Volume 03 Issue 11-2023
1
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
11
P
AGES
:
1-5
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article talks about the methods used in science classes in schools for hearing-impaired children and their
importance, and the formation of knowledge and skills of hearing-impaired children through these methods.
KEYWORDS
Method, experiment, test, nature, oral statement, property, inanimate nature, competence, consistency, vocabulary,
thinking, exercise.
INTRODUCTION
In pedagogy, the method is understood as the joint
activity of the pedagogue and students. Teaching
method is a method of imparting knowledge by the
teacher and acquiring it by the students. This definition
of the method represents its two interrelated aspects:
the teacher who gives, influences, and the students
who receive, learn.
Science teaching methods are divided into three main
groups.
Verbal methods - oral presentation of the teacher's
material, conversation, working with a book;
Demonstration
methods
-
demonstrations,
independent observations, excursions;
Practical methods - oral and written exercises, graphic
and laboratory works.
(Story for oral explanation of knowledge in science
classes).
Each method type consists of sub-methods.
Research Article
PECULIARITIES OF THE USE OF SCIENCE TEACHING METHODS IN A
SCHOOL FOR HEARING IMPAIRED CHILDREN
Submission Date:
October 25, 2023,
Accepted Date:
October 30, 2023,
Published Date:
November 04, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue11-01
Haydarov Islomjon Hatamjon
O’g’li
Teacher Of The Department Of Inclusive Education Of Kokan DPI, 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 03 Issue 11-2023
2
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
11
P
AGES
:
1-5
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Oral method of teaching.
A story and a conversation method are used to explain
knowledge orally in a science lesson. Depending on the
content of the subject being studied, the form of the
teacher's word also changes. If the students do
practical work and exercises in the lesson, the
explanation is replaced by a conversation and a
conclusion is given to the work done. When the
properties of various natural objects are studied by
conducting experiments and observations, it is called
conversation. They use stories to introduce students to
the nature of their country and the work of its people.
Story and conversation methods are of great
importance in developing students' oral speech,
developing their mental abilities, and teaching them to
draw independent conclusions and generalize. As a
result of the conversation, students should draw
appropriate conclusions and generalize under the
guidance of the teacher.
Conversation is a common teaching method in auxiliary
schools. The conversation should not be unfamiliar to
students. Concluding, summarizing and connecting
new knowledge with old ones, conversation is of
particular importance in lessons.
At the first stage of introduction to nature, the
conversation is formed when the students ask
questions and the students are called to answer them.
Then the conversation becomes richer and wider. In
addition, the conversation allows to correct the
shortcomings in the students' work. Questions are
important in the conversation. They should be short,
clear, not telling the answer, not requiring a one-word
answer, not having ambiguous meaning. Depending on
the place of the conversation in the educational
process and what didactic purpose is intended, the
following types of conversation are distinguished:
introductory conversation, repetitive conversation,
explanatory
conversation
and
concluding
conversation.
Students are asked questions in order to leave a bright
picture, awaken deep feelings, and imagine a complex
idea in its full logical development. In order to form the
thinking ability of the students, to increase their
interest in the topic, the teacher can quote riddles,
poems and excerpts from works of art that match the
content of the story.
Also, high school students can be shown a pre-
prepared picture that incorrectly depicts something or
an event. For example, the painting depicts an orchard
with blossoming trees, and people are carrying ripe
melons and watermelons next to it. The teacher asks:
"Is everything described correctly here?" In the
students' answers, they say that the seasons of the
year in the picture do not match (plants bloom mainly
in spring, and rice crops ripen in summer and autumn),
and students in lower grades do not want to hear the
description of the educational material for a long time.
Therefore, the duration of the story should not exceed
8-10 minutes.
Based on the story, general conclusions of the students
are formed.
An introductory conversation is used before learning a
new chapter or topic. Its purpose is to determine or
restore students' ideas about the issue studied in the
lesson.
Repetitive conversation - helps to strengthen and
appreciate the learned material.
Volume 03 Issue 11-2023
3
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
11
P
AGES
:
1-5
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
It is held after studying new material in the same lesson
or after studying a topic or section, and it can take up
to 10-15 minutes in 5 minutes.
Narrative dialogue is critical in nature, as it is based on
students' observations of natural objects.
Pictures are often used in conversation-science lessons
based on the demonstration of visual tools. By
analyzing the picture for supporting questions,
students gain new information as the teacher fills in,
explains, and clarifies students' answers.
In a school for hearing-impaired children, a teacher tells
a story coherently while using the story method in
science lessons. In natural science lessons, a story is
used when talking about a phenomenon in nature or a
creative activity related to the assimilation and
restoration of flora and fauna. By narrating the
material, the teacher leaves a bright picture in the
minds of the students, awakens good feelings, and in
the process of narrating to develop the speech and
logical thinking of the hearing impaired students. it is
necessary to achieve effective use of various forms
(oral, written, dactyl, gestural forms of speech).
There are types of stories such as meaningful,
descriptive, and informative. At the request of the
teacher, it is important to include a story about the
observations and experiences of students in the corner
of living nature, on school grounds, on an excursion or
in the heart of nature in the summer.
In special methodical manuals, different stories are
used in teaching literature, such as narration,
description, description, explanation, and discussion.
Narrative: a type of narration in which a specific fact,
event, process or action is clearly and fluently
described.
Description is used in the consistent description of the
climate characteristics of one or another natural zone
of related objects and events.
Characterization is a form of description. It consists in
listing the signs and characteristics of a div (thing) or
event (rivers, mountain natural zones).
Explanation is a form of statement, in which new
concepts and terms are revealed. Cause-and-effect
connection, dependence is determined, that is, the
logical nature of this or that event is revealed.
Discussion: A statement that provides a coherent
progression of information and rules that lead
students to a conclusion. This form of the story is used
when it is necessary to analyze the phenomenon under
study.
The above-mentioned qualities of the story are used in
natural science lessons in harmony with each other.
No matter how the teacher explains the lesson
materials, the didactic goal remains the active
provision of scientifically generalized knowledge to
students.
Didactic requirements for conducting the story:
1. Scientific and ideological nature of the selected
material;
2. The age of the students with hearing impairment and
the nature of the formation of speech skills of the
selected material;
Volume 03 Issue 11-2023
4
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
11
P
AGES
:
1-5
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
3. Emphasis is placed on logic and consistency;
4. To be clear, fluent and understandable for students
with hearing impairment;
5. To be able to use different forms of speech for
students with hearing impairments when describing
the selected text;
6. Along with giving a statement, the teacher should be
able to widely use other teaching methods
(demonstration, practical);
7. The duration of the story should not exceed 4-6
minutes in the 1st-2nd grade of the school for hearing-
impaired children, and 8-10 minutes in the 3rd-4th
grade. During the story, it is necessary to use didactic
recommendations that help to activate learning.
1) Tell the topic of the lesson. Before introducing a new
topic, hearing-impaired students are asked a question
necessary for new knowledge. It begins with the study
of new material, conducting experiments and
analyzing observations made in nature.
2) Announcing the statement plan. It activates the
learning processes of students with hearing
impairment. It helps to develop the logical consistency
of thinking, to develop oral speech.
3) During the presentation, ask questions that will
activate the students' attention.
4) Conducting an active comparison of the cognitive
activity of students with hearing impairment.
5) Connecting previously studied topics with life when
presenting new material.
6) Use visuals (photo, table, diagram, technique)
throughout the statement. Use of various visual aids
throughout the story. This helps students to approach
the studied material carefully and interestingly, to
master it thoroughly, and to form clear ideas in
students.
7) Schemes, tables, experiments, terms and
conclusions on the blackboard and in notebooks help
to master the educational material.
Conversation. The purpose of the conversation used in
science lessons is determined by the questions that
must be solved by mobilizing the students' knowledge.
As a result of the interview, students with hearing
impairment should summarize the relevant conclusion
under the guidance of the teacher. the conversation
should not be unfamiliar to the students: it is not
appropriate to waste time on "finding out" unknown
knowledge that the students have not mastered.
The conversation is conducted together with the
demonstration of the necessary didactic materials,
practical activities and independent work of students.
When preparing for the interview, the teacher
determines the topic and purpose, chooses visual
materials to convey it to the students, and carefully
thinks through the questions. The teacher's questions
are the main structural element of any conversation.
The conversational method is used more than the story
in science lessons. The main task of the conversational
method is to teach the teacher to develop oral speech,
to think independently, and to involve students in
teamwork.
Conversation is used in learning new material, making
observations or practical observations or completing
practical work, creating excursions, repeating the
Volume 03 Issue 11-2023
5
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
11
P
AGES
:
1-5
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
learned material, summarizing and demonstrating
experiences, natural, visual, screen tools, textbooks,
and going outside the classroom.
In addition, students with speech and hearing
impairments develop correct ideas and concepts about
natural objects and events. Questions are important in
an interview. They should be clear and concise.
After explaining the topic, the teacher conducts a
conversation about the content of the story and visual
aids to determine the level of knowledge acquisition.
Therefore, the oral methods of teaching natural
science fulfill the general educational and educational
tasks faced by the teacher in the process of education
and correction.
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