Faculty of foreign philology english teaching methodolgy department course paper

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Раҳбар______________________________________________________________


P L A N :
INTRODUCTION

MAIN PART:

1. 
   DEFINITIONS OF TEXTBOOK AND CRITERIA FOR ITS SELECTION AND EVALUATION
   
2. 
   APPROACHES TO TEXT BOOK SELECTION, EVALUATION AND ADAPTATION
   
3. 
   THE PROCESS OF EVALUATION
   

CONCLUSION

REFERENCES

Introduction

Educational methods include a variety of methods and forms of work used in the implementation of tasks that must be performed in order to achieve the goals envisaged by a particular pedagogical process. On the basis of all the different methods and forms of implementation of these works, which are formed and used in practice, many educational methods are formed and this process continues. An activity that consists of the way, method or appearance of carrying out an action aimed at a particular educational purpose creates a specific method of education that serves to achieve this goal.

Textbook-a publication set on the basis of the state educational standard, curriculum, methodologies and didactic requirements, integrated into the idea of national independence, fully covered the topics of a particular subject, taking into account the possibilities of use in peer-education projects aimed at perfect mastering of the basics of the relevant subject
Drawing up a textbook requires high responsibility, knowledge, experience and knowledge from each specialist, and when compiling it is necessary to adhere to:
each textbook is necessary to be structured on the basis of high ideological character and erudition. Must match the content of the program;

be comfortable and compact;

opinions be clear and obvious, knowledge live;

stylistic aspects Kuchay;

practical orientation;

predicatelararo must be implied interdependence.

In the textbook, which is created for any educational science, the system of scientific knowledge and its volume should correspond to the requirements of the program as well as the age characteristics of students of this class.

It should be noted that the theoretical basis and ideological direction of the scientific knowledge, which the textbook describes, should be systematic and consistent, the evidence presented in the textbook should be reliable, they should be correctly analyzed, a thematic description, draw appropriate conclusions, through which the scientific worldview, the best human qualities are found in the pupils.
Theoretical knowledge should be correlated with production practice.
Depending on the character of the material being described in the textbook, appropriate rules and definitions should be given, evidence should be presented and the textbook should be well decorated, some materials should be enriched with illustrations, schemes, diagrams and other illustrations.
The textbook should be written in a lively language that is easy for students to understand, and at the same time, thoughts should be thematic and concise.
In the textbook, important components of the content of education should have their own expression: theoretical knowledge about nature, society, technique, humanity, methods of activity, concepts and expressions, theories and laws, methodological and valuable opinions.
Textbook materials serve to shape the scientific worldview, spirituality, moral and moral concepts and habits in students.
In it, attention should be paid to a consistent, systematic description of the materials, inconsistency with the methods of cognition.

In the textbook, assignments, instructions, directions, recommendations are given on increasing the creative abilities of the reader, the possibilities of cognition, the formation of independent cognition.

Method - (Greek is derived from the word “methodos”, which means the way, the method of morality). Knowledge of the phenomena of nature and social life, the method of research. Activity, the way of action, method or Image, Form, appearance.
The method of education is a method of work that the teacher uses regularly with the students, allowing the students to develop their mental abilities and interests, acquire knowledge and skills, as well as use them in practice. It is a complex of regulated methods of organizing the interaction of educators and educators in order to achieve the goal of the established teaching

Method” written discussions"

This method allows students to plan communication on topics that are currently fluctuating public opinion together with their peers in the study room. The method serves to develop the ability of students to create conditions for deepening their knowledge in the given subject area, to teach the culture of discussion and to base their own opinion.
In the use of this method, the teacher will have an excellent material that passes the foundation service for the evaluation of the students. The method of written discussions makes it possible to conduct such communication in a written form with the participation of all students in the study room.
The procedure for training:

Students will be introduced to the topic of discussion in a pre-training session. On the eve of the discussion, the teacher will inform the students about the upcoming topic, briefly understand how the discussions will take place (this is of course very important if the discussions are held for the first time).

The teacher divides the students of the group into two and places them in a face-to-face position around the desks with rows placed on both sides of the teaching room, and determines which point of view the participants of each group will be protected (for example, supporters of the introduction of the 1 – Group-positive position, the 2 – group-opposed it).

After that, the teacher divides the students into pairs, in each pair there must be supporters of opposing views. Pairs are determined by the ordinal number or alphabetic letter. If the number of students in the study room is constant, the teacher can participate in the right to a partner who has not reached the discussion. The teacher distributes a checkered sheet of paper marked with the number (letter or symbol) of each pair to the pupils of the 1-th group (in the example presented – supporters of the introduction of a positive state).

Students sit on either side of the study room and begin to communicate in pairs with each other in writing. Students of the 1st Group are given 5 minutes to formulate one open argument in favor of the point of view in which they are macular. They write this proof on a sheet of paper in the form of a carefully edited paragraph. At this time, the students of the 2 group can prove their point of view, which they find themselves able to explain in the process of discussion.
The written sheets are given to the partners in the opposing group (those who oppose the introduction of a positive state). They will be given 8 minutes to find
and write an answer against the arguments of their partners on the pair, as well as to describe their counter-Dalis.