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CONCLUSION
The education system is consistently developing to bring up educated and qualified individuals, train specialists who keep pace with progress. The first reforms in higher education were aimed primarily at increasing coverage, improving the financial condition of institutions and universities, material support of professors and teachers.
In particular, over the past 3 years, the number of universities has increased from 65 to 117, the admission quota – from 66 thousand to 181 thousand. The material and technical base of universities has been strengthened. Training of specialists in 64 new specialties has begun within the framework of joint educational programs with foreign countries. The salaries of professors and teachers have been increased by an average of 3.5 times. There are still no noticeable qualitative changes. The Ministry of Higher and Secondary Special Education, rectors do not pay due attention to the issues of improving the quality of education and organizing educational work based on the needs of the market.
For example, 55 percent of 815 directions of study do not meet the requirements of the labor market. Universities are not provided with textbooks for about 2 thousand subjects, and curricula are based on subjects and areas of forty years ago. Corruption is widespread in the sphere.
From now on, decisions on the introduction of curricula, plans and literature, determining the workload of teachers and forms of education will be made by the governing council of the university itself. Now the activities of each department will be assessed according to its scientific potential and indicators of youth participation in scientific activities-said The President of Uzbekistan SH.Mirziyayev.
An approach based on the conventional wisdom, including its modern hybrid (the constant-response-time procedure) can help children achieve mastery with the basic number combinations but often only with considerable effort and difficulty. Furthermore, such an approach may help children achieve efficiency but not other aspects of computational fluency-namely, appropriate and flexible application-or other aspects of mathematical proficiency-namely, conceptual understanding, strategic mathematical thinking, and a productive disposition. Indeed, an approach based on the conventional wisdom is likely to serve as a roadblock to mathematical proficiency (e.g., to create inflexibility and math anxiety).
Achieving computational fluency with the basic number combinations is more likely if teachers use the guidelines for meaningful, inquiry-based, and purposeful instruction discussed here. Children who learn the basic combinations in such a manner will have the ability to use this basic knowledge accurately and quickly (efficiently), thoughtfully in both familiar and unfamiliar situations (appropriately), and inventively in new situations (flexibly).
Using the guidelines for meaningful, inquiry based, and purposeful approach can also help students achieve the other aspects of mathematical proficiency: conceptual understanding, strategic mathematical thinking, and a productive disposition toward learning and using mathematics. Such an approach can help all children Vocabulary teaching and acquisition has assumed an important role since 1980s in second language teaching. Communicative Language Teaching, as an eminent second language teaching approach, lays emphasis on learning target language through communicative activities. The study which aims to evaluate the effectiveness of Communicative Language Teaching in English vocabulary teaching and learning in a comprehensive class in southern Sweden is a new trial to the writer indeed.
Guided by the relevant theoretical background, the study which is composed of an English lesson’s observation, a dictation and an interview demonstrates that compared with the traditional Grammar-Translation Method, Communicative Language Teaching based on many modern humanistic and communicative theories is effective in English vocabulary teaching and learning in many aspects:
1) In the CLT classroom much vocabulary is not taught in the form of wordlist of isolated words any more, but taught in authentic contexts. Vocabulary teaching focuses on developing communicative proficiency rather than commanding the forms of the target language.
2) CLT makes learners acquire vocabulary knowledge naturally, rather than learning intentionally. Apart from it, the modified target language input which is gotten from conversational interactions between the teacher and learners enables them to get better understanding of vocabulary knowledge.
3) CLT promotes learners’ communicative competence and stimulates their inner motivation since the communicative activities are close and relevant to their daily may be particularly helpful for children who have been labeled learning disabled but who do not exhibit hard signs of cognitive dysfunction. Indeed, it may also help those with genuine genetic or acquired disabilities.
4) CLT makes learners adopt the responsibility to their own learning and encourages them to discover the forms and structures of target language for themselves.
5) CLT prompts the development of learners’ spirit of team cooperation by means of the communicative activities and cultivates learners’ individuality by expressing their different views and ideas freely in the conversational interactions between them.
Additionally, through the observation of the English lesson, the writer thinks that CLT makes great demands upon the professional skills and competence of teachers. CLT teachers need to have other abilities as well as the proficiency of target language, such as organizing ability, insight into learners. Therefore, it is recommended that second language teachers should enhance their standard in order to improve the effects in practical teaching.
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