N. E. Azimova P. f n., prof., Bukhara State University "Pedagogy" department

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Web of Synergy:International Interdisciplinary Research Journal
 ISSN:
2835-3013
 
©
2023 by the authors; licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the 
terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/). 
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Modular Teaching Technologies in the Educational Process 
N. E. Azimova 
P.f.n., prof., Bukhara State University “Pedagogy” department 
ABSTRACT
 
Modular teaching is generalized to the main issues of science requires 
informative and instructive lectures. Lectures should focus on developing 
students' creative abilities. The practical and laboratory classes of the module 
are organized together with lectures; they supplement the content of the lectures 
with new material to be studied. Students will gain theoretical and practical 
skills. Theoretical and practical knowledge, skills and competencies acquired in 
educational institutions through science curricula and programs in the 
implementation of modular teaching technologies in the classroom are 
strengthened through participation in productive forms and processes 
organized in various forms. Improving the system of vocational guidance of 
young people in the country is a necessary condition for the effective 
functioning of the system of continuing education in terms of resources, 
personnel, organizational, information and legal. Experience has shown that 
expanding students ’knowledge of work and raising their awareness of ways to 
successfully organize their goals will make them more prepared to make the 
right career choices
.
In the history of the formation and development of the concept of pedagogical technology, there 
have been different views: it is interpreted as a doctrine of technical means, and as a consistent 
and systematic organization of the teaching process by design. There are several definitions of 
pedagogical technology. 
The concept of technology came into being in the 1960s in connection with the reform of 
education in America and Western Europe. B. Blum, J. Koroll, P.YA. Galperin, V.I. Davidov, 
N.A. Menchinskaya, Z.I. Kalmokova, L.I. Zankov technologies are popular. Technological 
approaches to the organization of training V.P. Bespalko, N.F. Talizina, L.M. Friedman, YU.N. 
Kulyutkina, G.S. Suhobskoy, T.V. Kudryavtsev, A.M. Matyushkin belongs to most 
psychologists and didactics, such as M.I. Mahmutov. The analysis of technological approaches 
shows that most teaching technologies are lagging behind. Theoretical foundations have been 
strengthened in a number of technologies, the practical side of which has not been clarified. 
T.A. Ballo highlights one aspect of technology, the task-oriented approach to teaching. Others 
have either computer-programmed learning or a problem-based learning structure. 
L.V. Zankov, T.Ya. Galperin, V.I. Davidov's research focuses on integrated learning 
technologies. 
1. There are many unresolved issues in pedagogical technology. The study of this problem is 
associated with the definition of the concept and methodological essence of teaching technology. 
Pedagogical technology is defined as a field of theoretical and practical (within the education 
system) research related to all organizational aspects of the pedagogical system in order to 
achieve specific and potentially created pedagogical results.