Volume 04 Issue 08-2024
101
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
08
P
AGES
:
101-105
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In the course of the development of the modern education system, the role and importance of problem-based
education methods is increasing. This method is aimed at developing students' independent thinking, analysis and
problem-solving skills. In this article, we will talk about the main principles, advantages of problem-based education
and ways to organize it effectively.
KEYWORDS
Problem-based education, alternative, communicative, critical, analytical, development.
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 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 is a difficulty that needs 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.
"problematicity" 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 humanizing the educational
system in pedagogy, turning it 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 new
pedagogical technologies.
Research Article
THE ROLE OF COMPREHENSIVE EDUCATION IN THE CONDITIONS OF THE
NEW UZBEKISTAN
Submission Date:
August 21, 2024,
Accepted Date:
August 26, 2024,
Published Date:
August 31, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue08-20
Khaitov Bekzod Shukhratovich
3rd stage doctoral student, Kokand State Pedagogical Institute, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 08-2024
102
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
08
P
AGES
:
101-105
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Basic principles of problem-based education
❖
Problem Creation: One of the main principles of
problem-based learning is to present students with
problems to solve. These problems should be
designed to test and develop students' knowledge
and skills.
❖
Development of independent thinking: students
develop their thinking skills in the process of
solving problems independently. It helps them
learn analytical and critical thinking.
❖
Creative
approach:
problem-based
learning
requires creative approaches from students. In this
process, students strive to find new and innovative
solutions.
❖
Practical skills: students will have the opportunity
to apply their theoretical knowledge in practice in
the process of solving problems. This allows them
to deepen their understanding and consolidate the
knowledge they have learned.
Advantages of problem-based education
1. Increasing the activity of students: in the process of
problem education, students become active and
actively participate in the educational process. This
increases their interest in the lesson and makes the
learning process more effective.
2. Consolidation of knowledge: students consolidate
their knowledge in the process of solving problems.
This knowledge will be interconnected and put into
practice, which will increase their recall.
3. Development of independence: students develop
the ability to make independent decisions and take
responsibility in the process of problem-based
learning. It helps them to be independent in life and
make the right decisions in different situations.
4. Development of creativity: problem-based learning
serves to develop students' creativity. They learn
creativity in the process of searching for new and
innovative solutions.
Ways of organizing problem-based education
➢
Well-designed lessons: To effectively organize
problem-based learning, lessons must be well-
designed. Students should be presented with
interesting and relevant problems in each lesson.
➢
Grouping students: Students can be encouraged to
group and solve problems together. This process
helps students develop teamwork skills.
➢
Encourage active student participation: In
problem-based learning, it is important to
encourage active student participation. Various
interactive methods and technologies can be used
for this purpose.
➢
Reflection and analysis: reflection and analysis
should be conducted together with the students at
the end of the lessons. This process allows
students to analyze their work and results.
Problem-based education is an important component
of the modern education system and is of great
importance in the development of students'
Volume 04 Issue 08-2024
103
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
08
P
AGES
:
101-105
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
independent thinking, creative approach and practical
skills. To effectively organize this method, well-
designed
lessons,
grouping
of
students,
encouragement of active participation and reflection
processes are necessary. In this way, problem-based
learning can be effective and interesting for students.
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 education 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 lim consists of 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. Atyushkin, 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 master knowledge of different levels
of complexity in solving specific problems. In solving
them, he relies on the development of his creative
abilities. 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,
and others are among them. Nowadays, according to
the opinions of many pedagogic scientists, they say
that the above-mentioned methods are based on
scientific research. In other words, V. Ratiev, R.
Rafikova, and others emphasize their views on the
development
of
education
through
the
implementation of motivational effects aimed at
developing their creative abilities along with the
development or activation of the thinking of learners
in the educational system. . In the 20th century, two
main approaches to problem-based education were
formed in American 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 F.
Bacon, the founder of empiricism, who believed that
the basis of human knowledge about the world around
him is only his empirical activity, which confirms or
rejects knowledge. D. Dewey, at the same time, made
sure that without practical actions, human knowledge
skills are only assumptions, in education, that is, the
learning process depends on the free activity of
students with educational and practical directions.
should be based. In this school, educational processes
were carried out within the pedagogical game
technology of students. But he could not create a
Volume 04 Issue 08-2024
104
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
08
P
AGES
:
101-105
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
whole system. Nevertheless, it was possible to create
solutions and theories in the middle of the last 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 on the basis of knowledge of
which the teacher forces the student to search for an
individual solution. 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 associated with 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
students' analytical thinking skills, and 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
problems in the processes of educational organization.
Research-based modeling of the development of
students' analytical thinking is an important factor in
the large-scale coverage of student 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 the complex of
philosophical and integrative sciences are of great
importance. Another important point in the
organization of today's educational processes is that
students' education depends on their ability to think
analytically. Based on the pedagogical model that we
have developed, it is considered necessary to pay
attention to the uniqueness of the elements that make
up the components of the methodological model,
aimed at increasing the analytical thinking of students,
and their importance in determining the level of their
analytical thinking. In doing so, we have shown that
they are related to issues of analytical thinking, based
on the normative requirements, social requirements,
and conditions of educational processes. 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.
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105
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
08
P
AGES
:
101-105
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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