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

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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Monitoring the effectiveness of training at the level of practical training and assessment of 
observable actions; 
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Activation of the teaching process on the basis of professional motivation, independence and 
full realization of educational opportunities. 
In modern theory and practice of modular teaching, two different approaches can be 
distinguished: the science activity approach and the systematic activity approach. 
Within these approaches, a number of conceptual training concepts based on the module have 
been developed. At the heart of all concepts is an activity approach, and in this context, the 
teaching process as a whole or within a particular subject is focused on the student's sequential 
mastery of elements of professional activity in accordance with the content of the modular 
curriculum. 
Modular teaching technology is developed and implemented in accordance with the accepted 
principles of teaching. 
At the same time, the basis of the study material should be scientific and fundamental. The 
principle of system quantization is achieved by constructing the appropriate structure of 
educational information in a module. 
In general, the module can consist of the following elements: 

historical - is a brief description of the history of the problem, theorem, problem, concept to 
give; 

problematic - this is the formation of the problem; 

systematic - is a systematic representation of the structure of the module; 

activation - is the identification of key phrases and methods of action necessary for the 
acquisition of new learning material; 

theoretical - this is the main educational material, which - didactic goals, problem statement, 
substantiation of hypotheses, ways to solve the problem; 

experience - is the description of experimental material (study experience, work, etc.); 

generalization - is a summary of the description of the solution of the problem and the 
content of the module; 

application - the development of new methods of action and a system of issues for the 
practical application of the studied material; 

errors - to reveal a type of errors observed in the study of the content of the module of the 
student, to determine their causes and show ways to fix it; 

connection - the previous module with other modules, including related disciplines show 
connection; 

deepening is a highly complex learning process for gifted students presentation of material; 

testing - mastering the content of the module by students monitoring and evaluation of the 
level using tests. 
At the same time, visual information is more important and effective than verbal information. 
The ability of the visual cortex to receive information is much higher than that of the auditory 
cortex. This, in turn, allows the visual system to transmit about 90 percent of the information a 
person receives. In addition, visual information is provided at the same time. Therefore, it takes 
less time to receive and remember information than verbal information. When visual information 
is used, the formation of imagination is on average 5-6 times faster than verbal. Human exposure 

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Web of Synergy:International Interdisciplinary Research Journal