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XALQARO MIQYOSIDAGI ILMIY-AMALIY KONFERENTSIYA MATERIALLARI
communication is integrated into the intellectual and emotional context of another activity 2. On how the
concept of “independent work” is defined, its organization and implementation depends.
We consider independent work precisely as cognitive activity, which includes not only actions for
performing various types of exercises, but also actions of independent regulation and management of
educational activities in general. The problem of organizing independent work is especially relevant today.
The first thing that a teacher should start with is to identify the student's ideas about independent
work in mastering the IJ, to determine the learning activities that the student owns, to identify his strengths
and weaknesses, and to draw up individual self-improvement programs. Research methods include
questioning, testing, observation. Students are sure to get acquainted with the results of testing and
questionnaires, which will be the source data for determining the goals of independent activity.
What educational skills should a student have in order to successfully work independently?
Methodists highlight a variety of skills: training skills to properly organize the mode of work; make
notebooks and dictionaries; perform written homework; work with textbooks, dictionaries; the ability to
work on a new sound, on intonation; independently replenish vocabulary; Be the desired voice partner work
on a new grammatical phenomenon at home and in the classroom, on the development of dialogical,
monologic speech, on reading, etc.
But if we consider independent work as an activity, then in addition to the skills mentioned above,
students should be able to motivate their activity, plan it, define goals, content, choose educational actions,
outline a rational sequence of their actions, carry out self-control, self-assessment.
Further work should be carried out after the student has learned to be aware of his actions and learning
activities in general, and then teach him to define goals, to be aware of the motives of his actions.
Having identified the problem, students first, under the guidance of a teacher, and then
independently, begin to look for ways to solve it, methods of action that would personally help them
successfully carry out educational activities and achieve the desired result. In further work, the teacher’s task
is to acquaint students with rational techniques and teach them how to special educational activities (when
working on lexical, grammatical, phonetic material; while improving the skills to carry out all types of
speech activity), as well as general educational skills.
Enrichment with rational methods of independent activity can also be carried out through discussion,
exchange of experience that students already own, with the subsequent compilation of a memo by the
students themselves or by providing him with a finished memo. If a ready-made memo is used, then you can
adhere to the following sequence of work with it:
1) the provision of a memo;
2) the organization of assimilation of its content;
3) control over the assimilation of the operating part;
4) the organization of the implementation of a series of exercises aimed at mastering this mode of action;
5) independent performance by schoolchildren of such exercises in the new conditions; explanation of the
sequence of their operations [4].
For the formation of educational activities, skills, it is necessary to explain the content of educational
activities (communicating finished knowledge or in a problematic way), so that students understand them;
organize the development of these actions and control their assimilation.
Since independent work is individual in nature (each student uses a source of information depending on their
needs and capabilities in order to achieve the desired result), it is advisable to create individual self-
improvement programs that allow you to choose one or another specific path and pace of work depending on
individual characteristics and student opportunities.
Both in theoretical and practical terms, individual independent work is given little attention. If it,
although not often, is carried out in schools, then its option in groups is an extremely rare phenomenon. The
ability to work independently in a group is very important, as a person lives in society and somehow
encounters a team, carries out joint activities, and his inability to work together will negatively affect the
results of the team as a whole.
There is no need to note that independent work should be included in all types of curricula, evenly
distributed across all types of speech activity. At the initial stage (copying, reproducing and reconstructively-
variative type of independent work), the teacher selects the material, works with it, designates the goal of
assimilation, supplies the necessary tools as the independence is formed (heuristic, creative type of
independent work), all these actions are carried out by the student. When planning independent activity, it is
necessary to rely on the principle of individualization, take into account the individual, subjective and
BOSHLANG‘ICH TA’LIMGA XALQARO BAHOLASH DASTURLARINI JORIY ETISHNING ISTIQBOLLARI
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