PRAGMATIC ASPECTS OF PEDAGOGY

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.

 

 

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.