropriate to this level of thinking are: justification, substitution, clarification, definition, explanation, translation, reconstruction, elucidation, interpretation, clarification.
In applied thinking, the student is able to apply and apply the acquired knowledge not only in non-traditional, but also in non-traditional situations. Examples of verbs appropriate to this level of thinking are: introduce, calculate, demonstrate, use, teach, define, implement, calculate, apply, solve.
At the level of analysis, the student is able to distinguish between parts of the whole and the interrelationships between them, to see errors in the logic of thinking, to distinguish between facts and consequences, to evaluate the importance of information. Examples of verbs according to this level of thinking are: derivation, separation, stratification, classification, guessing, prediction, spreading, distribution, verification, grouping.
At the generalization level, the student does creative work, makes a plan for an experiment, uses knowledge from several areas. Creatively processes information to create novelty. Examples of verbs according to the level of thinking are: creation, generalization, combination, planning, development, systematization, combination, creation, creation, design.
At the assessment level, the student is able to distinguish and interpret the criteria, see the diversity of the criteria, evaluate the relevance of the conclusions to the available data, and distinguish between facts and evaluative opinions. Examples of verbs appropriate to this level of thinking are: diagnose, prove, measure, control, substantiate, approve, evaluate, check, compare, compare.
Differences between Traditional and Interactive Lessons
1. When teaching the subjects in the curriculum, it is necessary to take into account the topics on which it is advisable to organize interactive classes. This involves the use of interactive or traditional types of activities that ensure the full achievement of the objectives of the training on one topic.
2. For interactive learning to be effective, it is important to ensure that students are familiar with the basic concepts and background information on the topic before starting a new activity.
3. It is important to keep in mind that interactive learning takes more time for students to work independently than traditional learning.
Interactive teaching method is implemented by each teacher at the level of available tools and capabilities.
Based on some experience of interactive training, we can identify the factors that affect the quality and effectiveness of these trainings. They can be conditionally called organizational-pedagogical, scientific-methodical and factors related to the teacher, students, teaching aids. We must take into account that they have a positive or negative impact, depending on their nature.
Organizational and pedagogical factors include:
1. Preparation of a group of trainers for interactive training of teachers;
2.Organize the teaching of interactive methods to teachers;
3. Creating the necessary conditions for interactive learning in the classroom;
4. Ensuring a comfortable workplace for the speaker and participants;
5. Prevention of violations of sanitary and hygienic norms;
6. Ensuring compliance with safety regulations; 7. Maintain attendance and discipline;
8. Organization of control, etc.
Scientific and methodological factors include:
1. Proper selection of appropriate interventions to ensure compliance with the requirements of the SST and the full achievement of the objectives of the lesson;
2. Quality preparation of interactive training;
3. Ensure that each element of the interactive lesson is relevant to the topic being studied;
4. Determining the topic and content of the lessons on the basis of the latest scientific and theoretical information;
5. Pre-determine the level of readiness of students and conduct interactive lessons accordingly;
6. Be able to allocate enough time for interactive training, etc. [10]
The interactive sessions have a unique organizational structure, with separate types of activities for organizing and conducting, and separate tasks for each. It is assumed that two or three educators or assistants work together in the same session. They are named according to the functions they perform:
1. Moderator - creator of educational content, developer of modules.
1. A trainer is a specially trained specialist who conducts exercises to develop students' skills.
2. Tutor - developer and executor of distance learning programs.
3. Facilitator - a facilitator, facilitator, does not respond to the process, does not draw conclusions.
4. Mentor-teacher, teacher (individually and in groups).
5. Coach - tutor, instructor, trainer to help students to master. During the internship, conducts practical training, supervises the work process, observes (coaching-examinations or sports preparation).
6. Consultant-consultant, explanatory, additional information.
7. Introduction to the lecturer-theoretical information.
8. Expert - observation, analysis, verification, conclusion, recommendation, suggestion, feedback.
9. Innovator - the introduction of innovations in the content of education and training.
10. Manager-solver of organizational-pedagogical and economic issues.
11. Spectrum - observation, analysis and presentation of conclusions.
12. Assistant - to prepare for the practical application of the tools prepared for the training, to provide assistance to the participants.
13. Secretary - to record the necessary information, to draw up the relevant documents, to keep them in the established order.
14. Technologist-specialist of pedagogical technology. Addresses issues related to the development and implementation of programs based on modern pedagogical technologies.
15. Methodist-specialist in educational methods. Addresses methodological issues in the development and implementation of programs.
In short, interactive learning allows you to solve multiple problems at once. The main thing is to develop students' communication skills, help to establish emotional connections between students, to teach them to form a team, to listen to the opinions of their peers, to fulfill educational tasks.
Different types of education are conducted in different types of educational institutions, taking into account the goals and objectives. In the methodological literature, the types of reading in a foreign language are distinguished according to the following criteria: reading with and without translation, depending on the presence of the native language; according to the ratio of elements of analysis and synthesis - analytical and synthetic reading; study in the classroom, in the auditorium, at home, depending on the venue; compulsory reading and auxiliary reading according to the level of compulsion; according to the level of preparation, partially prepared, fully prepared and unprepared reading, as well as using pictures and equipment, taking into account the playfulness, mental abilities, mastery of preschool and primary school students It is said that there are such types as reading.
Higher education institutions often conduct analytical and synthetic (independent, home-based) types. In analytical reading, the student understands the content of the text without translation through the analysis of words, phrases, difficult paragraphs in the text, receives information from the text. In synthetics, on the other hand, information is read directly, without analysis.