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THE IMPORTANCE OF MODULAR TEACHING IN THE EDUCATIONAL PROCESS
Gaffarjon Ruzmatovich Rahmonov,
Associate Professor, Doctor of Philosophy (PhD) in Philology, Kokand University
Abstract:
This article studies the development and implementation of modular teaching
technology in accordance with the accepted principles of teaching, and highlights how they can
be used in the modern education system. Also, conclusions and suggestions are made about the
significant effect of this methodology in theoretical and practical training.
Keywords
: Modular teaching technology is developed and implemented in accordance with the
accepted principles of teaching.
Modular teaching is the organization of teaching based on educational programs structured in
modules. The module covers the course content at three levels: full, abbreviated and in-depth
Modular teaching is considered one of the promising systems of teaching, since the human brain
is best adapted to the learning system. Modular teaching is based mainly on the modular
organization of the human brain tissue
Modular teaching is a form of organizing the educational process, in which logically completed
units of educational material are taught in modules, stages and steps. Program materials can be
presented simultaneously in all possible codes: pictures, tests, symbols and words.
A training module is an autonomous (independent) part of the educational material, consisting of
the following components:
- a clearly expressed educational goal (targeted program);
- an information bank: the same educational material in the form of a training program;
- a methodological guide to achieving goals;
- practical exercises for the formation of necessary skills;
- control work strictly corresponding to the purpose of the module.
The system of elementary units of pedagogical technologies consists of modules.
A module is a concept that forms pedagogical technology and represents its structural parts. Such
fragments consist of such types as a small module, a primary module, a set of modules, a level of
modules and a complex structure of modules.
Modules can be small, medium and large in size. Their proportionality to each other may not be
strict, their interaction in the overall process may be different.
The smallest fragment is a specific part of pedagogical technology, and such small modules form
a primary module. A set of modules is used to scientifically organize the teaching process and
ensure its quality and effectiveness. Due to the changing and modernizing nature of the modules,
they are used dynamically
. Modular teaching means systematic teaching. In this case,
educational material can be taught in the volume of one lesson, at the level of a topic or a section
of a subject, and sometimes in the volume of a large component of a subject, that is, in the form
of blocks, using modules. In higher and secondary specialized, vocational educational
institutions, teaching in the form of modules (blocks) that form the structural units of several
1
Комарова T.C. Методика обучения изобразителной деятельности и конструированию. М.:
Просвещение, 1991.
2
O.Jamollidinova. «Katta bog‘cha bolalarini xalq hunarmandchiligiga o‘rgatish bo‘yicha ish dasturi» Т.: 1996.
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related subjects and the technology of teaching certain subjects is widely used. Blocks that
correspond to the structural units of state educational standards are also used. There are also
modules that serve the structural units of curricula and programs and the technology that ensures
their implementation
. Modules are also being created for educational methods, techniques and
tools. Modules, first of all, effectively serve to explain concepts, rules, theories, laws related to
the content of education and the laws that represent the general connection between them.
Modules are also used to monitor the learning and cognitive activities of learners and their
mastery.
In recent years, scientific and pedagogical research has been conducted on modularization and
technologization of the educational process. However, the work on modularization and
algorithmization of the educational process in this regard has not been completed. By thoroughly
studying the nuances and improvements of this situation and relying on the solid conclusions of
pilot studies and pedagogical experiments, it is possible to strengthen the modular approach to
the educational process. When the culture of modularization and algorithmization is fully
introduced into educational processes, the possibility of achieving significant achievements in
the creation of pedagogical technologies and their practical application increases.
Modular technologies are the most modern technology, a holistic process based on the systematic
processing and analysis of information consisting of module blocks, independent activity of the
student, using various forms of diagnostics of knowledge, skills and qualifications. A module is a
unit with a substantive and logical conclusion, didactically developed, focused on the result,
consisting of input and output controls. A modular program is a set of module blocks within one
discipline, a set of didactic goals to be achieved, methods and tools used.
An educational module is a relatively independent, logically concluded part of a course of study.
It consists of theoretical and practical parts of the educational methodological support,
assignments, and current and final control. Modular technologies remain one of the most
effective approaches to the formation of knowledge and skills in students based on independent
activity, their planning, self-management and control, and effective results in mastering.
A module is a goal-oriented link that reflects the content being studied and the technology for
mastering it. Today, in order to reveal all the possibilities of the student's personality, education
must be of a person-oriented nature. For this, it is necessary to take into account the student's
abilities, needs and specific aspects in the process of organizing education. When these elements
are taken into account, an educational system based on the concept of "subject-subject", which is
self-differentiated, developing, and strengthening motivation for learning, arises.
One of the pedagogical technologies that has become deeply rooted in the traditional education
system is the subject-object relationship. This approach was introduced by the German
pedagogue I.F. Gerbard (1776-1841).
In this approach, the teacher plays the role of a subject and decides how to teach, what students
to develop, in what direction the student div should be developed based solely on his own
approach. Students, on the other hand, passively play the role of an object. The main activity of
students is to remember, understand, and learn to apply. The idea against this technology was
developed by the American pedagogue D. Dewey (1859-1952). In his opinion, in finding
answers to questions about what and how to study, the student should be given freedom and his
wishes should be taken into account. So that the student can actively manage his own activities,
his own destiny, and his own life independently. This concept was recognized as a “subject-
subject” relationship and has its place in the education system of many developed countries.
It is worth noting that the positive aspects of the rich didactic experience accumulated in the
history of education were reflected in modular education. The concept of “modular education”
3
Hasanboyeva O.U. va boshq. Oilada barkamol avlod tarbiyasi. Т.: «Fan va texnologiya», 2010 6. M.Sh.Nurmatova,
Sh.T.Hasanova “Rasm, buyum yasash va tasviriy faoliyatga o’rgatish metodikasi” Toshkent-2012
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was introduced by J. Russell in 1971. Russell interprets the module as a training package and
includes in it actions related to the study of the conceptual unity of the educational material
B.M. Goldshmidt interprets the module as an independent unit that helps the student achieve a
certain desired result (1972). G. Owens interprets the module as a closed complex and includes a
teacher, student, information material to be studied, and tools in this complex. (1975). One of the
modern researchers, P.A. Yusyavichene, analyzes the module as a unit aimed at ensuring the
desired results based on a certain level of independent information and purposeful
methodological management.
As a result of studying the opinions of the above scientists, the following types of modules can
be distinguished:
-independent conceptual small unit;
-a module as an independent unit includes one course of study and includes several blocks;
-a module can be an interdisciplinary unit that includes several subjects related to a certain
specialty;
-a vocational training module aimed at mastering a specific specialty. In addition, a number of
features related to the concept of “module” can be distinguished:
-purpose;
-integration of various types of educational activities;
-methodological support;
-independent development;
-independence of the student in the educational process;
-skills for analyzing and structuring educational information;
-control and self-control;
-the student’s personal trajectory in learning.
The goal of modular programs is to train a qualified specialist. The goal of the modular program
begins with determining what kind of student system is being introduced to this specialist.
Today, the general system of students entering a specialist in Russia is being studied and divided
into three main groups. The criteria for determining the competence of a specialist can be divided
into the following categories.
Instrumental competencies:
-possibility of analysis and synthesis;
-ability to plan and organize;
-possession of basic knowledge in the specialty;
-ability to communicate freely in the native language;
-skills in using information technologies;
-ability to work with information material;
-ability to make decisions
Communicative competence:
- ability to criticize and self-criticize;
- ability to work in a group;
- ability to enter into dialogue;
- recognition of moral values;
- respect for the cultures of different peoples;
- ability to enter into relationships with experts working in other areas.
Systematic competence:
4
Oliy ta'lim. Normativ - huquqiy va uslubiy xujjatlar to‘plami. “Istiqlol” -T.,
2004.
5
Oliy ta'limning normativ - huquqiy xujjatlari to‘plami. -T., 2013.
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- ability to systematically apply knowledge in practice;
- conduct research; - adapt to new conditions;
- creativity;
- development of leadership skills;
- ability to work individually;
- development and management of projects;
- entrepreneurship and promotion of new ideas;
- developed motivation to achieve success.
Recently, the principle of an integrated approach has been gaining momentum in the modular
education system. It accommodates various forms and methods in an adapted manner. Today,
blended learning is emerging as an innovation. Declan Burn says about "blended learning" - this
education is aimed at the effective use of rich pedagogical experience
This approach can be based on the use of various methodologies in presenting information,
information technologies in organizing education and the educational process, and the
organization of traditional activities in individuals and groups. Such a diverse approach does not
tire the student and increases his motivation to study.
The main issue is to ensure the mutual proportionality of the selected methodologies and achieve
high efficiency at low cost. Blended learning requires the organization of more trainings.
When organizing trainings, it is necessary to pay attention to the following stages: 1. preparatory
stage. 2. stage of defining goals. 3. stage of conducting training. Today, blended learning
education is also understood as a combination of elements of traditional full-time education and
distance learning.
So, in this system, the teacher remains in the center of education and uses the Internet
capabilities widely and effectively. It is worth noting that the importance of information
technology in the education system is unparalleled, and new forms of it are increasingly being
proposed.
References:
1.
Комарова
T.C.
Методика
обучения
изобразителной
деятельности
и
конструированию. М.: Просвещение, 1991.
2.
O.Jamollidinova. «Katta bog‘cha bolalarini xalq hunarmandchiligiga o‘rgatish bo‘yicha
ish dasturi» Т.: 1996.
3.
Hasanboyeva O.U. va boshq. Oilada barkamol avlod tarbiyasi. Т.: «Fan va texnologiya»,
2010 6. M.Sh.Nurmatova, Sh.T.Hasanova “Rasm, buyum yasash va tasviriy faoliyatga o’rgatish
metodikasi” Toshkent-2012
4.
Oliy ta'lim. Normativ - huquqiy va uslubiy xujjatlar to‘plami. “Istiqlol” -T., 2004.
5.
Oliy ta'limning normativ - huquqiy xujjatlari to‘plami. -T., 2013.
6.
Хоliqоv А. Pеdаgоgik mаhоrаt (dаrslik). -T., 2011.
6
Хоliqоv А. Pеdаgоgik mаhоrаt (dаrslik). -T., 2011.
