Innovatsiya 2021: dolzarb muammolar va zamonaviy yechim

Фойдаланган адабиётлар 
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5847- сонли “Ўзбекистон республикаси олий таълим тизимини 2030 йилгача 
ривожлантириш концепциясини тасдиқлаш тўғрисида” ги фармони \\ 
www.lex.uz 
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партнерства. 
Учебный 
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хусусий шериклик механизмларини қўллашдаги муаммолар ва уларни бартараф 
этиш йўллари. “Иқтисодиёт ва инновацион технологиялар” илмий электрон 
журнали. № 6, ноябр-декабр, 2019 йил. 
4. 
Белый Е.М., Романова И.Б. Государственно-частное партнёрство в 
высшем образовании: направления взаимодействия // Интеграция образования. 
2010. N

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INNOVATSIYA 2021: DOLZARB MUAMMOLAR VA ZAMONAVIY YECHIM 
304 
PRESENTATION, E- PORTFOLIO, BLOGFOLIO IN FOREIGN 
LANGUAGE TEACHING: METHODOLOGICAL PRINCIPLES AND 
PERFORMANCE CRITERIA 
 
Ravshanova Sevinch Bahoqir qizi
Student 
Isakova Zulfarangizbegim Khasanjonovna 
Student 
Uzbekistan State World Languages University 
 
Innovative technologies in the educational process are designed to develop the 
cognitive and creative activity of students, to help improve the quality of education
and the efficiency of using study time and to reduce the amount of time spent by 
students on reproductive activities. Many local and foreign scientists pay attention to 
the importance of using innovative technologies in modern education since the use of 
them makes it possible to significantly diversify the content, methods and forms of 
education. Moreover, innovative technologies provide students with an unlimited 
amount of information that can be effectively used as independent work [1, 2, 3, 6, 
9]. The use of innovative technologies in teaching a foreign language seems to be 
especially relevant. 
Today’s school children and students are glimpses of the “millennials” generation. 
They grew up in the midst of modern technology which led to students laughing 
about how teachers should present the material [8, 10]. Nowadays, integration of 
innovative technologies into educational process is increasing, but this does not mean 
that any use of multimedia programs will lead to successful learning outcomes. For 
example, PowerPoint presentations, which have become fairly well-established as 
one of the educational tools, are not always effective if you do not take into account 
the principles that allow you to increase learning efficiency through the use of 
technology. Hence, M.Miller considers and draws attention to the following 
principles necessary for the use of innovative technologies. 
1.
Signaling Principle. According to this principle, only the most important 
aspects of the material should be visually highlighted. 

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INNOVATSIYA 2021: DOLZARB MUAMMOLAR VA ZAMONAVIY YECHIM 
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2.
Spatial Contiguity Principle. This principle states that for better assimilation of 
the material, text and image should be placed closer to each other. 
3.
Temporal Contiguity Principle. According to this principle, descriptions and 
explanations should be entered simultaneously with the demonstration of graphs and 
images, since even small periods of time will not lead to the desired result. 
4.
Segmenting Principle. While explaining complex material or while working 
with students who are not familiar with the subject well enough, break the material 
into shorter segments. 
5.
Pre training Principle. If students are not familiar with the terminology that 
will be used in the presentation, a separate module should be created to explain in 
detail the basics. 
6.
Modality Principle. Students remember the material better if the graphic 
images are supported by audio accompaniment, and not by text, unless the text 
contains technical terms or the students are not native speakers of another language 
[7, p. 155].
In addition to presentations, the next innovation in the educational process is the e-
portfolio. If a presentation is the best way to explain new material to learners, then an 
e-portfolio is the best way to evaluate learners’ knowledge and skills. Thus, a 
portfolio is a collection of student’s work run by themselves or with the assistance of 
a teacher and demonstrating their progress in learning. The portfolio provides a 
chance for individual assessment of the student, and it is frequently used in foreign 
language teaching. An e-portfolio is still the same collection of student’s work, but 
the work data also includes audio and video materials collected on one digital 
platform. Creation of e-portfolios must also respond certain rules and require these 
following tasks [5]: 
1.
Define the purpose for which the e-portfolio is being created. This goal should be 
aimed at meeting the most important educational needs of students. 
2.
Establish how the information contained in the e-portfolios of students will be 
used. 

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INNOVATSIYA 2021: DOLZARB MUAMMOLAR VA ZAMONAVIY YECHIM 
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Choose type of e-portfolio: 
-
portfolio-collection, which can consist of all the works of the student with 
comments and observations of the teacher; 
-
portfolio-presentation, which will include only the best works of students; 
-
assessment portfolio consisting of systematically selected works of the student 
with comments and observations of the teacher. 
3.
Correlate the entries in the portfolio with activities in the lesson. This means 
thinking about how students’ familiar activities can be used to manage their 
portfolios.
4.
Introduce portfolio management into a mandatory activity for students gradually 
replenishing the portfolio during a quarter, semester, academic year and 
complicating tasks. 
5.
Plan how the progress of learners will be monitored and evaluated. In this case, a 
formal assessment will not be an effective means of assessing. Using checklists, 
detailed headings and teacher’s comments will allow one to most accurately 
characterize the progress of students. 
6.
Involve students in the process of working on the design of their own portfolios 
in accordance with certain criteria and recommendations. 
7.
Use creative ways to monitor and evaluate student portfolios, for instance: 
choose multiple portfolios every day or week and discuss them with all students; 
give students time to evaluate each other’s portfolios and request students to rate their 
own portfolios. 
Next, we move on to the analysis of the principles of using a relatively new type of 
e-portfolios, which is called blogfolios. Blogfolio is an interactive online blog created 
by students for a specific educational purpose. Blogs are often used in foreign 
language teaching to improve reading and writing skills in a foreign language, 
increase engagement in the educational process as well as provide opportunities for 
self-expression and development of creativity among students. Like more traditional 
e-portfolios, blogfolios have certain criteria, if they are met, their use will be an 
effective tool for learning a foreign language.

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INNOVATSIYA 2021: DOLZARB MUAMMOLAR VA ZAMONAVIY YECHIM 
307 
One of the most essential criteria is the choice of a topic where students will discuss 
in their blogs. 
1.
Further, students need to be provided with the use and analysis of which they 
will be able to improve and expand their knowledge on the chosen topic of the 
blogfolios. 
2.
The next step is to marginally fill the blog with material that students have 
selected based on the information given to them. At this stage, they should be 
encouraged to search additional information and submit it on the blog. 
3.
At the last stage, students should not only finish filing their blog, but also make 
a presentation (in this case, it is preferable to use the Prezi cloud service) and, 
on its basis, record their own video, which reveal the topic chosen for the 
blogfolio [4]. 
Therefore, the use of innovative technologies in education, in particular, in 
teaching foreign languages can expand significantly and diversify the types of 
activities of students which, in turn, has a positive impact on the results of the 
educational process. However, it should be noted that this advantage can only be 
achieved with careful planning of goals, results and current activities, all of which 
should be aimed at meeting the educational needs and needs of students.