NEW PEDAGOGICAL TECHNOLOGIES ARE THE ONLY WAY TO IMPROVE THE LEARNING PROCESS

Asian Journal of Multidisciplinary Research (AJMDR) Vol. 2 Issue 8, November 2025 www.ajmdr.com IF: 9.2 142 NEW PEDAGOGICAL TECHNOLOGIES ARE THE ONLY WAY TO IMPROVE THE LEARNING PROCESS Zhunisbaуeva Zhanar Aitmagambetovna, master-teacher, Khoja Ahmed Yasawi International Kazakh-Turkish University Izbasar Ulmira Bakytzhanovna, 3rd year student, Khoja Ahmed Yasawi International Kazakh-Turkish University Abstract: Technology is currently considered as a form of education and is evaluated in the theories of psychodidactics, social psychology, cybernetics, management and management. Today, pedagogical technology is interpreted as the activity of a teacher in a continuation system related to solving pedagogical problems, or as a constant and ongoing reproduction of the experience of a predesigned pedagogical process. Constantly changing times require a person to study in accordance with modern requirements and master new things. In this regard, the systematic use of new pedagogical technologies in the educational process is of great importance. It is only in the process of providing the educational process with news that we can educate a conscious and educated citizen. Currently, if we develop the practice of using new technologies by teachers of secondary schools, then the teacher can develop work experience, using it wisely in his lesson. Keywords: pedagogical technology, training, education, development, activity, creativity, vocational training, process Introduction Scientific and technological progress began to develop, not only technologizing many industries, but also boldly penetrating into the humanitarian sphere of culture and education. Now, along with information, medical, etc. technological fields, technological problems of education are being considered. Experience shows that compared to the technologization of the production process, the pedagogical program is an even more complex and complex process. However, this program was applied to the technologization of knowledge through experimental verification, demonstration of effectiveness and planned implementation. "If we compare higher education institutions and education, firstly, Asian Journal of Multidisciplinary Research (AJMDR) Vol. 2 Issue 8, November 2025 www.ajmdr.com IF: 9.2 143 with industrial ones, then the raw material, on the other hand, is the finished product of the student." The advantages of pedagogical technology, unlike other technologies, are distinguished by their connection with "living materials" and, consequently, with overproduction in society. Pedagogical technology covers many theoretical and practical management problems. They are the means and methods of teaching and organizing the educational process. The accelerated development of a special program by professionally competent teachers and technologists will make it possible to clarify the lexical vocabulary of pedagogical technology in its conceptual understanding. Results and discussion. The idea of technologizing education arose primarily due to the penetration of technological progress into various fields of theoretical and practical activity. A. S. Makarenko in the world-famous “Pedagogical Poem”: “Our pedagogical production has never been based on technological logic, it has always been based on the logic of spiritual agitation. For this reason alone, we do not have all the most important sections of pedagogical production: the technological process, accounting for operations, the use of design tools, rationing, control, implementation, refutation.” According to V. P. Bespalko, every action can be either technology or art. Art is based on intuition, technology is based on science. It all starts with art, ends with technology, and teaching can't do without it. The opposite of impromptu is the transition from intuitive actions to planned technological actions. Researchers attribute the massive introduction of learning technologies to the early 60s and associate it first with the revival of American and then European schools. The most famous researchers of modern pedagogical technologies abroad are: J. Reflected in the scientific works of Carol, L. N.Landa, Y. K. Babansky, L. M. Erdiyev, N.P.Rachenko, L. Ya. Zorina, V. P. Bespalko, M. P. Khomeriki and others. Currently, technology is considered as a form of education and is evaluated in the theories of psychodidactics, social psychology, cybernetics, management and management. Initially, these teachers did not differ in teaching technology, teaching technology, and pedagogical technology. The term "pedagogical technology" is used exclusively in connection with learning, and the technology itself explains learning as a technical tool. Today, pedagogical technology related to solving pedagogical problems is interpreted either as the activity of a teacher in a continuation system, or as a constant and ongoing reproduction of the experience of a pre-designed pedagogical process. Such ideas about pedagogical technology are defined as: Asian Journal of Multidisciplinary Research (AJMDR) Vol. 2 Issue 8, November 2025 www.ajmdr.com IF: 9.2 144 - opportunities for the preparation of various selected pedagogical technologies by specialists with a very high level of theoretical training and rich experience; - the possibility of self-selection of appropriate pedagogical technologies related to the interrelated capabilities and conditions of the skills of teachers and students. Materials and methods. Pedagogical technology is the scientific design and actual production that leads to the success of pedagogical skills. Since the pedagogical process is based on the principles of a well-known system, pedagogical technology is divided into external and internal. The continued implementation of these principles can be considered as a set of their objective relations and fully reflecting the personality of the teacher. Here, the difference between pedagogical technology and teaching methods and educational work is traced. If the concept of "methodology", teaching methods that are not related to their implementation, and the use of a set of methods, determines their accumulation in terms of multiplicity. It follows that any pedagogical task can be effectively solved only with the help of the activities of a well-known advanced pedagogical specialist and basic technologies. Scientifically based impact on the child regarding his relationship with the environment. N. E. Shchurkova in this case, pedagogical technology refers exclusively to educational work and defines applied pedagogical work. From this point of view, pedagogical technology is a natural and balanced activity of a teacher, characterizing a developing situation. Psychological and pedagogical science, at the level of its high spirituality, is in contact with the culture of modernity. Pedagogical technologies can be considered as teaching technologies (didactic technologies) and educational technologies. V. V. Likan identifies the most significant feature of these technologies: - the technology is developed in the form of a specific pedagogical thought, which is based on the well-known methodological philosophical position of the author. Thus, it is possible to distinguish the technology of the educational process and the technology of personality development.; - the technological chain of pedagogical actions is built in accordance with the target positions, which have a conclusion in a specific form, in which operations and relationships are located; - dialogic communication technology involves the interaction of various teachers and students based on the principles of effective implementation, individualization and differentiation of human and technological capabilities; - elements of pedagogical technology, on the one hand, should be produced by any teacher, and on the other hand, they ensure that all students achieve the projected results (state standard; Asian Journal of Multidisciplinary Research (AJMDR) Vol. 2 Issue 8, November 2025 www.ajmdr.com IF: 9.2 145 - diagnostic procedures, performance measurement indicators and tools, and certain positions are an organic part of pedagogical technologies. As is clearly seen in the concept of the state standard of higher education of the Republic of Kazakhstan, the new social orders of our society, in turn, provide for changing curricula and introducing new learning technologies. The idea of technology is not a new concept. The opinion about the technologization of the learning process was expressed 400 years ago by Ya. A. Komensky, that is, in his opinion, learning should be “technological”. Whatever its meaning teaches or whatever it teaches, the learning process should not be without success. Komensky called the mechanism of such training a “didactic machine." It was important to set goals in technology, look for ways to achieve this goal, and find rules for using these tools. In this regard, the goal is a tool and the rules for its use. This in itself is the core of any technology in education. Learning technology is a system of methods, means and types of learning that ensures the effectiveness of achieving the set goal in the implementation of the learning content. The interrelation and causality of the content, method and means lies in the technology of teaching, and therefore the teacher's pedagogical skill determines the ability to select the necessary content, effective methods and means in accordance with the program and the set pedagogical task. From the definitions given, it can be learned that “technology” is the science of art, craftsmanship, and logos - science, law, that is, technology is the science of craftsmanship (art). At the present stage, the concept of "technology" has become widely used in the psychological and pedagogical literature. This term is characterized by the emergence of computer technologies in life and the emergence of new computer technologies in the field of education. A new direction of development, technological, has come to life in science. Since time immemorial, pedagogical science has been striving to find the most effective methods in the field of education, upbringing, and training, to use them in life, to achieve high results, and to find new forms and methods of teaching. The concept of "Technology" consists of two words borrowed from the Greek language: "techne" means art, skill and "logos" means knowledge, learning, science. Therefore, the term "technology" can be translated into Kazakh as "the science of art" or "the science of craftsmanship." To this, we add a term that characterizes the subject area, and define the essence of any particular technology. And by pedagogical technology, we mean a systematic method of evaluating the entire educational process and their mutual cooperation in order to master knowledge, taking into account human and technical resources, and achieve effective teaching methods. Asian Journal of Multidisciplinary Research (AJMDR) Vol. 2 Issue 8, November 2025 www.ajmdr.com IF: 9.2 146 The teacher, being the main organizer of the educational process, must consciously see the result of his goal, that is, to transfer, teach, comprehend and develop mental powers with a certain set of knowledge, skills, and abilities. At the same time, in the learning process, the main task is to develop a personality and achieve a high degree of education. The results of the study. The psychological and pedagogical significance of the main goal of the learning process is the organization, improvement of the effectiveness of education in communicating with students, the use of new effective methods and forms of learning with the build-up of creative forces. The content of learning is the teacher's work, cognitive activity, method and means, skills and abilities. Let's focus on several types of training: program-based learning, problem-based learning, and developmental learning technologies. Some disadvantages of traditional learning are compensated by the technology of program-based learning. This technology appeared in the 60s of the XX century at the junction of the sciences of pedagogy, psychology, and cybernetics. The three concepts of learning that underlie it are : 1) learning as a management process; 2) information process; 3) Received as a personalized process. Focused learning is based on the curriculum. In this program 1) the training material itself; 2) the student's activity in mastering it; 3) the form of assimilation control is given in a strict system. The training material is divided into several small parts, each part is logically completed. After mastering one part, the student answers control questions compiled in several versions. If the answer is given correctly, it is transferred to the next section of the Assignment, and if the material is submitted incorrectly, it is retransmitted. American Science Skinner, the founder of guided learning, laid the foundation for this technology in accordance with two requirements. 1. the transition from simple control to self-control; 2. adaptation of the pedagogical system to the student's self-education. This method is called unidirectional. The author of the following method is also the American scientist Crowder. The method is called multilateral. In this program, the student achieves the goal in various ways according to the characteristics of his personality. According to the answers to the control questions, the student proceeds either to the next section or to another item (variant) of the same section. There may be several branches. After Asian Journal of Multidisciplinary Research (AJMDR) Vol. 2 Issue 8, November 2025 www.ajmdr.com IF: 9.2 147 passing a certain branch or branch, the student returns to the main trunk of the program. Depending on the level of training, there will be a student with natural abilities who will work only with the trunk, and the weak ones will switch to branches. But in all cases, the result is the same – students fully master a given amount of knowledge. The third method is called adaptive. There are opportunities for the student to move to more complex or easier branches. Which point to go to depends on the student's previous answers and the mistakes they have made. Depending on the individual characteristics of the student, the ways of transmitting information, the level of complexity, and the properties of the questions change. The main principles and sides of success in software learning: 1. Metered delivery of educational material; 2. independent active work of the student; 3. constant monitoring of the students' learning level; 4. matching the type of training and the volume of training materials to individual characteristics; the possibility of using automated technical training systems. The release of software-based learning has created conditions for the use of technical tools in training and their improvement. The main objective of programbased learning is the formation of automated skills and strong knowledge and skills. The main goal of modern education is to equip specialists with methods of creative transformation of the world. From this point of view, it is a natural phenomenon to present a system of problem-based learning as a way to solve scientific problems using non-traditional methods. The peculiarity of problem-based learning is that here the teacher does not present knowledge in a ready-made form, but sets a problem task for the students. The solution and the means of solution must be sought by the student himself. The most important problem with this technological method is that new knowledge is transferred not for memorization or memorization, but to solve a problem or several problems. Problem-based learning is not a new phenomenon in pedagogy, it is associated with the names of famous people in history (Socrates, Rousseau, Disterverg, Ushinsky, etc.). The mechanism of psychological processes occurring in problem-based learning is as follows: a person who is faced with an unknown, inexplicable new problem experiences a shock, a crisis, and the question arises: "what is its essence?"a question arises. Next, the thought process follows a well-known pattern, i.e., discarding the forecast, substantiating it, and verifying it. Then the student either conducts a mental search on his own, or relies on the help of a teacher. The activity of creative thinking Asian Journal of Multidisciplinary Research (AJMDR) Vol. 2 Issue 8, November 2025 www.ajmdr.com IF: 9.2 148 is a scheme for solving a problem in a collective form: it comes down to the relationship "subject – object-subject". Problem-based learning is a didactic system based on the creative assimilation of knowledge using teaching methods and techniques. The problematic structure of classes requires their special organization, which is reflected in the chosen teaching methods and techniques. All of this affects the structure of learning. Therefore, problem-based learning can be considered a new didactic system with its own unique technology. The main technological concepts of this didactic system are "problem situation", "learning problem", "problem task", etc. A problematic situation requires the subject to seek new knowledge and new ways of acting. It can be built at any stage of the learning process (explanation, approval, and observation). The main psychological and pedagogical goals of problem-based learning are the development of students' creative thinking abilities and skills.; The knowledge and skills acquired by students as a result of active search are remembered faster and more firmly than traditional teaching methods.; formation of the personality of an active student who can see, pose and solve various problems; formation and development of professionally problematic thinking, which will have its own specifics in any particular field of activity. The methodological approaches to creating a problematic situation are as follows: - the teacher puts the students in a conflict position and reserves a way out.; - summarizes various opinions on an unambiguous question; - invites classes to consider this situation from different perspectives; - asks specific questions; - defines problematic theoretical and practical tasks; - sets problematic tasks. The formation of a problem situation and its transition to an educational problem, the compilation of problematic tasks - only the initial stages of problem-based learning, in the future, students must solve the following creative thinking operations under the guidance of a teacher: - suggest options and make suggestions to solve the problem.; - theoretical and experimental verification of forecasts; - draw conclusions; - verification of the correctness of the solved problem. Asian Journal of Multidisciplinary Research (AJMDR) Vol. 2 Issue 8, November 2025 www.ajmdr.com IF: 9.2 149 So, the technology of problem-based learning goes through several stages. Its main stage is a problematic situation, leading to an understanding of the hindrances of thinking. The learning problem that arises during a problem situation is also complex, but it must be serious enough for students to solve it. With the formulation and explanation of the problem, the first stage is completed. At the second stage, the student begins to actively search for the missing information in order to obtain a complete answer to the question. At the third stage, armed with the necessary knowledge, they solve the problem and verify the results obtained, comparing them with the initial forecast. Conclusion. Thus, the use of various new technologies in today's education system is becoming more practical and yielding results. Primary school teachers are especially active in supporting school renewal processes, quickly accepting news, and being very active in applying it in practice. Thanks to new technologies, the student becomes more active and learns to openly express his thoughts for comprehensive analysis, to think critically through reading and writing. References: 1. Buribekova F. B., Zhanatbekova N. J. zamanga pedagogical technologies. - Almaty: 2014. 360 P. 2. Aitbayeva A. B. Special pedagogy. 3rd ed. 2017.-250 p. 3. Mynbaeva A. A., Bolatbaeva Z. U. Educational policy: world experience. 2018.- 277 P. 4. Ashanina E. N. Modern educational technologies: a textbook for undergraduate and graduate studies. - 2nd ed., revision. and additionally. Moscow: Yurait Publishing House, 2018. 165 p. 5. Dyusembinova R. K. pedagogy of fishing. Read. - Almaty: 2015. - 348 P. 6. Atemaskina Yu. V. theologian L. G. modern pedagogical technologies in preschool education.- St. Petersburg: Detstvo-Pressa publishing house. - 2015. - p. 89.