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MODERN SOLUTION AXIOLOGICAL MODERNIZATION IN THE SPHERE OF TRANSFORMATION

Djaniev Fakhriddin Kuldoshevich

Senior Lecturer, Tashkent Institute of Textile and Light Industry
Tashkent, Uzbekistan


Abstract. The article reveals and tests the program for the development of pedagogical conditions for the development of value orientations of the student's personality based on the analysis of experimental work at the Tashkent Institute of Oriental Studies. A stating diagnosis of the level of development of students' value orientations is also presented. The dominant value orientations of students were identified and generalized, pedagogical conditions conducive to the success of solving the problem were investigated.
Keywords: problem, educational space, measurement, quality, harmonization, theory, practice, axiological approach.

When conducting pedagogical research, we adhered to general requirements, which include: objectivity, accuracy, reproducibility, evidence. A distinctive feature of pedagogical research from all others is its humanistic orientation, since such research is the joint work of people: teachers and students, as well as the harmonization of theoretical and practical components. The axiological approach to the study of the educational space and the measurement of the quality of education of students makes it possible to organize a regular collection of information for making a decision: what exactly and how needs to be improved and developed. According to scientists, diagnostics is the clarification of all the circumstances of the process, the precise determination of its results. Without diagnostics, it is impossible to effectively manage the educational process, to achieve optimal results for the existing conditions [4, p. 98].

The purpose of diagnostics is to timely identify, assess and analyze the course of the process in connection with its productivity. Thus, diagnostics has a deeper meaning than testing, stating results without explaining their origin. Diagnostics examines the results in connection with the ways, ways of achieving them, identifies trends, dynamics of the formation of learning products. Diagnostics includes control, verification, evaluation, accumulation of statistical data, their analysis, identification of dynamics, trends, forecasting further events. According to V.L. Ryss, pedagogical diagnostics is designed, firstly, to optimize the process of individual learning, secondly, in the interests of society to ensure the correct determination of learning outcomes, and, thirdly, guided by the developed criteria, to minimize errors in transfer of students from one group to another.
Diagnostics serving to improve the educational process should be guided by the following goals: internal and external correction in case of incorrect assessment of learning outcomes; identifying learning gaps; confirmation of successful learning outcomes; planning the subsequent stages of teaching the educational process; motivation by rewarding academic success and adjusting the difficulty of the next steps; improving the learning environment [5, p. 8].
According to the compiled diagnostic program, the research began with a mass survey.
More than 900 students took part in it.
Education at the university is carried out in accordance with the requirements of student-centered learning. The purpose of the surveys was to identify the level of development of the value orientations of the student's personality, which makes it

possible to reveal the real level of students' attitude to higher values, and to support the development of their capabilities and abilities.

The experimental work included three types of experiment: ascertaining, formative, and effective. It was comparative in nature. For the purpose of the experiment, control and experimental groups were created.
In the course of the ascertaining experiment, the following tasks were set: to study the state of development of value orientations of students; to develop indicators for evaluating the effectiveness of experimental work; determine the level of quality of education of students in accordance with the identified indicators; to develop recommendations for the introduction of pedagogical conditions for the development of value orientations, as a factor in the quality of education.
In order to study the state of development of students' value orientations, the method of questioning was used, which at the first stage became the leading one. He contributed to the accumulation of statistical material, the identification of the real level of development of value orientations of students in quantitative and qualitative terms. When organizing the experiment, the basic provisions and requirements for the pedagogical experiment were used, substantiated in the works of Yu.K. Babanskiy, V.I. Zagvyazinsky, V. Okonya [1, 2, 3].
In the methodological literature, the general course of the experiment is determined by the following procedures: establishing a sample that is representative for a given population; selection of homogeneous groups or pairs of subjects; selection of specific techniques, methods and parameters for measuring experimental data; checking the availability and effectiveness of techniques on a small number of subjects; determination of signs by which one can judge about changes in the experimental object under the influence of appropriate influences; determination of the time and duration of the experiment; conducting an experiment; qualitative and quantitative analysis of the results of the experiment; interpretation of experimental results; indication of the limits of application of the system of measures tested during the experiment [4, p. 126].
In preparation for the experiment, we relied on mathematical statistics and the theory of probability. In this case, statistical data is understood as any numerical information characterizing a certain set of objects that have some common features. The main value of the methods of mathematical statistics for researchers is the ability to draw some conclusions about the entire set of objects using data on a relatively small group from this set. At the first stage, the primary task package is formed. Such a package of tasks can be obtained from well-known systems of psychological and pedagogical testing, which make it possible to identify the components that determine the development of students' value orientations. In our case, it is convenient to consider issues of well-known techniques as a primary package of tasks. The questionnaires contain open and closed questions. Questions characterizing the level of students' value orientations are offered as tasks.
In our case, the period was the entire period of study: from first-year students who had just entered the university and were interviewed, to the fourth year, when these same students showed significant professional skills, the academic part already had significant information about their current progress and others. qualities. The survey data are stored during the period of primary training in the specialty, after which it is possible to draw a conclusion about the professional qualities of a graduate in accordance with state educational standards [2, p.89].
To the question "Would you like to get a higher education in a specialty in a magistracy" 89% answered positively, and in the senior years this figure reaches 96%, and in the first one - 83%. For example, in group # 1 there are 8 people. do not want to have a higher

master's education. But 70% of students want to get a second special education, including 60% in the first year, and in the fourth this figure reaches 81%. Meanwhile, one of the key competencies is competence, which realizes the ability and desire to learn throughout life, as the basis for continuous training in professional terms, as well as in personal and social life. This competence of our graduates is not sufficiently developed. It is well known that only 45% of workers work in their specialty, that 70% of those who work are not satisfied with their wages, almost half (48%) would like to change jobs. The dynamics of this indicator is such that in the process of education, graduates develop the ability to learn independently and learn throughout later life.

The study showed that the problem of the development of students 'value orientations remains relevant and requires practical implementation in the conditions of a university; the study proved the influence of the development of students' value orientations on the quality of education. Consequently, the higher the desire to get an education, the higher its quality.
Second. Within the framework of this experiment, the following tasks were solved. 1.The set and dynamics of changes in the level of value orientations of students in the
conditions of a higher educational institution are revealed.

2. 
   The possibilities of the educational process of the university in the development of value orientations of students as a factor in improving the quality of education are revealed.
   
3. 
   The effectiveness of the educational process of the university in the development of value orientations of students in improving the quality of education has been established. In conclusion, we can say that the first one, based on the analysis of philosophical, psychological and pedagogical literature, clarified the understanding of the essence of
   

students' value orientations and the quality of education.

Literature:

1. Babansky Yu. K. Optimization of the pedagogical process: (In questions and answers).

- Kiev. : Rad.shkola, 1983 .-- 287 p.

2. Zagvyazinsky VI On the strategic guidelines for the development of education at the present stage // Education and Science. - M., 1999. - No. 2. - S. 32-40.

3. Okon V. Introduction to general didactics / Per. from Polish - M. Higher School, 1991.

4. Ryss, V.L. Control of students' knowledge - M .: Pedagogy, 1982. -81s. 5.Maslow, A. Purpose and significance of humanistic education. Common sense. -

1998. - No. 6. - P.27-42.

6. Karpova, G.A. Pedagogical diagnostics of students' self-awareness: method, recommendations / Ekaterinburg: Ural Publishing House. state ped. fur boots, 1996.-37 p.

7. Azizkhodzhaeva N.N. Teacher training technology, - T .: TSPU. 2000. 8.Ananiev, B.G. On the problems of modern human science / B.G. Ananyev. - M.: Nauka, 1977.

9. Oleinikova ON Analysis of the need for skills: a methodological guide / O.N. Oleinikova, A.A. Muravyova, Yu.V. Konovalov. - M .: Alpha - M. -2005.

10.Selevko, G.K. Modern educational technologies: Educational aid. - M .: Public education, 1998 .-- 256 p.