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THE USE OF THE METHODOLOGY FOR THE FORMATION OF
NATIONAL VALUES IN THE PROCESS OF TEACHING STUDENTS
THE SUBJECT OF "UPBRINGING".
Sheralieva Nasiba Alimkulovna
Independent researcher of the
Gulistan State Pedagogical Institute
https://doi.org/10.5281/zenodo.14033071
Annotation:
In this context, in the process of teaching "Education" subject,
on May 28, 2012, the government decided to "Measures for the further
improvement of the system of training of qualified pedagogues and the
provision of such personnel to secondary special and vocational education
institutions" "On" was adopted, in this decision "In-depth and comprehensive
study of foreign experiences in the use of advanced pedagogical methods and
technologies, information and communication technologies, electronic
educational resources and multimedia presentations in the educational process
issue" was defined as a priority task. It is known that pedagogical technology is
considered a necessary part of the educational process, and it has been proven
in practice that a radical change in the field of education will occur through its
use. In our country, the application of pedagogical technologies to the
educational process, the reform of the continuous education system, the
formation of high professional culture, creative and social activity, and the
ability to independently participate in the socio-political life of future
professionals are important practical tasks. held.
Key words:
pedagogical, creative, creative, deep, action, interactive,
activity, site, methodical, result, independent.
During the years of independence, there was a wide opportunity to
explore the roots of our spirituality, our values and history. Teaching our
national values to younger generations, developing different methods of
teaching is one of the main issues of pedagogical science. In pedagogy,
interactive methods of teaching are of particular importance. As a result of the
use of interactive techniques, interaction, movement, interaction, active
communication of the student and the teacher are organized. The main purpose
of this method is to create conditions for active, free thinking of the learner by
creating the most favorable conditions for the educational process.
When interactive teaching methods are used, cognitive and communicative
activities of participants in the educational process are formed. Students will
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have the opportunity to understand and think about what they know and think.
When interactive methods are used in classes, the task of the teacher will consist
in directing the activities of students to achieve the goals of the lesson.
This process demonstrates the intellectual potential, capabilities of the
student and increases the quality and effectiveness of training. When organizing
a lesson based on an interactive teaching method, not a single student will be left
out, that is, they will have the opportunity to openly express what they see,
know, think. The main purpose of the interactive method is: to teach learners to
think freely, independently, critically, analytically, logically, creatively and make
the right decisions on their basis, to learn learners to get out of problem
situations without difficulty, to manage to perform theoretical and practical and
life tasks, to motivate students to think, to direct them to search and creativity,
to encourage The main tools for using interactive techniques are: didactic
games, role – playing games,computer games, interactive educational literature,
information and communication technologies, methodological exhibitions, etc.
Interactive methods encourage students to be active, increase their interest. The
active participation of each student in the training is ensured, the opportunity to
control and evaluate each student appears. One of the interactive teaching
methods is the case-Stade method. This method has practical content and is
devoted to methods and means of solving various situational issues and problem
situations.
The exact situation described in the case-stadi method links learning to
reality: it allows you to analyze the situation in solving the problem, formulate
assumptions, identify problems, collect additional information, clarify
assumptions and design specific steps. When using the keys-stadi method in the
educational process, students develop skills to consolidate knowledge on the
topic studied, analyze problems and make decisions individually and Grouply,
develop creative and learning abilities, logical thinking, speech and adaptation to
environmental conditions, prepare for independent decision-making, such
important qualities as responsibility, independence, communicativeness and
empathy, self-examination of the formation of reflection, In order to effectively
use the Keys-stadi method in the educational process, it is recommended to
organize training at the following stages:
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Stages
Recommendations
1. Introduction to Keys information
supply.
First of all, familiarize yourself with the keys: to get acquainted
with the current information supply of the keys in order to have
a complete picture of the goals, rules and analysis of the current
situation, assessment criteria, information about the keys and on
it. Do not rush to analyze the situation during acquaintance with
the information supply.
2. Acquaintance with the situation. Once again, read the information carefully. Mark the lines that
are important to you. List the evidence given in the situation
description and determine what is known and what needs to be
clarified.
3. Identification of the main
problem and minor problems.
Try to describe the situation. Determine the essence and the
bicyclic.
What is the main problem? What other problems can you
indicate in the situation presented? Formulate conclusions-
identify the main problem and minor problems that are painted
on it.
4. Problem analysis.
Mark all the facts related to this problem, not everything in the
situation directly depends on it. Answer the question: is it
possible to solve it in these conditions? Determine to what extent
the problem can be solved?
5. Under consideration the
situation is strong and analysis of
weak sides.
Organize a SWOT analysis.
6. Alternative decisions
formation.
Write down all the solutions to the problem that can be taken in
this case. What moral, legal and spiritual difficulties arise in
solving the identified problem? Achieve the widest possible
application of the educational materials mentioned in the
formulation, analysis and selection of alternatives.
7. Proposed alternatives
assessment, analysis make and
choose.
Prepare to provide information using pinboard or other
techniques.
8. Review of practical situations,
conclusions decisions on
preparation.
Develop a list of practical measures to implement your decision.
9. Preparation of the presentation.
The results of the work can be submitted in writing or verbally if
on behalf of the team.
10. Analysis performed
presentation of results.
Use presentation women.
11. With the participation of the
teacher
discussion of performances
made and transferred
end the analysis.
Pay attention to the main problem.
In the case-stadi method, the situation description and information supply
can be of different sizes, in the description of the situations proposed for
analysis, the level of detail can also be different, and the level of information
abundance can also be data unrelated to analysis. Do not get lost in the fear of
the information proposed in the case-stadi method, mark the most necessary
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among them, do not consider the situation in a narrow perspective, the problem
may suddenly become smaller or disappear altogether. Formulate the action
plan after the analysis of the situation is completed and the problem is
identified.
Working with the keys in the teaching of the subject” upbringing " has its
own characteristics and envisions various technological approaches. The
method of creating specific problem situations and the organization of
independent work of students depends on the level of complexity of the
educational material, the allotted time, the exact contingent of students and a
number of other factors.
When teaching” discipline", the following options for organizing classes using
keys can be used:
1.The situation is prepared from the beginning by the teacher, and then
the part consisting of the incident is read, after the process of asking questions
by students is completed, each small group makes its own decision. After that, in
an open discussion, its right or wrong sides are discussed.
2.The teacher conducts explanatory work on the technology of analyzing
situations for students. Then the groups are given 15-20 minutes. Each small
group develops themselves during this time a variant of the situation (from the
book, from practical activities). After the development of situations in all
communities, the process of collecting information begins: event; questions and
answers; decisions made; solution and presentation of its analysis by the
authors of the situation. The other team then moves in that sequence.
It is advisable to distinguish the following possibilities of organizing training:
1) each request of additional information is discussed by the readers and
the necessary issues are solved to decide on its based solution;
2) requests of each small group of students are given all the necessary
information, and then it is determined which ones used the information in the
solution adopted in the general discussion;
3)the "cost" (value in terms of content) of the requested information is
compared both qualitatively and quantitatively, depending on the value of the
solution adopted. The information "price" is agreed first and the solution is
assessed collectively by the students.
Thus, students learn to collect rational and goal-oriented information.
In the process of working with the situation, the reader, after familiarizing
himself with the statement of the problem, independently analyzes the situation,
diagnoses the problem and, in the process of discussion, together with other
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readers, presents his ideas and solutions. If acquaintance with keys is carried
out directly during the lesson, then for individual analysis, 10-30 minutes are
usually allocated, depending on the size of the material. During the analysis,
students learn to act in a" team", to adopt a multi-aspect analysis and solution.
In most cases, a study time of 30 minutes to 2 hours is required to review the
situation.
The duration of training depends on the complexity of the poured
situation and how deeply the students have knowledge.
"Boomerang" technology provides an opportunity for the formation of critical
thinking, logic; develops memory, ideas, thoughts, skills to state evidence in
written and oral forms.
The method of" Boomerang " technology allows, along with education, to
carry out a number of tasks of an educational nature: skills of working with a
team, attitude, kindness, skillfulness, respect for other opinion, activity, the
formation of leadership qualities, a creative approach to work, interest in the
effectiveness of their activities, unbiased self-assessment, etc.
The method of" Boomerang " technology is aimed at learning, creative
understanding, free possession of educational material in a deep and holistic
state during one session.
The main concepts related to the method of "Boomerang" technology are as
follows:
Open-ended questions-these questions allow you to continue dealing, speaking.
They cannot be answered short, uniformly.
Closed questions-these questions presuppose the issuance of correct, open
answers of the type “yes” or “no” in advance
Cross-examination is a series of short questions grouped together, which is
a great opportunity to look for specific information and determine the position
of arguments, opponents and make certain decisions.
Another of the interactive techniques is the problem technology method. We
give an example of the use of problem Technology in training sessions.
The course is divided into two subgroups of students in the classroom. The table
presented in this form is submitted to small groups. In this case, the first part of
the table is written the question and the type of problem. The members of the
small group each take the problem seriously and write their thoughts on the
remaining empty two parts of the table.
The example of filling out the table by readers can be as follows:
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Problem type
Come to the problem
reason for the exit
Troubleshooting measures and
your action
We say that the
motherland is as
sacred as sajdagah,
but why do some
people betray the
motherland.
To enter the path of some
ill-wishers due to their lack
of independent opinion.
Not reading books and
without adult supervision
stay, lack of cooperation in
upbringing, the appearance
of a gap in upbringing, the
fact that a person does not
use
his
mind,
trustworthiness and that's
it vs. not to use,
trustworthiness and that's
it
others attendance.
Cooperation in education,
work on oneself independently,
read more books, spiritual and
educational
participate in events, follow an
adult sentence, conduct various
conversations. My action in this
regard, follow the agenda
to spend my time meaningfully
doing it and to encourage those
around you to do it, who reads a
lot of books
holding named contests and
not to use,
trustworthiness and that's it
others attendance.
Problem type
Come to the problem
reason for the exit
Troubleshooting
measures and your action
Homeland-like sajdagah
we say Holy, but
why some people
The motherland is
cunning.
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In conclusion, the use of educational tools based on information and
Communication Technologies is one of the requirements of today in order to
further activate the teaching of” upbringing", provide additional educational
materials to students, increase their interests, introduce various forms of
assessment of their acquired knowledge. The educational site and mobile
application created on the subject of” upbringing " can be used in the course of
classes and in the organization of extracurricular activities. Such modern
information education resources provide information resources based on
multimedia technologies in addition to the textbook on the subject “upbringing”
to students of the general secondary education school. The recommended e-
learning resources include visual materials, fairy tales for elementary school
students, stories and narratives, test tasks designed to assess the knowledge
gained, strengthening students ' knowledge.
List of literature used:
1. Baratov Sh. Methods of studying the personality of the reader. - T.: Teacher,
1995. - P. 62.
2. Phorobius A.N. Brochures. (Editor-in-charge, Haydarov M.M.)- T.: Science,
1975. - 144 b.
3. Phorobius. City of Fozil people. - T.: A.People's heritage publishing house
named after Kadiri, 1993. - 222 pp.
4. Ibragimov R. Cognitive activity in primary school students didactic
foundations of formation. Ped. fan. nom. ... dis. - T., 2002.
5. Inogomova S. Logical thinking GG ' J. Primary education. №2. - Pp. 20-21.
6. Ishmukhamedov R.J. Education using innovative technology improve
efficiency. - TDPU. 2004. 35 b.
7. Problems of preparation of a new generation of primary school teachers in the
system of continuing education. Materials of the scientific and practical
conference. - T.: TDPU, 2003. -189 PP. 49. Istedodli youth of new Uzbekistan.
Collection of scientific works. - T.: Education publishing. 2020. 4 p.
8. Yusupov E., Ismailov F. Human perfection. - T.: Uzbekistan, 1995. - 240 pp..
9. Formation of student spirituality. (J.Under the edit of yoldashev.) - T.: East,
2000. - 301 PP.
10. Goziev E., Ikromov J. The effect of independent thinking on perfection is G'G '
J. People - 2001. -№4. Pp. 31-37. Ergashev D., Obidov D. From the history of
National Education. - T.: Academy publishing, 1998. - P. 120
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11. Choriev A. Human philosophy. Book two. Independent person. - T.: Maple
ENK, 2002. - 271
