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AN INNOVATIVE MODEL OF DEVELOPING THE SKILLS OF MAKING
ANALOGICAL CONCLUSIONS IN RELATION TO HISTORICAL
REALITY IN STUDENTS BASED ON THE DISCIPLINE "PHILOSOPHY
AND METHODOLOGY OF HISTORY"
Kadyrov Shokhrukhbek Musajon ugli
Researcher of Fergana State University
ORCID: 0009-0007-5280-8772
https://doi.org/10.5281/zenodo.13161925
Abstract:
In this article, theoretical-methodological foundations of
students' development of analogical conclusion skills in relation to historical
reality, methodology of students' development of analogical conclusion skills in
relation to historical reality are studied. Also, an innovative model of developing
the skills of making analogical conclusions in relation to historical reality in
students based on the discipline "Philosophy and Methodology of History" are
analyzed.
Key words:
historical reality, analogical conclusion, skill, pedagogical
process, professional-pedagogical activity, integrative, corporate, national,
historical, technological, competence, innovative model, technological system.
INTRODUCTION.
Today, the scientific study of history, an objective
approach to it, and the process of interpretation based on specific sources
imposes a high responsibility on scientists, researchers, as well as
representatives of the educational system, that is, raising a spiritually mature
person, education and improving the education system is one of the most
important tasks. This educational task is becoming more relevant at the modern
stage of the country's development. After all, as President Sh.M. Mirziyoyev
noted, "The scope of work in the field of education, which plays a decisive role in
raising a healthy and well-rounded generation in our country, is increasing more
and more." Along with increasing the scope of work in the field of education, the
issue of increasing its quality and efficiency remains one of the priority tasks of
modern education.
LITERATURE ANALYSIS AND METHODS.
Scientific research works on
formation of knowledge and skills about historical reality, development of
historical consciousness and memory, improvement of historical thinking
J.Anderson, D.Blazar, S.A.Henry, K.Halbert, Helen Timperley, Aaron Wilson,
Heather Barrar, L.N.Aleksashina , V.V.Barabanov, P.A.Baranov, L.S.Bakhmutova,
O.Y.Strelova, M.V.Korotkova, M.T.Studenikin, N.N.Lazukova, Y.M.Persanova,
E.Yusupov, J.Tulenov, A.Begmatov, N.Zhorayev, A.Choriyev, O.Gaibullayev .
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Nishonova, U. Mahkamov, E. Turdikulov, R. Safarova, B. Adizov, A. Choriyev, Sh.
Mardonov, D. Roziyeva, N. Egamberdiyeva, Sh. Shodmonova, Sh. Sharipov, O.
Jamoldinova in their scientific research found his reflection.
RESULTS AND DISCUSSION.
World experience shows that one of the
reasons for the rapid development of some countries is that they realized and
correctly implemented the organization of national education. Undoubtedly,
Uzbekistan has a similar well-thought-out education system. However, the main
content of its implementation is the correct implementation of all areas of
education, first of all, history education, including the effective use of historical
ideals in the pedagogical process, through historical knowledge. it was
demanded to expand the historical thinking of the personnel.
The goal of each lesson is, first of all, to form students' conclusions about
historical facts and to awaken personal opinion. When evaluating each student,
it is necessary to look at the degree to which the subject of the lesson is proven,
whether it is based on evidence, based on historical sources. The famous
pedagogue V.A. Sukhomlinsky emphasizes the organic interaction and
interdependence between different fields and forms of education, and believes
that the most important thing in this process is the problem of harmonizing
pedagogical influences.
The essence of this problem, which represents one of the most important
laws of education, is the following: The pedagogical effectiveness of each means
of influencing a person depends on how well thought out, goal-oriented, and
effective the other means of influence are. Any influence on a person will be
nullified without hundreds of other influences. In this sense, the development of
students' skills of making analogical conclusions in relation to historical reality
has an educational value, as well as an educational value, which serves as a
means of education of national pride.
In all areas of higher education, the use of additional resources is of
particular importance as an important didactic tool. This factor is especially
important in history education. In particular, historical sources on historical
ideals are a reliable source for students to deepen their understanding of a real
historical event or phenomenon. This, in turn, requires organizing the
educational process on the basis of pedagogical requirements that create certain
didactic opportunities.
If the pedagogue ignores this pedagogical requirement, an invisible
"psychological barrier" will appear between him and the student. As a result, it
has a negative impact on the educational process. For this, the teacher should
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use the achievements of psychology and pedagogy, methodological bases of
history teaching, new methods, including enriching history education and
expanding its didactic possibilities. That is why interactive methods of education
are being applied to the educational process in recent years. Therefore, the use
of interactive methods in the educational process means the interaction
between the teacher and the student, strengthening and activating the
relationship. In this sense, history uses the possibility of historical idealism and
pedagogical influence of historical heroes, generals, leaders, leaders, politicians,
rulers and tsars, representatives of science and mature figures of their time, first
of all, education activates the process. After all, interesting education about
historical heroes activates the relationship between the teacher and the student.
Secondly, the sources that glorify the historical reality enrich didactically the
possibility of effective organization of history lessons. At this point, what should
be the ways of working with students, their content and form of implementation
in order for teachers to use the sources and approaches that reveal the truths
about the historical reality? - is a natural question.
One of the important aspects of the activity of a history teacher is the
closeness of the teacher to the students, that is, his ability to properly organize
pedagogical tactics. After all, in the development of knowledge about historical
ideas, like all pedagogical results, the teacher should become the most
persuasive person of the student. This approach should be maintained in the
process of applying the centuries as a historical source to the historical reality.
A responsible stage of the pedagogical process focused on the development
of students' skills of making analogical conclusions in relation to historical
reality is the teacher's search for appropriate ways to present the new
educational material. In order for the new lesson to be effective and to achieve
the teacher's goal in the lesson, this process should include the following: -
giving examples of the topic; - it is necessary to analyze the components of the
methodological system, first of all, the concepts of historical ideals described in
the lesson, and divide them into primary and secondary parts. That is why this
process is called the analysis of the textbook text in terms of concepts in
didactics. In this case, the teacher determines what new concepts will be learned
in this lesson, finds suitable terms for them, and determines ways to work on
them. Determines which new concepts are related to the concepts learned in the
previous lessons, establishes interconnections, creates a system of guiding
questions for students: - evidence of historical ideals, concepts that need to be
studied in the history lesson It is presented in a logical sequence and
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consistency. Therefore, the teacher, first of all, determines the ways of
explaining what comes before and what comes after. At this point, it is necessary
to plan in advance the didactic situation in which part (stage) of the lesson (the
description of the educational material) and in which form the most basic idea
about historical ideals will be presented. It also requires that the place of
historical facts be clearly defined in the educational system. The didactic
possibilities of using sources related to historical ideals, the method of analyzing
this text from a logical and practical point of view, and the fact that students'
preparation levels and capabilities are strictly taken into account in the system
also increase the didactic possibilities of using sources related to historical
ideals. It determines the ways of creating a problem situation in the lesson,
implementing interdisciplinary communication, the scope and nature of
independent education. At this event, the students' ability to independently find
historical ideas similar to the topic and try to make an independent observation
about the historical logical connection with this topic creates a basis for a
number of didactic conveniences. First, the student independently conducts a
unique search for scientific and artistic works related to the historical ideals of
the subject, that is, observes the historical fact. Second, the source a student
finds may actually be relevant to a particular topic. This factor provides
additional didactic comfort to the teacher. Thirdly, this process activates
communication between the teacher and the student. In addition, it encourages
other students to be active as a unique factor of interest.
By means of the historical method of teaching history and special methods
of history education, students will have a clear and correct idea of the past, they
will acquire the necessary skills in practice. Exposure to students through
auditory, visual, and sensory organs helps them to imagine what historical ideals
have done. As a result, their knowledge and skills are deepened and
strengthened.
The development of the student's ability to draw analogical conclusions and
the formation of historical thinking in history education is a thinking skill and
qualification arising from the student's need to know the history of his nation,
national statehood (analysis, synthesis, comparison, generalization, analogy,
historical use of scientific knowledge methods) is a set. This definition considers
the direct goal of history education in the higher education of our country - a
systematic approach to the historical process as a holistic phenomenon (past,
present, future) by teaching students scientific and artistic works that glorify
historical ideals, in which historical It is combined with the development of
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general cultural competence through knowledge and instilling the idea of
national progress in the hearts and minds of students.
Educational activities aimed at developing the students' ability to make
analogical conclusions about historical reality are organized in the following
forms according to the scope of students' coverage: 1) activities carried out
individually with a specific student; 2) events organized with the participation of
certain groups of students; 3) events involving several groups.
"Working in small groups", "Discussion", "Sinkway", "Cluster" technologies
are widely used in the system of pedagogical technologies. "Sinkway" is
important in the system of interactive methods of didactic process project. The
"Sinkwein" method is implemented not by the teacher's activity, but by the
student's activity in determining the educational goals and tasks..
Tajriba-sinov ishlarini olib borish jarayonida quyidagi metodlardan
foydalanish talabalarda tarixiy voqelikkka nisbatan analogik xulosa chiqarish
ko‘nikmalarini rivojlantirishda samarali ekanligi aniqlandi:
1.
The interview method helps students to develop the skills of making
analogical conclusions in relation to historical reality, to ensure that they think
freely and independently about the problem.
2. The question-and-answer method serves to determine students' personal
opinions and views on the development of analogical reasoning skills in relation
to historical reality. Clear, concise and well-worded questions allow students to
think logically.
3. The lecture method is aimed at teaching students about the essence of
making analogical conclusions about historical reality, about the factors,
conditions and pedagogical possibilities of forming the feeling in question.
4. Explanation method - students are formed to understand the theoretical
essence of making an analogical conclusion in relation to historical reality and
the social importance of having it, the development of the nation, and its role in
ensuring the freedom of the country.
5. The method of practicing in activity (practical exercises) - on the basis of
intellectual training, conditions are created for students to develop the skills of
drawing analogical conclusions in relation to historical reality.
6. Interactive methods - training students to think freely and independently
in relation to historical reality, the skills and competence of organizing a debate,
freeing students from standard thinking, as well as collecting diverse ideas on
the solution of the discussed problem. allows.
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7. Expert evaluation method - helps to ensure impartial, objective, all-round
correct evaluation of the activities of event participants (respondents) by peers
or by a specially designated group of experts.
8.
Hikoya qilish metodi –tarixiy voqelikning ijtimoiy ahamiyati, ana
shunday voqelikka asos bo‘luvchi tarixiy shaxslar, bugungi kun
qahramonlarining faoliyati xulosa qilinadi. Tushuntirish talabalar tomonidan
muammoning mohiyatini to‘g‘ri anglanishiga imkon yaratadi.
9.
The method of creating problematic situations provides students
with the ability to seriously think about the research problem and the basic
concepts that illuminate its essence, and to use the available intellectual
opportunities to find a solution to the problem.
10. The method of working with the source - the correct and full
understanding of the essence of the concept of historical reality by students, the
ability to organize small research activities on the questions and problem
situations brought to their attention. helps them to
11. Demonstration method - creates the necessary conditions for the
strengthening of the theoretical information acquired by students, the full
understanding of the essence of historical reality, and the education of the skills
of applying knowledge in practice.
12. The method of practical experiments (research) - thinking logically on
the topics brought to the students' attention, putting forward personal opinions,
proving and defending their views, convincing their peers, while helping to
educate their skills and abilities. creates the necessary conditions for deep
understanding of the essence of the problem. Thus, the ability to choose effective
forms, methods and means of organizing activities in the complex pedagogical
process of developing the skills of making analogical conclusions in relation to
historical reality in students, and their appropriate and purposeful use gave
positive results.
CONCLUSION. In conclusion, in order to develop the students' skills of
making analogical conclusions in relation to the historical reality, it is necessary
to organize additional and motivational trainings using the free time of the
students, to use the opportunities of social networks to become a scientific
discussion area, as well as , creating an opportunity to get acquainted with the
primary sources that reveal the original truths about historical reality, analyze
them, organize discussions based on them, shows a high efficiency in the
development of general cultural knowledge and skills.
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