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International Journal of Pedagogics

Peer Reviewed | Open Access | E-ISSN: 2771-2281
Published Article

METHODS OF PEDAGOGICAL CORRECTION: ADVANCED FOREIGN EXPERIENCE

METHODS OF PEDAGOGICAL CORRECTION: ADVANCED FOREIGN EXPERIENCE

Authors

  • Tukboeva Dilshoda Zaynievna
    Department of general pedagogy and psychology, Navoi State Pedagogical Institute, Navoi, Uzbekistan

DOI:

https://doi.org/10.37547/ijp/Volume04Issue10-21

Keywords:

Students behaviour pedagogical correction

Abstract

Introduction. In the organization of pedagogical correction, general and special methods are selected based on the goals of correction. It would be wrong to divide the methods into good or bad methods. The effectiveness of educational influence depends on several factors and the fulfilment of pedagogical requirements, the logic of choosing and using methods, and the sequence of their practical application. By logically approaching the choice of correction methods, it is necessary to take into account the content of the problem, the purpose of correction, the characterological characteristics of students, the existing material and technical base, and the social environment of objects of correctional influence.

Methods. Analysis of foreign scientific literature, dissertations and articles on methods of pedagogical correction of students and their practical application.

Results. The methods used in the implementation of pedagogical correction measures in secondary general education schools in developed foreign countries, first of all, help students to understand themselves as individuals, control and manage their behaviour, and eliminate the sources of existing negative stereotypes in their behaviour and behaviour. aimed at developing reflection aimed at identifying and taking measures to increase the types of positive emotional reactions. Pedagogical correction methods are based on reflection on the organization of the self-management process by assessing the situation and identifying the source of negative emotions using algorithms for working with negative emotions in emotogenic situations.

Conclusion. Orientation of correctional activities to the development of reflection, which helps to identify the sources of negative stereotypes in the student's behaviour and to take measures to increase the types of positive emotional reactions, the formation of the qualities of activity, enthusiasm and curiosity, and the development of the ability to analyze and evaluate one's behaviour and compare it with the planned goal will help.

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