Volume 03 Issue 06-2023
16
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
06
Pages:
16-19
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article mentions the problems of using a cooperative educational cluster that is compatible with the
modernization processes of teaching history in general education schools. Collaborative learning cluster in history
teaching is interpreted as an important tool for improving the level of students' cognitive activity, methodological
recommendations are presented within the topic.
KEYWORDS
History, collaborative learning cluster, competency-based approach, case study method, interactive methods.
INTRODUCTION
In recent years, many countries of the world have been
conducting scientific and creative research on the most
effective ways to improve the quality of education and
upbringing of general secondary education students.
Methodological
improvement
of
educational
processes requires further development of teachers'
own activity and competence. The process of
continuous education can solve complex problems
only when it follows scientific and pedagogical
principles. In order to organize the educational process
according to the purpose and to increase the efficiency
of the lesson, it is necessary to fulfill the requirements
for it, defining the most important and decisive
principles. These requirements are implemented using
the general laws and principles of the educational
cluster, such as the conformity of education to the
requirements of the time, the harmony of objective
and subjective processes in the pedagogical process,
Research Article
COOPERATIVE LEARNING CLUSTER IN HISTORY CLASSES
Submission Date:
June 01, 2023,
Accepted Date:
June 05, 2023,
Published Date:
June 09, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue06-04
Hollieva Matluba Shomurotovna
Teacher of school 14, Muzrabot District, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 06-2023
17
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
06
Pages:
16-19
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
the interrelationship of goals, content, methods and
tools in education. To determine such requirements, it
is necessary to take into account the specific
characteristics of history education.
MAIN PART
The organization of cooperative educational clusters in
general education schools is the most effective
mechanism for teaching history, in which the
integration of educational types based on equal
cooperation of higher and general secondary
education institutions and the integration of
educational content based on ensuring coherence and
consistency in teaching history are important, and
these integrations increase educational efficiency. is
relevant [1].
Through the competence approach in education, to
teach students to effectively apply the various types of
skills they have acquired in the situations encountered
in their personal, professional and social lives, together
with the acquisition of knowledge, skills and
competencies of students in general education
subjects in an educational institution, to be able to
explain one's opinion to others, to be able to
understand them by listening to others, In order to
engage in debate, to achieve success in everyday life, it
is necessary for the student to search for this
information, analyze it, and form the ability to use
knowledge, skills and abilities to solve problems
encountered in their everyday life [2].
According to the specific nature of the educational
cluster, it is necessary to make effective use of every
moment of the educational and educational process
carried out in schools, based on this, it is of great
importance to teach history teachers to teach history
subjects on an integrated basis, to learn independently
based on information technologies, while abandoning
the oral teaching method.
Learning to work independently with textbooks, maps,
documents, tables, concepts, various manuals
including periodicals and other sources in history
education is required. It is necessary for the teacher to
organize a work system for preparing tables, diagrams,
maps, and illustrations together with the student. The
experience of developed schools shows that the
connection between the study of history and life leads
to an increase in the level of knowledge of students.
Only when the participants of the educational process
carry
out
continuous
work
on
methodical
improvement of the process, the students master the
competences related to science.
Therefore, the main methods of improving the quality
of history education are manifested in the following:
study of independent working methods; refusal to
engage in oral teaching methods; development of
teachers' activities;
Volume 03 Issue 06-2023
18
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
06
Pages:
16-19
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
taking age characteristics into account in working
methods;
focus on applying the acquired knowledge in practice,
etc. [3].
The new generation of literature published for schools
is enhanced with independent work and self-
monitoring materials that allow to strengthen the
learned materials, creatively assimilate theories and
concepts and apply them to solve concrete life
situations, which leads to the development of
competences related to history. Also, the fact that they
are connected to e-learning resources and modules
helps to increase the volume of information in
education and to constantly fill them.
The study of historical knowledge serves as an
indicative basis for the study of historical events in the
process of acquiring ideas about historical reality,
scientific vision of the development of human society,
historical knowledge and knowledge of modern
society. The systematic structure of historical
knowledge consists of knowledge of historical
concepts, historical concepts and the methodology of
historical knowledge.
Each component of historical knowledge can be
briefly described as follows:
1. Historical images are reflected in the minds of
students through historical facts, events, persons and
their external and most meaningful features of their
local level in time and space.
Historical imaginations are always subjective, resulting
from the specific characteristics of the perception of
historical reality.
2. Although historical concepts are not understood in
the initial historical perception, it reveals their inner
content, keeping in mind the most important,
generalized, systematized features of historical
evidence. Historical concepts are objective and are the
basis of historical knowledge.
3. Knowledge of the methodology of historical
knowledge includes cause and effect relationships,
historical concepts and evidence, important and stable
relationships between events that lead to a certain
result in the development of the historical process, and
knowledge of history. It can also include students'
knowledge of working with historical material [4].
CONCLUSION
In other words, it is the integrative competences that
are formed by studying history. Development of
competences related to history is an important means
of improving the level of cognitive activity of students,
which allows them to act more effectively and
correctly in modern life.
The cluster approach to history education allows the
management bodies of the institution to provide
Volume 03 Issue 06-2023
19
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
06
Pages:
16-19
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
certain tools for effective interaction within the
system, to better understand the problems, to plan the
scientific basis for the development of effective
teaching of history in the region.
REFERENCES
1.
Ганиева М., Файзуллаев Д. Кейс
-
стади
ў
қ
итишнинг
педагогик
технологиялари
тўплами
.
–
Тошкент
:
И
қ
тисодиёт
, 2013.
2.
Korotkova
M.
V.,
Studenikin
M.T.
Methodology,
history
and
scheme
of
education are described and described.
Prakticheskoe posobie dlya uchiteley. - M.,
2007.
3.
Madraimov A., Fuzailova G. Historical source
studies. - Tashkent: Science, 2016.
4.
Voinova M.G. Pedagogical technology and
pedagogical master's degree. - Tashkent:
ECONOMY-FINANCE, 2006.
