Course paper on the theme «The role of ict in the development of dialogic speech in secondary school students» done by: 3rd course student of the English language and literature department Turayeva Gulnoza

Курс иши бажаришнинг календарь режаси

Ҳафталар Қисмлар	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15
Курс иши режаси
Кириш
Асосий қисм
Хулоса
Адабиётлар
Иловалар
Расмийлаштириш
Текшириш
Ҳимоя
Топшириш

Раҳбар _________________


ТЕРМИЗ ДАВЛАТ УНИВЕРСИТЕТИ
___________________________________ ФАКУЛЬТЕТИ

________________________________________________ таълим йўналиши ______ курс “_____” гуруҳ талабаси____________________________________________________нинг

______________________________________________________________________фанидан ___________________________________________________________________________________________________________________________________________________мавзусидаги курс иши ҳимояси комиссиясининг
БАҲОЛАШ МЕЗОНИ
(ҳар бир бандига максимал 5 баҳо)

1. 
   Ҳажмига______;
   
2. 
   Ҳуснихатига _____;
   
3. 
   Сўзларни хатосиз ёзганига ;
   
4. 
   Мавзу долзарблигини асослашига ;
   
5. 
   Адабиётлар таҳлилига ;
   
6. 
   Хулоса мавжудлигига ;
   
7. 
   Мундарижада адабиётлар тўғри ҳавола этилса .
   
8. 
   Режа мавзуга мос бўлса ;
   
9. 
   Савол мазмуни тўлиқ очилса ;
   
10. 
    Манбалардан фойдаланиш маҳоратига ;
    
11. 
    Иқтибос (сноска) келтириш холатига ;
    
12. 
    Ижодий фикри мавжуд бўлса ;
    
13. 
    Хорижий манбадан фойдаланса ;
    
14. 
    Плагиат (кўчирмачилик) мавжуд бўлмаса______.
    

Изоҳ:жами умумий йиғинди белгиланган 14 та мезон бўйичакўрсаткич натижаларининг ўртача баҳоси ҳисобланиб, ҳимояга тавсия тавсия этилади.
Масалан, 14 та мезон бўйича кўрсаткич натижаларининг умумий йиғиндиси “55”. 55:14=3.9 3,9 яхлитланади, «4» баҳога баҳоланиб, ҳимояга тавсия этилади.


III. Ҳимоя
(Ҳар бир бандига 5 баҳо)

1. 
   Нутқ маданиятига ;
   
2. 
   Тақдимотига _________;
   
3. 
   Саволларга тўғри жавоблар берса .
   

Изоҳ:жами ҳимоя натижаси 3 та мезон бўйича кўрсаткич натижаларининг ўртача баҳоси ҳисобланиб, курс иши баҳоланади.
Масалан, 3 та мезон бўйичанатижаларининг умумий йиғиндиси “13”.
13:3=4.34.3 яхлитланиб,курс иши «4» баҳога баҳоланади.


Курс ишининг баҳоси ;


Раҳбар: ____________________________ ________________
(имзо)
Аъзолар:____________________________ ________________
(имзо)
_____________________________ ________________
(имзо)
“_____” _______ 20_____ йил
The role of ICT in the development of dialogic speech in secondary school students
P L A N :

INTRODUCTION…………………………………………………....…………….5

I. MAIN PART:

1. A systematic scoping review………………………………………...……….7

2. The role of ICT in the development of dialogic speech in secondary school students ……………………………………………………………………..13

II. CONCLUSION………………………………………………………………...16
III. REFERENCES………………………………………………………………..18
INTRODUCTION
This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.
This paper reports the first systematic scoping review of research that links school-based classroom dialogue and digital technology. While research on classroom talk and dialogue is well established, research into the use of digital technology in classrooms generally is a relatively new area; and research into interactions between classroom dialogue and technology is very recent. As this is the case, a scoping review is an appropriate tool for enabling the research community to access existing understandings evident in the literature.
Scoping reviews are a rigorous and transparent form of secondary research and have offered a popular approach to appraising, for example, healthcare evidence for a number of years. They involve collecting, evaluating and presenting available evidence. This is interpreted and analysed at a ‘high level’, which allows for the identification of clusters and gaps that can inform the focus of future research. A stated strength of the methodology is its ability to identify the key features of a diverse body of research in a connected manner. Today, scoping reviews are an accepted means for reviewing educational research across a range of domains, particularly where those domains are ‘breaking new ground’.
Object of the research – process of developing The role of ICT in the development of dialogic speech in secondary school students.
Subject of the research – The role of ICT in the development of dialogic speech in secondary school students.
Aim of the research – to included details about the country of research, research aims, digital technology(s) used, ages of students involved, academic context, methodological approach and the number of students and teachers involved.
Tasks of the research – Learners could also produce oral utterances in a fluent way and for them it was an innovative technique in contrast to other traditional activities they were accustomed to doing. Young learners should use this semi-controlled activity because it avoids the use of traditionally controlled tasks and promotes participation with motivating tasks that are learner-centered.
Methods of the research – The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.
Theoretical value of the research – to collaborative Learning has made a contribution to the development of theoretical frames associated with collaborative interaction in the context of technology use.
Practical value of the research – Proponents of dialogic pedagogical practices maintain that classroom dialogue is “central to the meaning making process and thus central to learning”.
The novelty of the research – While research on classroom talk and dialogue is well established, research into the use of digital technology in classrooms generally is a relatively new area; and research into interactions between classroom dialogue and technology is very recent.
Structure of the research – Collaborative inquiry as a professional learning structure for educators: A scoping review. Professional Development in Education.