ВАЖНЫЕ АСПЕКТЫ ИЗУЧЕНИЯ ИНОСТРАННОГО ЯЗЫКА

Аннотация

The article highlights ways in which General secondary education schools improve the quality of education through the use of innovative techniques by an English teacher. Keywords: school, innovation, pedagogical-technologist, method, education, upbringing, knowledge, skills, creative, classification, innovation, objective. ОБРАЗОВАТЕЛЬНЫЕ МЕТОДЫ ОБУЧЕНИЯ АНГЛИЙСКОМУ ЯЗЫКУ Аннотация. В статье освещены пути, с помощью которых общеобразовательные школы повышают качество образования за счет использования инновационных методик преподавателем английского языка. Ключевые слова: школа, инновация, педагог-технолог, метод, обучение, воспитание, знания, умения, творчество, классификация, инновация, цель. The advanced experience of pedagogy and the introduction into practice of achievements in education are considered one of the important conditions of today. Currently, a huge base of experiments has been formed that the teacher can use throughout his career, and he is getting richer every day. But despite this, the assimilation of these experiences by teachers and people of the future profession is somehow difficult. The position of an educator is especially significant in generating progressive experiences and popularizing them among their peers. The educator should pay attention to its value and to what extent it is effective in introducing a new advanced pedagogical experience into practice. The orientation of the practical activity of the teacher towards innovation provides an opportunity to put into practice the achievements achieved as a result of theoretical pedagogical research. It is in order to publicize the results of such studies that it is required to introduce them to the general public. Such innovations can be brought to other pedagogical Representatives by providing quick advice from specialists in the field, conducting special seminars and trainings, making speeches at conferences, and referencing series of lectures to future educators. At this point, a question arises: "who are the promoters and promoters of advanced pedagogical ideas and technologies to representatives of the general public?». In the study, popularization of the experience of a separate educator or educational institution, professor teachers 146 ResearchBib IF-2023: 11.01, ISSN: 3030-3753, Valume 1 Issue 7 ISSN: 3030-3753. VOLUME 1, ISSUE 2 of higher educational institutions, mature educators who carry out activities at educational institutions are important in this process. The reason for this can be explained as follows: - the author of innovation cannot give the necessary and accurate assessment of the prospect of a particular pedagogical idea or innovation; - advanced educators do not always think about popularizing their ideas. The reason is that the novelty requires additional time, labor of the educator; - the idea is not always sufficiently scientifically-methodically substantiated by its creator; - the authors meet the obstacles that are associated with the indvidual characteristics of themselves and their comrades in describing their innovations and ways of their introduction into practice; - not only the promotion and popularization of pedagogical innovations, but also the task of enriching the professional erudition and skills of future teachers by making adjustments to the education of educators on their basis is also assigned to the creative team; - the tasks of systematic selection of innovations, monitoring, assessment of innovative ideas, technologies, enrichment of work experiences of higher education institutions are also the responsibility of members of the creative team. The author of the innovative idea does not participate in the management of activities aimed at application in practice. This style of approach sets the stage for expanding the capabilities of an innovative educator and directing him to a specific goal. The capacities of the founder and popularizer of innovative pedagogy are thus concentrated on one point and directed to a specific goal. Pedagogical innovation has its own specific dimensions. The main measure of innovative methods is their novelty, equal to the results of scientific research and advanced pedagogical experiments. For this reason, it is considered important for teachers who want to carry out activities in the innovative process to understand what the true essence of the innovation is. While the experience being carried out is a novelty for a particular teacher, for another, this method may not be new. In addition, the novelty level of the same method for future educators can vary. With this in mind, both future educators and teachers working in the educational system will have to approach innovative creative activities based on their needs. Innovative methods that promote the development of creative functions of future educators are manifested in several forms according to the degree of novelty: absolute level; local-absolute level; conditional level; subjective level. The use of