40			AMERICAN	Journal	of	Language,	Literacy	and	Learning	in	STEM	Education								www.	grnjournal.us		
 

AMERICAN	Journal	of	Language,	Literacy	and		
Learning	in	STEM	Education	

Volume	3,	Issue	6,	2025	ISSN	(E):	2993-2769	
 

  
The Impact of Didactics in Teaching Process 

 
  

Yuldoshova Umida Bakhtiyor qizi 
Tashkent State University of Economics, Associate Professor of department 

“Teaching foreign languages” 
 
 

Abstract. Education as an integral part of cognitive activity, occurs on the basis of the general law 
of the individual's knowledge of the surrounding world. Therefore, it is necessary to carry out in one 
totality in the process of training, upbringing of the individual, as a harmonious generation. When a 
teacher is aware of the principles of education, he / she will be able to manage it effectively, choose 
the right effective methods of teaching. Therefore, the principles of teaching are the main negatives 
of solving the most important issues of the educational process from the theoretical and practical 
point of view. The article consists of theory, practice and result. 

Key words: didactics, principles, teacher, student, create, purpose, theory. 
 
The teaching process is complex and multifaceted. Teachers and students take an active part in it. The 
success and effectiveness of this process depends on the extent to which it follows the rules of the 
educational process, that is, the didactic requirements for education. 
Teaching, as an integral part of cognitive activity, is based on the general laws of human cognition of 
the world around them. Therefore, it is necessary to integrate the process of education, upbringing 
and upbringing of a person into a harmoniously developed generation. Only when a teacher is aware 
of the principles of teaching will he be able to effectively manage it and make the right choice of 
effective teaching methods. Therefore, the principles of teaching are the basis for solving the most 
important issues of the educational process, both theoretically and practically. 
Education is a purposeful, systematic and planned process. To use some methods or managing strictly 
don’t mean key of success, because every student has got different outlook and character. To organize 
lesson evolves in different ways, so it is impossible to put it in one mold. Didactics plays an important 
role to organize and manage the lesson. Let’s first of all, discuss about didactics and it’s role in 
education process. 
Until the seventeenth century, there wasn’t enough attention to the theoretical foundations of 
education. Only in the XVII century, significant changes took place in didactics, when education 
received a special name and the first scientifically based system of didactic activity in history was 
established. Didactics (theory of education: Greek "didacticos" means "teacher", and "didasko" 
means "learner") theoretical aspects of education (the essence, principles, laws of the educational 
process, the teacher and It is a subject that studies the content of student activities, educational goals, 
forms, methods, tools, results, ways to improve the educational process, etc. The word was introduced 
in Germany in 1613 by the German pedagogue Wolfgang Ratke (1571-1635). This concept was 
expressed in a similar way by the great Czech pedagogue Jan Amos Komensky (1592-1670) in his 
famous work "The Great Didactics". But Comenius argued that "didactics" was not just education, 
but upbringing. In this work, the scientist discussed important issues in the theory of education: the 
content of education, the principles of demonstration, sequence of education, the class-lesson system. 
K. Ushinsky[1867] gave a special role to success in the education and upbringing of children. K. 



 

41			AMERICAN	Journal	of	Language,	Literacy	and	Learning	in	STEM	Education								www.	grnjournal.us		
 

Ushinsky defined necessary conditions for the organization of teaching children as the establishment 
of a connection between the methods and content of training in preschool and school education, new 
and previously acquired knowledge.[1867] The German pedagogue A. Disterveg[1956] in his book 
"Guide to the education of German teachers" noted that didactics is a separate part of the theory of 
education in pedagogy. Didactics has a subject, functions and tasks. The science of pedagogy studies 
the process of education and upbringing on the basis of their integrity and unity. Didactics (theory of 
education) and theory of education are distinguished to clearly explain the essence of each of the two 
activities. 
Even in textbooks and manuals on pedagogy and didactics, the purpose of education is not analyzed 
separately as a self-evident phenomenon. The purpose of education occupies a central place in the 
structure of education. However, the study of this issue from a historical point of view in the example 
of a particular subject, as well as the study of the purpose and important aspects of education. It is a 
necessary issue for the development of the state and society. That the state and society determine the 
purpose of education based on the social needs that arise during its development.  
Therefore, a comprehensive study of the problem of educational goals is important for all periods. 
The aim of foreign language teaching has a special place in the set of educational goals. According 
to V. Sukhomlinsky(1958;19): «Progressive learning is, on the one hand, a thorough preparation of 
students for the acquisition of new knowledge, and, on the other hand, the teacher's ability is to present 
new material relying on the knowledge already schoolchildren have, to develop and improve them. 
V. Sukhomlinsky(1958;19) considered the possibility of solving many educational problems through 
the principle of continuity. One of the conditions for solving the problem of continuity, he saw in the 
organization of a certain work of pre-school and school teachers, pointing out: “It is necessary for the 
teacher to know each child, to study the individual peculiarities of his/ her perception, thinking and 
mental work, the year before school starts”. At the same time, V. Sukhomlynsky(1977;92) argued, 
«The unsolved issue remains i.e. when it is most expedient to begin the study of grammar, when the 
child sat at the school desk and became a student of the first class, or maybe a little earlier, in 
preschool years». But language teaching develops step by step, school education does not teach a 
foreign language perfectly to the learner - the learner which comes to the university with knowledge 
of the grammatical structure of the foreign language and a certain percentage of oral speech, and in 
part (unlike before, now the language knowledge is quite popular) or in some cases can be used to 
fully meet their daily practical needs. This raises a number of legitimate questions: Why foreign 
language education is introduced as a general and necessary subject for all types, stages of modern 
education? What are differences between stages of education? What should be the basis of foreign 
language education? s it important to study only foreign language grammar? should it be focused only 
on the specialty? 
To answer these questions, it is not necessary for everyone in society to learn only grammar. In all 
types, stages and forms of education, foreign language teaching has its own purpose and the needs 
must be studied. 
Ø In the process of teaching a foreign language, it is based on certain circumstances (age, period, 

program), in which case the main grammar in the teaching of grammar is compared with the 
grammar of the native language and foreign language conduct, concepts conform to each other or 
vice versa; 

Ø Differentiation of general and specific goals of foreign language teaching, such as teaching 
literacy, reading and expression skills, requiring its study as a special subject; 

Ø Depending on the purpose of foreign language teaching, issues such as the content, methods and 
tools of teaching the subject are required to be updated. 

The principles of education are determined by the huge tasks facing educational institutions. They 
are interconnected and form a system in which each lesson can involve several didactic principles. 
They contribute to the achievement of key educational goals. In the current process of reforming the 
education system, one of the most important issues is to provide students with solid knowledge, to 
educate them to be free, independent thinkers, to understand the essence of the principles of education 



 

42			AMERICAN	Journal	of	Language,	Literacy	and	Learning	in	STEM	Education								www.	grnjournal.us		
 

and to put them into practice. The scientific nature of the knowledge imparted in educational 
institutions should reflect the latest achievements and discoveries of science and technology. 
Therefore, the teacher should be aware of the latest developments in science, and academic subjects 
should be based on science. The scientific principles of teaching are aimed at equipping students with 
scientific knowledge at the level of modern science and technology in the educational process, 
especially to acquaint students with research methods. Science is concerned with both the content and 
the methods of education. Therefore, it is important to ensure that cooperation between knowledge, 
science and the subject is interrelated. Scientific explanations should be used at all stages of 
education. 
Ya.A. Komensky (1955;278-279) noted that the learning process is a holistic way of knowledge, of 
the continuous development of diverse knowledge of a single root. Each new knowledge is the result 
of joining, a kind of building-up to the previously acquired knowledge of the students. He 
emphasized: “All training should be in such a way that the next is always based on the previous, and 
the previous is fixed to the following ... The scientific work of the whole life should be so distributed 
as to form one encyclopedia in which everything should follow from the general root and stand on 
his place”.. «Everything that has a connection, teach in connection» – so formulated his position on 
this issue (Ya.A. Komensky 1958;6). Y. Pestalozzi.I.H. (1988) saw continuity in the development of 
nature: «Bring in your consciousness, all essentially interconnected subjects in the very connection 
in which they are really in nature. In each field, place knowledge in such a sequence, so that each 
subsequent concept includes a small one, almost imperceptible adjunct, which became unforgettable, 
deeply rooted in previous knowledge. A. Disterveg(1956) emphasized: «Since mental development 
is associated with the law of graduality, then education must adhere to this principle”. 
After doing all above, we can say, the choice of teaching method depends on: 

1. The level of preparation of the taught group for the lesson. 
2. Subject to be studied. 

3. Topic of the lesson. 
4. Content of the topic. 

5. Availability of handouts and equipments that can be used in the classroom, etc. 
When deciding how to teach a lesson, it is important to focus on what the lesson is about. If: 
Ø If the goal is to be achieved, it is important to clearly define what goals are to be achieved during 

the course; 

Ø Attention is paid to the composition of the group of students (pupils), if the class is intended; 
Ø the topic, the time allotted for it, what educational material should be brought to the attention of 

students and how much time is allocated to it; 
Ø We consider what kind of teaching aids we have and to what extent we can use them if the 

teaching aids are targeted; 
Ø We choose which teaching methods should be used if active (passive) student participation is 

intended; 
Ø take into account the organizational conditions in which the lesson is planned; 
Ø The focus is on the order in which students' knowledge is monitored and evaluated, with a view 

to mastering control. 
The organization and management of the learning process depends on the purpose of the training. 
Does the teacher aim to teach the student a concept or trend in the lesson, or does he or she have to 
learn to understand, analyze, or apply it? it is necessary to know how to synthesize reality or evaluate 
it by comparing different options and studying their pros and cons. 

1. Identify, describe, memorize, show. 



 

43			AMERICAN	Journal	of	Language,	Literacy	and	Learning	in	STEM	Education								www.	grnjournal.us		
 

2. Compare, contrast, explain with examples, retell, change and express. 

3. Apply, compose, demonstrate, continue the idea, project, develop, solve. 
4. Analyze, categorize, describe, show the difference. 

5. Create, develop, identify trends, patterns, generalize, recommend, describe. 
6. Listen, discuss, solve and evaluate; 

Resume; 
In short, after investigation in our dissertation’s part, we can say that for first time, teacher or mentor 
should understand about didactics and usage of it. Teacher don’t use the same methods in all lessons, 
because it is very boring way to manage the lesson. Teacher should be creative and find unusual ways, 
according to the stages of cognition, the scope of the student's thinking, taking into account his 
abilities, should be given a task. The main purpose of using different teaching methods is to raise the 
level of students' knowledge, we will consider ways to achieve this goal. The content of teaching is 
determined by the objective reality embodied in the subject. Methodology is a form of development, 
the movement of science in the learning process. The difference between science and its teaching is 
direct objective reality, expressing the laws of its development and directly describing this process as 
a subject. In general, teaching raises the knowledge of the objective world to the level of achievements 
of this science. Science is constantly evolving and enriched with new discoveries and knowledge. In 
turn, in the process of educating students, these discoveries are absorbed into their minds. 
New aspects and problems of life are constantly deepening in the process of learning how to solve 
them. New methods are used in the educational process; new training courses are introduced. Raising 
the level of teaching language to a spiritual, theoretical level depends in many ways on the forms and 
methods of teaching used in the educational process, the level of students' study of the work of 
researches. 

References; 
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pedagogicheskiye trudi/sost.M. Yu.Babansky-M;Pedagogika,1989- str560, 
2. Lednev.V.S. “Gosudarstvenniye obrazovatelniye standarti v sisteme obshego obrazovaniya; 

teoriya I praktika/V.S.Lednev, N.D.Nikandrov, M.V.Rijakov-M;2002 
3. Lerner.I.Ya. Didakticheskie osnovy metodov obucheniya.M; Pedagogika 1981; 
4. Osmolovkaya.I.M., Lerner.I.Ya., o prosesse obucheniya; sovremennoyoe pro-

chteniye//Otechestvennaya I zarubejnaya pedagogika 2017.T.1, №3(39)pp 31-41 
5. SukhomlynskyV.A /Problemi vospitaniya vsestoronne razvitoy lichnosti.// Izb. Proizvediniya v 

pyati tomax Kiev : Radianska shkola 1979.  
6. Budak.V. continuity in educational environment аs a psychological and pedagogical problem 

науковий вісник мну імені в. о. сухомлинського. педагогічні науки № 1 (64), лютий 2019 
pp 30-37 

7. Komensky Ya.A. Velikaya didaktika // Izbran. pedagogycheskye sochineniya [Great Didactics // 
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