Volume 05 Issue 12-2024
96
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
96-100
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
This article discusses the consistent implementation of micro-goals aimed at mastering the structural elements of the
curriculum of students based on the concept, the development of a number of design technologies based on
pedagogical objects, the principles of contextual learning, and modern problems of vocational education. the
didactics of the school is discussed, the purpose of the place is listed, the main nature of the worker's activity, what
he should be able to do, what personal qualities he should have.
KEYWORDS
Context, didactics, professional school, model, program, diagnostics, project, professional knowledge.
INTRODUCTION
In order to create conditions for the effective
integration of education, science and production for
targeted and high-quality training of personnel
important for the development of our country, an
innovative cluster of teacher education has been
created, which is considered the main research
direction of the Andijan region. Institute of Mechanical
Engineering, is being implemented in practice. The
main goal is to ensure compliance of the requirements
of state educational standards with international
requirements for the quality of education and training.
In the development of professional training of future
engineers in higher educational institutions, scientific
and creative circles organized outside of education are
Research Article
INTEGRATED PROJECT MODEL FOR PROFESSIONAL TRAINING OF
FUTURE ENGINEERS
Submission Date:
December 10, 2024,
Accepted Date:
December 15, 2024,
Published Date:
December 20, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-12-20
Sirojiddinova Iroda
Andijan Machine-Building Institute, Head of the Department of Humanities, Candidate of Pedagogical
Sciences, Associate Professor, Uzbekistan
Orchid: https://orcid.org/0000-0002-6378-5947
Journal
Website:
https://masterjournals.
com/index.php/crjps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 12-2024
97
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
96-100
OCLC
–
1242041055
Publisher:
Master Journals
of great importance, supporting the interest of young
people in meaningfully spending time, acquiring
knowledge, and mastering a mature, qualified
profession. It is known that the reform of the
continuing education system in our republic is aimed at
forming a new generation of workers with the
professional training of highly qualified engineers,
creative and social activity, skills of independent
adaptation to life, and the ability to determine and
decide plans for the future. The purpose of this study is
to study the theoretical aspects of the formation of
spiritual education of students through the
professional training of engineers, as well as the
creation of a software cluster that allows calculating
the interactions between the structural elements of
educational programs.
The goal of the educational process is the consistent
implementation of micro-goals aimed at mastering the
structural elements of the student’s curriculum based
on the concept. The use of diagnostics allows you to
carry out the necessary reforms in goal setting and
achieve the planned result. At the same time, the
educational process plays a special role in ensuring a
high-quality result of technological development.
METHODS
N.V. Kuzmina, T. Kryukova developed pedagogical and
diagnostic skills in the process of professional training
of a future teacher. [1,2]. Our research has developed a
number of design technologies in relation to the
vocational education system, based on four
pedagogical objects:
-designing the educational process as a curriculum,
curriculum and outcome;
-building a vocabulary learning trajectory for a future
engineer;
-development of a methodological training system;
-designing didactic conditions for project activities that
will create a workspace for completing the educational
process with diagnostics and quality assessment.
In relation to higher education, the expert model can
serve as a starting point for a system of pedagogical
goals. Typically, this model is based on a qualification
characteristic and a system of requirements for an
employee is fixed. In particular, the purpose of the
workplace, the main nature of the employee’s activity,
what he needs to be able to do, and what personal
qualities he should have are listed. In the specialist
model, the requirements for a specialist are projected
onto the requirements for the educational process,
curriculum, program content, teaching methods, etc.,
and the preparation of a future engineer becomes a
means of solving psychological and pedagogical
problems.
The modern didactic concept of vocational education
is understood as the interaction of two models:
theoretical and instrumental.
The theoretical model is a didactic theory that allows
you to gradually build a trajectory of professional
training for a specialist based on a certain set of
educational subjects. In this case, a methodological
teaching system is developed for each subject in the
collection, and pedagogical objects can be understood
as a result of comprehensive design. It is necessary to
rely on the didactic conditions for designing the main
pedagogical objects of vocational education.
An instrumental model is a technological design that
allows the implementation of this project in
accordance with the requirements of the state
educational standard. [3, 4].
The main contradiction of any professional education
is the need for the student to master professional
activities within the framework and means of other
activities. To obtain the status of professional
professional knowledge, students must initially
assimilate information in the context of their own
Volume 05 Issue 12-2024
98
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
96-100
OCLC
–
1242041055
Publisher:
Master Journals
practical actions. At the same time, actions should be
not only academic, but actions close to the scientific,
technological and sociocultural situations of future
professional activity.
V.I. Kozyr studied the methodological foundations of
designing educational systems [5]. But we believe that
it is necessary to place the student in pedagogical
conditions in a dynamic movement - in the educational
activities of the educational institution, right up to
professional activities. For this purpose, you can use
the principles of contextual learning:
the principle of pedagogical support for the student’s
personal involvement in educational activities;
the principle of consistent modeling of the general
content, forms and conditions of students’ future
professional activities in educational activities;
the principle of problematic content of training and the
logical naturalness of its application in the educational
process;
the principle of adequacy of forms of organization of
educational activities, interaction and dialogical
communication of subjects of the educational process;
the principle of didactic unity of new pedagogical
technologies and traditional methods;
the principle of purposeful design of the professional
training trajectory of the future engineer.
In contextual learning, there are three main main
forms:
academic activities and educational lectures are its
classic examples;
professional activity - the training of a professional
trainer is its most obvious representative;
The state educational standard is a system of
parameters that are adopted as educational policy
standards, reflect the social ideal of literate education
and take into account the capabilities of a real person
and society to achieve this ideal.
Modern problems of vocational school didactics were
studied by G.I. Ibragimov. [6]. This approach allows us
to strengthen the professional orientation of training
courses and the entire educational process as a whole.
The specialist training plan must include the student
studying the following subjects:
1.0. Humanities and natural sciences.
2.0. General professional sciences.
3.0. Specialization of Sciences.
4.0. Additional items.
RESULTS
As a result of our analysis of the state educational
standard, within the framework of this approach, we
promoted and clarified the speech standards of the
requirements for constructing the goals of
professional training for an engineer. The following:
“...it is necessary...” (conditional) speech expressions
are speech norms:
the main thing... is to know...;
be able to implement...;
able to build...;
be able to design... ;
purchase a system ... ;
be able to find a way to understand..;
be able to work;
understand ...
be ready to decide...;
readiness for professional adaptation;
be ready to produce... [7, 8].
Thus, the language of publication of the state
educational standard becomes a form of description of
the professional activity of the future engineer.
Through state educational standards, the amount of
professionally relevant knowledge is minimized while
simultaneously clarifying the requirements for
professional education.
The main function of higher educational institutions is
to improve the quality of training of vocational
education specialists in accordance with international
requirements
and
educational
standards
of
Uzbekistan. It is necessary to design the trajectory of
Volume 05 Issue 12-2024
99
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
96-100
OCLC
–
1242041055
Publisher:
Master Journals
professional training of future engineers, noting the
category “professional activity” and choosing the
concept of “content of professional activity” as an
invariant.
In our study, we believe that the educational process,
which should be built using a technological approach,
will be divided into groups, the number of which will be
equal to the micro-goals of an individual subject, which
will demonstrate logical logic. structure consisting of a
system of lectures, practice and laboratory classes. The
curriculum in pedagogical s
ciences (“Professional
Pedagogy”,
“Educational
Technologies”,
“Methodology of Vocational Education”, etc.) is
designed for the entire three-semester period of study.
The distribution of hours for classroom lessons and
independent work of students with a teacher is carried
out in accordance with the working curriculum of each
specialty. The logical structure of the educational
process consists of subject sections and topics that
make up each section. [9, 10]. The distribution of
classroom and independent hours in each subject is
carried out in accordance with the choice of structural
elements of the curriculum. Due to the fact that the
topics of the sample curriculum and future
professional activities are not of fundamental
importance, students are given a general introduction
in the form of informative lectures or self-study.
The content of the theoretical discipline reflects a
consistent presentation of the structural elements of
the curriculum in the context of all possible logical
interactions between the structural elements of
individual topics and departments. The requirements
of the state educational standard for the skills and
abilities acquired by students correspond to the micro-
goals of each subject, which is a structural element of
the educational program of pedagogical sciences. The
list of topics of lectures and practical classes that
develop the skills of each micro-goal is also presented
in the work program of pedagogical sciences for each
specialty of vocational education.
The real goal of integrated instructional design is for
students to securely master the professional skills that
enable them to make responsible decisions in carrying
out operational tasks. This holistic design of the future
engineer can be determined in the process of
performing simulated tasks that allow one to
reproduce real practical situations. The motivational
and methodological training system allows the future
engineer to achieve a guaranteed level of professional
competence.
REFERENCE
1.
Крюкова Т.A. Моделирование педагогической
практики в современных условиях на основе
идей
целостного
подхода
В.С.Ильина
//
Материалы
методологического
семинара
“целостный учебно
-
воспитательный процесс:
исследование продолжается”, посвященного
90-
летию со дня рождения профессора
В.С.Ильина
.
–
№ 6 (33), 2014. –
С. 83
-86
2.
Кузьмина
Н.В.
Методы
исследования
педагогической деятельности. –
М., 1999. –
121 с.
3.
Mаhammadovna S. I. Features of Cluster Design in
Modern Paradigms of Education //Telematique.
–
2023.
–
Т. 22. –
№. 01. –
С. 348
-355.
4.
Сирожиддинова
И.
Методика
смешанной
отборки при комплексном проектировании
профессиональной
подготовки
будущих
инженеров //Общество и инновации. –
2022.
–
Т.
3.
–
№. 7/S. –
С. 87
-92.
5.
Козырь
В.И.
Методологические
основы
проектирования образовательных систем //
Междисциплинарные
исследования
в
педагогике. –
М., 1994. –
138 с.
6.
Ибрагимов
Г.И.
Современные
проблемы
дидактики
профессиональной
школы
//
Казанский педагогический журнал. 2013. № 5. С.
10
–
26.
Volume 05 Issue 12-2024
100
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
96-100
OCLC
–
1242041055
Publisher:
Master Journals
7.
MAXAMMADOVNA S. I. Таълим жараёнини
мониторинг
тад
қ
и
қ
қ
илиш
учун
ташхис
материалларини
ишлаб
чи
қ
иш
//Results of
National Scientific Research.
–
2022.
8.
Sirojiddinova I. TECHNOLOGICAL CHARACTER OF
THE EDUCATIONAL PROCESS WHEN DESIGNING
PEDAGOGICAL OBJECTS //Solution of social
problems in management and economy.
–
2023.
–
Т. 2. –
№. 2. –
С. 130
-132.
9.
MAXAMMADOVNA
S.
I.
PEDAGOGICAL
OPPORTUNITIES FOR THE DEVELOPMENT OF
PROFESSIONAL AND CREATIVE ABILITIES IN
STUDENTS //International Journal for Innovative
Enginering and Management Research…. –
2021.
10.
Mahammadovna S. I. DEVELOPMENT OF A
METHODOLOGICAL SYSTEM OF TRAINING BASED
ON THE CLUSTER APPROACH //Archive of
Conferences.
–
2022.
–
С. 30
-33.
