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References: 
1.
Neda Mohammadi, Valid Ghorbani, Farideh Hamidi. “
Effect of e-learning on Language 
Learning”
WCIT-2010 464-468 
2.
Коваленко Оксана Васильевна “
Language and technology: the impact of computer 
terminology on spoken English language”
6
th
edition, 2010, 329-334. 
3.
A Nagy “
The impact of e-learnin
g” E Content: Technologies and Perspective for the 
European Market, P.A.Bruck, A Bukkolz, 2005, Springer-Verlag, Berlin, pp.79-96 . 
4.
Adam C. Engest “
Internet Starter Kit for Macintosh
”, 2008, 2
nd 
edition. 
5.
www.wikipidia.org
  
6.
http://blog.uta.edu.ec › juantanguil94 › 2016/07/26 › 
IMPROVING THE PROFESSIONAL SKILLS OF STUDENTS IN LEARNING ENGLISH 
THROUGH DIDACTIC MATERIALS IN THE FIELD OF MEDICINE. 
 
Kakhorova T. 
English teacher of Fergana public health medical institute 
 
Nowadays, didactics is understood as a field of pedagogy that scientifically substantiates the 
content, methods and organizational forms of teaching. In addition to general didactics, there are 
also didactics called private didactics or teaching methods for specific subjects. Their content 
determines the theoretical basis for the study and teaching of a particular subject at certain stages of 
education. Every teacher needs to know the basics of didactics and organize activities based on 
them. Different views have been put forward on the definition of the subject of didactics. The 
difference of opinion is due to the fact that the methodological categories of didactics are not clearly 
defined. Many scholars point to the purpose, content, laws, methods, and principles of the teaching 
process as an object of learning. Didactics recognizes education as a means of imparting social 
experience. Education prepares young people for life. In the organization of educational activities 
there is a relationship between teacher-student, student-learning material, student-other students. 
There are different opinions in the pedagogical literature as to which of them should be the 
basis for didactics, and the number of views that recognize the student's attitude to the learning 
material, that is, the attitude to the study of knowledge, is relatively large. Indeed, reading and 
learning are an integral part of the educational process. When education is approached from a 
psychological point of view, there is no doubt that this approach is a priority. However, from the 
point of view of pedagogical, ie social experience, teaching, it is understood that the main 
relationship for the activity - the relationship between two people (student and teacher) should take 
the lead. . Another approach, which serves to reveal the essence of the subject of didactics, 

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emphasizes the need for a holistic study of the educational process. The educational task of 
education is not only to ensure the acquisition of knowledge by the student, but also to create the 
necessary conditions for the development of personality, its development, the acquisition of certain 
spiritual and moral qualities, character, behavior. 
Didactics is the study of the meaningful and processual aspects of education together. 
Considering the issues of reorganization and improvement of practice, didactics considers education 
not only as an object of study, but also as an object of science-based design. The subject of general 
didactics is the interdependence and interdependence of teaching (teacher activity) and learning 
(student learning activity). The tasks of didactics are: - to describe and explain the educational 
process and the conditions for their implementation; - to improve the organization of the 
educational process, ie to develop educational systems and technologies; - identify, analyze and 
describe the general laws specific to the educational process. Didactics is both a theoretical and a 
normative-practical science. The scientific-theoretical task of didactics is to study the existing 
processes of education, the connections between its various aspects, to reveal their essence, to 
identify development trends and prospects. 
The acquired theoretical knowledge allows to direct educational practice, to improve 
education in accordance with the social requirements set by society. Didactics performs practical-
normative and organizational-technological tasks based on the understanding of the content of 
education, the principles of education, the definition of norms of application of teaching methods 
and tools. The essence and purpose of the educational process. Teaching and learning play an 
important role in educating a person, in developing and shaping his personality. Teaching has 
emerged in human society in its early stages of development. Children imitate adults by repeating 
their actions, the processes of making and using tools, imitating their behavior, speaking terms, and 
their meanings. By imitating older people, children learn the laws of nature, deepen and deepen 
their knowledge. Knowledge is the generalized experience that people have gained in the course of 
socio-historical practice. 
In the process of education, students learn certain aspects of human socio-historical 
experience, such as ideology, politics, science, ethics, labor, literature and art, general and physical 
culture. Today, education lays the foundation for the harmonious development of the individual. 
Education is a dialectically evolving process of internal conflict. It always has one side and its 
opposite (the other side), reading and teaching, old and new, individual and common. The 
educational process is two-way, in which there are two people - the teacher and the student. They 
have a certain relationship that is unique to a particular process. The teacher and the student 
Teaching is about imparting knowledge to students, developing skills and competencies, cultivating 
creative, logical thinking that is able to discover new truths.
The nature and qualities of the teaching materials that you use can have a substantial effect on 
the educational experience of your students. Teaching materials can often distract learners rather 
than help them to learn. Common avoidable problems include overcrowded or illegible slides, 
irrelevant or badly prepared handouts, and incompatible multimedia equipment. It is important 
therefore to know how to create effective teaching materials. 
Links
Your teaching materials should have obvious and direct links to your talk, discussion, or 
presentation. Handouts are the main offenders in this category, and it is not unusual for handouts to 
have little in common with the talk. It is quite acceptable for the teaching materials to give some 
additional information, but this should not be excessive. 
Preparing overhead transparencies 
Do

Try to use typed rather than handwritten script 

Use a type size that is big enough to be read by the whole audience—for example, at least 20 
points 

Make sure that the colour of your text works—for example, dark print on a pale background 

Limit each transparency to one idea or concept 

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Don't

Use small print 

Use overhead transparencies packed with tables and figures 

Use light colours 
Intelligibility
The teaching material should be easy to understand and learn from. How this is achieved will 
depend on the medium used and the venue of the talk or presentation. Use simple language and 
avoid overlong sentences or statements. Diagrams can help to clarify a complex message. If you are 
using slides or overhead transparencies, the size of the print needs to be large enough to be read 
from the back of the auditorium. The font selected should be sans serif 
Types and uses of teaching materials

Boards, flip charts
—Small groups, problem based learning tutorials, workshops 

Lecture notes—
Small and large groups; help to improve interactivity 

Overhead projector—
Small and large groups, workshops, and interactive sessions 

35 mm slides and PowerPoint—
Generally large groups and lecture formats 

Videos—
Good for clinical teaching in larger groups (use film of patients); also for teaching 
communication skills and practical skills (students can keep films for self appraisal) 

Life and plastic models—
Anatomy teaching in small groups or for self directed learning 

Computer assisted learning packages—
Small groups with a tutor; large groups in computer 
laboratories; self directed learning 

Skills centres and simulators—
Small groups learning clinical skills