Iii bob. Og‘zaki tarjimonlar tayyorlash metodikasi

III bob. Og‘zaki tarjimonlar tayyorlash metodikasi…………………………...
3.1. Og‘zaki tarjimonlar tayyorlash metodikasi asoslari………………………….
3.2. Og‘zaki tarjimonlar tayyorlaydigan oliy ta’lim muassasalari tahlili………....


3.1. Basics of methodology teaching interpreters
The development of modern pedagogical concepts of teaching translation is impossible without the use of interactive methods, technologies and forms of education. The introduction of such techniques in teaching interpreting is aimed at the process of personal development, teaching mental and speech skills and cognitive search processes, readiness to be a direct participant in bilingual professional communication and the formation of professional competencies in the future translator. In pedagogical science, interactive learning has recently become widespread. With such training between the subjects of the educational process, there is an active interaction and two-way exchange of information. At the head of interactive learning is the idea of ​​organizing such an educational process, during which the teacher is not the main source of obtaining ready-made knowledge, but directs the activities of students to search for the necessary information and develop various solutions. Within the framework of such interaction, the student and the teacher are equal participants in the educational process. The teacher acts as an organizer, and student learning, based on their own experience, is associated with direct interaction with the “learning environment, the learning environment that serves as an area of ​​mastered professional experience” [11].
The effectiveness and efficiency of interactive learning often depends on how the abilities of the teacher correspond to the goals and objectives of these methods, technologies or forms; from the teacher's professional experience of participating in group interaction, where he must master both dialogue and multilogue, since this is how the participants mutually enrich each other with different approaches to a particular problem and task.
According to E. V. Korotaeva [37, p. 103], interactive learning simultaneously meets the following tasks:

At the same time, we note that the communicative-developing task is directly related to the general, emotional-intellectual background of the cognition process, and the results of the social-orientational task are already noticeable outside the educational time and space.

A. V. Kupriyan argues that the organization of interactive learning involves modeling life situations, using role-playing games, solving problems based on the analysis of circumstances and situations, and the use of interactive methods in the learning process should “include actions that help students develop evaluative and critical thinking, to practice on real problems and develop solutions, to acquire the skills necessary for further effective work on similar problems” [40].
Interactive learning contributes to a better process of assimilation and understanding of information, helps to be creative in solving practical problems, think outside the box and form the necessary skills. Such training has a number of methodological advantages. Thus, interactive learning is understood by us as "a joint process of cognition, where knowledge is obtained in joint activities through a dialogue or polylogue"
[60]. The main characteristics of such learning include dialogical interaction, role-based organization of learning and work in groups based on cooperation [49].