Course work theme: technology in education teaching listening

Scientific and theoretical foundations of educational technologies.

According to educators, researchers, practitioners studying issues and problems of educational technologies, educational technologies are defined as, of course, the use of information technology-related training, technical means, computer, distance learning, which should be applied in the educational process. Related most basic core of educational technology – it refers to the technologies chosen by the teacher and the student so that they can achieve a guaranteed result from the specified goal in cooperation, that is, in the process of teaching, each of the 18 educational technologies used in achieving a goal-related result can organize collaborative activities between the teacher and the student, both achieve a positive result, while in the study the student can, when a teacher can create opportunities and conditions for their activities like this, in our opinion, this is the basis of the teaching process. Each lesson, subject, educational instruction has its own technology, that is, the technology of teaching in the educational process is an individual process, which is a pedagogical process that is aimed at one goal, pre – designed and provides a guaranteed result based on the student's need. When educational technology is seen as a system, its structure can be visualized in terms of organizational functional elements.
Organizational elements of educational technology - educational, educational, objective, outcome, educational content, teaching methods, organizational forms, tools, control and evaluation. The pedagogical process begins with the setting of the educational goal. The goal should be so clear that, through it, it is possible to determine to what extent the educational process is carried out, to build a didactic process that will ensure the achievement of the intended goal at the given time.¹²
The purpose of educational technology will be determined based on the goals and content of the subject of study, educational impact, and will be relevant to the purpose of Education. The content of education, educational material is reflected in the following: educational technologies, text of textbooks and teaching aids, information sources, reflecting the content of teaching this subject. Teaching methods, tools and organizational forms, that is, techniques and weapons of pedagogical influence on the learner, are selected and put into practice in harmony with the content of information and didactic goals. It also takes into account the age, physiological characteristics of the pupils, the material equipment of educational institutions, the social environment.

Control, evaluation methods and tools: selected with respect to the purpose and content of the UV materials involved. If the result obtained with the goal set is consistent, the pedagogical process will end. In this case, it is necessary to indicate to ensure the full compatibility of the result obtained with the intended purpose, since they arise from the objectively important laws of the subject. But pedagogical activity has a personal-subjective emotional character.¹³
It is based on the personal - individual qualities of an educator, creative abilities, skills, professional-psychological characteristics and personal - individual qualities of an educator, intellectual, psychophysiological, psychoemotional and other characteristics. Therefore, its result may have a variative character. It is worth noting that if there are also no elements of the indicated pedagogical structure, then the pedagogical process will not be complete or will not be able to give the intended result in full. In any case, getting a positive result from such a pedagogical process will be of a random nature. When it comes to educational technology, dahldor needs to distinguish the following phenomena from each other: didactic design of education (1), project implementation (2), correction to the didactic project according to the current and intermediate result of Education, Making Changes (3), 20 repetition of education (4), Final Control (5). This pattern is also found in the traditional educational experience of the 1st and 2nd. The difference of educational technology from the traditional educational system is that the result of education and its presence at the level of maturity is always the focus of the teacher and the student: the teacher often checks the result of education and keeps the trainees alert to what they have achieved; and students, realizing their achievements and shortcomings, strive to increase the first.¹⁴

The purpose envisaged in teaching the content of educational materials, the goal of the teacher and students, the implementation and accounting sheets of goals, the tasks given, the amount of assignments, the methods used, test questions on topics, rating control stages, the method of mastering at the etalon level are predetermined. All these works lead to the creation of a model of education in the mind. The creation of a mobile model of education in the mind is one of the main requirements of educational technology, when a teacher who acquires this art is able to immediately change according to the course of the educational process, to include additional adjustments (1), he will easily beat the educational background, build again, rebuild again if necessary (2), direct the learners to, it is able to immediately choose the style of work suitable for each group (5), develop a system of tools that correspond to the abilities, needs and interests of learners, task - tasks (6), prepare additional motivational training with slow-paced learners, conditions for completing additional tasks, activate them (7). Within the framework of educational technology, organizational and methodological pre-laid educational goals can be achieved with the help of various methodological complexes. If the main focus in technological systems is on the creation of theories, the choice of a set of styles is carried out mainly on an empirical basis.¹⁵

Educational technology covers a wide range of operations consisting of the following three phases: design, implementation, control and evaluation. I. Design-the intended goal is to determine the sum of the methods and means of its implementation. Within the framework of this block, operations are carried out in the following sequence: -determining the timing of the implementation of educational technology: semi-educational technology covers many operations, consisting of the following three stages: design, implementation, control and evaluation. I. Design-the intended goal is to determine the sum of the methods and means of its implementation. Within the framework of this block, operations are carried out in the following sequence: -determination of the time of implementation of Educational Technology:
- for annual, annual and whole teaching;
- analysis of educational materials;
- separation of goals and didactic tasks;
- bringing educational materials into a certain structure and distributing them by time;
- stages of mastering knowledge, skills and qualifications, as well as determining the development of quality and qualities of the individual;
- determination of the method and means of interest to Repetition of educational materials, introduction, provision of current instructions, the emergence of problem situations in order to attract the attention of students to important aspects of educational materials, preliminary determination of interesting task tasks and the like.¹⁶
They should be considered as a predetermined and goal-guiding tool. Such an approach allows the learner to visualize the structure and content of their educational and cognitive activities. An idea of the planned results is formalized in the following forms: knowledge, skill work-action method, significant orientation, socially significant personal quality and correspondence of qualities and other expected results. A rational teaching model is formed, which allows you to carry out didactic tasks and consists of a set of teaching methods, forms of organization, tools, pedagogical methods. The indicated weapons and pedagogical techniques should be in harmony with the educational materials, the level of personal Q facility and development of students. Also, the material base of the educational institution should be taken into account.
The structure of the lessons is thought out and is carried out as follows:
- diagnostics of the current state of educational work;
-isolation of important indicators to be controlled;
- current and final control of the state of the pedagogical process;
- identification of methods and means of connection of reversible communication based on the results of diagnosis and control;
For the implementation of Educational Technology, II.¹⁷
In the implementation of the educational project, special attention is paid to the following works:
- to familiarize students with the goals, tasks on the topic under study in advance, to describe the problem, assignments, as well as homework, independent work, the procedure for their implementation, the announcement of the moment, complete mastery of the topic, to give instructions, to;
- to stimulate the active, independent activity of those who receive education, to draw the attention of children to the content of the department or topic, to show interest in knowing how it is necessary to teach reading enthusiasm for learning, to create the need to fulfill problems.
Emotions, thinking phenomena collect information on the topic through ways of applying knowledge to educational situations, organize current control over the collected data, change regarding the complete assimilation of the topic, specify additional, corrections;
- processing the accumulated knowledge on a section or topic. The educational process has a scholastic character.
There are also expected and unexpected, planned, emergency and accidental events in it. Consequently, based on the results studied, new changes, additional, corrections are made to the project, and how close children are to the level of benchmark are also mentioned;
- drawing general conclusions on a section or topic, applying the conclusions drawn to complex educational situations. According to the results of intermediate control, collecting information by topic or department, analyzing the achievements of students in the processes of processing the accumulated information, showing the shortcomings of students in their knowledge, qualifications, experience of creative activity, relationships, giving each student additional tasks to complete until final control, encouraging them to master educational materials at a more comprehensive level;
- the main function of Final control is to determine whether the learners acquire the elements of knowledge 24 and educational content at the level of étalon, to warn students who have mastered below the level of étalon, to give additional assignments.
Control-the task of the evaluation block consists in conducting current, intermediate and final controls on the progress of the implementation of the set goal, that is, ensuring regular reversible communication and processing into information. Having analyzed the information obtained, changes are made to the actions in the future, if necessary, and, finally, a conclusion is made about the purpose set and the suitability of the results obtained. When achieving any goal, the situation is concluded directly about the suitability of the results. In achieving any goal, the situation has a direct impact.¹⁸
External conditions are reflected in the training facilities, the equipment of rooms, the level of maintenance and other means, the social environment, etc.
In the process of implementing the intended goal, the following factors can also be a kind of obstacle:
-the absence of harmony in all organizational elements of the pedagogical system and their interaction;
-psychological, personal-individual and other characteristics of the participants in the educational process.
- such as professional competence of the educator. According to the degree of application of pedagogical Technologies: - General technologies (large); - private technologies (Medium); - Small Modular universal (small) technologies. Based on the possibilities of repeated formation of educational goals, assessment criteria and educational conditions, it is possible to widely apply the “technological” process to the educational factors of the educational process. In this respect, “educational technology” reduces the gap between education and upbringing. ” Educational technology " allows you to clarify and divide educational goals, standardize educational results, effectively reversible communication in the educational process, solve such important educational problems as automation capabilities 25. When developing this problem, it is advisable to take into account and critically analyze the experience in the construction of training systems in “educational technology”.
The “technological” construction of the educational process also presents a number of problems. It is possible to include in them, first of all, such as the development of didactic goals, their content in accordance, ensuring the conformity of its form and content in the design of the educational process in a suitable level, full-fledged assimilation of experience by the learners, leveling and increasing the level of all learners. The preparation of future specialists at the level of qualitatively modern requirements can be achieved first of all by giving them accurate knowledge, forming professional skills and qualifications, teaching them to apply them effectively in their professional activities. It is the technological approach that opens up a wide range of possibilities in achieving such a result.¹⁹

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