Course work theme: technology in education teaching listening

Methods of course work: improving the educational system, teaching listening skills, setting priorities for the systematic reform of Education.
The structure of the course work: consists of an introduction, two chapters, conclusions and references. In the introduction, the relevance of the topic is determined, the goals and objectives, the object and subject of research, the practical significance of the work are determined. In the main part, the tasks of achieving the goal of research are consistently solved. The first chapter presents the basics of educational technology. The second chapter is devoted to teaching listening skills. The results of the study are presented in the conclusion. The list includes literature.
CHAPTER I. SUBJECT, PURPOSE AND OBJECTIVES, SCIENTIFIC AND THEORETICAL FOUNDATIONS OF THE SCIENCE OF EDUCATIONAL TECHNOLOGIES

1. History of the development of educational technologies.7

Initially, the concept of “educational technology” was introduced by US scientists (for the first time, the American psychologist B. It was applied by Skinner, who explained the concept of educational technologies as the harmonization of the most advanced knowledge of pedagogy and psychology in education and the effective use of it) and the use of audio-visual techniques in the educational process from the 1940s to the mid-50s. From the middle of the 50s to the 60s of the last century, the term “educational technology” refers to programmed education. In the mid-60s, the content of this concept was widely discussed in pedagogical publications and international conferences abroad, as a result of which its interpretation in various countries in this area (USA, England, Japan, France, Italy, Hungary) was defined in two directions.
Proponents of the first line argued for the need to apply technical means and programmed teaching tools (technology in education). Supporters of the second direction, on the other hand, considered it important to increase the efficiency of the organization of the educational process and to lose the lag of pedagogical ideas behind the sharp development of techniques. Thus Route 1 was defined as” technical means in teaching“, while Route 2, which arose a little later, was defined as” teaching technology “or” learning process technology". In the 70s, the term “pedagogical technology” was used, which represented an educational process that was previously designed and guaranteed the achievement of clearly defined goals. By the early 11 ' 70s, it was realized that it was necessary to modernize the various apprenticeships and training facilities. Without these, the quality and effectiveness of teaching could not be achieved.¹
In the mid-60s and early 70s, magazines began to be published in highly developed countries such as the United States, England, Japan, Italy, dealing with issues of pedagogical technology, later specialized organizations and centers begin to deal with this problem. From the beginning of the 80s, it was understood that pedagogical technology is the creation of computerized and information technologies of Education. The concept of technology came into being in connection with the reform of education in America and Western Europe. B.Blum, D.Kratvol, J.Carroll, J.Block, B.Skinner, P.Ya.Galperin, W.I.Davidov, N.A.Menchinskaya, Z.I.Kalmykova, L.I.Zankov technologies are popular. Technological approaches to the organization of training V.P.Bespalco, V.Guzeyev, V.Slastenin, M.V.Clarin, B.Likhachev, N.F.Talizina, L.M.Friedman, T.V.Kudryavsev, A.M.Matyushkin, M.I.It applies to most psychologists and didacticists, such as Maxmutov. An analysis of technological approaches shows that most teaching technologies are stuck in empty technologisms. In a number of technologies, the theoretical framework is strengthened, the practical side is not so clarified.
The content also changed appropriately as the extent of their application expanded over time. By now, however, various opinions and opinions have been substantiated by several major scientists in order to establish a unified definition of the modern, scientifically based concept of educational technology. Although the phrases teaching technologies, pedagogical technologies, developing technologies, educational technologies and educational technologies have been used in different periods and in different sources, all promote a common goal, that is, in this it is understood the system and project of continuous development of pedagogical activity aimed at achieving educational goals and the formation of a comprehensively mature personality. 12 pedagogical technology-represents a high level of pedagogical efficiency by analyzing, selecting, designing and controlling all organizational parts and their connection, as well as the introduction of a systematic approach to this. Why is it necessary to create and put into practice the theoretical basis of educational technologies today? First of all, the traditional teaching system, one might say, is characterized as “informed teaching“ due to its reliance on Written and oral methods, since the activities of the teacher are evaluated not only as an organizer of the educational institution, but also by noting that it is becoming a source of prestigious knowledge. Secondly, at the developing stage of scientific and technical development, the sharp increase in information and the limited time for their use in the training process, as well as the system of requirements such as the perfect preparation of young people for life, the cultivation of qualified specialists, necessitate the introduction of a technological approach. ²
The fundamental twists and turns that are taking place in the field of education of our country today require the revitalization of the field of didactics in every educational institution, the improvement of educational efficiency, the training of competitive personnel, and the path to the introduction of innovation is always complex and long. It can be safely said that the construction of education on a technological basis serves to increase the level of quality, to switch to a system of guaranteeing results, to create self-improving mechanisms. Educational technology is a field of knowledge with which, in the 21st Century, major turns occur in the field of education, teacher education is renewed, independent and creative thinking, striving for knowledge, work on oneself, research, self - development are systematically formed in student-youth. The technological process always provides for the execution of actions in a certain sequence using the necessary tools and conditions. To be more precise, the technological process is the 13 activities of the worker in creating a quality product as a result of the gradual impact on the objects of labor with these weapons of Labor.
That is: educational technology is the process of effective influence of the teacher(educator) on students(students) under certain conditions using various means of teaching (upbringing) and the intensive formation of pre - established personality qualities in them as a product of this activity. Teaching technology is more similar in meaning to proprietary methodology in that it expresses the path of mastering specific uv materials within a given subject, subject, and question area around a particular technology. Sometimes there are practitioners who cannot distinguish methodology from technology, which they recognize as something. Methodology – consisting of a set of recommendations for the organization and conduct of the educational process, we can say that educational technology is a set of behaviors with specific characteristics that increase the effectiveness of the professional activity of the teacher and guarantee the final result in education. The selected method can be upgraded to a technological level based on processing, the formation of features inherent in technology in it.
Since the 70s of the last century, the essence of the concept of educational technology in pedagogical literature began to be interpreted much more broadly. Japanese scientist T.It is interpreted by Sakomoto as “teaching technology is the domain of knowledge associated with the guidance system that ensures the acceptability of teaching”. Russian scientist N.F.According to Talizina's opinion: “pedagogical technology is the determination of rational ways to achieve the established readership”. I.Ya.Lerner believes that pedagogical technology assumes the expression of a goal that is reliably realized and determined through the results of teaching reflected in the actions of students. It can be seen that educational technology is established as the design of the educational process on the basis of the stated purpose and content. This is true in one respect, while in a deeper analysis on the other, the identity of the streamer is overlooked in such an approach.³
This condition or deficiency can be attributed to academic V.P.Bespalco identified and describes that educational technology is a project of the process of formation of 14 persons of the educational institution who can guarantee the success of the pedagogical fa elite, independent of the skill of the teacher. The implementation of the designed ready-made technology does not require a lot of pedagogical experience from a science teacher, but the effect of using this ready-made technology depends on the technological knowledge, skills, qualifications occupied by the teacher. If the teacher deeply understands the content and purpose of the technological project, knows how to use technologies in its place and correctly, the final result is definitely guaranteed.
As a result, novator made it possible to use the rich and many years of experience of an educator for young educators. Viewed from the perspective of the history of the development of educational technologies, it can be seen that theory and practice are interpreted in an unrelated way. As a result, one or another advanced methodology aimed at improving the teaching process or developing the cognitive activity of students has gradually moved away from the theory of pedagogy, having lost its position without being able to rise to the level of technology. For example, such as “programmed education”, which caused a lot of hype in the 60s, or the “shatalovism movement” of the 70s and 80s. Today, the scientific potential of specialists in the pedagogical sphere in our country will be able to reveal the essence of educational technologies. It is also not acceptable to look at educational technologies as a separate branch of pedagogical science or as an educational direction aimed only at optimizing educational practice. Educational technology reflects the activities within the framework of combining theoretical and practical research in this area.
The national program of Personnel Training turns the goal of education in a new direction: “training highly qualified personnel, fully freed from ideological views and sarcasm left over from the past, meeting high spiritual and moral requirements at the level of developed democratic states.
Therefore, the goal of education is completely renewed, in accordance with it, an update is taking place both in the content of education and in the pedagogical process, new technologies are entering. There are new technical, information-communicative, audio-visual tools that require new methodologies and introduce its own certain features into it, which turn educational technologies into real 15 vocations. Educational technologies are continuously enriched by technological processes in other areas, and the influence on the traditional educational process, on the increase in its effectiveness, takes up new opportunities for persuasion. Unfortunately, this process is very difficult in the system of Advanced Education, real computer education technologies are waiting for their scientific development: “the application of computers on this day is nothing but extensiveness: traditional training courses are simply placed on a screen monitor.” Here it will be necessary to clarify the relationship between educational technology and Information Technology. In later times, some scientists (representatives of the field of informatics) are in favor of introducing or equating educational technologies to informatization (sometimes overriding).⁴
These attempts are not true. The technologization of the educational process is a historical (especially since the second half of the 20th century) reality and process. Informatization is a revolutionary “turn” in this process, its important stage. In education, information technology is communication between a” student - computer". Informational technology began to be used in the educational process as a component of educational technologies, a sophisticated type of technical means. In the future, economic problems will be solved, and educational institutions will be adequately provided with computers and software techniques.
Only then, on the basis of Informational Technology, the opportunities for organizing and managing the cognitive activity of students (students)are born, and he becomes a close assistant to the teacher. Centers of pedagogical technologies in developed countries. In the United States, 1971 – the “United States Association for pedagogical communications and technology” is formed. Currently, more than 50 branches of this council work across the country and in Canada.In the USA, the journal” Educational Technology “(”yeducational Technology“) began to be published in 1961, and in 1971 – the Journal” audiovisual teaching". In England, 1967 - the National Council for pedagogical technology began publishing the journal “programming educational technology and teaching” 16 (“yeducational Technology and programmed learning”) from 1964, and in 1971 – the Journal “pedagogical technology”. In Japan-4 scientific organizations are engaged in the problems of pedagogical technologies. In 1967, the” National Council for pedagogical Technologies " was created, the branches of which were housed in 22 public universities. Since 1965, The Journal “pedagogical technology” has been published in Japanese every three months, and the journal “Research in the field of pedagogical technologies” in English twice a year.
The” Universal Central Council on pedagogical Technologies " was established, which is also engaged in the establishment of international relations on educational problems. In Italy, in 1971, the National Center for pedagogical Technologies was founded and the Journal “pedagogical Technologies” is published. In Hungary, the State Center for teaching technology was established in 1973. Hungarian scientist L.Salai greatly expanded the circle of organizers of the teaching process by introducing into the concept of” teaching technology " the selection of the most important tools and materials for the purpose of planning, analyzing goals, scientific organization of the educational and educational work process, improving its effectiveness.⁵
E.Bisterski and J.Sellers (USA) collected data coloring techniques not only consist of an auxiliary tool and a new system, but also played an important role in its development by changing the organizational form, method and content of the reading process. This in turn had a major impact on the pedagogical thinking of teachers and students. In the 80s of the XX century, attempts continued to further understand the essence of the modern pedagogical process, pedagogical technology. In Russia, in the 90s of the 20th century, the pedagogical technology center was established, the magazines “school technology”, “innovations in education” were published. In Uzbekistan, in the 90s, in particular, from the adoption of the National Program of Personnel Training on August 29, 1997, the problems of educational technologies in the educational system, pedagogical publications began to rise as an urgent 17 object of research. In 1999, A Center for pedagogical Technologies was established under the Republican Educational Center.
Magazines such as” educational technologies educational problems “began to be published, articles on the problems of pedagogical technologies are covered in the magazines” public education, pedagogical education, educational and educational, enlightenment, teachers 'newspaper" and other scientific and pedagogical publications. In 1994, the 1st Republican scientific - theoretical conference on the problems of pedagogical Technologies was held, the materials of lectures and reports were published in a special collection. Educator-scientists U.Nishanaliyev, N.Saidakhmedov, N.Azizhoujaeva, B.Ziyamukhammedov, U.Tolipov, M.Usmanboeva, M.Ochilov, S.Khasanov, R.Ishmukhamedov, B.Farberman, J.Yoldashev, S.Usmanov, D.Ro ' ziyeva, M.Khoshimova and others conducted serious research on the problems of pedagogical technologies in the Republic. In 2000, at the Tashkent State Pedagogical University named after Nizami, a doctor of Pedagogical Sciences, professor N.N.Under the leadership of azizkhojayeva, an innovative technology center was established, which is engaged in improving the skills of pedagogical personnel on the problems of modern pedagogical and innovative technologies.
It is known that the subject of the activity of pedagogical innovation is the teacher, and his personal opportunity. The social cultural, intellectual and moral capabilities of the teacher's personality will be of high importance in this. The essence of the innovation process is reflected in the content of the joint activities of teachers and students, in this process, the educator helps students to overcome the difficulties that have arisen. The main essence of pedagogical assistance is expressed in the description of the innovative method, its orientation towards the goal, as well as the tasks to be solved in terms of the formation and upbringing of the individual.
The personal qualities of students as a subject of the pedagogical process 43 include:
the ability to understand the purpose, function and guidelines of the educational process adopted for the current and future stages of teaching;
the acquisition of new types of intellectual labor; purposeful professional self-education and independent education, excellent ability to cope with difficulties, satisfaction with the expanding intellectual and professional opportunities, prospects for growth and a solid place, active attitude to the performance of the function of its social role, etc.⁶
One of the most important areas of the innovative pedagogical process is the development of student-student cognitive activity. Such a direction involves the activation of student-student training, the activity of determining their professional specialization. The innovative activities of students can be evaluated as a creative process and creative activity. The axiological approach to innovative activity means that a person is happy with the process of creating innovation himself, the sum of pedagogical values created by him.
Axiology treats a person as one goal of high value and social progress. The structure of the innovative activity of the teacher consists of creativity and reflection components. The most important of the educational activities of the teacher is the development of adjuvant activity. Creativity (Eng. ”to create “means creation,” creative " means the ability, quality of the creative, creative) individual to create a new, non - standard concept, take a new approach to solving the task and form new skills. There are several stages of creativity in the educational activity of the teacher: at the first stage, ready-made methodological recommendations are copied; at the second stage, certain devices (modifications), methodological methods are introduced into the existing system, at the third stage, the content, methods, form of the implementation of the idea are fully developed; in the fourth stage, a unique concept and methodology of teaching and upbringing will be created.⁷

taklif atan olishningahamiyatitheo'quvchi rivojlanmoqdashaxsiyafzalliklar

va o'qishga javoblarva ularni rivojlantirishdatushunish, tahlil qilish qobiliyativa baholang
matnlar. Inaijodiy sinf,kabishuningdekmustaqil,xususiyo'qish, bularelementlarkerak
ishlab chiqilishio'qishni boshdan kechirish orqalikabiijtimoiy faoliyat qaerdao'quvchilar baham ko'rishadiularning javoblari
va kitobxonlar hamjamiyatidagi tajribalar.
PRINSIPLLAR
Ijodiy o'qituvchilarningo'qishkim o'rgatadiuchunbolalarni targ'ib qilishjalb qilishva bilanjavob
uchun matnlar, va JSSV izlash uchun qurmoq o'qish ravonlik da bu yoshi foydalanish pedagogik amaliyotlar
qator tamoyillarga asoslanadi. Bularga quyidagilar kiradi:
taklif atan olishningahamiyatitheo'quvchi rivojlanmoqdashaxsiyafzalliklar
va o'qishga javoblarva ularni rivojlantirishdatushunish, tahlil qilish qobiliyativa baholang
matnlar. Inaijodiy sinf,kabishuningdekmustaqil,xususiyo'qish, bularelementlarkerak
ishlab chiqilishio'qishni boshdan kechirish orqalikabiijtimoiy faoliyat qaerdao'quvchilar baham ko'rishadiularning javoblari
va kitobxonlar hamjamiyatidagi tajribalar.
PRINSIPLLAR
Ijodiy o'qituvchilarningo'qishkim o'rgatadiuchunbolalarni targ'ib qilishjalb qilishva bilanjavob
uchun matnlar, va JSSV izlash uchun qurmoq o'qish ravonlik da bu yoshi foydalanish pedagogik amaliyotlar
qator tamoyillarga asoslanadi. Bularga quyidagilar kiradi:
taklif atan olishningahamiyatitheo'quvchi rivojlanmoqdashaxsiyafzalliklar
va o'qishga javoblarva ularni rivojlantirishdatushunish, tahlil qilish qobiliyativa baholang
matnlar. Inaijodiy sinf,kabishuningdekmustaqil,xususiyo'qish, bularelementlarkerak
ishlab chiqilishio'qishni boshdan kechirish orqalikabiijtimoiy faoliyat qaerdao'quvchilar baham ko'rishadiularning javoblari
va kitobxonlar hamjamiyatidagi tajribalar.
PRINSIPLLAR
Ijodiy o'qituvchilarningo'qishkim o'rgatadiuchunbolalarni targ'ib qilishjalb qilishva bilanjavob
uchun matnlar, va JSSV izlash uchun qurmoq o'qish ravonlik da bu yoshi foydalanish pedagogik amaliyotlar
qator tamoyillarga asoslanadi. Bularga quyidagilar kiradi:
taklif atan olishningahamiyatitheo'quvchi rivojlanmoqdashaxsiyafzalliklar
va o'qishga javoblarva ularni rivojlantirishdatushunish, tahlil qilish qobiliyativa baholang
matnlar. Inaijodiy sinf,kabishuningdekmustaqil,xususiyo'qish, bularelementlarkerak
ishlab chiqilishio'qishni boshdan kechirish orqalikabiijtimoiy faoliyat qaerdao'quvchilar baham ko'rishadiularning javoblari
va kitobxonlar hamjamiyatidagi tajribalar.
PRINSIPLLAR
Ijodiy o'qituvchilarningo'qishkim o'rgatadiuchunbolalarni targ'ib qilishjalb qilishva bilanjavob
uchun matnlar, va JSSV izlash uchun qurmoq o'qish ravonlik da bu yoshi foydalanish pedagogik amaliyotlar
qator tamoyillarga asoslanadi. Bularga quyidagilar kiradi:
Creative teachers of reading who teach to promote children’s engagement with and response
to texts, and who seek to build reading fluency at this age use pedagogical practices
underpinned by a number of principles. These include:
■ valuing reading and reflection;
■ knowing that understanding (comprehending) texts is critical to engagement, enjoyment
and learning;
■ providing potent and engaging texts;
■ recognising the importance of talk around and in response to texts;
■ building a reading culture within the classroom (including reading aloud to children);
■ encouraging independent reading and personal choice (including texts from children’s
twenty-first century culture);
■ offering clear modelling through their own reading experiences, responses and expertise;
■ giving supportive feedback and suggestions for further development.
Various factors have been identified as important in teaching reading. Based on an
extensive research review, Pressley (quoted in Harrison, 2002: 16) listed those factors he
regarded as ‘research proven’ in the teaching of reading. Removing the use of decoding skills
from his list as being largely used in the early reading stages, the list contains the following:
encourage extensive reading; explicit work on sight vocabulary; teach the use of context cues
and monitoring meaning; teach vocabulary; encourage readers to ask their own ‘Why?’
questions of a text; teach self-regulated comprehension strategies (for example, activating
prior knowledge, visualisation, summarising); encourage reciprocal teaching (teacher
modelling of strategies and scaffolding for independence); and encourage transactional
strategies (an approach based on readers exploring texts with their peers and their teacher).
The teaching approaches of reciprocal teaching and exploring texts with peers and
teachers that Pressley (ibid.) identifies are central to the collaborative, reflective and
supportive ethos found in creative and playful classrooms. However, the specific teaching
strategies he mentions, such as teaching comprehension strategies and vocabulary, need to be
embedded and contextualised in the extensive reading of exciting and affecting texts (Cremin
et al., 2014). This is because becoming a fluent reader does not just mean getter quicker and
more accurate at automatic word recognition and recognising an increasing number of words.
While fluent reading – being ‘the ability to read with comprehension, accuracy, speed and
appropriate expression (prosody)’ (Johns and Berglund, 2006: 3) – involves using cognitive
skills, becoming an engaged and motivated fluent reader means much more than this.
Children who are not engaged and motivated to read do not benefit from reading teaching
(Wigfield et al., 2004; Krashen, 2011). Becoming an engaged and motivated reader has
social, emotional and cultural dimensions and involves the reader in seeing a purpose for
reading. This is supported by children positioning themselves as a reader within a social,
collaborative community with shared practices and expectations. It also involves readers in
responding to the feeling and emotions in texts. Sensitive and creative teachers of reading
seek to create a community of readers within their classrooms, providing a context in which
children’s diverse cultural capital and home literacies are acknowledged and creativity,
speculation, experimentation, play, risk taking and reflection on reading are all encouraged.
Creative teachers of reading who teach to promote children’s engagement with and response
to texts, and who seek to build reading fluency at this age use pedagogical practices
underpinned by a number of principles. These include:
■ valuing reading and reflection;
■ knowing that understanding (comprehending) texts is critical to engagement, enjoyment
and learning;
■ providing potent and engaging texts;
■ recognising the importance of talk around and in response to texts;
■ building a reading culture within the classroom (including reading aloud to children);
■ encouraging independent reading and personal choice (including texts from children’s
twenty-first century culture);
■ offering clear modelling through their own reading experiences, responses and expertise;
■ giving supportive feedback and suggestions for further development.
Various factors have been identified as important in teaching reading. Based on an
extensive research review, Pressley (quoted in Harrison, 2002: 16) listed those factors he
regarded as ‘research proven’ in the teaching of reading. Removing the use of decoding skills
from his list as being largely used in the early reading stages, the list contains the following:
encourage extensive reading; explicit work on sight vocabulary; teach the use of context cues
and monitoring meaning; teach vocabulary; encourage readers to ask their own ‘Why?’
questions of a text; teach self-regulated comprehension strategies (for example, activating
prior knowledge, visualisation, summarising); encourage reciprocal teaching (teacher
modelling of strategies and scaffolding for independence); and encourage transactional
strategies (an approach based on readers exploring texts with their peers and their teacher).
The teaching approaches of reciprocal teaching and exploring texts with peers and
teachers that Pressley (ibid.) identifies are central to the collaborative, reflective and
supportive ethos found in creative and playful classrooms. However, the specific teaching
strategies he mentions, such as teaching comprehension strategies and vocabulary, need to be
embedded and contextualised in the extensive reading of exciting and affecting texts (Cremin
et al., 2014). This is because becoming a fluent reader does not just mean getter quicker and
more accurate at automatic word recognition and recognising an increasing number of words.
While fluent reading – being ‘the ability to read with comprehension, accuracy, speed and
appropriate expression (prosody)’ (Johns and Berglund, 2006: 3) – involves using cognitive
skills, becoming an engaged and motivated fluent reader means much more than this.
Children who are not engaged and motivated to read do not benefit from reading teaching
(Wigfield et al., 2004; Krashen, 2011). Becoming an engaged and motivated reader has
social, emotional and cultural dimensions and involves the reader in seeing a purpose for
reading. This is supported by children positioning themselves as a reader within a social,
collaborative community with shared practices and expectations. It also involves readers in
responding to the feeling and emotions in texts. Sensitive and creative teachers of reading
seek to create a community of readers within their classrooms, providing a context in which
children’s diverse cultural capital and home literacies are acknowledged and creativity,
speculation, experimentation, play, risk taking and reflection on reading are all encouraged.
Creative teachers of reading who teach to promote children’s engagement with and response
to texts, and who seek to build reading fluency at this age use pedagogical practices
underpinned by a number of principles. These include:
Creative teachers of reading who teach to promote children’s engagement with and response
to texts, and who seek to build reading fluency at this age use pedagogical practices
underpinned by a number of principles. These include
Reading is central tool of learning and one that underpins learning across the curriculum. In
order to learn from reading, readers must engage with the text they are reading in a way that
ensures that what they read connects with and stays in their minds afterwards; that is, readers
need to read actively, making links with what is already known and expanding or adjusting
schema to include the new information (Rumelhart,1985; Wray and Lewis, 1997). But
readers come to texts with many different purposes – they may want to identify specific
information, get a sense of what it was like to live in a particular time, entertain themselves,
and so on. Rosenblatt (1985) distinguishes between two different kinds of reading: efferent
and aesthetic. In efferent reading, the reader’s attention is centred on what should be retained
after the reading, such as information to be acquired or a process to be followed. In aesthetic
reading, readers focus on what they are living through during the reading and pay attention to

2.