THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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MODEL FOR DEVELOPING STUDENTS' CREATIVE COMPETENCE IN
THE PROCESS OF TEACHING ENGLISH
Seilkhanova Rita Nurniyazovna
Teacher at Karakalpak State University
https://doi.org/10.5281/zenodo.14987332
Abstract.
This article discusses the development of a model for the
development of creative competence in non-philological students in the process
of teaching English. Through this model, the results and stages of developing
creative competence in teaching English in the educational process are
discussed.
Keywords:
English language teaching, creative competence, model,
methodology, stages, preparation, universality.
Analysis of pedagogical research has led to the conclusion that there is no
single approach to the classification of educational models. But all of them are
based on the main categories of pedagogy: education, upbringing, teaching. For
example, E.A.Lodatko believes that a model of the education system can be
understood as a conceptual approach to building an education system, according
to which "concepts about the effectiveness and values of educational institutions
are formed based on management positions" [1]. Based on this definition, and
also based on the research results of V.P. Bespalko, B.S. Gershunskiy, A.N. Daxin,
V.V. Krayevskiy, V.M. Yadrovskaya, and others, the following types of
professional education models can be distinguished: optimizing the organization
of education management; education; the educational process; and the results of
the educational process.
Within the framework of the research, the goal was set to develop a model
for developing creative competence in English language lessons.
When developing a special model for the research problem, the following
tasks were solved:
Identify methodological approaches to developing a model for developing
students' competencies.
2) Determine the components and structure of the model;
3) show the relationship between the components and elements of the
model;
4) Describe the component structure and elements of the model. The above-
mentioned set of goals and objectives for the development of students' creative
activity is related to methodological approaches.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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In the process of teaching English, we use the modeling method (we will
describe the educational model) to create a holistic understanding of the gradual
development of creative competence in non-philology students, that is, the study
of objects and phenomena using their conventional images and analogues [3]. In
this context, the educational model is understood as "a logically sequential
system of relevant elements, including educational goals, educational content,
pedagogical technology, and the design of educational process management
technology, as well as curricula and programs" [4].
In the process of teaching English, a systematic principle has been
established based on the model for developing the creative competence of non-
philology students. This takes into account the specialization, the specifics of the
educational institution, the pedagogical conditions of training for the
development of professional competencies, and the internal and external factors
of vocational education.
In our research, we rely on the perspective of S.I. Ojegov, who views the
concept of "condition" as "a condition related to something, a condition in which
something is effectively implemented" [5]. Pedagogical conditions are
understood as conditions related to pedagogical activity, which determine
something in a particular process, that is, the set of factors ensuring the success
of teaching, the components of the educational process (the purposeful
selection, design, and application of elements of content, methods (techniques),
as well as organizational forms of teaching).
When developing a model for developing creative competence in non-
philology students in the process of teaching English, we adhered to the general
requirements for creating models proposed by A.M. Novikov and D.A. Novikov:
the coherence, simplicity, and adequacy of the model [6]. In our case, the model
being implemented ensures sufficient compatibility with the educational
environment in which it should operate, that is, the development of future
teachers' creative competence in the process of teaching English. The simplicity
of the model is achieved by selecting the most important properties of the
modeled object, which ensures the ease of working with the model and its
understanding by other researchers. The consistency of the model made it
possible to achieve the set goals with its help, which implies the correspondence
of the model to the purpose of its construction.
References:
1. Лодатко Е.А. Моделирование образовательных систем в контексте
ценностной ориентации социокультурного пространства [Электронный
ресурс] // Научно-культурологический журнал. – 2008. – № 1. – С. 2–3.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
11
Режим
доступа:
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www.woa/wa/Main?textid=2118&level1=main&level2=articles
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Ясвин В.А.
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