Ministry of higher and secondary special education of the republic of uzbekistan course paper

III. Organizational aspects of the development and implementation of innovative teaching methods
It is known that teaching the subject of didactics is the content of education. The three components involved are so closely intertwined that one of them cannot be ignored. So where do you start? When we start with learning or teaching, the question naturally arises: what (content of study material) do you want to learn or teach? Both teaching and learning depend on the object-oriented learning object and the educational content that is the end product. Because different content differs in its specific ways of learning, the quality of learning depends on the content, and it depends on the teacher who organizes the learning. Thus, didactic thinking is the search for, and identification of, the constant connections and relationships between the content of learning, teaching, and learning. The teacher seeks and improves ways, methods and techniques, forms, methods and tools that activate the student and are convenient for him and the learner. Therefore, along with the terms "pedagogical technology", "didactic technology", "educational technology", the term "pedagogical innovation" has a strong place. As mentioned above, the content of education plays a key role in learning. Therefore, the first task is to create state educational standards. We have accomplished this task. The state educational standards were approved by the Cabinet of Ministers of the Republic of Uzbekistan and delivered to every educational institution and every student. The task now is to create a mechanism to implement these standards more quickly.
However, it must be acknowledged that the collection of new pedagogical technologies, educational innovations in the Republic, the selection of the most effective in our work, testing and application are still underway. The sleeping system (mechanism) was not formed. After the development and gradual implementation of the State Education Standards for general education, developed in accordance with the requirements of the Law "On Education" 9, the "National Training Program", the work in this area will be clarified. the need for structures that provide sufficient conditions for systematization, support, and innovation was evident. Because the State Education Standards are a mandatory minimum level of knowledge for students, the period requires students to be given knowledge, skills and abilities in excess of the level of education standards. Positive solutions to this problem have increased the vital need for best practices, the search for new pedagogical technologies, and the practical application of their didactic potential. The practical implication of this is the identification of advanced educational innovations, the organization of their funds, testing, implementation in pedagogical practice, the development of scientific conclusions and the creation of a system for their implementation. A number of studies and efforts have been made to create this system. In particular, the Ministry has established departments and departments (monitoring) of state educational standards within the regional departments of public education.
The new links in the education management system are performing the following functions:

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  monitor the implementation of laws and regulations in the field of education;
  
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  Creating an organizational framework for the implementation of pedagogical innovations
  

necessary. For this:

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  Implementation of the "National Training Program", monitoring the implementation of state educational standards and programs;
  
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  to analyze the effectiveness of pedagogical innovations, as well as the general organizational pedagogical work of local education authorities and educational institutions;
  
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  analytical analysis of the course of pedagogical experiments, generalization, preparation of recommendations for popularization;
  
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  to organize educational work for observers, supervisors and implementers of pedagogical technologies, to hold seminars on this issue, to take measures to prepare trainings;
  
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  create, analyze and maintain a database on the development of pedagogical technologies.
  

As mentioned above, the State Educational Standards define the minimum level of knowledge of students, to achieve above this level requires a certain amount of research and initiative, the creation of pedagogical innovations, as well as their management. serves to solve urgent tasks. Therefore, the search for pedagogical innovations. it is advisable to study, select the most effective ones under the analysis and create a system that determines the order of their application in practice. We believe that this requires the creation of a clear database of innovations, which we conditionally consider as a process of "collecting" innovations. Innovative news collectors are scheduled to set up new centers within the ministry, including The Institute of Advanced Training of Public Educators is the main link in the monitoring center and the Republican Education Center under the Republican Permanent Course for Advanced Training of Heads of All Educational Institutions. "Pedagogical press" between the link between the application of pedagogical innovations and the collection of scientific conclusions, mainly publishing, dissemination, dissemination to a wide range of pedagogical teams, scientific and pedagogical staff, receiving their suggestions and comments, is engaged in further improvement of innovations on the basis of experimental results. We believe that such a systematic approach to educational technology and pedagogical innovations will be effective in implementing the State Education Standards. It is necessary to summarize the psychological barriers to the pedagogical activity of the teacher and highlight the reasons why teachers are more reluctant to innovate.
1. The purpose of the change is hidden from the teachers, and the two meanings of the sentence are worrying and uncertain. Fear of the unknown can lead teachers to any new approach.
2. Teachers were not involved in the planning and production of the innovation.
3. Ignore team traditions and follow the usual way of doing things.
4. Subjective attitudes and fears of new methods, feelings of loss of status.
5. Increased workloads lead to fears that supervisors will not plan for changes in teacher performance. Unless the innovator is respected and trusted.
Unfortunately, teachers often look at the author, not the project. If the person's self-esteem is low, the educator's distrust of the person, despite his or her worth, will be transferred to his or her idea. The creativity of a teacher can be judged by the moral attitude of the individual. If creative activity is unfounded and does not focus on existing values, then this activity is very dangerous. They did not find exercises that would lead to a variety of solutions for the young teacher's education and creative development in their professional careers. Helping students understand the meaning of their creative endeavors and the development of their potential. Without this understanding, exercises that enhance creative activity are mastered as a game. The tips listed above can be used in the process of experimental work in free communication, exchange of ideas, creative discussion. For example, let's look at the results of the development of abilities: "It is necessary to consider whether he understands everything he is thinking now ... Why does he want to convince me of his point of view? ” I think, "I don't have enough information: it would be better if I found out the missing details ... Am I saying it's wrong or am I being outspoken?" In that case, I have to change my mind. " Knowledge and methods of didactic search for methods and content to develop creative thinking in student led to the formation of. Such a research goal requires a unique pedagogical approach to the educational process. [8.304]
The goal of education, in turn, is to enable young teachers to gain new experience, to acquire new knowledge in professional and research activities, and to model role-playing and simulation. We refer to specific forms in which children learn about content. Among the examples of learning models, we distinguish between debate and didactic games in the organization of positive research based on systematic solutions to problems. Among the models listed, we focus on didactic and role-playing games. The basics of didactic game methodology can be divided into 4 stages, which are installed in their system. Orientation - the image of the subject, its analogy and the characteristics of its rules, the description of the game, its staging in the game, the production of details of the game content are of great importance. The stage is the organizational and plot scheme of the game, the overall plan.