USING SELF-CONTROL SYSTEMS IN TRAINING INFORMATION TECHNOLOGY TO STUDENTS AT UNIVERSITY

Authors

  Adizova M.R. – assistant department, Bukhara Engineering and Technology Institute,Bukhara, Uzbekistan, madinabonuadizova@gmail.com

Annotation

        This article discusses the use of self-monitoring systems in teaching information technology to students in higher education institutions. The work done on the use of self-monitoring systems in teaching information technology in higher education institutions has been analyzed, the shortcomings of traditional methods of assessing students’ knowledge have been studied, and the effectiveness of using computer monitoring to solve problems has been analyzed. It is noted that currently a variety of methods and tools, including testing, are used to test students’ knowledge. Despite the possibility of partially automating the knowledge control process using tests, the final decision on assessing a student’s knowledge is traditionally made by the teacher. The author proposes a wider introduction of automated knowledge control tools that will allow teachers to unload, ensure objective assessment, and cover more students. The use of self-monitoring systems in teaching information technology in technical universities has been analyzed. The advantages and disadvantages of such systems are compared, and their wide implementation is proposed. As a result, the quality of testing students’ knowledge and the effectiveness of the educational process are improved. It is concluded that the use of self-monitoring systems contributes to improving the quality of training and the effectiveness of teaching students information technology

Key words

  Higher education, teaching effectiveness, knowledge assessment methods, teaching methods, traditional control methods, innovative resources, distance education