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Беспалько В.П.Слагаемые педагогической технологии.
М.: Педагогика. 1989. 190 с.
2.
Ў.Қ.Толипов. Педагогик технология тараққиёти ва
таълим назарияси муаммолари. Т., 2009 й.
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THE ESSENCE OF TECHNOLOGICAL LEARNING AND THE
EVOLUTION OF ITS DEVELOPMENT
Mamedova G..B, Mirdadaeva D.D., Sattarova Z.R.
Tashkent, Tashkent pediatric medical Institute
baron-codli@mail.ru
The idea of education is not so new. Even John Amos Comenius sought to
find a General procedure for learning in which it would be carried out according
to the common laws of human nature. Educational technology as a pedagogical
practice direction first, then pedagogy, was formed in the USA in 30-e years,
and covered to the 80-th years of XX century in almost all developed countries,
having received the recognition of UNESCO. During this time there have been
evolutionary changes in approaches to technologization of education and to the
definition of the concept of "Educational technology!. Currently, the transfer of
all business training and education on the rails of educational technology means
a decisive turn school practices from productivity to the creation and
implementation of pedagogical process to slim the reasonableness of each
element and stage (algorithmization of the learning process – maximum
formalization by means of its division into certain details, and well-grounded,
well executed elements, methods and means of training, communication,
information and control, developing in a predetermined sequence of procedures.
Focus on the objective to diagnose the end result. In giving the learning process
of the perfect, clear streamlined, slim, well-balanced character production-
technological process, guaranteeing achievement of the set educational goals
and obtaining a positive result in the circumstances and within a set time. In the
complete controllability of the educational process to ensure its effectiveness
and optimization of human capabilities (effort, time) and technical resources[1].
The quality and intensity of educational activity of students significantly
determine the quality of education, and, accordingly, the results of training.
Since the student is included in the system of educational activity as a subject, it
is initially assumed his ability, consciously and purposefully act:
Plan your action – to choose their goals, identify ways and means of
achieving them; To organize to pool their resources to solve problems;
To monitor and adequately evaluate its activities – to exercise self-control
and self-evaluation with subsequent correction of their actions.
The successful functioning of each of these elements determines the
following organizational and pedagogical conditions:
The student should know not only the goal of training, but what about
learning outcomes should be achieved upon completion.
When specifying the ways of achieving learning outcomes possible tip –
any known method or technique necessary to study and apply for the job or
given detailed instructions on the operation sequence. The student must be
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familiar with the forms and types of control: written: essay, report, essay etc.,
oral presentation, responses to questions, etc., as well as with qualitative and
quantitative evaluation criteria of each learning task.
Provide to each academic class assignments (tests, questions, tasks and
exercises) for self-examination provide current pedagogical control and regular
self-assessment of student achievement of planned learning objectives. Sheet
academic achievements of the student on discipline is a tool of obtaining a
student timely information about the accumulation of rating points[3].
The transition to a new generation of standards requires that health care
educational institutions the restructuring of views on the process of education
and focus on professionalism of future medical staff professional competence. In
this regard, the main directions in the sphere of secondary professional medical
education is the need to significantly strengthen the practical training of students
while maintaining an adequate level of theoretical knowledge.
At the same time, certain obvious problems in the preparation of
paramedical personnel, particularly nurses. Among them: fear of the graduates
in front of patients, and the dissatisfaction of patients with the initiation of
untrained personnel, limiting access of students in the treatment classrooms
during the internship period, the psychological fear of the procedure. It is
impossible not to draw attention to the lack of time to practicing each practical
skill that leads to high risk to the health of the patient.
A way out of this situation is the creation of modern classrooms and
practical classrooms with the necessary equipment to perform nursing
procedures. It is important to improve the pedagogical learning technology,
using such as gaming technology, contextual learning, a method of solving of
situational tasks. The most modern method of teaching students practical skills
activities is the use of simulation technologies in the training of nurses.
In Latin the term simulation (simulatio — visibility act) is creating
visibility of the disease or its symptoms of a person not suffering from this
disease, or the simulation of any physical process with the help of artificial (e.g.,
mechanical or computer) system. So this concept is initially used in medicine.
But if the patient is feigning illness, it may be the health worker that simulates
the treatment. Although simulation training is actively used beginning in the
second half of the last century in those industries where errors when training on
real objects could lead to tragic consequences. Aviation, atomic energy, railway
transport. In medicine this type of training actively began to develop in the 70s
years and today it is the accepted norm for virtually all models of medical
education[2].The transition from knowledge to skills, and then skills involves
the training of nursing staff. with the introduction in the training process
simulation systems or simulation of certain situations.
A big role in achieving this goal can play the application in practical
classes of medical phantoms. One explanation of the concept of phantom gives
Great Soviet encyclopedia: a model of the human body or its parts in full size,
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serving as a visual aid. The main task of medical phantoms - the creation of
clinical situations as close to real happening in life situations. Teachers
recognized the urgent need of the correct alignment of the educational process
based on the development of a student in the full theory and practice on
mannequins and simulators-phantoms manipulation and clinical techniques.
Classes are arranged according to a specific algorithm. In the first stage,
students get the theoretical knowledge. On the second acquire practical skills.
The third stage is devoted to the development of practical manipulations in
conditions close to real (real situation, real equipment, mannequin, self-reacts to
the intervention of a student). Studying under the guidance of a teacher by
repetition and analysis of errors to achieve perfection of skills of work with
equipment and patients, team work, development of General and professional
competencies.
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