Specific features of training

30
International Journal on Integrated Education
e-ISSN : 2620 3502
p-ISSN : 2615 3785
Volume 3, Issue V, May 2020 |
Specific features of training
Alisher Ergashevich Ernazarov1
1
Head of information technologies department, Samarkand institute of economics and service,
Samarkand, Uzbekistan
Email: ernazarov_alisher@sies.uz
ABSTRACT
Today, the reforms carried out in the educational system set the main goals and tasks for the creation of a
scientifically based system of conducting training sessions in educational institutions on the requirements
of state educational standards and educational programs, as well as creating opportunities for their
implementation and implementation.
Keywords: curriculum, state educational standards, model curriculum, normative document, quality of
education, content, advanced pedagogical and information technology, interactive method, independent
thinking, skills, activism, problematic assignment, style, production, science, technique, didactic, visual
and distributed materials, problematic question, training structure, methodical structure, systematization,
generalization, control, correction, reflection, combination.
1. INTRODUCTION
Within the framework of these tasks, the project of priority directions of educational activity is
being developed, standard educational plans and educational programs on the direction of education and a
number of normative and legal documents are being reviewed, advanced pedagogical and information
technologies are being used in the process of training in order to improve the quality of education, to
conduct them For this purpose, it is important to note the wide application of the following methods:
equipping the classrooms with modern technical tools and their effective use;
determining the logical-structure form of training sessions in each direction of Education,
adapting them directly to the requirements of life, living, production, science and
technology;
enrich them with problematic assignments and prepare methodological recommendations,
instructions;
establishing the use of pedagogical and information technologies and interactive methods in
the training sessions;
to convey didactic, visual and dissemination materials on the topics of the training session to
the educators and to prepare them problematic questions on each topic, thus ensuring them to
come prepared for the training;
to pay special attention to the essence of the problem questions, depending on their quality,
to determine the state of their preparation on the topics of a particular training session, to be
able to think in them, to acquire independent knowledge, to find literature on the topic, to
achieve the formation of skills for their use and analysis;
mutual discussion of information about the subject of training, analysis of critical and
independent opinions expressed, summarizing them;
revitalization of research on the development of Science and technology in groups;
Strengthening the activities of internal control units in order to understand the responsible
and impartial approach of teachers to their responsibilities in educating students, and to
conduct a survey among them on "Teachers in the eyes of students", to discuss the results in
detail;
Study, generalization of foreign experience in improving the quality of training and
development of methodological guidelines that can be applied in the country [1].

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Based on these tasks, we believe that in order for students to think independently, to choose
and implement areas of professional activity, it must have the following qualities:
be able to see the problems, understand the causes of their occurrence;
generalize, summarize and generate new knowledge with the acquired knowledge of
observed events and happenings;
to replace several concepts with one general one, to separate the main one from many
events;
to express one's opinion correctly and fluently, to find the necessary information quickly
and accurately;
analysis and evaluation of problems, completion of work, change and development of
thinking in accordance with the changing situation.
Development of thinking includes (Table 1):
Table 1. Develop thinking
Analytical
Thinking
Developing skills to highlight important characters and features.
Synthetic Thinking Develop a plan for teaching materials, developing skills that establish single,
common characters and whole features.
Analytical-
synthesizing
The classification of facts, the development of skills to draw generalizing
conclusions.
Abstract thinking Distinguish between important and general signs, distinguish unimportant
signs, apply knowledge in practice.
Teaching technologies that can be used in the classroom. Creative, design, problem-solving,
informational and telecommunication, automated, programmed. You can choose one of these. The
following programs can be used in teaching technology: linear, branching, adaptive, generalized,
program-algorithmic, block teaching, modular teaching, full mastering of knowledge.
It should be noted that in traditional teaching, learners are taught to acquire only ready-made
knowledge, while teaching using modern technology teaches them to independently search, analyze and
draw conclusions from the knowledge they need to acquire. The topic of developing and improving their
level of knowledge has always been one of the most pressing issues in the education system. At the same
time, it requires the development of pedagogical technologies in the educational process and their
implementation with the help of information technology [4].
Information technology plays a key role in ensuring the final results of the development of
pedagogical technologies in the system of continuing education, which can be seen in all aspects of
education. Therefore, the development of society in all its aspects shows that the use of information
technology and information technology as much as possible in the pedagogical technologies used in the
education of the younger generation is becoming a topical issue today.
The structure of the lesson should be very clear when moving from one part to another in
accordance with its logic, the laws of the teaching process and the didactic purpose of the lesson.
The training structure is its total elements, such as maintaining the core activity in different
options, ensuring the integrity of the training. The components of the training are closely interlinked and
are done in a precise sequence. The structure of the lesson: the purpose, the content of the studied
material, methods and techniques of teaching, the level of training and development of students,
depending on the location of the lesson in the learning process. Each type of training has its own structure
with its own specific elements.
Model structure of the lesson.
1. Organizing the beginning of the lesson: setting educational, pedagogical and developmental
tasks, announcing the topic and plan of the lesson.
2. Important knowledge (repetition): check the existing knowledge and skills of learners to
prepare for the study of a new topic.
3. Explain the new material: introduce new knowledge and skills, show their reference
examples.
4. Reinforcement: exercises to acquire and consolidate knowledge and skills on the model.
5. Summarize the lesson: formulate conclusions [3].

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The types and types of training are given in the following table (Table 2):
Table2.Type and types of training
№ Type oftraining Types oftraining
1. Introduction to the lesson (learning and
mastering new learning material).
Lecture, explanation, conversation,
demonstration, research type training.
2. Generalization training (training on
systematization and generalization of
knowledge, formation of knowledge and skills
on the application of the acquired
resurrection). Strengthen and improve
knowledge, skills and competencies.
Repetition, generalization, reproductive
type training, practical training, excursion
training, seminar, conference, final
training, generalizing independent work.
3. Control (accounting and evaluation of
knowledge and skills).
Inquiry, competition, exhibition,
competition.
4. Combined. This includes all 4 types of basic training
types.
The lesson involves not only the presentation of materials, but also assignments, part of which
is obtained by learners in finding ways to solve tasks in the process of independent research, the
presentation of materials in the lesson should be variable. It can be ready-made information, solving a
problem, proving a solution.
Lesson is a complex form of organization of the learning process, which requires a great
responsibility from the educator in the process of teaching, a creative approach to its planning: the correct
allocation of time, control over each part of the lesson, individual learning activities.
One of the main requirements for training is its scientific nature, namely:
conducting training in accordance with the requirements of state educational standards;
Ensuring high efficiency of the educational process for the purpose of comprehensive and
harmonious development of the learner;
the use of the most effective means, forms and methods of teaching and new educational
technologies;
formation of professional knowledge and skills in students, preparation for their
application in practice;
organization and control of their independent work;
Participate in the development of educational programs, quality training of graduates,
taking responsibility for their full implementation in accordance with the schedule and
curriculum of the educational process;
respect for the rights and freedoms of students;
support of discipline, control over the order of participation in training;
compliance with the implementation of the curriculum and study plans, ensuring
compliance with occupational safety requirements in the educational process;
carrying out ancillary work; to study the personal qualities of students, to communicate
with their parents; to improve their professional skills [2].
Thus, the above-mentioned training structure is implemented in the practical activities of the
teacher using the methodological structure. The methodological structure is determined by the educator,
who chooses the means, methods and paths. In doing so, he takes into account the whole structure of the
training and tries to implement them using the methodological structure. All the elements of the above
structure are as clear as the practical tasks that the educator must solve during the preparation and conduct
of the lesson.
In general, the set of steps that make up the training structure is as follows: organizational
phase, homework review. updating the learner's subject experience, learning new knowledge and methods
of activity, initial checking, consolidation, application, systematization and generalization of learner
comprehension, control and self-monitoring, correction, homework information, completion of training,
reflection. From the sum of these stages, the educator creates various combinations appropriate to the
tasks to be solved in the lesson.

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The main stage determines the type of training. The following sequence is used in the study of
the topic: the acquisition, repetition and consolidation of new knowledge, the application, generalization
and systematization of knowledge and skills, control and evaluation of knowledge, as well as the
correction of knowledge.
The combined training includes the following stages: organizational, homework check phase,
comprehensive knowledge check phase, knowledge updating, new knowledge acquisition and knowledge
consolidation phase, homework instruction, homework completion, reflection phase. Organizational
phase: very short-term, determines all the psychological mood of the session. Greetings, sweet words of
the teacher, calm, confident habit are the conditions for the performance of the tasks of this stage. The
stage of actualization of the subject experience of learners ensures their motivation and participation in
joint activities. At this stage it is sometimes not enough to update limited knowledge and skills 5].
Homework is given in almost every session, but sometimes this stage is limited to information
on just what to do. However, there must be information about its implementation. This does not mean that
the educator should dictate the order of homework. There should be a plan for its implementation with the
students, as well as the necessary explanations. The absence of this stage leads to problems in homework,
lack of knowledge, lack of mastery. Sometimes, due to lack of time, lack of proper planning of the
session, the last two stages fall short: conclusion and reflection. But they also have important
psychological implications. Evaluation of the student's results serves as a stimulus for further work, to
prove achievements, to create a positive emotional mood. Reflection also allows students to develop their
emotional circle, to master the principles of cooperation.
The structure of teaching and learning methods depend on the didactic goals and objectives to be
addressed in the process of teaching and education. Depending on the most common methods and tools of
teaching, this or that type of training can have several types. The structure of the training is a set of
training elements that ensure the integrity and completeness of the training in different variants.
2. CONCLUSION
The organization of the educational process imposes a number of requirements on its
participants:
Accurate and creative implementation of program and methodological requirements for
training, the type of training, its place in the course department, the system of inter-course
communication, the characteristics of each lesson;
to take into account the specific learning opportunities of students, the level of education, the
level of formation of the team, their interests, aspirations, needs, purposeful focus on
eliminating gaps in knowledge;
joint thinking and solving educational tasks (formation of knowledge, skills, abilities, cognitive
abilities, readiness for independent learning), upbringing (formation of worldview, active life
position, correct discipline and communication experience, personal qualities, self-education
and mental development); develop intelligence, attention, perception, memory, thinking,
reasoning, speech, freedom, distinguish the most basic tasks of training, identify them, taking
into account the characteristics and capabilities of the team;
selection of the structure and pace of training, which will ensure the successful solution of
tasks and the effective use of training time;
Ensuring the attention of students to important scientific concepts, theoretical procedures, laws,
worldviews, educational ideas of educational material, the basics of teaching content, the
connection of training content with life, the needs of society, personal life experiences and
interests of students;
Ensuring that the educational process is practical, career-oriented, creating clear opportunities
for students to apply the acquired knowledge, skills and abilities;
active methods, intensive teaching, oral, visual and practical, reproductive and problem-based
teaching methods, methods of independent work of students and work under the guidance of
teachers, the use of methods of arousing students' interest in learning, understanding, sense of
duty, responsibility and discipline;

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group and individual forms of frontal work in the classroom, as well as the desire to organize
educational work in the form of teamwork;
stratified approach to students;
to form in all students a conscious and active attitude to their educational activities, the skills of
effective organization of educational work in the classroom, the use of educational and
developmental opportunities in the classroom, monitoring and evaluation of their knowledge,
skills and abilities;
treat them with respect, respecting the recipient;
Development of the cabinet system of teaching in accordance with the requirements of
scientific and technical progress, the effective use of various teaching aids (textbooks, manuals,
media);
adherence to the optimal hygienic and aesthetic conditions for training;
Determining the content and scope of homework, taking into account the time, to prevent
fatigue of students, if necessary, to explain the homework;
to make a clear lesson plan, to ensure its progress in response to changes in the learning
situation and to determine the results of education, training, development of students as a result
of the analysis of lessons, to compare them with pedagogical tasks, to identify successes and
shortcomings, to take into account the results of this analysis.
REFERENCES
1. Mavlyanov A. Abdalova S. Ernazarov A. "Designing training sessions on advanced pedagogical
technology." Modern education. - 2016. №2. - 25-29p.
2. Abdalova S., Allambergenova M., Ilyasova Z. Educational technologies in the organization of
training sessions. Study guide. Tafakkur Bostoni Publishing House. Tashkent, - 2013. - 142 p.
3. Mavlyanov A., Abdalova S. "The role of modern pedagogical technologies in the organization of
lessons in science." Modern education. - 2013. №6, -30-33p.
4. Javlonov Sh., Abdalova S., Yusupova L. Technology of training on the basis of the principles of
pedagogical technology. Educational-methodical manual. - Tashkent: Voris, - 2010. - 117 p.
5. Ernazarov A. Technologies of modern organization and conduct of trainings. Educational-
methodical manual. –T .: Science and technology. - 2016, - 136 p.

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