Volume: 06, 2022

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Technology of Individualization of Learning

Asimov Alijon
Candidate of Physical and Mathematical Sciences
Siddikov Zayniddin Xoldorovich
PhD in pedagogical sciences
Gafurova Makhfuza Abbosovna, Mamasaidova Muhabbat Abdusalom kizi
Fergana State University

Abstract: The article discusses the experience of implementing the technology of

individualization of education. The main types of individualization technologies are considered.
The article presents the fundamental principles of technology: the freedom to choose an
individual learning path and the freedom of self-expression.

Keywords: technology of individualization of education, individual approach, increasing

motivation, adaptability.

Introduction. Individual learning is a model of the organization of the educational process in

which the teacher interacts with only one student, and one student interacts only with the means
of education. Individual training is designed to fully adapt the content, methods and pace of the
student's learning activity to his characteristics, monitor each of his actions and operations in
solving specific problems. Track his progress from ignorance to knowledge, timely make the
necessary corrections in the activities of the student and teacher, adapt them to constantly
changing, but controlled by the teacher and the student of the situation.
This approach allows the student to organize their activities economically, control their strength,
work at an optimal pace, which contributes to the achievement of high results in educational
activities. But in this form, individual training in mass education is used to a limited extent. [2].
Main part. An individual approach is a principle of pedagogy based on the implementation in
the educational process of an individual model of interaction between a teacher and individual
students. This model was created taking into account their personal characteristics. An individual
approach is focused on taking into account the individual characteristics of the student in the
learning process.
The terms "individualization" and "differentiation", as a rule, are considered in unity. The nature
of their relationship is considered in different ways:
 differentiation is equated with individualization;
 individualization is a component of differentiation (as a special case);
 Differentiation is a means of individualization of education.
The last definition most accurately explains the correlation of these concepts; it shows their
generality, inseparability, and specificity. Let's look at the definitions.

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Individualization is taking into account the individual characteristics of students in the

educational process, creating optimal conditions for the manifestation and development of the
individual as an individual through the choice of content, forms and methods of education that
corresponds to its capabilities, needs and interests.
Differentiation - the division of students for separate training based on any individual
characteristics. An important addition is that these groups can be both stable and relatively
stable, and individual training can be both permanent and temporary.
At the level of creating individual specific technologies, the ideas of differentiation and
individualization of education took shape only at the turn of the 1990s.
The technology of individualized learning is the organization of the educational process, in
which the priority is an individual approach and an individual form of education.
Individualization of learning can be considered a "penetrating technology", since an individual
approach as a principle exists in all technologies in different ways.
Technologies that make individualization the main means of achieving the goals of education
and have all the qualities and features of a holistic pedagogical technology can be considered
separately as an independent system.
The main characteristics for the classification of individualized learning technologies.
By level of application: all levels.
On a philosophical basis: humanistic.
According to the priority development factor: complex.
According to the concept of assimilation: associative-reflex.
By orientation to personal structures: informational; knowledge, skills, skills + ways of mental
actions.
By the nature of the content: educational, secular, humanitarian, general education, personality-
oriented + didactic-centric, penetrating.
By type of control: "tutor" system.
By organizational forms: alternative, academic + club, individual-group.
By approach to the child: humane-personal.
According to the prevailing method: programmed, self-developing, creative.
In the direction of modernization: alternative.
By category of students: all categories.
Priority of the goals of individualized learning technologies:
 ensuring the preservation and development of the child's potential, his individuality;
 prevention of student failure, due to the individualization of the implementation of training
programs by each student;
 formation of personal qualities: creativity, independence, diligence;
 increasing learning motivation and developing cognitive interests;
 Reliance on the zone of proximal development of each student in the formation of general
educational skills and abilities.

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Basic concepts of individualization of learning.

Hypothesis of Inge Unt: in modern conditions, the main form of individualization of education is
the independent work of the student at school and at home.
Hypothesis A.S. Granitskaya: within the framework of the class-lesson system, it is possible to
organize the work of the class in such a way that the teacher can allocate 60-80% of the time for
individual work with students.
Hypothesis V.D. Shadrikova: the development of abilities is effective if you give the child a
picture of increasingly complex tasks, motivate the learning process itself, but leave the student
the opportunity to work at the level that is possible for him today, accessible.
General principles of individualization of education.
Individualization is the strategy of the learning process.
Individualization is a necessary factor in the formation of individuality.
Learning at your own pace and style.
Integration of individual work with other forms of learning activities.
The use of individualized learning in all areas of study.
A prerequisite for the individualization of education is the study of the characteristics of
students, which, first of all, should be taken into account when individualizing educational
activities: learning ability, learning skills, learning, cognitive interests.
Individual work requires an adequate level of development of general educational skills and
abilities.
General features of individualization technologies.
 Accounting for the factors that cause student failure.
 Ways to overcome individual shortcomings in knowledge, skills and abilities in the process
of thinking.
 Taking into account and overcoming the shortcomings of family education, as well as
underdevelopment of motivation, weakness of will.
 Optimization of the educational process in relation to capable and gifted students (creative
activity, a combination of classroom and extracurricular work).
 Providing freedom to choose a number of elements of the learning process.
 Formation of general educational skills and abilities.
 Formation of adequate self-esteem of students.
 Use of technical teaching aids.
Consider the classification of knowledge.
According to the localization of reflection, there are:
Individual knowledge is a complex of sensual and mental images and their connections that
appear during the interaction of an individual with reality, his personal experience of
communication, work, and knowledge of the world;

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Public knowledge is the result of generalization, objectification, socialization of the results of

individual cognitive processes, which is expressed in language, science, material and spiritual
values, technology, created by generations of people, civilization.
Education acts as a "translation" of public knowledge, skills and abilities into individual ones.
According to the form of reflection of knowledge, skills, skills are distinguished:
 sign, verbal, coded in a sign, language form, theoretical knowledge;
 figurative, which are presented in images, perceived by the senses;
 material, which exist in the objects of labor, art - materialized results of activity;
 Procedural - concluded in the current activities of people, their skills and abilities, in
technology, the procedure of labor and creative processes.
General educational skills and abilities are skills and abilities corresponding to actions that are
formed in the process of teaching many subjects, which become operations for performing
actions used in many subjects and in everyday life.
 Skills and skills in planning educational activities, namely understanding the educational
task, the ability to set goals, rationally choose the best way to achieve them, build a sequence
and time frame for the stages of activity, build an activity algorithm, plan independent work
in the classroom and at home.
 Skills and skills of organizing one's own educational activities: the ability to organize one's
workplace, daily routine, independent homework, determines the order and methods of
mental actions.
 Skills and skills of perception of information, work with various information sources: work
with a book; to distinguish between narration, reasoning, description; develop tables,
diagrams based on the text; manage attention, observation; own different types of retelling. A
separate group is formed by the skills and abilities of working with a computer.
 Skills and skills of mental activity: highlight the main thing on the basis of comprehending
new material, skills of analysis and synthesis, the ability to reasonably express an opinion,
develop a system of evidence, formulate conclusions, and draw conclusions.
 Skills and skills for evaluating and comprehending the results of one's own actions: to control
one's own activities and the activities of other students, objectively evaluate the material
presented the correctness of the chosen solution, evaluate various aspects of phenomena,
control the correctness and strength of theoretical knowledge and practical skills, and
perform reflective analysis.
Factors affecting the development of personality.
Needs, which are expressed in the fundamental properties of the individual, express his need for
something and are the source of mental strength, human activity. They are divided into material,
spiritual and social. The public life of a person forms the spiritual and social.
Orientation is a set of stable motives, relatively independent of situations, that underlie the
actions and actions of a person. It is represented by interests, beliefs, views, value orientations,
social attitudes, and worldview.
Interests are a conscious form of orientation, which serves as a stimulating reason for the action
of the individual. Cognitive interest is a readiness for cognition, the study of an object. Social

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interest is the foundation of social actions of individuals or social groups, associated with the
objective conditions of their existence.
Beliefs, views are the subjective attitudes of a person to the reality around him and his actions,
based on a deep and justified confidence in the truth of knowledge, principles and ideals that
guide the student's activities.
Social attitudes are readiness, inclination to certain socially accepted ways of behavior.
Value orientations are the orientation of consciousness and behavior towards certain values:
social, material or spiritual.
Worldview - an ordered system of views and beliefs of the individual (political, philosophical,
aesthetic, natural sciences, and others).
I - the concept of personality - is a stable, more or less realized and experienced system of ideas
of a person about herself, on the basis of which she builds her behavior.
I - the concept is an integral concept and includes a system of qualities that characterize the
"self" of a person: self-esteem, self-awareness, pride, self-esteem, independence, self-confidence.
This concept is associated with the processes of reflection, self-organization, self-regulation,
self-determination, self-realization, self-affirmation, etc.
Conclusion For the Portfolio, it is necessary to develop a commentary that describes each
material presented in the Portfolio and is thoughtful, reflecting the student's own thoughts
regarding all works. The purpose of this work is to develop the student's self-assessment skills
using research and other methods of knowledge. Therefore, what is important is not so much the
subject and direction of activity, with the help of which these skills are developed, but the
methods of activity.
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