Oliy va o‘rta maxsus taʹlim vazirligi qo‘qon davlat pedagogika instituti

Adabiyotlar. 
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quramiz. - T.: “O‘zbekiston” NMIU, 2017. – 488 b. 
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mustaqil ta`limni tashkil etish. (Metodik qo‘llanma). T.: TDPU, 2006. 52 b. 
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o`quvchilar bilimini nazorat qilishning reyting tizimi. Uslubiy qo`llanma.–
T.:O`zPFITI, 2001.28b. 

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43 
DIFFERENTIAL AND INDIVIDUAL APPROACHES AS A LEARNING 
TECHNOLOGY 
 
 
Haydarova Malika Djamshitovna - 
Bukhara State University

 
ABSTRACT
 
This article deals with the issues of differentiated and individual approaches 
as a learning technology. The article gives versatile definitions, touches upon 
different points of view regarding the definition of these approaches. The author 
reveals the distinctive features of these approaches. In conclusion, it is concluded 
that changes in educational needs and the process of their implementation require 
increased attention to the educational process and the learning environment as a 
whole. 
Keywords:
 individual approach, differentiated approach, education, educational 
process, student. 
At the present stage, a special role is played by the issues of improving the 
quality of education in the framework of the provision of educational services by 
universities. The issues of socio-economic and scientific and technological 
development are closely related to the concept of educational management. 
Educational and educational activities are aimed not only at teaching and 
forming a certain level of acquired knowledge, but also at developing their 
independent work in accordance with the set pedagogical goals and objectives 
within the framework of individual abilities. In this case, the pedagogical process 
forms not only professional skills and knowledge, but also contributes to self-
determination of the individual and the realization of opportunities for the 
development of abilities, and not only those that are given to a person by nature, 
but also those that are formed in the learning process, where an important aspect is 
the individualization of knowledge and skills. 
It should be noted that the individualization of educational technologies is 
manifested in the opportunities provided by the educational program. It is she who 
determines the diversity of knowledge and the relationship of their types by status 
and purpose within the framework of the corresponding competencies for the 
development of individual abilities of students. Recently, special attention has been 
paid to the adjustment and modernization of work and training programs. After all, 
the specification of the educational program forms the strategy of professional 
formation and individual development of the individual. 
The relevance of the study of a differentiated and individual approach in 
education is due to significant changes that are carried out during the transition to 
innovative educational standards in the system of general Russian education. 
Reforming education is taking place on the basis of the values and principles of the 
humanistic paradigm, therefore, in order to organize individual and differentiated 
approaches, it is important to determine their features that correspond to 
humanistic principles. 

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44 
The problems of individualization and differentiation of the educational process 
have been studied since the 20th century in foreign sources, among Russian 
scientists, such well-known researchers as P.P.Blonsky, I.I.Rezvitsky, 
B.M.Teplovoy, I.S.Yakimanskaya and others. 
It seems necessary to consider the definitions of the presented approaches, for 
example, I.P. Podlasiy writes that the most important principle of pedagogy is 
an individual approach, in his opinion, it is based on a deep knowledge of 
human personality traits and living conditions and consists in managing 
human development. Adaptation to the individual characteristics of the forms 
and methods of pedagogical influence, and not the adaptation of the goals of 
the main content to the individual student, should be considered correct, while 
this provision of the projected level of personality development should be 
directed. 
Referring to the opinion of I.S. Yakimanskaya, it should be noted that it is the 
individual approach that must be considered the key psychological and 
pedagogical principle, in accordance with which the individuality of each 
student can be taken into account in training. It is this individuality that will 
be considered a manifestation of the features of his psychophysiological 
constitution and uniqueness. 
The psychological dictionary gives a similar definition of the individual 
approach «this is the most important psychological and pedagogical principle, 
according to which the individual characteristics of each child are taken into 
account in teaching and educational work with children.» 
E.V. Bondarevskaya notes in her work that a differentiated approach to 
teaching in pedagogy is considered as a principle, with the following categories 
usually used: «the content of education, methods of organizing educational 
activities, criteria for the effectiveness of the educational process, goal setting, 
etc.» Selevko G.K. defines a differentiated approach to training as a set of 
activities that provide training in homogeneous groups, such as: methodological, 
psychological and pedagogical and organizational and managerial. « Consequently, 
in this case, the emphasis is on the organization of a differentiated approach, and 
the psychological and pedagogical aspects are not revealed, but simply indicated. 
Individual and differentiated approaches as teaching principles are the main 
guidelines in teaching. We will base our point of view on an understanding of the 
principles of teaching and humanistic views, therefore, it can be argued that an 
individual approach is a principle of education with the aim of becoming a 
personality by taking into account the individual characteristics of students 
(physiological, psychological, social, etc.) in the conditions of individual or 
collective forms of educational activity, a differentiated approach - the principle of 
education with the aim of personal development by taking into account individual 
characteristics through the characteristics of the group. This means that they form 
the conditions for the formation of a personality, for self-realization in a variety of 
educational situations and can effectively complement each other. 

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The traditional education model contains most of the definitions of the 
concepts of «individual» and «differentiated» approaches. It is the traditional 
teaching model that is focused on the general patterns of cognitive activity. A 
student who must have certain knowledge and skills is considered as an object of 
pedagogical influence. In turn, the learner's learning ability is the most general 
ability that can be considered a prerequisite for successful performance. 
Thus, the changing educational needs and the process of their 
implementation require increased attention to learning technologies and especially 
to the use of differentiated and individual approaches. The reorganization of the 
educational process is actively taking place. 
The goals of education at this stage reflect not only the requirements of the 
state standard, but also the university's strategy in training the relevant specialist. 
Given the great interest in the problem of individualization and differentiation in 
the field of education in the international scientific community, these approaches, 
as learning technologies, are at the stage of their development.