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ФИО автора:
Khaytarova Zulfiya
Student of Samarkand state institute of foreign languages
Название публикации:
«INNOVATIVE TECHNOLOGIES FOR TEACHING
SPECIAL DISCIPLINES»
Abstract:
the article explores teaching particular subjects using novel technology that
encourage critical thinking, problem solving, and decision making in students.
Keywords:
critical thinking, creativity, decision making, core competencies.
The primary mission of educational institutions is to train highly competent
professionals for diverse areas of the national economy. The educational disciplines
entering the educational process "the Technique of teaching special disciplines" are
very important in resolving this problem. The utilization of modern technology to
improve the learning process and inspire students to critical thinking, creativity in
problem solving, fair decision making, and so on is the essential point here.
In the context of education system modernization, the highest priority is not the
transmission of ready-made knowledge to students, but the development of their
intellectual and creative potential, which will allow them to produce new knowledge
in the future, and which, in practical implementation, will serve to create a responsible
person striving for constant self-improvement and ready for self-realization in the
twenty-first century. As a result, one of the fundamental needs for the content of
contemporary education is that graduates obtain the requisite level of functional
literacy.
The goal of the implementation of pedagogical experience is the building of key
competences of students in particular discipline classes using a system of techniques
and methods of technology for the development of their critical thinking.
For this, there is a need for creating and implementing outcome-based tools and
techniques, as well as adequate curriculum preparation. This results in the following
tasks:
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1. Critical thinking development through reading and writing, which necessitates the
creation of optimal conditions for the development of students'creative abilities, a high
level of creative independent activity for the effective management of students'
cognitive activity through the use of technology;
2. Creating an information bank of didactic resources on the course of particular
disciplines in the issue of methodological strategies of critical thinking technology; 3.
Creating a monitoring system to measure students' development of essential
capabilities.
We should have a clear idea about their abilities and readiness to receive the
knowledge and skills we want to give them once we've decided to focus on the
development of critical thinking and enhancing students' self-improvement skills,
raising their awareness in their special disciplines through this.
Let us examine the student's reading and comprehension abilities.
Some observations or surveys conducted by a teacher prior to the start of the
course reveal that (a) many students do not have a reading culture, i.e. they do not know
how to read thoughtfully, do not understand what they read, do not single out the main
point, and do not reflect on the information received. Here, we should emphasize
reading comprehension for gist, basic notion, or thorough knowledge. Without a doubt,
this reduces interest in the subject; (b) they have difficulties while dealing with papers
and analyzing tables. In most situations, students merely recite the statistical facts
presented in the tables without interpreting them or emphasizing cause-effect linkages;
(c) students are not always able to answer the question posed. A query that sounds the
same as a section is usually not an issue. However, if you reword the question and turn
it into a problem, issues arise quickly.
As a result, a teacher is pushed to believe that, among the entire spectrum of
educational technologies, the technology "Development of critical thinking through
reading and writing" is the main focus and one of the most fruitful and interesting
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teaching experiences in which special discipline lessons contribute to the successful
formation and development of critical thinking among students.
Furthermore, because it incorporates reading and writing, which are fundamental
activities in the development of students' functional literacy, this technology is centered
on real-world teaching practice.
So, what does this entail for a teacher? To get good outcomes in the topic, the
teacher's pedagogical activity should be a combination of approaches and strategies of
critical thinking technology. When teaching, the teacher should teach students to
reasonably discuss, generalize what they have learned, highlight the main point, defend
their opinions, and listen to the opinions of the environment; integrate personality-
oriented education technologies and the development of critical thinking, which allows
to implement the following principles: activity, development, reflexivity, and
subjectivity.
Person-centered teaching technologies consider the student to be the subject of
the educational process, whereas critical thinking development technology provides
the teacher with specific techniques and methods for organizing group work, which
contributes to the formation of the students' subjective experience.
Thus, the technology for developing critical thinking stipulates, motivates, and
provides for the "problematic" nature of training in which students should be able to
independently "discover" knowledge and clearly understand what this knowledge is
for, as well as how this understanding and knowledge can be used to solve a variety of
life problems. By doing so, teaching techniques motivate and bring students to a higher
level of thinking (comparison, analysis, synthesis, evaluation, problem solving,
decision making, etc.) and focus on creating the conditions for the free development of
each individual and developing a student's constant self-improvement skills.
The teaching approach is based on an educational discourse between the teacher
and the student (cooperative learning), with the goal of jointly developing program
activities. At the same time, the student's individual creativity to the content, kind, and
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form of the educational material, motivation, and willingness to utilize the gained
information independently, on their own initiative, must be considered.
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