Volume 04 Issue 06-2024
46
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
04
ISSUE
06
Pages:
46-49
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In this article, the modernization of education in our country is aimed at improving its quality, achieving new
educational results
that meet the requirements of modern society. In many ways, this is aimed at developing students’
competence in the field of computer visualization based on the cluster approach in education.
KEYWORDS
Competence, cluster, methodology, visual, modernization, functional, technological, interactive, heuristic, complex,
matrix, didactic, ergonomic, technical, trends, interface, psychology, philosophy, sociology, pedagogy, illustration,
models.
INTRODUCTION
The principles of constructing the methodology for the
formation of competence are a necessary condition for
the development of research logic and should be based
on the general laws established by pedagogy and
related sciences
–
psychology, philosophy, sociology,
etc. At the same time, these principles should
represent the specific laws of research. Thus, there is a
need to impose restrictions on them, and this is done
by introducing specific principles. The importance of
principles in design practice puts them forward in the
system of fundamental concepts [1].
The logic of constructing a methodology for the
formation of visualization competence on a computer
requires the formation of general requirements for the
final result of training, based on which it will be
possible to determine the principles.
In the context of solving the problem, such
requirements should include:
• it is necessary to give preference to visualization
technologies in mastering;
Research Article
FORMATION OF COMPUTER VISUALIZATION COMPETENCE IN
STUDENTS BASED ON A CLUSTER APPROACH
Submission Date:
June 10, 2024,
Accepted Date:
June 15, 2024,
Published Date:
June 20, 2024
Crossref doi:
https://doi.org/10.37547/ajast/Volume04Issue06-09
Alimov Ulugbek Bakhodirovich
Senior Lecturer at the Karshi branch of the Tashkent University of Information Technologies named after
Muhammad al-Khorezmi, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajast
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 06-2024
47
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
04
ISSUE
06
Pages:
46-49
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
• technologies must be developed, not implemented
in a specific way, within the framework of a specific
software package;
• software implementation should be available to
teachers in terms of their presence, interface and basic
methods of use in the educational institution;
• it is necessary to master not only visualization
technologies but also the methods of using visual aids
in educational activities using equipment.
The fulfilment of the listed requirements creates a
technological and methodological condition for the
formation of computer visualization competence,
which determines the adequacy of the initial rules. At
the same time, failure to fulfil any of the listed
requirements leads to a complete non-formation of
competence[2].
The need for compliance of educational results with
the listed requirements also makes it possible to
analyze various educational programs for the training
of future teachers of Informatics and formulate the
essence of their future professional activity in the field
of computer visualization. There are several principles
by which the methodology for the formation of
competence based on the established OECD can be
built [3].
1. The principle of basic functionality. All software tools
for computer visualization have a fairly wide and
versatile functionality, the full development of which,
on the one hand, requires an unreasonably large
amount of study time, while on the other hand, it
becomes superfluous for the teacher to solve
professional problems. In this regard, the development
of only the main functions of the software should be
ensured.
2. The principle of generalized development of
technologies. Since the software for single-purpose
computer visualization has the general principles of
construction, a similar interface and functionality, the
training content should include the study of
generalized work methods that are carried out in
different programs.
3. The principle of professional orientation of
educational tasks. The content of the practical and
theoretical material of educational assignments should
take into account the peculiarities of the future
professional activity of the future computer science
teacher.
4. The principle of task variability. To master the
proposed technology, it is enough to complete the
main task. Solving development problems makes it
possible to obtain more complete information about
the object of study.
5. The principle of didactic expansion of tasks. In the
preparation of future teachers of Informatics, it is
necessary to provide tasks that are aimed not only at
studying technological elements but also make it
possible to assess the compliance of the obtained
visual materials with didactic and ergonomic
requirements.
6. The principle of cluster design. The lack of a strict
size (meaningful size) of the cluster, even if there are
significant differences in training, allows you to build
the same type of training courses from the same
spindle by changing the number and content of
training tasks and the methods used.
Compliance with the listed specific principles should be
considered as requirements (restrictions) that must be
taken into account when creating a methodology for
Volume 04 Issue 06-2024
48
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
04
ISSUE
06
Pages:
46-49
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
the formation of visualization competence on a
computer.
Thus, the design of the methodology for the formation
of computer visualization competence based on a
cluster approach in future Informatics teachers should
be carried out based on the general scientific,
systematic and specific principles presented by us:
basic functionality; generalized development of
technologies; professional orientation of educational
tasks; variability of tasks; didactic expansion of tasks;
cluster design[4,5].
Based on the cluster approach, we can highlight the
following stages of designing the methodology for the
formation of visualization competence in a computer
[2]:
Stage 1. Forming a groove. At this stage, educational
and technological clusters are selected for mastering,
depending on the didactic value of the product and the
availability of technology for the teacher.
Stage 2. Determination of levels of development in the
wood. It is envisaged to allocate several levels of
mastering the pass, which, when developing a
methodology for the formation of computer
visualization competence, are selected based on the
time of study allocated to it in the curriculum of the
subject. The transition to the next stage is carried out
after mastering the content of the previous one.
Stage 3. Cluster - science Matrix construction, planning
the study time for each level of cluster acquisition. A
table (matrix) is drawn up for the selected curriculum,
the rows of which are OECD, and the columns are
subjects that provide the study of visualization
elements on the computer; the mark at the
intersection of the row and column indicates that
OECD is being studied in this discipline.
Stage 4. Identification and control of teaching content,
and methods. At this stage, by the volumes of study
hours specified in the cluster-science matrix, the
content of the theoretical material is determined, a set
of educational tasks is formed, and methods for
solving them are allocated for each level of Mastering
The Groove. At the same stage, the tools and methods
for controlling the development of OECD are
determined: to check the appropriation of theoretical
knowledge, which, as a rule, is a computer test;
checking the development of technology - tasks that
require the use of "non - basic" technological
techniques; for the didactic level-tasks of an interactive
heuristic type.
By the established procedure, in this study, the
construction of a methodology for the formation of
visualization competence on a computer was carried
out [6].
Thus, the formation of computer visualization
competence in future Informatics teachers is carried
out based on a cluster approach. The design and
construction of the methodology for the formation of
computer visualization competence should be based
on general scientific and specific principles (basic
functionality;
generalized
development
of
technologies; professional direction of educational
tasks; variability of tasks; didactic expansion of tasks;
cluster design) and should be carried out by the
allocated stages (formation of an educational
complex; distribution of development levels in the
educational complex; construction of a cluster-science
Matrix, planning of study time for each level, cluster
development; identification and control of teaching
content, methods).
REFERENCES
Volume 04 Issue 06-2024
49
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
04
ISSUE
06
Pages:
46-49
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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