УГП'КСЯ'З ГАЪЛИМ Г И ШМИДА ЧЕЛ ТИЛЯАРИНИ ЎҚИГИШНИЕИ ЯНГИ ЙЎНЛ.ПИ1ИЛАРИ: ХАҚИҚИЙ
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THE ROLE OF THE PROJECT METHOD IN TEACHING A FOREIGN
LANGUAGE
Isakulova Nilufar Janikulovna
Doctor of pedagogical Sciences, Professor
Uzbekistan State World Languages University
Among the various and numerous areas of new technologies that have proven their
effectiveness and prospects, we have identified the following: project method,
cooperative learning, multi-level training.
From the listed new pedagogical technologies, we chose the project method,
because it allows us not only to solve the problems of mastering a foreign language, but
also to form the appropriate personality qualities of a future graduate of a specialized
University.
The purpose of using the project method is to form a person who has a systematic
thinking, who is able to understand the social context of the problems being solved and
who is able to understand the moral responsibility for the social and humanitarian
consequences of decisions in the development of which he participates as a performer.
Any project activity is carried out in several stages and there is the following
typology of projects:
Table №1
PROJECT TYPOLOGY
Typological features
Type of project
1. The dominant method in the
project
1.
research
2.
information
3.
practice-oriented
4.
introductory training
умуксиз ТАЪЛИМ ТИЗИМИДА ЧЕТТИЛЛАРИНИ ўҚИТИШНИНГ ЯНГИ ЙЎНАЛИШЛАРИ: ХАҚИК.ИЙ
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4 МИЙ 2020 г.
5. creative-gaming
2. Subject-content area
1.
monotremata
2.
cross-subject
3.
subject-specific
3. Nature of project coordination
1.
direct (hard, flexible)
2.
hidden (implicit, imitating a
member of the project)
4, The nature of the contacts
1.
Domestic or regional
2.
Intercultural
5. Number of project participants
1.
personal
2.
paired
3.
group
6.
The duration of the project
1.
short-term
2.
medium-term
3.
long-term
7.
By controlling functions
1.
final report
2.
current
Inter-subject, group, medium-term, research, information and practice-oriented
projects that are characterized by open, flexible coordination, both external and internal
contacts are the most adequate for the implementation of the goals of teaching foreign
languages in a non-linguistic University.
In real practice, you have to deal with mixed types of projects. Introductory
training, games, creative projects are often integrated in practice-oriented research, they
allow you to diversify the process of mastering a foreign language, creating a positive
motivational background of foreign language learning in students, stimulates their
learning activity [1].
The effectiveness of using project technology in foreign language education is
ensured by the implementation of such key positions as learning effectiveness (a high
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332.
УЗЛУ
КСИЗ ТА ЪЛИМ ГЯТИМИЛА ЧТ1 ТИЛЛАРННИ ўҚКГИШНИШ НИТИ ИУНАЯИШЛЛРИ: ХАҚИҚИЙ
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1ИЕГЛАР ВЛ РИВОЖ 1АНИШ СТРА ГЕГИЯЯАРИ
4 май 2020 г.
level of achievement of the set goal, achieved due to the intellectual and emotional
content of topics), economy (assimilation of the maximum possible amount of material
per unit of study time, due to external (speech) and internal (creative) activity,
accessibility (learning in an environment of cooperation and a positive emotional
microclimate, consideration of significant problems for students, based on their personal
experience, interests and cognitive abilities), high motivation in language acquisition.
The project method has distinctive features (table 2):
table 2
DISTINCTIVE FEATURES OF THE PROJECT METHOD [2]
No
Name
Description
1.
Dialogic
it allows students to interact with each other
during the project: exchange ideas, Express their
opinions, hear and understand other points of
view. Dialogue in the project method refers to the
experience of establishing relationships that
contribute
to
mutual
enrichment,
self-
development, and the experience of moving
towards one's integrity.
2.
Creativity
it is connected with the creative solution of a
problem situation, which determines the
beginning
of
active
thinking
activity,
independence of students.
3.
Contextual! ty
it involves working on projects that are close
to the future professional activity' of students.
ЬМУКСИЗ ТАЪЛИМ ГИЗИМИДА
ЧЕТ
TUJMAPItHM ўҚЯГИШНИН! ЯНГИ ЙўНАЛИШЯАРИ: ХЛҚИҚИИ
АЬГАЛИЁТЛАР ВА
РИВОЛС
1АНИШ СГРЛ1Ё1ИЯЛАРИ
4 МИЙ 2020 г.
4.
Integration
it involves the synthesis of knowledge,
information from different Sciences and academic
disciplines for the study of problems.
5.
Manufacturability
it
is connected with the organization of
scientific and educational activities of students at
certain stages of the project.
Having analyzed the above, it is advisable to note the main requirements for using
the project method, according to E. S. Polat:
1.
the presence of a significant research, creative problem / task that requires
integrated knowledge, research search for its solution;
2.
practical and theoretical significance of the expected results;
3.
independent activity of participants in the classroom or outside of school
hours;
4.
structuring the content of the project;
5.
use of research methods: definition of the problem, the resulting research
tasks, hypotheses for their solution, discussion of research methods, design of the final
results, analysis of the data obtained, behavior of the results, correction, conclusions [3].
Thus, when using design in foreign-language education, the process of forming
foreign-language competence acquires a personally significant character, since the
subject knowledge is directly associated with its actual use.
Priority is given to the independently planned and implemented nature of work on
the project by students, during which speech communication organically interacts with
other activities: research or artistic and creative. When working on a project, students
develop creative thinking, independence in decision-making, the ability to freely Express
thoughts, and responsibility for achieving results [4].
узлуксиз ТАЪЛИМ ТИЗИМИДА ЧЕТ ТИЛЛА РИНИ Ў
Қ
ИТИШНИНГ ЯНГИ
ЙўНАЛИШЛА РИ: ХА
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И АМАЛИЕЛЛАР ВА РИВОЖЛАНИШ
(ЛРАТЕТИЯЛАРИ
4 M(l
I 20
0 г.
То sum up,
the project method is currently one of the most interesting and most
promising forms of innovative foreign language teaching in higher education, allowing
for maximum consideration of factors that contribute to the effective development of
foreign language communicative competence of University students.
REFERENCES:
1.
Krasnoshchekova G. A. Method of projects in teaching foreign languages
//Izvestiya TRTU. - 2005. - №. 9. - Pp. 182-182.
2.
2. Bazylev V. N. Formation of speech competence of a teacher of Russian as
a foreign language
11
Problems of modern communicative education in higher education
and school: materials of the II all-Russian scientific and practical conference with
international participation: in 2 CH. 1
1
edited by T. Y. Zotova, T. A. Fedoseeva, M. S.
Khlebnikova. Novokuznetsk: RIO Kuzgpa, 2009. - 239 p.
3.
Polat E. S. Method of projects: history and theory of the issue / / School
technologies. - 2006. - №. 6. - Pp. 43-47.
4.
Pykhina, N. V. Evaluation of the effectiveness of the project method in
teaching a foreign language in higher school / N. V. Pykhtina
I
/ Innovative methods of
teaching in higher education. Issue 2015 (Collection of articles based on the results of the
methodological conference of NNSU on February 12-13, 2015). - Nizhny Novgorod:
NNSU named after Ni. Lobachevsky. - 2015. P. 85-88.
