New pedagogical technology in educational content: directions, problems, solutions

Today, it is necessary to understand the main directions of radical reforms carried out in the field of education on the basis of the law"on education "and the" national program of Personnel Training". These routes:

• •    reform of educational content, system;

• •    reform of Educational Management;

• •    to create an understanding of Education based on market economy;

• •    formation of new views of parents, teachers-students on the educational process;

• •    finally, the main driving force of these radical reforms is the introduction of new pedagogical technology into practice.

At the same time, it was necessary to take a new approach to the design of the educational process on the basis of a new system of education, content, curriculum, textbooks. When it comes to the content of education, its components, composition, tasks, it is necessary to determine the optimal relationship between facts and legalities, vividly abstract, knowledge and techniques of independent knowledge of reality. But not until these things have found their solution in practice. When it comes to Gezi, it should be said that the definition of the semantic aspects of didactics in the modern education goes into poorly studied areas. Still the problem of understanding (the essence) is interpreted differently by scientists, didactics are less puzzling over the methods of explaining semantically complex texts and ideas. At the present time, when scientific concepts are becoming more complex and deepening, semantic problems are important to describe the teaching material, to bring the students to the theory that constitutes a new period of development of science, to solve the relationship of theories with evidence in education. This issue should also find its solution faster.

Another problem I have found should dwell on. The point is that we often see the concepts of "educational content" as the same as "educational science content". In fact, it is not. The previous concept is broader, that is, the content of Educational Science includes only the knowledge of this science-understanding, judgment, conclusions. The content of education includes, apart from these, the methods, methods and practices of scientific knowledge, that is, the methodological knowledge that creates independent cognitive skills in students, in this regard, there are also significant shortcomings in our textbooks.

But no matter how baked our textbooks are, the conductor-the teacher, who poured pearls of knowledge into the pupil's "skull", is not ready, cannot succeed if he passed the lesson without leaving the old mold.

Didactic principle, which allows the teacher to develop initiative and independence in the students, thorough and deep mastering of knowledge, necessary skills and skills, in them observability, thinking and connecting point, memory and creative imagination, is an activity in this education. Activity print is directly related to consciousness print. Because where there is activity, there is consciousness...

In such a system, both the reader and the educator are jointly responsible for the educational process. Together they determine the knowledge and abilities of each student, their individual needs. In this case, the teacher becomes not only an" appraiser", but also a source of new knowledge. Among the world pedagogical lexicon, the concept of" innovation " has been widely adopted. This concept is clarified by the concepts of" Innovation"," Reform". Any change in the educational system than in the broad sense is a pedagogical innovation.

Initially, these concepts were applied to socio-economic and technological processes, and then applied to any innovations in the educational system. That's also the reason for the so-called pedagogical technology. So far, the science of pedagogical innovation has been formed. Pedagogical innovation-pedagogical innovations, their evaluation and assimilation by the pedagogical community is finally regarded as the doctrine of its application in practice. This doctrine includes three directions:

• •    the first is called-pedagogical Neology (Greek neo-new and logoseducation; doctrine of innovation), in which any innovations in the field of pedagogy are studied, summarized;

• •    the second is called pedagogical Axiology (Greek axiom - respect; an unproven doctrine), in which the most effective are selected from within pedagogical innovations;

• •    the third is called-pedagogical praxology (Greek Praks-movement and logos-education; the doctrine of application in practice), in which the selected pedagogical innovations are used in practice.

On the floor of any pedagogical innovation lies any idea. For example, the creative teacher Z.Odilova (Buvayda District,School 17) the fundamental essence of the various didactic findings of is the idea of Advanced Study of the new teaching material. On the basis of this idea lies the teacher's interaction with children: the creation of a situation of psychological unity in the classroom; ensuring that each student manifests his own personality; the choice of a specific way of communication for each methodological approach. He finds his way through his didactic methods, organizational forms, to the heart of every reader, to understand them. The activities of the pupils in the lesson are guided not only by the teacher, but also by the pupils. First the excellent pupil, and then the other pupils, say what the teacher did on the assignment and follow the rest of the pupils behind them. Such "annotated management" should begin on the day when the student steps on the threshold of the school.

All these are didactic findings, pedagogical discoveries, in a word, new pedagogical technologies. It answers the question of how, in what ways, pedagogical technology is taught, the result will be good. It has its own system, in which the sequence of components, interdependence, integrity are preserved.

The management of pedagogical technology is such that the Bunda has the opportunity to plan, diagnose, conclude, correct the educational process. In this, the expected result from education is achieved, time is saved, which means the effectiveness of pedagogical technology. The confirmability of pedagogical technology - ishlangan the model states that when applied by other educators, the same effect should be achieved -. In a word, with a new approach to the educational process, creativity, creativity are applied, the effect of education rises to a new level, namely:

• - increased responsibility, responsibility and duty of the student to the teaching staff;

• - skills of independent acquisition of knowledge are formed;

• - free thinking skills are formed;

• - creates an environment in which a person can quickly find his place in society.

To do this, we must move from the majoring call to the reader "you must know this" to the awakening of inner confidence and aspiration that "it is necessary to me and I am able to know it, to apply it in life."

In this regard, under each district-city methodological associations, initiative innovation groups on new pedagogical technologies in continuous movement will be appropriate.

In conclusion, it can be noted that up to the present time in the pedagogy of the world and Uzbekistan, along with the theory of pedagogical technologies, the practice of pedagogical technology is also developing rapidly. The presence of various supporters to this problem creates the ground for further development of pedagogical technology, increasing creativity in teachers.