Shukhrat Akramov

Аннотация

INTRODUCTION has a large number of “degrees of freedom”, which Variative education has a long history. Known determines many paths and directions of since the times of Ancient Greece, various types of development, the possibility of creating oneself institutes with different programs and courses and one’s history [2, p.44], and also gives represent the first makings of a variable system responsibility for the action performed. aimed at realizing a person’s right to choose a profession, conditions and forms of education. The creation of a training system aimed at developing personality and individual abilities by The concept of freedom of choice in philosophy is providing freedom to choose an individual interconnected with human creative activity, program was reflected in the concept of variable characterizes it and acts as both a source of developmental education by A.G. Asmolov, who development and its result. Domestic thinker N.A. implements “the competent choice of each Berdyaev noted that “necessity is characteristic of person’s life path” and provides a “fan” of possible evolution, creativity is born from freedom” [1, p. options for individual education [3]. The main goal 104]. of variable education, according to the researcher, Free action is directly related to the presence of an is “formation of a picture of the world, which will alternative and the method of implementation, provide orientation of the individual in different which are determined by a person’s goals based on life situations, including situations of uncertainty”. knowledge and experience. A developing person https://www.theamericanjournals.com/index.php/tajssei 28 THE USA JOURNALS THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X) VOLUME 06 ISSUE06 The key characteristics of variable education for language education in a variable space, aimed at researchers are: individualization of the learning the possibility of choosing an individual process, joint activities, diversity of learning, the educational trajectory based on the current level of ability to choose as a necessary condition for an foreign language proficiency, cognitive learning open education system. style, and the specifics of future professional activity [ 5]. In recent years, there has been an increase in interest in variable learning, which is manifested in The advantage of this approach is the orientation three aspects of the development of variability. In of the educational process towards the a theoretical framework, research is carried out development of a specific personality; in linguistic aimed at creating a holistic picture of variable education, this is the development of a secondary education. In applied terms, we can trace the linguistic personality, endowed with a expansion and deepening of research devoted to “multicomponent set of linguistic abilities and the study of variable education at various levels of readiness to implement speech activity" [6]. A education: conscious choice of content, technology or means of teaching, based on needs, leads to the primary education, senior level of education, achievement of personal results, and, regional aspect of education, subject education. In consequently, affects the development of the the organizational aspect, researchers consider the secondary linguistic personality of a particular management of the variable educational process at student. school, in the classroom, and when assessing the quality of education. Teaching a foreign language at a university has a professionally oriented nature; in the scientific The relevance of developing a variable approach to literature it is considered as a process “aimed at foreign language education for specialists in preparing students for foreign language various fields is determined by the need to communication in professional and scientific fields modernize the educational process at a university. and situations, organized taking into account the Foreign language education is designed to prepare characteristics of students’ professional thinking” students for participation in intercultural [7; 21]. At the same time, researchers note the communication in the field of professional activity importance of organizing motivational, incentive in a foreign language, for academic and and orientation-research activities. professional mobility, as well as to develop the abilities of linguistic self-education [5]. The organization of variable learning makes it possible to give new meanings to students’ The reasons that make it difficult to achieve the classroom work. Since work on the selected goal are: different levels of foreign language module options is carried out independently, proficiency of students in mass education (from classroom work should be focused on modeling a beginner to school graduate with in-depth study of foreign language quasi-professional environment a foreign language), low motivation of students; that ensures students’ invol