The ministry of higher and secondary special

2.2. Organization of English language lessons on the basis of modern pedagogical technologies
Today, like all educators, English teachers need to use advanced pedagogical technologies, such as the organization of lessons on the basis of modern pedagogical requirements, the formation of an innovative approach to the lesson, teaching students to think independently during the lesson. The organization of lessons, mainly with the effective use of problem-based learning technology, shows high results.
Today, problem-based learning refers to the problem situations created by the teacher in the classroom and the active independent activity of the listeners aimed at solving them. As a result, students gain professional knowledge, skills, competencies, and thinking skills.
At present, many countries, including the system of continuing education in our country, use different technologies. All of these technologies have a certain commonality, and their classification according to their specific features has been shown by many scientists, such as V.S. Kukushin, G.K. Slevko, G. Berdiev, and they can be schematically expressed as follows.
At the same time, positive results are being obtained in practice with the widespread use of the following pedagogical (educational) technologies.
1. Technology of individual education
2. Technology of collective education.
3. Symbol-contextual learning technology
4. Business or role-playing education technology.
5. Problem-based learning technology.
6. Information education technology.
7. Software Learning Technology.
8. Integrative learning technology.
9. Modular learning technology.
10. Copyright education technologies.
11. Developmental education technology.
12. Technology of teaching using basic schemes.
13. Distance education technology.
14. Technology of ethnopedagogical education.
15. Active learning technology.
16. Collaborative learning technology.
17. Differentiated educational technology.
18. Non-traditional educational technology.
19. Traditional educational technology.
20. Technology of teaching (free education) without assessment and visits.
21. Technology of extraction of basic materials.
22. Advanced learning technology.
23. Technology of polytechnic education.
24. Intensive Learning Technology.
25. Technology of person-centered education.
26. Technology of proper organization and management of the educational process.
27. Technology of free education.
28. Teaching technology without assessment and visit.
29. Distance learning technology.
30. External educational technology.
31. Keys-stage technology
32. ECTS credits
According to M.V. Clarin, pedagogical technology is an approach to the learning process, the design of the learning process based on pre-defined objectives.
According to I.Ya. Lerner, pedagogical technology represents a definite goal that can be reliably understood through the learning outcomes reflected in the actions of the audience.
V.P. According to Bespalko's Uzbek students N. Saidakhmedov and A. Ochilov, pedagogical technology is the ability of a speaker (educator) to influence students in certain conditions with the help of teaching aids, and as a result of this activity they have a predetermined personality trait is a process that guarantees rapid formation.
Uzbek pedagogical scientist B.L. Farberman describes pedagogical technology as follows: “Pedagogical technology is a new approach to the educational process and is an expression of socio-engineering consciousness in pedagogy. It is a social phenomenon associated with the standardization of the pedagogical process on the basis of technical capabilities and technical thinking of man and the creation of its optimal design [9].
The design of the lesson process requires the correct choice of teaching methods, i.e., the relevance of the methods to the objectives and content of the lesson, the ability of the teacher and students. should be done in its entirety.
Step 1: The teacher should review the syllabus, textbook, manual, and general description of the students in the class.
Step 2: Define the main objectives of the lesson: teaching, learning objectives, educational goals and developmental goals and objectives.
Step 3: Place the main steps of the lesson correctly, clearly, and consistently.
Step 4: Identify the main focus of each phase of the lesson.
Step 5: Select teaching methods, tools, and technologies for each part of the lesson.
Step 6: Teaching leader for each part of the lesson; class, small group, and individual form selection.
Step 7: Choose different exercises and tasks for students who are free and well-prepared.
Step 8: Select the optimal amount of homework for the appropriate class of students according to the time norms.
On how to work in small groups in an interactive learning process
In order to organize small group work in a problem-based learning process, the teacher needs to understand the following:
1. What is the difference between a student's individual actions and his / her actions as a team?
2. What results can be expected from the joint work of small groups?
3. What needs to be done for the group to become a like-minded team?
4. How to evaluate the work of a small group and its students?
Here are some tips for working with groups:
1. Collaboration groups should be small. The smaller the group, the more responsible each student is.
2. The knowledge of each group member should be tested individually.
3. It is useful to conduct periodic selective (intermittent) oral interviews, during which students talk about group work in front of group members or the whole class.
4. Monitor the work of all groups and record all instances of a team member participating in the overall work.
5. Each group should have a “supervisor” who can ask each group member to explain why the group answered the question differently.
Below we have decided to give examples of lesson plans with new pedagogic technologies and advanced teaching aids:
1. Problem-based presentation of educational material - in the form of monologues in lectures, and in the form of dialogues in seminars. During the presentation, the speaker creates and solves problems on his / her own, and the audience only imaginarily joins the process of finding solutions. For example, at the beginning of a talk on plant life, "Why do roots and bodies grow in opposite directions?" but the speaker does not give a ready answer, he tells about how science came to this truth, about the experiments conducted to test the hypotheses about the causes of this phenomenon.
2. Partial exploratory activity is manifested in experiments, problem-solving seminars in laboratory work, heuristic conversations. The speaker creates a system of problematic questions, the answers to which are based on the acquired knowledge base, but they are not available in previous knowledge, that is, the questions create intellectual difficulties for students and encourage purposeful creative research. Whenever possible, the speaker should prepare questions that lead to “different answers,” based on the students ’answers, and make a final conclusion. The partial research method provides Level 3 and Level 4 productivity activities (use, creativity) and Level 3 and Level 3 provides knowledge-skills, knowledge-transformation (reshaping). Traditional explanatory and reproductive teaching, on the other hand, is all about cognition and knowledge.
3. In independent research activities, students independently express and solve the problem (in course or graduation work, research work) and end with the speaker’s supervision, which is the 4th level of productivity activity (creativity) and the 4th level of the most effective, provides the acquisition of solid knowledge (knowledge-re-formation).
About stratified learning technology
Differentiated learning as a form of organization of the educational process is based on the principles of general didactics and provides specialization of the educational process in homogeneous groups of specially organized students.
Differentiation of teaching means the creation of different conditions for teaching in different homogeneous groups, based on a set of methodological, psychological, pedagogical and organizational-managerial measures.
The highest level of education is individual teaching. In the system of higher and secondary special vocational education, homogeneous groups are formed on the basis of individual-psychological characteristics of students, primarily on the level of mental development.
Individual teaching technology
Ensuring that the learner realizes his or her personal potential is a requirement of accelerated scientific and technological progress placed on the modern educational process. This can be achieved through individual and individualized training.
Individual teaching is a form of organization of the educational process, in which the teacher deals with students individually, the student receives continuous independent learning using teaching aids (books, computers, etc.).
Advantages of individual teaching: the ability to adapt the pedagogical process to the abilities of the learner. At the same time, as a result of constant monitoring of the level of knowledge of the student and the necessary adjustments, an optimal pedagogical process is organized.
Individual approach is a pedagogical principle that in the pedagogical process, the teacher's interaction with students is built taking into account their individual characteristics and creates a psychological and pedagogical environment for the development of the whole group and each individual student.
Individualized learning is based on an individual approach to the organization of such a learning process, the choice of ways, methods, pace of teaching and is provided through various educational-methodical psychological-pedagogical and organizational management measures.
Individual teaching technology - an individual approach to the organization of the learning process and an individual form of teaching is a priority. All person-centered teaching technologies use a more or less individual approach, but in individualized teaching, individualization is the main means of achieving learning goals. The basis of individualized learning is the individual pedagogical characteristics of the student. Based on the results obtained, the training method is selected. The teaching process is carried out in accordance with the adopted technologies, rules and principles.
It is mandatory to provide continuous feedback and assessment of the achievement of learning objectives.