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Республики Узбекистан. Автор статьи считает, что
кредитно-модульная система – это
модель организации учебного процесса, основывающаяся на единстве модульных технологий
обучения и зачетных кредитов, как единиц измерения учебной нагрузки студента,
необходимых для усвоения содержательных модулей. Кредитно-модульная система
организации учебного процесса предусматривает: модульную структуру образовательной
программы; использование зачетных единиц (кредитов) для оценки трудоемкости;
использование балльно-рейтинговых систем оценки знаний; участие студента в формировании
индивидуального учебного плана; увеличение доли самообучения в образовательном процессе;
увеличение гибкости образовательных программ.
Ключевые слова: программа, модульное обучение, структура, система, оценка, процесс,
использование, студент, технология, университет, заведение, академический.
UDC 372.881.1
Modular education is a way of organizing the educational process based on block-module
presentation of the educational information. Modular education as a pedagogical technology has a long
history. In 1869, Harvard University introduced an educational program
that allowed students to
choose their own courses of study. By the beginning of the 20th century, all U.S. higher educational
institutions had an elective scheme in place, according to which students would choose courses of their
own choice in order to reach a certain academic level [1].
In 1896, the first laboratory school was established at the University of Chicago, founded by the
distinguished American philosopher and educator J. Dewey. He criticized the traditional teaching
approach based on memorization and put forward the idea of "training by doing". The essence of such
education was to "construct" the training process through mutual "discovery" by both a teacher and a
pupil. The concept of individualized training was implemented in 1898 in the United States and has
gone down in history as a "battle plan".
The pupil's teaching time was divided into two periods: a collective lesson with a teacher in the
morning and an individual lesson with an assistant teacher in the afternoon. This approach improved
the quality of learning. In 1916 H.Parkhurst on the basis of one of Dalton secondary schools tested a
new educational model, which was called "Dalton plan". The essence of this model was to provide the
student with an opportunity to choose the purpose and mode of attendance of each educational subject
at his/her own discretion. In specially equipped classrooms-laboratories,
students were given
individual tasks at a time favorable for each of them. In the process of accomplishing these tasks,
learners used necessary textbooks and equipment, received consultations from teachers, who were
assigned the role of organizers of an independent cognitive activity of pupils. A rating system was
used to assess pupils' educational achievements.
In the 1930s, a critique of J. Dewey's individualized training begins. The students'
knowledge
acquired by the heuristic method proved to be superficial and fragmented. An alternative to heuristic
training was programmed training, which exceeded the role of the problem-searching method and
diminished the role of the reproductive pedagogical approach, the founder of which was B. Skinner.
In 1958, he proposed the concept of programmed training, the essence of which was the gradual
mastery of simple operations, which the student repeated until they were performed without an error.
In the 1960s, he proposed the concept of programmed training. F.Keller proposed an integrated
educational model, which combined the concept of programmed training
on pedagogical systems in
the 1920s. It was called "Keller's plan" and became the basis for the formation of module pedagogical
technology. The course of study under the "Keller's plan" was divided into several thematic sections,
which students studied independently. The lecture material was mostly of an overview nature and
therefore attendance of lectures was not obligatory. A special package was prepared for each section,
which contained guidelines for studying the topics and materials for self-testing and control. Thus,
students were free to choose the pace and type of study [2].
Modular education in its modern form was offered by American teachers S. Russell and
S.Postletwhite. This pedagogical technology was based on the principle of autonomous content units,
called "microcourses". The feature of "microcourses" was the ability to freely unite with each other
within one or more curricula. This method was first implemented at the D. Purdue University, and in
due course was extended to other educational institutions in the USA. On its basis, new modifications
appeared, which, having summarized the pedagogical experience of their implementation, formulated
a single concept - "module", which gave the name to the module technology of training [1].
Uzbekistan has introduced the idea of modular education in the 21
st
century, exactly by 2030, at
least 10 higher education institutions in Uzbekistan should be included in the first 1000 entries of the
list of higher education institutions in the ranking of internationally recognized organizations. There
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are plans for a step-by-step transition of the educational process to a credit-module system and the
transformation of the Uzbek higher education system into a hub
for the implementation of
international educational programmes in Central Asia.
A decree issued by the President of Uzbekistan Shavkat Mirziyoev in October 9, 2019 approved
the concept for the development of higher education in Uzbekistan until 2030. The Concept provides
for the development of higher education in Uzbekistan:
development of public-private partnerships in higher education, increasing the level of
coverage of higher education by more than 50 per cent through the organization in the regions of the
activities of State and non-State higher education institutions, and creating a healthy competitive
environment;
inclusion of at least 10 higher education institutions in the first 1,000 entries of the list of
higher education institutions in the ranking of internationally recognized organizations, including the
National University of Uzbekistan and Samarkand State University in the first 500 entries
of the list;
gradual transfer of the educational process of higher education institutions to a credit-module
system;
raising the content of higher education to a qualitatively new level, establishing a system for
training highly qualified personnel capable of finding their place in the labour market and making a
worthy contribution to the stable development of the social sphere and economic sectors;
ensuring the academic independence of higher education institutions;
gradual introduction of the "University 3.0" concept, providing for the interconnection of
activities for the commercialization of the results of education, science, innovation and scientific
research in higher education institutions;
creation of technoparks,
foresight centres, transfer technology centres, start-ups and
accelerators in higher education institutions through the wide attraction of foreign investment, the
expansion of paid services and other extra-budgetary funds, bringing them to the level of scientific and
practical institutions for the forecasting and research of socio-economic development of the relevant
industries, spheres and regions.
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