Volume 04 Issue 07-2024
28
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
07
P
AGES
:
28-33
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article describes the main features of the structure of development of analytical and critical thinking skills of
future pedagogues in the digital educational environment.
KEYWORDS
Digital education, information-communicative, competence, development, pedagogue, analysis, critical thinking,
problem-based education.
INTRODUCTION
The reforms being carried out in the Republic of
Uzbekistan are aimed at developing the country
socially, economically, spiritually and educationally,
and at educating the young generation as a well-
rounded person. Today, the issue of youth education is
interpreted as one of the priority tasks of the country.
For example, as stated in the Decree of the President
of the Republic of Uzbekistan dated June 27, 2018 on
the state program "Youth is our future", "Those who
have modern knowledge and skills, take responsibility
for the worthy future of the country" "Education of
competent, goal-oriented and energetic young people
is the most important condition for stable and rapid
development of the country".
An important means of fulfilling this condition is the
wide use of advanced and modern technologies of
education in order to further improve the educational
work in educational institutions trained by highly
Research Article
DEVELOPMENT OF ANALYTICAL AND CRITICAL THINKING SKILLS OF
FUTURE EDUCATORS IN A DIGITAL EDUCATIONAL ENVIRONMENT
Submission Date:
July 10, 2024,
Accepted Date:
July 15, 2024,
Published Date:
July 20, 2024
Crossref doi
https://doi.org/10.37547/ajps/Volume04Issue07-06
Xaitov Bekzod Shuxratovich
Doctoral student at Kokand State Pedagogical Institute, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 07-2024
29
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
07
P
AGES
:
28-33
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
educated specialists, to increase the quality and
efficiency of teaching. One of such advanced
technologies in modern pedagogy is the technology of
problem-based education. One of the technologies
used in the organization of effective teaching in higher
education institutions in the era of rapid development
of modern science and technology is problematic
teaching technology. Because it is education aimed at
developing students' thinking, creative approach,
creative abilities and activities. Therefore, the main
task of problem-based education is: it is a technology
that focuses on active learning, encourages creativity,
creates various rational-heuristic approaches to the
problem, forms a scientific-research method, and
develops perceptive abilities, and it is an educational
interest. means to serve for. Problem-based education
is one of the methods that bring a creative, active,
initiative person to adulthood and prepare him for
activity and experience, which is considered the main
goal of society.
Pedagogical sources emphasize that problematic
educational technology is not new. The great
pedagogues of the past Ya. A. Komensky, J. J.
Rousseau, I. G. Pestalozzi, F. A. Disterweg, K. D.
Ushinsky and others have searched a lot for ways to
organize an interesting learning process aimed at
developing the mental powers and abilities of learners,
and to some extent who were able to achieve this.
At the beginning of the 20th century, the idea of
implementing
and
popularizing
problem-based
education in school practice developed rapidly in
foreign countries, and in the 20-30s of this century, the
foundation of problem-based education was laid. Its
founder was the American philosopher, psychologist
and pedagogue D. Dewey (1895-1925). He founded
"problematic education" in the experimental school he
founded in Chicago in 1894, and in his pedagogical-
psychological work "How We Think", written in 1909,
he presented a method based on dry memorization
and memorization existing at that time. He contrasted
traditional education with problem-based education
aimed at developing the learner's thinking and mental
abilities, and substantiated its scientific and practical
aspects.
D. Dewey (1933) developed a psychological mechanism
for solving problems that arise in life in the second
edition of this book. According to him, any problem can
be solved with the intelligence given by nature.
Because human ability can serve it. For this, it is
necessary to put problems in the educational process
and properly organize teaching activities aimed at
solving them. Teaching a child to think, search, and
research is problematic education.
In the development of the theory of problem-based
education, the American psychologist Dj.Bruner put
forward the idea that "in the process of learning new
knowledge, the structure of educational information
Volume 04 Issue 07-2024
30
American Journal Of Philological Sciences
(ISSN
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2771-2273)
VOLUME
04
ISSUE
07
P
AGES
:
28-33
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
and intuitive (intuitive) thinking should prevail." In his
opinion, intuitive thinking should be the leader in the
development of knowledge structure and mental
activity in problem-based education. Because together
they serve to develop the child's mental abilities. In this
matter, since 1923, even during the former Soviet
regime, this direction of education began to develop
under the heading "Complex-project", and based on
the ideas of D. Dewey, there was an opinion that the
class-lesson system was outdated. However, in 1932,
according to the decision of the Central Committee of
the Communist Party of the Soviet Union (b), this
direction was considered ineffective and its further
development was not allowed.
The further development of critical education is
associated with the name of Western European
scientists, and its scientific and pedagogical
foundations were developed by the famous Polish
pedagogue Vincent Okon in the 50s of the 20th
century. In the content of his theory, organizing
problematic situations, which are the sum of cognitive
actions, formulating a problem, involving students in
solving the problem, checking the conclusions drawn
by students, helping them to systematize and
strengthen the acquired knowledge. was to set up a
settlement.
In the 60s of the 20th century, S. L. Rubenstein, A. V.
Brushlinsky, Methodist scientists N. A. Menchinskaya,
T. V. Kudryavsev from the former Soviet didacts and
psychologists made a significant contribution to the
development of problem-based education technology.
They noted that mental actions, thinking process,
logical direction of activity should be expressed in the
acquired knowledge.
According to T.V. Kudryavsev, problem-based
educational technology is a process that represents a
mental state that is solved by students working
together with the teacher. For this reason, the creation
of a problem situation in this process can be called a
didactic event consisting of an internal feeling that
directs the intellectual activity of the learner to a
specific goal, forms the need for knowledge, and as a
result, leads to understanding the essence of unknown
phenomena.
Accordingly, according to the teaching of the Russian
psychologist A.M. Matyushkin, in a problematic
situation, without stating the novelty, on the contrary,
it is necessary to implement the conditions necessary
to lead to the novelty, the uncertainty related to the
activities, means and conditions that are considered
necessary to open in this case. , the ability to solve the
given problem, the task, the fundamentals of science
with the help of thinking processes, to create a
problem situation and to solve it, to find the unknown,
novelty, ambiguity that is sought in it, as well as the
need to acquire new knowledge emphasized the need
to achieve through formation.
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OCLC
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Publisher:
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Servi
In the 1990s-1995s of the 20th century, Uzbek
pedagogues, psychologists, and methodologists put
forward certain ideas about enriching the theoretical
content of problematic educational technologies and
implementing them in the practice of educational
institutions based on new requirements. In particular,
after gaining independence, our republic rapidly
developed through socio-economic development,
spiritual and cultural life, strived to build a legal
democratic state and civil society, and its political,
economic, cultural, and spiritual significance in the
global community. At a time when the status is
increasing day by day, serious attention was paid to the
education system. In the future, this problem will
affect all aspects of people's life and economy,
including industry, agriculture, construction; It is
improving because it requires employees working in
spiritual and educational fields to be knowledgeable,
business-minded, and proactive. Such specialists are
trained only by higher education institutions.
Taking this into account, this issue is specifically noted
in the "Concept of the Development of the Higher
Education System until 2030" of the Republic of
Uzbekistan and the creation of new strategic forms,
methods, and tools of teaching and training in
educational institutions. , and for this, it was shown
that it is necessary to apply problem-based education
technology to the higher education process, and it was
noted that problem-based education can provide
practical help in solving the following issues:
➢
to develop independent thinking and
creative abilities of learners;
➢
create an opportunity to acquire
scientific knowledge and master the methods of
practical application;
➢
formation of students' scientific
outlook with the help of acquired scientific knowledge;
➢
being able to demonstrate creative
abilities and activities in practice;
At the 1X session of the Oliy Majlis of Uzbekistan
(August 29, 1997) in his speech on the topic "A perfect
generation is the foundation of the development of
Uzbekistan", he said that "The main task of the teacher
is to form the skills of independent thinking in students
and to
educate children with conscious discipline." ”
had emphasized that it should be. This call is consistent
with the requirements of the "New Law" on
"Education". That's why these documents encourage
today's teachers and students to make wider use of the
type of education that encourages independent
thinking, research, and creativity. This type of
education today is organized by problematic
educational technologies.
Any teacher, educator, who uses problem-based
learning technology, should first of all know the tasks
that problem-based learning can solve. These are:
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Publisher:
Oscar Publishing Services
Servi
➢
formation
of
initial
skills
of
independent mastery of the basics of science in
students;
➢
to develop independent thinking and
creative abilities in students;
➢
introduction of methods of mastering
and practical application of students' scientific
knowledge with the help of problematic technologies;
➢
education of students' scientific
worldview based on acquired knowledge;
➢
formation of students' skills to solve
educational problems (a new topic always seems to be
a problem for the student) independently or partially
with the help of the teacher;
➢
formation of experience of creative
activity, etc.
The essence of the teacher's activity in problem-based
teaching is that he needs to explain the most complex
laws, concepts and facts. That is, in the process of
education, it is necessary to create a problem situation
and create an opportunity to solve the problem. In this
case, the student himself is directed to solve the
problem. As a result, students' activities are organized
in such a way that they independently draw
conclusions by analyzing the facts and get a general
idea of the studied topic. When explaining the
expression of concepts, rules, theorems, and laws,
students develop the ability to independently
implement tasks such as planning, constructing,
inventing or creating new situations, composing texts,
writing poems, and drawing pictures, and with the help
of this, attention, will, such qualities as creative
imagination, hypothesis, and analysis are developed.
Thus, problem-based teaching can be called education
that moves from performance to creativity.
Methodologist A.K. Gulomov stated that problem-
based educational technology is teaching aimed at
mastering new knowledge through the use of creative
thinking and creating scientific-research works.
It occurs in the following cases:
➢
when there is a need to apply
knowledge in a new situation;
➢
if there is a disproportion between the
problematic task and its execution;
➢
new information is unknown to the
students, and the existing knowledge is not enough to
interpret it, and certain difficulties have to be
overcome;
The didactic feature of problem-based education is
that it turns learners into subjects rather than objects
of education. For this, knowledge of the importance of
problem-based teaching forms the basis of creative
thinking and develops creative abilities with the help of
problem situations created by the pedagogue and
independent activities aimed at solving them, serves
for purposeful mastering of educational results. In the
process of organizing problem-based education,
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Publisher:
Oscar Publishing Services
Servi
conducting research in the student, setting up
educational activities and, on this basis, independent
study and analysis of information and conclusions in
the educational subject, creative assimilation of new
knowledge, it is required to emdiv such qualities as
drawing a conclusion.
CONCLUSION
Problem-based education is education aimed at
purposeful assimilation of educational results by
developing scientific knowledge, problem situations
created by the pedagogue and independent activity of
learners aimed at solving them, creative ability.
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