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INTERACTIVE COMPUTER TECHNOLOGIES IN FORMING
COMMUNICATIVE SKILLS
Rakhmonov Aziz Bositovich,
Uzbekistan State World Languages University
Senior scientific researcher
Key words:
communicative culture, innovation, information technologies, elective courses,
communication, skills, forming.
New social and economic policy of our
country, including the transition to market
relations, entry into the world economic
system,
intensive
development
of
international contacts, the creation of joint
ventures, demands from the school to increase
attention to the preparation of graduates for
communicative activity, to mastering the
culture of business communication.
Readiness for business communication
becomes today one of the most important
indicators of the social and professional status
of a specialist. The fulfillment of such a social
order
actualizes
the
problem
of
communicative skills of children.
One of the most important tasks of the
education system is the humanization of
education, the essence of which is expressed
in creating the necessary conditions for the
formation of an active personality, for the
realization of his/her interests and rights, for
identifying and developing the abilities of
social creativity, for recognizing the self-
esteem of the individual, her/his rights and
freedom. In this regard, the humanization of
education reveals a whole series of new
problems, one of which is the culture of
human communication as compliance with
certain norms, traditions, and sociocultural
standards.
It
is
in
the
culture
of
communication that the individual finds his
highest self-affirmation, has the opportunity
to show all the wealth of his feelings and
abilities, as well as his creativity.
"Communication" is a Latin word for
"message", "message path, connection of one
place to another", "a way of communicating
any information to all or many with the help
of technical means" [1]. Communicative
means compatibility, the ability of the
individual to work together different types of
information
transfer
systems
[1].
Simultaneously, this specific interaction in the
process of cognitive-labor activity, carried out
mainly through language.
In the formation and development of
communicative skills of schoolchildren,
innovation plays a significant role. In
psychology,
it
is
the
creation
and
implementation
of
various
kinds
of
innovations that generate meaningful changes
in social practice and require the overcoming
of socio-psychological barriers at each stage
of the deployment of innovation activity.
The capabilities of a personal computer
provide him wide application in the most
diverse areas of human activity:
1. Transducer (from the English T-duser
- sensor, analog converter) - the ability of the
computer to receive and output information in
a variety of forms (depending on the
availability of appropriate devices).
2. Combinatorial - the ability to
remember, save, structure, sort large amounts
of information, quickly find the necessary
information.
3. Computing - fast and accurate
conversion of any kind of information
(numerical, text, graphic, audio, etc.).
4. Graphical - presentation of the results
of their work in a clear visual form (text,
sound, in the form of drawings, animations,
etc.).
5. Modeling - the construction of
information models (including dynamic) of
real objects and phenomena (simulation and
animation) [5].
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For the training of a number of subjects
in the basic school, practically all the
described possibilities are didactic values.
Thus, the user and combinatorial functions of
a personal computer can be realized in the
process
of
working
with
the
school
geoinformation system.
The computing functions of a personal
computer make work on calculations,
measurements,
including
geographic
mapping, easy to access. In the presence of
digital maps inserted in the memory of a
personal computer, the pedagogical situation
changes dramatically. The computer, on one
hand, relieves both the teacher and the student
from
the
routine
of
measurements,
calculations, graphical constructions, allowing
them to focus on the geographic essence, on
the other hand - provides a high degree of
visibility in the design of the results of such
works, which facilitates their analysis and
contributes to the success of the training
fctivities of students.
The graphical functions of the personal
computer contribute to the increase of
visibility, which is very important in teaching
a number of subjects. In pure form, they can
be used to demonstrate ready-made static and
dynamic graphics, you can go further and, by
combining the graphical function with the
combinatorial one, turn a personal computer
into a flexible intellectual tool for creating
your own original visual aids, including
multimedia ones. The combination of the
graphic and modeling functions of a personal
computer allows you to create and study
information models of different processes and
phenomena - from visual-figurative to
conventionally-signed ones.
Thus, information and communication
technologies embedded in a modern personal
computer become means for achieving the
highest priority goals of universal education-
the formation of visual representation of
objects of different sizes, the preparation of
students for life, requiring independent
search, analysis, organization and transfer of
information, planning and design of objects
and processes [4].
When characterizing interactive tools is
trained it is necessary to clearly separate the
equipment, the personal computer and
peripheral devices to it, and actually the
training facilities, which are computer
programs and files recorded on various media
(floppy disks, CD-ROMs, hard disks (HDD)
of computers) [ 7]. The interactive training
tool provides the teacher or pupil with the
choice of learning the material, the ability to
control the flow of information, using in his
work the technical capabilities of computer
information
technology.
Multimedia
interactive tool is a computer program with a
set of files, which uses a combination of text,
graphics,
sound,
animation
and
video
elements. Multimedia capabilities of a
personal computer allow you to combine and
combine visual and verbal information,
manage its flow more efficiently than when
using movies and videos. On the screen of the
monitor, in a matter of seconds, the drawings,
diagrams and drawings come to life, which
traditionally had to be displayed on the board
gradually, along the lines of the presentation
of the material. [6]
The presence of all these possibilities on
the personal computer does not guarantee
their correct and effective application in the
classroom. A computer is just an instrument
that, by virtue of its technical device, can
perform certain actions faster and better than
a
person.
Methodically
correctly
and
didactically effectively use these computer
capabilities - the main task is not only the
developer of interactive geography teaching
tools, but also the methodologist, as well as
the
teacher.
In
the
scientific
and
methodological literature, there is a number of
classifications of interactive teaching aids that
can be extended to interactive teaching aids of
some academic subjects.
The training
computer program refers to information and
communication technologies. By pedagogical
software, we mean a reusable computer
program specially designed or adapted to
implement the pedagogical function of
teaching or learning when interacting with the
trainee. Programs of this type are clearly
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oriented towards computer support of the
process of obtaining information and forming
knowledge in any field, consolidating skills,
language skills, control or testing. This is their
main difference from the programs that
facilitate the creation and operation of the
training programs themselves. With the
evolution of instrumental systems and
electronic means of teaching, pedagogical
software products are also developing.
A
number
of
works
on
the
computerization of teaching use the term
"automated learning systems". They can be of
varying degrees of complexity: from simple
simulators
(exercises
and
practical
assignments) to modeling and tutoring
programs. These programs usually include a
linear supply of teaching material or
exercises. Exercises can be very simple or
inadequate for individual trainees. Questions
can be ordered in complexity. The computer
provides the organization of practical classes
on a specific subject in the subjects, and the
trainees receive reports on the correctness of
their actions. At one time L.S. Vygotsky
formulated the main task of the pedagogy of
the future, in which "life is revealed as a
system of creativity, constant tension and
overcoming, constant combination and the
creation of new forms of behavior. Thus,
every our thought, every movement and
experience is a striving to create a new reality,
a breakthrough to something new ... "[3].
Consequently, a big role in the modern lesson
is played by a computer that allows the
teacher to achieve a higher level of visibility,
increases the opportunities for activating the
activities of students. We believe that the
present time is the time of entry into our life
of
information
and
communication
technologies. To date, the use of new
technologies in teaching, aimed at developing
the creative abilities of students, is necessary
[7]. At one time, A. Herzenwrote: "The new
need to create in the sweat of the face, and the
old itself continues to exist and firmly keeps
on the crutches of habit. It is necessary to
explore new things; It requires internal work,
donations; the old is accepted without
analysis, it is ready - a great right in the eyes
of people; The new look with suspicion,
because the features of his youth, and to the
decrepit features of the old so familiar that
they seem to be eternal. "[2]
A characteristic feature of the modern
lesson is the active learning activity of
students.
With
the
use
of
computer
technology, all the steps of the lesson can be
traced: testing knowledge, explaining new
material, fixing the material. The use of
computers
requires
the
connection
of
traditional forms of teaching with non-
traditional ones, and it is necessary to plan a
lesson taking into account the optimal
distribution of time between communication,
the abilities of students and the technology of
teaching at different stages of the lesson.
The development of interest in the
problems of communicative abilities of
schoolchildren
in
the
modern
world
Globalization, expressed not only in the
processes of the economy, but also in the
expansion and deepening of information
technologies. The concept of profiling
assumes the development in the educational
institutions of a specific orientation as a
specially
organized
activity
aimed
at
providing students with psychological and
pedagogical support in designing options for
continuing education, in profile and non-core
classes of the senior school, in vocational
education institutions. At the same time,
profile orientation is now considered not only
as an aid in making a schoolchild decision
about choosing the direction and place of
further education, but also as work to increase
the
adolescent's
readiness
for
social,
professional and cultural self-determination.
The communicative situation is the interaction
of all factors outside the speech, existing both
in
the
objective
reality
and
in
the
consciousness of the participants. There are
different points of view on the set of factors
that form the structure of the communicative
situation. The system of external problem
factors, which in today's circumstances has a
decisive influence on the process of formation
and development of communicative skills of
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students, forms a humanitarian component.
The problem of communication and the
culture
of
communication
are
very
multifaceted, since they include such aspects
as professional culture, speech culture, which
includes the culture of communication, the
culture of thinking, the culture of speech. One
of the conditions for the development of
communicative activity of specialized classes
in general education institutions is the
development of elective Courses that ensure
the development of communicative abilities
of students. Such abilities are of special
importance in the professional work of
specialists
of
different
profiles.
Communicative culture of students we
consider in the context of social behavior of a
person, which can be characterized by relying
on the concept of the situation. The
communicative situation is a synthesis of all
factors existing both in the objective reality
and in the consciousness of communication
participants. [6] The development of a
socially active personality depends on the
degree of strength of the interrelation of value
orientations and communicative skills that
create the conditions for successful social
interaction of the future specialist. The basic
elements necessary for the development
prospects of the high school student and his
image of the future profession are of true
value and socio-cultural meaning. The
process
of
developing
students'
communication skills includes: work on
communicative and problem situations; the
algorithm of action and the stimulating
mechanism of the cognitive motivation of the
senior pupil and his subjective position, when
the problem is formed independently, the
methods of solving it and proving the
correctness of the proposed solution are
opened. Thanks to this, the emphasis on the
teaching activity of the teacher is transferred
to the cognitive activity of the student. The
goal is to intensify and intensify learning, but
not at the expense of increasing the volume of
information, but by changing the position of
the
student
himself.
The
elective
communicative course developed by us
develops the possibilities of social interaction
and is optimal at this stage of development of
the innovative paradigm of education. The
proposed technology is an integral part of the
didactic and methodological system and
corresponds to the answer to the question:
"How to learn effectively?" The most
essential features of it are: algorithmic,
project
ability,
integrity,
controllability,
correct ability, visualization, diagnostics,
efficiency, etc. Its efficiency is the quality of
pedagogical technology in the reserve of
study time and the achievement of planned
learning
outcomes
at
short
intervals.
Operative feedback implies correctness of
goal-setting and effectiveness. [4].
We
presented
the
program
of
interdisciplinary
elective
course
as
experimental and directed to the development
of communicative skills of high school
students wishing to continue their studies in
higher
education
institutions
(teachers,
journalists, economists, lawyers, engineers
and Technical managers).
The content of the course serves the
goals and objectives of education, which
forms a new type of personality, adapted to
the conditions of a market economy, and
defines clear guidelines for the development
of communicative skills in social interaction
in market conditions. The proposed course
takes into account the students' attitudes
toward the value aspect of communication
that are inherent in the personality of the
future specialist and are personally oriented.
The course expands the cognitive field of
students and develops communication skills
aimed at organizing and managing the
communication process in the internal and
external environment of the school, district
and city.
The subject field of the course covers a
wide range of issues: history of development;
Role and place of communication in
psychology,
pedagogy,
management,
marketing; Methods of studying public
opinion,
interaction
with
the
media;
methodsolutions to social conflicts; Business
Etiquette; Intercultural communication; Image
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and corporate style; Advertising, etc. The
success of any of their projects depends on
the motivation and ability to interact, so a
high school student needs to have a system of
values that improve communication. The
knowledge and skills of senior pupils, the
effectiveness of their communicative skills
increases significantly if they correlate with
the
value
orientations
of
students.
Pedagogical cooperation between teachers
and students based on mutual respect and
trust, as well as active teaching methods, are
singled out as pedagogical means of forming
communicative skills. "A word can kill and
revive, wound and heal, sow confusion and
hopelessness and spirituality", - wrote the
prominent teacher V.A.Sukhomlinsky. [1].
The analysis of the level of preparation
of school leavers for communicative activity
makes it possible to identify the most
significant shortcomings in the formation of
communicative skills. First of all, this is a low
level of the general communicative culture, a
lack
of
knowledge
of
conducting
conversations and negotiations, a lack of
skills for parallel implementation of active
listening and mental analysis, the ability to
model one's position and the partner's attitude
towards it; Inability to establish and maintain
interpersonal and business contacts, etc.
The analysis of the educational process
shows that the opportunities for the content of
educational disciplines, forms of organization,
methods and means of instruction for the
purposeful formation and development of
communicative skills are not being realized to
the proper extent. Formation and development
of
communicative
skills
involves
the
development and implementation of a special
program in the educational process. At the
same time, the content of the material studied
and the learning process should reflect the
laws, content, structure and logic of the
process of formation and development of
communicative
skills.
Readiness
to
communicate becomes today one of the most
important indicators of the social and
professional
status
of
a
specialist.
Communicative skills are not reduced simply
to speech skills, as it often happens. They are
considered as certain qualities of the
individual, readiness for conscious and
successful communication interaction in the
process of professional and social activity, as
the most important indicator of the social and
professional status of a specialist. This
approach allows us to reveal more fully and
deeper the content and structure of the
communicative skills that are formed in
teaching,
to
highlight
their
essential
characteristics. Targeted psychological and
pedagogical preparation of teachers of schools
and students for communicative activities
allows you to psychologically adjust and
prepare teachers for the application of the
developed set of pedagogical methods and
tools for developing communicative skills,
and students are given the opportunity to
clearly present ways and means of developing
meaningful communicative skills, consciously
concentrate efforts on the development of
strengths and overcoming the weaknesses of
communicative activity. Also effective are the
systems of exercises and tasks aimed at a
phased, controlled process of forming
communicative skills. It is necessary to select
tasks, tasks, situations, games depending on
the level of development of communicative
skills of trainees, based on the level of
communication
skills,
preparedness
for
communication, their propensities, interests,
communicative
abilities,
to
select
organizational forms, methods and methods
of motivating to active communicative
activity.
The
method
of
formation
of
communicative skills is based on the
understanding of skills as a system of actions,
the consistent implementation of which leads
to the assimilation of skills. The essence of
the methodology is that students are involved
in a variety of activities that involve active
communication, in the course of which the
necessary
communication
skills
are
developed. The system of such exercises
covers the whole range of communicative
skills offered for mastering. Inclusion of
business
games,
analysis
of
specific
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situations,
brainstorming
sessions,
psychological (intellectual) workouts in the
process of studying topics confirms their
enormous potential in activating cognitive and
communicative activity of trainees as a means
of forming communicative skills. The process
of formation of communicative skills depends
on the development of intellectual, emotional,
volitional and need-motivational spheres and
personal qualities: openness to dialogue,
contactness, tactfulness, endurance, goodwill,
participation in finding answers to emerging
problems, support for the participant in the
dialogue in case of difficulties, level of
preparedness to communicative activity. All
this testifies to the need to develop the
problem of the formation of communicative
skills and the coordination of teachers of
various academic disciplines
References
1. The Big Russian Encyclopedic Dictionary.- M: The Great Russian Encyclopedia, 2006.
2. In the world of wise thoughts (author-compiler A.O.Davtyan) .- SPb .: ed. House "Neva",
2006.
3. Vygotsky, L.S. Pedagogical psychology / Ed. V.V. Davydova .- M .: Pedagogika, 1991.
4. Nilchuk E.V., Information technologies in education. - Volgograd, 2002.
5. Kozhaspirova G.M., Petrov K.V. Technical means of teaching and methods of using them.
2nd ed.-M .: Academy, 2005.
6. Shilova I.D. Perfection of communicative culture of students / Method. Recommendations /
Kazan. 1991.
7. Zagvyazdinsky V.I. Pedagogical creativity of the teacher / / Pedagogy.-1989.- № 1.
Rakhmonov A. Interactive computer technologies in forming communicative skills.
The
article considers modern trends in the development of the education system. The role of innovative
technologies in the formation and development of communicative skills of students is disclosed.
Information technologies of teaching, pedagogical communication technology are presented.
Рахмонов А.
Интерактивные компьютерные технологии в формировании
коммуникативных навыков.
Статья исследует современные направления в развитии
системы образования. Роль инновационных технологий в формировании и развитии
коммуникативных способностей студентов освещается в данной статье. Представлена
информация о технологиях обучения и педагогической коммуникативной технологии.
