Основные методологические понятия: субъективные и объективные факторы

Аннотация

Ключевые слова: В данной статье, анализируются различные методики методологическое обучения. Широкое использование различной методологии понятие, поможет добиться широкого успеха в обучении. устная речь, По этой причине, в этой статье приводятся основные компоненты, авторитарный тип, методологические аспекты, такие как общий стиль, гибкий податливый стиль, или студенческий центр и кооперативный стиль. кооперативный стиль. 1 Professor of the chair “Theory of civil society” Andijan State University. Doctor of Sciences in History. Andijan, Uzbekistan. 2 Teacher Andijan State University faculty of foreign languages. Andijan, Uzbekistan. E-mail: azimjonahmedov1203@gmail.com. Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 01 (2022) / ISSN 2181-1415 It is well known that methodology plays an important role in the study of all sciences or their perfect study. Methodology is a system of principles and methods of organization, restoration of theoretical and practical activity of the researcher, as well as a special doctrine about such a system. It, in turn, is also described in many literatures as a doctrine of methods or a method of general-general knowledge. Methodology teaches in detail how to approach methods and reality in general Therefore, metaphysics is a methodology that teaches a particular part of reality, a certain aspect of its development, a methodology that reflects the linear development, process of change and the interrelationships between its constituent elements, a dialectic, a methodology used to study sudden, catastrophic changes and nonlinear development synergetics can be shown as an example. When talking about the methodological function, it is appropriate to refer to the concept of method. This concept is derived from the Greek word methodos – way, research, investigation, which means a specific way to achieve this or that goal, as well as a set of methods or actions aimed at the theoretical and practical mastery of the entity [1]. In other words, it is a way of researching the subject being studied by the philosopher or scientist himself. Usually the problems of methodology have been studied within the framework of philosophy, but with the emergence of some disciplines, along with philosophical (general) methods, certain scientific methods also began to develop. In the methodology of teaching a foreign language method, way and system. The way of teaching is an elementary activity, directed to solving concrete problems of teaching at the practical lessons. Systematic combination of ways of teaching is called the technology of teaching process. The term “method” has two meanings: 1. The main direction in methodology of teaching a foreign language. For example: grammar-translation method, direct method, conscious method, comparative method, intensive methods etc. 2. Method is a generalized model of realization of the main components of teaching a foreign language directed to get the main methodologic goal [2]. For example: in presenting the teaching material on monologic speech the systematic use of pictures, slides, diafilms is a method etc. a generalized model of presenting a teaching material. There is another term that is also called method in English but “sposob” in Russian. For example, demonstration, practice and explaining. A system of teaching is also one of the methodologic notions. It is a generalized model of teaching process corresponding to a definite methodologic conception according to which selected teaching material defines the aim, form, content and means of teaching. Approach is also a methodologic notion. It is used abroad and means a strategy of teaching. For example, there are Inductive conscious approach, Cognitive approach, innovative approach and others. There are some factors which influence the result of the teaching and learning process. They may be divided into objective and subjective factors. These factors influence on getting the aim of teaching and the efficiency of the teaching process. Most of the methodologists do not pay much attention to these factors but there are some views in the methodologic literature on this problem. These different factors influence the visual and adding comprehension and efficiency of forming speech habits and skills. As above stated these factors are divided into objective and subjective factors [3]. The Objective factors. All material parts of teaching, visual aids, technical aids of teaching, auditoriums, libraries etc. are included into objective factors. 293 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 01 (2022) / ISSN 2181-1415 And subjective factors are the relations of a teacher and learners. These factors are very important because the efficiency of teaching depends much on them. Both a teacher and learners have their duties: teacher imparts knowledge and tries to form speech habits and skills in the learners and in their part, the learners