European International Journal of Pedagogics
80
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
80-84
DOI
OPEN ACCESS
SUBMITED
30 October 2024
ACCEPTED
30 December 2024
PUBLISHED
30 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Formation of Criteria for
Choosing the Content of
The Teaching
Methodological System
from The Point of View of
The Project-Information
Approach
Shukurov Akmal Uktamovich
Associate professor of the Department of Information Technology at the
Institute of counter-engineering and economics, Uzbekistan
Abstract:
When considering the question of the choice
of teaching methods, we consider that in any action of
educational activity there will be several methods at
once; when talking about the use of a particular
method, we mean its priority role at each stage of the
educational-cognitive process. This situation is evident
with the emergence of AKT in recent decades.
Keywords:
Information, Communication, Technology,
Project, approach, Foundation, OSM, student, teaching,
criterion, content, selection, formation, preparatory,
improvement, society, education.
Introduction:
Integrity and continuity criteria-the study
of NTM indicates that the engineer-builder is an
important link in the preparation of a single base.
Criterion for compliance with training goals. The content
of NTM should be considered from the point of view of
the educational science that forms a system for
engineering-construction OTM students. The content of
this integrative course is compiled in accordance with
the state educational standard of higher vocational
education, but at the same time the goal of maintaining
the proportion between the subjects was not set. The
reason was that it contradicted the didactic principle of
openness, as well as the most important principles of
Project systems
–
the principles of open architecture
and openness of information.
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Association of the criterion of Science with existence,
rigor and systematicity of submission (inclusion in the
content of the fundamental rules of modern science,
taking into account the basic knowledge of applicants).
Didactic isomorphism criterion. In accordance with this
criterion, the main structural elements and units of
meaning in the content areas of the Natural Science of”
mechanics " should go to NTM in a didactic revision,
that is, adhere to the following universal principles:
- systematicity and sequence principle
–
the content
must be placed in a strict logical sequence, in which the
next educational material is logically related to the
previous one, relying on it and preparing to learn
something new;
- the principle of theory and practice dependence
implies that, in addition to the traditional
interpretation, the content of teaching should show
students a professional direction;
–
the principle of consistency-requires the emphasis on
the material that must be remembered most firmly in
the content of training (thesaurus formation).
The consistency criterion (G.G. Integrativity on
hamov). The science of NTM at the engineering and
construction OSM should ensure a smooth transition
from the fundamental level of rigor in the presentation
of the material to practical activities, that is, prepare
the student to study professional and special subjects,
including specialty and elective subjects.
- Criterion of unity of educational content. The content
of the joint teaching of individual educational
disciplines should ensure the formation of a holistic
scientific landscape in the mind of the future engineer,
which will serve as a scientific basis for his further
engineering activities.
- Criterion of foresight. In accordance with this
principle, it is necessary to include in the content of
training not only mechanical departments, which are
now important for professional activities, but also
departments with a basis for thinking that they will be
in demand due to new technologies in the field of
construction and architecture.
- Criterion for taking into account the means of
training. Automated systems have been adopted as the
primary medium of instruction, which include a wide
range of traditional teaching tools as well as ICT-based
teaching tools. The modular structure of the content of
training systems allows applicants to quickly and
flexibly respond to the basic training and changing
requirements of the labor market by “creating” the
necessary qualification units. The formation of the
content of modules is based on the following
characteristics:
- study of theoretical material in the module;
- Association of integrative and private didactic goals;
- relative independence of the elements that make up
the module;
- the ability of students to repeat educational material.
Currently, there are more than fifty teaching methods
and their classifications. In our opinion, the
classifications on the following grounds are considered
the most justified:
- source of transmission and nature of reception: verbal-
visual, practical (Golant E.Ya., Perovsky E.I.);
-degree of inclusion in productive (creative) activities:
explanatory-illustrative,
reproductive,
problematic
statement, partial research, research methods (Skatkin
m.N., Lerner I.Ya.);
- didactic goals: methods of acquiring new knowledge,
the formation of skills and abilities and the application
of knowledge in practice, methods of checking and
evaluating knowledge (Danilov m.A., Esipov B.P.);
- educational content: knowledge (information about
the world), experience in the implementation of
methods of activity, experience of creative activity,
experience of emotional-valued attitude (Kraevsky V.V.;
Lerner I.Ya.);
-the nature of educational-cognitive activity: methods
of organizing educational-cognitive activity, methods of
stimulating educational-cognitive activity, methods of
controlling the effectiveness of educational-cognitive
activity (Babansky Yu.K.).
We take into account the possible connections between
teaching methods. Among the reasons that encourage
the development and introduction of new methods, an
important role is played by the changes taking place not
only in the goals and content of education, but also in
its tools. This situation is evident with the emergence of
AKT in recent decades. The use of computers in
education required the development of new specific
methods to help achieve educational goals. Among the
traditional methods most used in OTM education, the
following methods should be distinguished:
- Organization of educational and cognitive activities:
Lecture, explanation, conversation, instruction, work
with scientific and educational literature, visual,
practical, laboratory, as well as based on an automated
system of teaching;
- promotion of educational and cognitive activity:
creative assignment, discussion, temporary work in
groups, tasks of professional importance selected
according to the purpose;
-control of the effectiveness of educational and
cognitive activities: monitoring educational activities,
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European International Journal of Pedagogics
laboratory, automated test control, self-control,
examination.
There are many different private methods that fall into
one or more of the considered Groups at the same
time. For Example, G.G. In his monograph, khamov
considers 15 such methods. Including: strengthening
the
motivation
of
educational
activities;
comprehensive statement of the material; highlighting
the base material and concentrating the educational
material of the subject around the base material;
drawing up and applying algorithms.
Let's look at the methods of the Loiyhaviy
methodological system.
1. The method of using a computer as a means of
expanding the illustrative base of the course of study.
Here it is intended to use ready-made visual programs:
to display geometric objects in both static and
dynamics. Obviously, this method I.Ya. Lerner and M.N.
It belongs to the group of explanatory-illustrative
methods introduced by skatkin. N.I. Pak argues in his
study that the display of visual examples is particularly
expedient in the following cases:
- when a visual example serves as a direct object of
study, in which students receive knowledge about the
forms, characteristics and relationships that are visible
through the perception of models in direct vision
during the observation process;
- when a visual example serves as an aid to the teacher
in the oral interpretation of the characteristic features
of the phenomenon or process being studied, its
internal connections;
- when a visual example serves as the starting point of
a statement about events and contacts that are still
unknown to students.
As a tool for displaying examples, the computer has a
number of advantages:
- individual observation of objects on the screen allows
you to control this object, which takes on an
independent educational character;
- multiple repetitions, allowing you to work at an
optimal pace;
- visual displays on the computer are considered
interactive (conversational) and modeling.
For example, USA, Tacoma (Washington state), 1940.
The bridge, 855 m long (the third largest in the world
in terms of length in those years), collapsed 6 months
after its commissioning. This problem is a problem of
theoretical mechanics. The main reason for this is that
the bridge is very sensitive to wind speed, while the
calculation of its strength does not correctly take into
account the dynamic components. Viewing this
accident on a computer screen allows students to focus
their attention on a number of issues. It is visually
understood that the task of mechanics is to give a
mathematical apparatus for solving technical problems
to Applied Sciences, for example, construction
mechanics. A faulty model of an event or a faulty
solution can and will lead to catastrophic consequences
too.
2. The method of using a computer in the formation of
the algorithmic culture of students. In the study of most
subjects in higher education, algorithms are a necessary
methodological tool for the implementation of
educational issues and the optimal direction of
organized knowledge. Algorithms form a clear style of
thinking in students. Working with ready-made
algorithms belongs to reproductive methods. In our
system
–
this is the process of obtaining and learning
knowledge to solve sample issues.
3. A method for solving problems with the help of a
computer that requires a large amount of arithmetic
operations. As the main tasks of the mechanics of a
deforming solid, in engineering calculations for
strength, bikirlik bikirlik and stability, it is important for
students to perform a large amount of computational
work, bringing these calculations to a certain number of
results. The most important aspect of the solution is the
reliability of the result obtained. In these calculations,
the “creative” and “identical parts of the work stand
out. The performance of the” creative " part requires
the student to analyze the problem on the basis of
fundamental knowledge, and to choose methods and
programs for solving the issue. The "" uniform part is the
solution itself, which involves multiple-volume iterative
calculations (scheduling functions, solving large systems
of equations, etc.). In a properly executed analysis
(performed with a creative component), all “identical”
calculations are given to the computer.
4. A way to experiment and use computer technology as
a modeling tool. Visualization of laboratory work does
not replace real work, but complements it, allows you to
perform repeated verification, change the parameters
of the experiment. This makes it possible to have a clear
idea of the physical nature of what is happening, about
the consequences that can occur as a result of the
misjudgement of parameters that fall into the
calculations of robustness, indifference and stability.
Modeling is also used in the visual model.
5. Project method. The term "project “comes from the
Latin word” projectus“, meaning” throw
n forward".
Design means building a project, proposing to do
something in the future, setting an activity plan.
CONCLUSION
In relation to the educational and cognitive activities of
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European International Journal of Pedagogics
students, we define design or project activities as an
effective type of activity related to planning and
modeling, aimed at creating any educational projects,
and also used to solve various educational issues at
theoretical and empirical levels.
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