Volume 03 Issue 10-2023
101
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
10
P
AGES
:
101-108
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Cooperation between colleges and universities (cooperative education) is important in ensuring the continuing
education of young people. They need to be as less stressed as possible when moving from one learning environment
to another. Only then will their passion for knowledge not diminish, their level of education will not decrease, and
their efficiency will increase. Based on this, we are talking about the formation of creative abilities in students on the
basis of cooperative education.
KEYWORDS
Collaboration, higher education institutions, continuing education system, teacher, direction, seminar, lecture,
development and formation of creative abilities.
INTRODUCTION
Within the framework of cooperation, educational
institutions will create cooperation projects aimed at
researching various areas of pedagogy-psychology,
pedagogy, and research their results; exchange of
information and analytical data on problems in the
relevant field, including pedagogy and psychology,
social pedagogy; selection of students sent from
higher educational institutions to colleges-lyceums for
practice based on a competition; support to seminars,
conferences and roundtable discussions organized on
the basis of cooperation through professors and
teachers, graduate students and master's students; to
create opportunities for students undergoing
internship to use scientific and electronic library
resources for scientific and practical research work;
preparing college-lyceum students to study at a higher
educational institution in their future field, that is,
introducing them to educational conditions and
Research Article
SPECIFIC ASPECTS OF CREATIVE ABILITY DEVELOPMENT IN STUDENTS
BASED ON COOPERATIVE EDUCATION
Submission Date:
October 20,2023,
Accepted Date:
October 25, 2023,
Published Date:
October 30, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue10-19
Quchqarova Nargiza Sharafjanovna
Independent Student At Scientific Research Institute Of Pedagogical Sciences Of Uzbekistan Named After T.N.
Kori Niyazi, 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 10-2023
102
International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
03
ISSUE
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P
AGES
:
101-108
SJIF
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FACTOR
(2021:
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(2022:
5.
705
)
(2023:
6.
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)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
environment, etc. There are specific organizational
forms of education at all stages of continuous
education. In particular, the two-level higher education
system has its own forms of education, including
lectures, seminars and practical training, participation
in open lectures of department teachers, preparation
and discussion of lecture texts, such as preparation of
programs for educational courses are multifaceted
directions and forms of higher education. In the higher
education system, the lecture is considered both a
method and a form of the educational process, and it
serves to teach students the basics of science orally,
organically and regularly. Thanks to the lecture, the
student understands the essence of this science and
forces them to think freely and think about the science.
Therefore, the lecture becomes a special school for the
development of scientific thinking. The lecture should
be read in such a way that, under its influence, different
views, scientific beliefs, ideas and foundations of
national ideology are formed in the students in relation
to the task and future of this science. For this, the
teacher should be able to enrich and select the content
of each lecture with news in science. The lecture will
give an effective result only if it is organized based on
positive cooperation. For this, one of the ways to
effectively
implement
both
educational
and
educational tasks during lectures is to restore friendly,
active relations between the teacher and students. In
addition, the effective result of the lesson and lecture
also depends on the degree to which the mental state
of the pupils and students during the educational
process is taken into account. Therefore, for the
effective organization of education, the appropriate
use of its lessons, lectures and other forms in the
teaching process, the teacher's pedagogical skills,
pedagogical culture, thorough knowledge of his
subject and the student's relationship with students
being able to find a common language is of great
importance.
The word "cooperative" comes from two Latin words
"co", "together" and opus - "work". Therefore, when
answering the question of what cooperatives are, the
universally recognized definition in its simplified
version at the international level is translated as joint
action, cooperation. Cooperative learning is a learning
strategy that allows small groups of students to work
together on a common task. The settings change
frequently, as students can work together on a variety
of problems, from math to simple problems such as
proposing national environmental solutions. Students
are sometimes individually responsible for their part or
role in the assignment, and sometimes they are
responsible as a whole group. One of the methods
successfully used in the teaching of vocational
education subjects is to teach groups of students in
pairs or small groups. In this method, the main
responsibility is placed on students, they are focused
on increasing their activity. The experience of
pedagogues of advanced countries, as well as our
country, shows that due to small groups, a much
stronger relationship is established between students.
Teaching in small groups:
-
teaches students to work cooperatively, to
activate
the
cognitive
process,
to
be
communicative, enterprising, to listen to the
opinions of others;
-
in the course of joint performance of the assigned
task, there is a tendency to discuss the opinions
expressed by comrades;
-
they learn to clearly formulate questions and justify
their answers;
Volume 03 Issue 10-2023
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(2023:
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1121105677
Publisher:
Oscar Publishing Services
Servi
-
helps to realize the learner's potential. An
opportunity to learn by asking those who do not
know is created. It ensures that students enrich
their knowledge through mutual cooperation;
-
shy students will have the opportunity to
demonstrate their knowledge and skills;
-
gifted and talented students can demonstrate
their abilities, help others, teach them and learn
something from them;
-
working in small groups, each student learns to feel
himself as a part of the group, to show each other's
successes.
In order for small group lessons to be effective, it is
necessary to follow the following rules:
1. In the process of mastering the lesson material,
students should work as a team.
2. Each group must have excellent students, and it is
better if the composition of the small group is mixed
(girls, boys).
3. A system of awarding the whole group and individual
students should be provided.
The research also shows that it is not enough to
organize classes for pupils and students in small
groups. To achieve the expected result, it is necessary
to develop two more components: the mechanism of
group motivation and personal responsibility, and the
system of its promotion. If there is not enough
motivation at the group level, the members of the
group will not pay much attention to the mastering of
the lesson being taught. There is no universal rule or
clear answer to the question of what rules or principles
should be used to divide groups into small groups, how
groups are formed to be highly effective. When
dividing groups into smaller groups:
a) set educational goals, form, result;
b) we must take into account the educational method
and methods that are intended to be used according to
the assigned task and technological map.
We can use a random sign to divide students into small
groups:
can be divided according to their location in the
audience. According to the study results:
- when organized as a balancing group, students of
different levels are united in small groups.
- when organized in the form of a support and
development group, talented students are divided into
groups with a relatively lower level of study.
Depending on the task to be performed, the pair can
be divided into groups of 4-5 or more students. Small
groups can be organized in the form of groups that
work together for the duration of their activity, groups
that work until the completion of one task, groups that
work together during several training sessions, and
groups whose composition changes. They can be
chosen from passive, non-expressive or active
students who learn well. The leader can perform
various functions, he must supervise the performance
of the task by the members of the small group. Leaders
should show the individual contribution and role of
each member of the group. It is better to try all
students - students in the role of leaders. There are
several models - options for teaching in small groups.
They are focused on improving the results of learning
the learning material of the teams. In this case, the
teacher briefly explains some material or the lesson
and gives an assignment to the students. The task can
be a problem, an exercise, an answer to a question, and
Volume 03 Issue 10-2023
104
International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
03
ISSUE
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P
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:
101-108
SJIF
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FACTOR
(2021:
5.
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(2022:
5.
705
)
(2023:
6.
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)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
other types of control work. The assignment is
discussed within the team. Then each team member
individually writes a control work on the studied topic.
The points of each student are added up and the total
team score is determined. It is compared with
individual and team scores. Teams will be ranked and
encouraged based on the points they have earned. In
the second model, a competition (competition) is held.
Team members compete with other team members to
score points. The third model is also called the mosaic
model. This model is best used in larger groups, say 25-
30 students. Depending on the number of students in
the group, the teacher will assign 5 or 6 students to
each team. Depending on the number of students in
each team, an assignment is given to study the material
consisting of 5-6 questions or parts. One person from
each team learns one part or question. Students who
received this part or question from different teams
gather together and discuss the task. These groups are
called expert groups. We mark the main groups with
letters of the alphabet and students with numbers.
Let's say the group consists of 30 students. The teacher
divides them into 5 groups of 6 (A, B, V, G, D). The first
group A, the students in it are divided into A1, A2, A3,
A4, A5, A6, the second group B, the students in it are
divided into B1, B2, B3, B4, B5, B6, etc. Each student
receives an assignment to study a certain part of the
study material or a question from the main team
according to his number, that is, according to the
letter. Then a new group is formed in the expert group
(by numbers) based on all the numbers 1 or 2 etc. That
is, a new team will be created in the form of the expert
team A1, B1, V1, G1, D1, the second team A2, B2, V2, G2,
D2, etc. The same number of but different team
members from each main team gather and discuss the
question and task given to them. Then everyone
returns from the expert group to their main group.
Each participant of the group will talk about the issue
he/she has studied in the group of experts. Each
member of the group tries to listen carefully to the
opinion of his friends. Because the only way to
complete the assigned task is to carefully listen to the
thoughts of your comrades, analyze them, and then
tell them. In addition, each student has an incentive to
complete his task in detail. The reason is that he is
responsible for the extent to which his comrades
master the given question and task. The fourth model
of teaching in small groups is slightly different from the
previous models. In this model, each student in a small
group first completes the task individually and writes
his opinion in the seminar notebook. Then the group
will study everyone's opinion together. A single answer
is prepared on behalf of the small group, the answers
of all groups are heard in the lesson, and the group's
results are evaluated.
Organization of lessons in small groups and its main
phases.
There is a wide opportunity for exchange of ideas and
analysis among students in small groups. Each
student's opinion is analyzed by his peers. In this case,
every student tries to justify his opinion and tell a story.
During the discussion, each student understands his
mistake and tests whether he is right, learns to solve
the problem in cooperation.
It is appropriate to work in pairs or small groups when:
•
exchange of information;
•
to collect and share ideas and thoughts;
•
analysis of hard-to-solve problems and options;
•
It is necessary to solve a complex problem and
draw a conclusion. Working in a group is better
than working individually.
Volume 03 Issue 10-2023
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International Journal of Pedagogics
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VOLUME
03
ISSUE
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SJIF
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FACTOR
(2021:
5.
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(2022:
5.
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)
(2023:
6.
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)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Reason:
the range of information is wide, because each student
has certain information;
•
as a result of cooperation, the activity of
passive students may increase;
•
Many proposals and opinions are sorted out as
a result of mutual criticism.
In a lesson held in small groups, the teacher does not
stand in the center as the only informant, reviewer, and
evaluator. He turns from a subject teacher to a lesson
preparer and organizer.
It is necessary to study the topic intensively in small
groups. As a result of working with additional
literature, trying to master them in depth, it is possible
to remember the acquired knowledge for a long time.
The success of a lesson in pairs or small groups largely
depends on preparation and conduct. Working in small
groups includes not only the task, but also the
discussion of its result. It is possible to use a blackboard
and technical tools. An important aspect of working in
a small group is to ensure that the work of the small
group, and ultimately the group as a whole, is
productive. For this, the teacher must plan the entire
lesson process in advance.
1. Preparation:
•
set a goal;
•
material selection;
•
explaining the task to small groups;
•
supply with necessary materials;
•
the need for the teacher to solve the given task
and problem.
2. Providing information:
•
what task small groups will receive, how much
time will be allocated for its completion;
•
What rules to follow will be announced.
3. Work on the assignment:
•
after receiving the task, the small group can
share the tasks;
•
small groups perform their task;
•
one student from the small group (reporter)
briefly documents the result achieved;
The teacher's role:
•
makes a decision;
•
organizes and starts the lesson;
•
monitors and intervenes when necessary;
•
analyzes and evaluates.
We looked at the Basic Rules for applying this method
when we talk about the cooperative method of taking
lessons in small groups above. One method of
cooperative method that focuses on working with a
textbook, article, or other text is called “Boomerang”.
This method is aimed at studying the student-students
in the course of the lesson, working with a variety of
extracurricular literature, texts, keeping the studied
material in mind, being able to speak, to learn to freely
state their opinion, to evaluate their knowledge during
the lesson. The purpose of applying the method is to
Volume 03 Issue 10-2023
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International Journal of Pedagogics
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VOLUME
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ISSUE
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P
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SJIF
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FACTOR
(2021:
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(2023:
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OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
master the material distributed to the student -
students individually and in groups, to achieve their
understanding of its content through conversation,
discussion.
The” boomerang " method is a cooperative teaching
method and will be similar to taking lessons with small
groups. In this case, during the course of the lesson,
students are instructed to work with the text that they
need to learn. In this case, initially the text of the
general topic is divided according to the number of
subgroups, and the same text is distributed to all
members of the subgroups. If we divide the group into
5 subgroups, then 5 subgroups will have 5 different
texts on a common topic, each student-student will
have a text that has fallen into its own subgroup.
Student activities are organized, as we have already
seen above working in cooperative subgroups.
Another type of small group activity is also referred to
as the “Zig
-
zag” method. In this, the above is done not
initially, giving the same text to all members of the
subgroup, but at the second stage of organizing the
activities of the subgroups in order to study the topic
of the text allocated to the group, by also distributing
it among the members of each group. For example, the
first or and second verses of the text are distributed to
one student, the 3-4 verses to the second, etc. The
members of the small group are an expert group on the
text they hit.
Currently, the educational system of Uzbekistan is
entering the space of the world educational system.
This, in turn, requires the implementation of a very
important and responsible task as one div, one soul
of the state and society in the cultivation of highly
qualified, competitive, highly spiritual personnel, until
the ambitious goal can be achieved.
It is natural for education to be in state control. In the
Constitution of Uzbekistan, each citizen is designated
as having an educational right. The adopted state laws
differ from the previous ones in that new rules,
principles of public education, on the basis of which the
content, forms and methods of education were
developed on the basis of advanced experience
achieved in this area, state educational standards were
created and an educational process was carried out on
their basis.
In the current era of globalization and the fast-track
information system, preparing the reader to have an
independent opinion by forming youth, creativism
qualities, making them come up with new initiatives,
and not indifferent to the events around them, treating
them fairly and making the right conclusions, is a
problem of today.
We witness that the” 21st century –
intellectual age“,
or” age of intelligence“, or” age of informed society",
all occur as a result of the activities of advanced
creative people living in it, that is, a creative person, in
accordance with the progress of the personality
society. In the age of informatization, the flow of
information regularly increases, and the natural
problem corresponding to them and their solutions
also change rapidly. Therefore, it is necessary that a
member of the staff, a person, that is, a specialist, who
is suitable for this society and will be an active
participant in it, also know the methods of dividing the
information received into systems for the search,
collection and use of scientific information, choosing
optimal
options
for
thought
and
technical
(technological) solutions specific to the problem.
A person manifests himself through his abilities. These
abilities are his personal characteristics, allowing him
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(2023:
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1121105677
Publisher:
Oscar Publishing Services
Servi
to effectively engage in certain types of activities.
Abilities arise on the basis of certain natural talents.
Talent
is
the
innate,
anatomical-physiological
characteristics of the nervous system, which form the
individual-natural basis for the development of
abilities.
Usually, the following types of ability are distinguished:
intellectual
(mental,
thinking-related),
artistic,
organizational, communicative (communicative), etc.
The sum of various highly developed abilities is called
giftedness. It is also possible to reflect on talent and
geniality, which are certain levels of Skill Development.
Talent is mature abilities, in which human activity is
distinguished by perfection, originality. Genius is the
highest level of ability and talent development.
Geniality is related to the creation of qualitatively new,
irreplaceable patterns of creation, finding ways of
creation that were not previously known.
Today, activities aimed at creating creativity, creativity,
innovation are understood as creative activities.
The word creativeness (from the English word
“create” –
creativity, creativity) is the creative abilities
of a person, which are far from the talent level of
creativity, the traditionalism of an individual or the
usual scheme of thinking, characterizing the readiness
to create principled new ideas, as well as overcoming
problems in a special way, perceived as an independent
factor of talent.
American scientist D. Wexler describes” creativity is
such a type of thought that it assumes to an individual
that several solutions arise from one problem or issue
at once, and helps to realize the qualities of originality,
uniqueness in the essence of things and phenomena, in
contrast to template, boring thinking".
Being a creative person, and in our example, being a
creative reader
–
having an advantage in today's world,
for example, standing out within other readers, being
an interesting interlocutor than others, leaving the
difficulties encountered in life in an unusual way.
The development of creativism in each student is
individual. The factor of systematicity in the
development of creativity is the socialization of
Education. The early manifestations of creativism are
unique to each person. However, various prohibitions
in the environment in which he grows, is brought up, is
educated, social templates lead to a blockage
(closure)of creative activity. For the development of
creativity in the reader, it is necessary to give a positive
impetus, freeing them from psychological pressures.
CONCLUSION
In conclusion, in modern organizational forms of
professional education, the organization of education,
the main requirements for the lesson and its
application, the organization of classes divided into
pairs and small groups, modern organizational forms
of professional education and non-traditional
educational technology differ from traditional
educational technology, create conditions for the
development of students ' cognitive capabilities,
special attention is paid to their independent The
structure of the lesson will be variable, and
methodological developments in traditional pedagogy
will be formed for the teacher to take classes, while
non-traditional education will offer the student to
develop a draft educational process that describes the
forms and content of educational and cognitive
activities.
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International Journal of Pedagogics
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(2023:
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Publisher:
Oscar Publishing Services
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