РОЛЬ ШКОЛЬНОГО МЕНЕДЖМЕНТА В РАЗВИТИИ ИНОСТРАННОЯЗЫЧНОГО ОБРАЗОВАНИЯ

Аннотация

Improving foreign language teaching at school is an important political and social task in today's globalized world. The transition to the competence paradigm requires mastery of new methodology, curriculum development and assessment methods. This article discusses the peculiarities of the implementation of the new state educational standards (SES) in the context of teaching foreign languages in Uzbekistan. The purpose of the article is to present the author's concept of achieving the requirements of the standards in foreign language teaching. The article begins by highlighting the reasons for prioritizing foreign language proficiency at the school level and assesses the situation with foreign language teaching in Uzbekistan. Next, the traditional roles of teachers in the teacher-centered classroom are considered, which negatively affects the development of students' personality. Then the article presents key innovative multifaceted roles of a foreign language teacher. The conceptual approach emphasizes the prerequisites for the development of a new socio-educational environment and provides teachers with practical recommendations for the successful implementation of the requirements of the State Educational Standards in foreign language teaching. Keywords: competence approach, foreign language teaching, teacher's roles, education management. РОЛЬ ШКОЛЬНОГО МЕНЕДЖМЕНТА В РАЗВИТИИ ИНОСТРАННОЯЗЫЧНОГО ОБРАЗОВАНИЯ Аннотация. Совершенствование преподавания иностранного языка в школе является важной политической и социальной задачей в современном глобализированном мире. Переход к компетентностной парадигме требует овладения новой методологией, разработкой учебных программ и методами оценки. В данной статье рассматриваются особенности реализации новых государственных образовательных стандартов (ГОС) в условиях преподавания иностранных языков в Узбекистане. Цель статьи – представить авторскую концепцию достижения требований стандартов обучения иностранному языку. Статья начинается с выделения причин приоритета владения иностранным языком на уровне школы и оценки ситуации с преподаванием иностранного языка в Узбекистане. Далее рассматриваются традиционные роли учителя на педориентированном занятии, что негативно влияет на развитие личности учащихся. Далее в статье представлены ключевые инновационные многогранные роли преподавателя иностранного языка. Концептуальный подход подчеркивает предпосылки развития новой социально-образовательной среды и дает педагогам практические рекомендации для успешной реализации требований Государственного образовательного стандарта при обучении иностранному языку. 1 42 3 International scientific journal ISSN: 2181-3906 «MODERN SCIENCE АND RESEARCH» 2023 VOLUME 2 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ Ключевые слова: компетентностный подход, обучение иностранному языку, роль учителя, управление образованием. The development of information technology has led to significant changes in the global economy and social life. The education system must respond to these changes in order to be sure that the young generation is well prepared to work and live in new conditions. Modern reforming of the education system in Uzbekistan is mainly determined by the world trends in pedagogical sciences, the basis of which is the transition from knowledge-oriented teaching practices to more practical methodology aimed at the development of competencies as the ultimate goal of any learning, including foreign language learning. Today, the management of educational institutions, as well as foreign language teachers in Uzbekistan, must build their curricula in accordance with the academic achievements laid down in the new State Educational Standards (SES). It is the competency-based approach that lies at the heart of the SES, which define the foreign language curriculum as a set of competencies. However, the implementation of the SES faces many difficulties, one of which is related to the fact that teachers at all levels are not fully aware of the new concepts embedded in the standards. In this regard, different stakeholders have disparate views on both the theory and practice of competency-based approach in foreign language teaching. The main assumption is that the successful implementation of the new approach and the Standards depends on the competence of teachers. In reality, the average high school graduate still has enormous difficulties in using a foreign language or any other national languages of Uzbekistan at the threshold level. This is unacceptable in the era of economic globalization and the expansion of international economic ties that involve learning and working in a foreign-language environment. Of course, it is easy to blame school teachers for their insufficient language skills. However, it is not really their fault. First, educational administrators have paid little or no attention to second language instruction. This neglect can be easily found in the following examples: - Secondary schools