Volume 05 Issue 07-2024
17
CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES
(ISSN
–
2767-3758)
VOLUME
05
ISSUE
07
Pages:
17-20
SJIF
I
MPACT
FACTOR
(2022:
6.
041
)
(2023:
7.
491
)
(2024:
8.235
)
OCLC
–
1242423883
Publisher:
Master Journals
ABSTRACT
This article describes the main features of the development of problematic teaching technologies in pedagogical
sciences. The essence of problem-based education, today's pedagogic researches and the relationship to the opinions
of researchers regarding problem-based education in the educational process are given. The importance of problem-
based educational technology in developing critical and analytical thinking skills of students is analyzed.
KEYWORDS
Problem-based education, pedagogy, competence, development, analysis, research, improvement.
INTRODUCTION
Among the concepts that form the basis of problem-
based education are the concepts and considerations
related to problem solving. It is very important to
explain their content. For all of the above concepts, the
initial term "problem" is a question or task that
requires a solution, research, because it contains an
explicit or implicit contradiction. The concept of a
problem creates difficulties that need to be solved
clearly and the need to find solutions to uncertain
situations. This, in turn, provides an opportunity to
deeply analyze the content of the situations that have
arisen. "Difficulty" should be understood as the
process of forming and uncovering problems in
educational activities described in detail in a specific
problematic task. In recent decades, changes in human
society have become the basis for the humanization of
the
educational
system
in
pedagogy,
its
transformation into a paradigm of competence. This
transition, on the one hand, provides a high level of
knowledge of the world around us, as well as setting a
target process for designing a new pedagogical
technology.
Research Article
ROLE OF PROBLEM EDUCATIONAL TECHNOLOGIES IN TEACHING
PEDAGOGICAL SCIENCES
Submission Date:
July 10, 2024,
Accepted Date:
July 15, 2024,
Published Date:
July 20, 2024
Crossref doi:
https://doi.org/10.37547/philological-crjps-05-07-04
Xaitov Bekzod Shuxratovich
Doctoral student at Kokand State Pedagogical Institute, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 07-2024
18
CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES
(ISSN
–
2767-3758)
VOLUME
05
ISSUE
07
Pages:
17-20
SJIF
I
MPACT
FACTOR
(2022:
6.
041
)
(2023:
7.
491
)
(2024:
8.235
)
OCLC
–
1242423883
Publisher:
Master Journals
Nowadays, in the views of scientists who research the
concept of problem-based education in the science of
pedagogy, these important aspects are shown, that is,
the basis for the creation of knowledge about the
student's independent activity and independent
implementation of solutions related to problematic
situations in the educational process. they claim that
education is organized by D. Konkov, M. Glebova, E.
Yakovleva and others. I can see different approaches
that are unique within the framework of practical
activities aimed at developing analytical thinking.
According to pedagogue A.M. Matyushkin, studying
problem-based learning in education means organizing
a learning task in education and forming a problem in
it, helping students to solve problems in this education,
strengthening the knowledge acquired by students
and is to create a set of actions to check. Another well-
known scientist A. Verbitsky emphasizes the following
points regarding the development of students'
analytical thinking in educational processes. That is,
students rely on developing their creative abilities in
solving specific problems by mastering knowledge of
different levels of complexity. At the same time, the
educational content of pedagogues focused on the
individual is closely related to them.
Since ancient times, scientists ask complex questions
that require independent thinking, and the idea of
obtaining new knowledge through analytical thinking
has been rooted in foreign didactics and philosophy for
a long time and is embodied in the philosophical views
of Socrates, the works of F. Aquinas, F. Bacon, and I.
Kant. goes back. Philosophers of pedagogy in their
works create the idea of refusing to memorize ready-
made knowledge, which contradicted the views of the
subject's great activity in learning knowledge. This
contributed to the formation of independent
approaches in didactics at the beginning of the 20th
century for example, the method of laboratory
training, science teaching techniques, as well as
heuristic, experimental-heuristic, laboratory-heuristic,
etc. Nowadays, according to the opinion of many
pedagogic scientists, these above methods are based
on scientific research. That is, in the educational
system, along with the development or activation of
the thinking of learners, by implementing motivational
effects aimed at developing their creative abilities,
many scientists V. Ratiev, R. Rafikova, etc. emphasize.
In the 20th century, two main approaches to problem-
based education were formed in US pedagogy. The
first is the ideas of the teacher and psychologist D.
Dewey, who is the founder of the philosophy of
pragmatism. In his pedagogical views, he repeated the
opinion of the founder of empiricism, F. Bacon, who
believed that the basis of knowledge about the
surrounding world can only be his empirical activity,
which confirms or rejects knowledge. D. Dewey, at the
same time, made sure that without practical actions,
the knowledge skills of a person are only guesses, in
education, that is, the learning process is aimed at
students who have educational and practical
directions. should be based on free activity. In this
school, educational processes were carried out within
the pedagogical game technology of students. But he
could not create a whole system. Nevertheless, the
solutions and theories of these were created in the
middle of the dead century.
Polish scientist V. Okon demonstrated the method
known to foreign scientists. In his book "Fundamentals
of problem-based education", he believes that the
essence of problem-based education is to create an
educational situation based on the knowledge of the
teacher, which forces the student to search for an
individual solution in it. The process of solving the
problem itself depends on several factors, in particular,
the nature and complexity of the problem. According
to V. Okon, in addition to simple problems, the student
may encounter more complex problems, the
successful solution of which is connected with
Volume 05 Issue 07-2024
19
CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES
(ISSN
–
2767-3758)
VOLUME
05
ISSUE
07
Pages:
17-20
SJIF
I
MPACT
FACTOR
(2022:
6.
041
)
(2023:
7.
491
)
(2024:
8.235
)
OCLC
–
1242423883
Publisher:
Master Journals
additional actions. In this regard, V. Okon repeats the
implementation of the scientific method discovered by
R. Descartes, in particular, the solution of the main
problem is achieved by dividing a complex problem
into the required number of small parts and then
solving them in a certain order.
In the case of teaching students, it is necessary to take
into account the specific features of improving the
analytical thinking skills of students, in which the main
focus is on the role of the analytical thinking
development model in the development of students'
analytical thinking skills. This approach requires
conducting activities related to the modeling of
methodological content problems in the processes of
educational organization. Research-based modeling of
the development of students' analytical thinking is also
an important factor in the large-scale coverage of
students' research in this area.
The methodological aspects of researching the
peculiarities and development of analytical thinking
through the pedagogical model are that the problem
of developing analytical thinking is not only related to
one field, but also the problems of a complex of
philosophical and integrative sciences are of great
importance. has Another important point in the
organization of today's educational processes is that
students' learning is related to their ability to think
analytically. Based on the pedagogical model that we
have developed, we believe that it is necessary to focus
on the uniqueness of the methodological and
organizational elements of the model, aimed at
increasing the analytical thinking of students, on the
importance of determining the growth of their
analytical thinking. We have shown that they are
related to the issues of analytical thinking, based on
requirements, social requirements, and conditions. In
pedagogical situations or pedagogical structures:
standard and non-standard thinking of students is
widely used in necessary conditions and in solving
existing problems. Analytical abilities of students are
developed on the basis of students' analytical thinking.
This pedagogical model has several components. The
distribution of the specified components allows to
determine the criteria for the development of
students' analytical thinking in higher education
institutions.
CONCLUSION
The structural aspect of knowledge acquisition in
higher education institutions includes the product of
educational activities that students should know. This
is the system of knowledge in the studied field, as well
as mastering the management of knowledge with
generalized and individual methods and approaches.
Skills and abilities are formed on the basis of such
methods. As for problem-based education, analytical
thinking is expressed on the basis of problem
situations, problem tasks and problem issues.
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Volume 05 Issue 07-2024
20
CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES
(ISSN
–
2767-3758)
VOLUME
05
ISSUE
07
Pages:
17-20
SJIF
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MPACT
FACTOR
(2022:
6.
041
)
(2023:
7.
491
)
(2024:
8.235
)
OCLC
–
1242423883
Publisher:
Master Journals
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