Volume 03 Issue 01-2023
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International Journal of Pedagogics
(ISSN
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VOLUME
03
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Pages:
25-37
SJIF
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OCLC
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Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In this article, the topic of the main forms of teaching specialized subjects in the direction of technological education
is covered, and innovative indicators in technological education are approached.
KEYWORDS
Specialized subjects, excursion, technology education, theoretical lessons, training workshops, frontal training, link,
instruction.
INTRODUCTION
Organizational form refers to the methods of
organizing and leading students' educational activities
aimed at achieving the goal set by the teacher.
The following are used as the main organizational
forms of teaching specialized subjects (Figure-1):
1). From the lesson;
2). From practical laboratory works related to
specialization;
3). From the tour;
Research Article
THE MAIN FORMS OF TEACHING SPECIALIZED SUBJECTS
Submission Date:
January 20, 2023,
Accepted Date:
January 25, 2023,
Published Date:
January 30, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue01-06
Dusyarov Xudoymurod Chorshanbiyevich
Associate Professor Of The Technological Education Department Of Termiz State Pedagogical Institute,
Uzbekistan
Odinayev Akmal Ko
ʻ
charovich
Termiz Institute Of Engineering Technology Senior Teacher Of "Transport Systems And Logistics" Department,
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.
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4). From student production groups;
5). From the database of educational
workshops;
6). From the circles of students related to
specialization, etc.
In most cases, one of the main forms of teaching is the
lesson. Other forms of labor education, as well as the
lesson, can be organized in 4 different ways, i.e. the
form of frontal education, the form of link education,
the form of individual education, the form of mixed
education. Each of them is used differently in different
situations.
Conditions of use in the form of frontal training:
1. In theoretical lessons:
A) in communicating information to all students at the
same time;
B) in simultaneous frontal examination of students'
knowledge;
V) demonstration and use of OTV;
2. In practical training:
A) in frontal instruction;
B) in some cases during current instruction.
Conditions of use in the link form of training:
1. In theoretical lessons:
A) in the discussion of work objects of each link;
B) using the method of problem-based teaching by
links.
2. In practical training:
A) during the instruction to each link;
B) in organizing and conducting the work of units.
Conditions of use in the form of individual training:
1. In theoretical lessons:
A) when explaining to a student who does not
understand;
2. In practical training:
A) in giving individual instruction;
B) when it is necessary to perform special tasks;
V) organizing and conducting student activities.
Conditions of use in the form of mixed education:
1. In theoretical lessons:
A) to work with students of different levels;
B) when the content of education has different
importance for students;
V) in the lesson on creating a problem situation and
conversational methods.
2. In practical training:
A) to have commonality at the same time as the objects
of work are different. Also, there are frontal, link and
individual forms of organizing training in specialized
subjects.
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03
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SJIF
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OCLC
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Publisher:
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Servi
The lesson is the main organizational form of
educational work. This statement also applies to
technical education majors.
In the practical training of specialized subjects, the
lesson makes it possible to implement the main tasks
of teaching specialized subjects, to explain new
material, to give a practical task and to connect it well
with its solution, to activate students, to involve them
in socially useful technology.
Teachers of specialized subjects have a number of
characteristics compared to other subjects. These
features include:
Figure 1. Forms of teaching technology education.
1. The central place in the lesson is occupied by
students' practical work. In this regard, it is
recommended to conduct classes in classrooms and
workshops as double lessons. The disadvantage of
short-term practical lessons is that there is very little
time left for students' direct practical work. Most of
the lesson is spent on preparing and cleaning the
workplace, and on the teacher's instruction. During 90
minutes, students have time to complete a certain
technology task, which gives them moral satisfaction
and allows the teacher to evaluate the work results.
2. Practical work of students is organized on the basis
of productive work.
3. During classes in classrooms and workshops,
students work with various processing tools, process
food products and materials on devices, lathes and
machines, and directly participate in the process of
product creation. Therefore, it requires special training
that ensures the safety of the lesson.
Practical training means the clear organization of
educational technology activities, which include both
team and individual types of work, carried out under
Teaching
forms
Lesson
(laboratory -
practical
training)
excursion,
practices
teaching
In the
database of
educational
workshops
Teaching in
specialized
schools
In educational
production
groups
teaching
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the guidance of a technology education teacher, in
order to actively, consciously and firmly master the
educational material of students. must understand. In
the process of practical training, the content of the
program is disclosed, the goals and tasks of technology
education and upbringing are implemented.
The direction of technological education is a form of
training of students in state workplaces and training
workshops, in which machines are allocated to
students in special training areas or workshops. they
will prepare any necessary detail or custom for this
enterprise. During this period, the task of the teachers
of the higher school is to monitor the work of the
students, to achieve the fulfillment of the assigned
tasks and to prevent the failure.
The form of training of students in production groups.
High school students can be trained as part-time
members of labor teams. At this time, workers are
divided into teams of one or three, and they perform
their work under the instructions of the production
teams.
Practical training in the field of specialized sciences
should be of various types, i.e. study of new technical
and technological information and technological
processes, improve knowledge, technological skills
and qualifications, conduct excursions to enterprises
and events. There may be training sessions. Despite the
fact that the types of practical training conducted in
classrooms and workshops are diverse, all of them
must meet the following general requirements;
1) The purpose and tasks of the training should be
clearly and unambiguously expressed.
2) The structure of the lesson should be didactically
justified and fully meet the content of the educational
material.
3) It is necessary to choose the objects of practical
work correctly, to have a socially useful value and to
comply with the requirements of the studied
technological processes and methods.
4) The methods of technology education used in the
classes should fully meet the requirements of the
lesson and the content of the educational materials.
5) The organizational-methodical structure of classes in
study rooms and workshops should provide for
working with students in a team style and individually.
6) The educational activities carried out in practical
training on technology education should have
educational value.
Despite the variety of types of practical training, it is
necessary to emphasize the common didactic aspects
in them, such as organizing training aimed at attracting
students to master the next educational material,
checking that students have mastered, demonstration
of technology methods, reducing them with exercises,
achieving self-control, completing independent work
and past training.
Any lesson has a number of didactic requirements. The
accuracy of the didactic goal in relation to the classes
of specialized subjects is consistent with the unity of
educational and educational tasks, the correct
selection of educational materials, the appropriate
selection of teaching (educational) methods, and the
independence of each student. requirements such as
collective work, organization accuracy of the lesson,
ensuring safety in student work are set.
There will be the following requirements for the
organization of classes of specialized subjects.
1. Clarity of didactic purpose. Usually, a number of
didactic issues are solved in each lesson, often one of
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them is dominant. For example, students are given
knowledge, they develop skills and abilities, develop
technical creativity, etc., but these educational tasks
are not solved at the same time in any lesson. It largely
depends on the content of the lesson. For example, in
lessons dedicated to modeling, there are good
conditions for developing technical thinking, spatial
imagination and other qualities for technical creativity.
While preparing models, students strengthen and
improve the knowledge and skills they have acquired
before, but this is not the main task in this case, but an
incidental task. The structure of the lesson, the
preparation of the object, methodological tools, all of
them are primarily subordinated to the main didactic
task, directed to its fulfillment. At the same time, it is
not allowed to create conditions that prevent the
fulfillment of other educational tasks. In particular, it is
possible to choose a model that provides objective
conditions for students' technical creativity during
training, but the details of which are related to the
performance of technology operations that students
have not yet mastered. It is natural that such a model
is not suitable as an object of training in training
workshops.
The task of forming technological skills is evident from
the fact that teaching any technological operation
begins with giving students some knowledge about
the nature of the operation, tools, working methods,
etc. Acquiring this knowledge is a necessary condition
for mastering the correct methods of work, it is
necessary to know things, but knowledge alone is not
enough. Because, even if you know how to hold and
use the tool during work, you may not be able to do
these things. it is often easier to acquire the necessary
knowledge to perform technology methods than to
master the methods themselves. Therefore, when
teaching operations, the teacher's attention is focused
on the students' correct implementation of
technological methods, which is the main didactic task
in this case.
When the teacher of technology education is preparing
for the lessons, he determines which of the didactic
tasks are considered the main tasks in these lessons,
considers them as the purpose of the lessons and
organizes the lessons accordingly.
2. Unity of educational and educational tasks.
Education should be educational. This requirement
applies equally to all educational subjects. Educating
the young generation means instilling in the child a
whole set of positive qualities of character. Such
qualities include patriotism, respect for elders,
honesty. Special favorable conditions for technology
education are created in technology education classes.
Therefore, technology education is considered as one
of the main tasks of technology education. It is clear
from this that a lesson in which the teacher does not
set a specific educational task for himself cannot be
considered a good lesson. Depending on a person's
attitude to technology, one can make a judgment
about his technology education. Whoever has received
the correct technological education, he will never try
to increase the productivity of technology by spoiling
the quality of his product, using materials without
saving, using tools carelessly. Based on this, the
teacher will have the opportunity to independently
monitor the results of educational work and make
appropriate corrections. The educational process in
each lesson should be organized in such a way as to
instill in students a love for technology. For this
purpose, when choosing a subject of work, the teacher
should think not only about its compatibility with the
requirements of the program, but also about what kind
of emotions it will arouse in students, that is, it will
interest them, encourage them to compete, etc. It is
important to teach students certain rules of
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technology culture, such as not to start work without
preparing the workplace, not to work with faulty tools.
If the teacher observes the implementation of these
rules without relaxing the requirements in each lesson,
they will become a habit.
The work experience of the schools shows that
students' attitude towards technology is gradually
equalized, all students willingly start using technology
as much as they can. But this can be achieved only if the
unity of educational and educational tasks is ensured in
the lesson.
3. Choosing the right learning material. When choosing
educational material, the purpose of the lesson, the
knowledge and skills students have acquired in
previous technology education lessons; knowledge of
the basics of science; a number of factors are taken
into account, such as their physical development.
In product and material processing, planing of details
with a rectangular contour on the plane is performed
using planing tools. Details with a more complex
contour are planned according to the template. As
students begin to learn drawing, the demands on
planning increase. Templates are used only in special
cases, planning is usually done using geometric
designs. It can be seen that the processed products
and materials are selected depending on the students'
previous experience and knowledge of the
fundamentals of science.
The content of the educational material is selected
according to the purpose of the lesson. When a teacher
is conducting a final lesson on a topic, for example, he
can set different goals depending on the actual
situation of the work. If students have made typical
mistakes in the implementation of technology
methods, the final activity can be devoted to analyzing
them so that those mistakes are not repeated later. In
the final exercises, the goals of summarizing students'
knowledge, identifying common and different aspects
in the methods of processing food products and
materials can also be set. It is self-evident that in the
first case and in the second case, the choice of
educational material is different.
Selection of teaching (educational) methods in
accordance with the purpose. If various methods and
methods of the teacher's work are not combined
effectively, the goal cannot be achieved in any lesson.
Therefore, the correction of educational methods has
a significant impact on the effectiveness of the lesson.
The main stage of the technology education lesson
consists of independent work of students. The success
of this work directly depends on how successfully
didactic methods and methods are combined in it.
Students' independent work begins with getting
acquainted with the content of the task, thinking about
how it will be done, using what tools and devices. All
these issues cannot be solved without applying
knowledge. The teacher himself can give full guidance,
of course, but this violates the requirement for the
appropriate selection of educational methods,
because practical work that is not connected with
practical intellectual activity is technological education
and general engineering. does not meet educational
requirements. Adolescents think about all the issues
related to independent work and begin to implement
them. Thus, the methods of applying knowledge in
technology are combined with exercises on the
implementation of certain technology methods.
Independent works with elements of student creativity
are especially valuable didactically.
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Picture-2. Factors of choosing teaching methods.
Demonstration, explanation and discussion of the
technology methods of education are used in the
description of the new material. Much depends on the
appropriate combination of teaching methods.
Second, conversation activates students more than
explanation. Therefore, in cases where it is possible to
rely on some knowledge and skills of students in the
process of explaining new material, it is necessary to
combine the demonstration of technology methods
with a conversation.
For the final part of the lesson, it is characteristic to use
such methods of education as conversation,
explanation, knowledge, skills and qualifications.
5. Team work that is compatible with each student's
independence. Currently, there are three main frontal,
link and individual forms of organizing students' work
in technology education classes. Evaluation of each
organizational form is approached from two points of
view: how they help to acquire knowledge, develop
skills and competencies; It is determined which of them
gives a more accurate idea of the organization of
technology in current industrial enterprises, which is
the best way to implement the tasks of polytechnic
education.
6. Organizational precision of the lesson. Any lesson
should be specific in terms of its organization and
conduct. An important feature of classes held in
Factors of
choosing teaching
methods
The goal
designation
Size and type of
educational information
The influence of
teaching methods on the
acquisition of
educational information
Students
educational opportunities
Lesson duration and time
consumption
Conditions of education
Deep knowledge and
personal qualities of
the teacher
The number of students
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workshops is often the dedication of students to
productive technology.
It is considered more effective to organize technology
in production conditions in a way that ensures the
maximum use of the worker for his main task, i.e.
creation of material wealth. Idleness of the worker due
to various reasons (lack of tools and tools, broken
equipment, etc.) indicates, first of all, that there are
shortcomings in the organization of technology. It is
from this point of view that one should approach the
assessment of the organizational accuracy of lessons in
workshops.
In order to ensure the integrity of the students'
productive technology, the teacher first checks the
equipment settings. If the failure of equipment in
industrial enterprises leads to non-fulfillment of the
production program, it leads to non-fulfillment of the
educational program in educational conditions. It is
important for organizational accuracy to provide the
workshops with all the necessary materials and tools,
and to keep the zagotovka and give them to the
students. If there is not enough organizational
accuracy in this work, valuable minutes will be wasted.
It is also important for the teacher to plan the work of
leading the educational process for the organization of
the lesson. For example, based on the experience of
previous years, the teacher knows what kind of
mistakes students make when performing an
operation. Accordingly, he plans to conduct current
instruction without waiting for mistakes to be made
and warns students about them.
Technical documents that students use in technology
education classes also affect the organizational
accuracy of the lesson. If the drawings, technological
cards, instructions are understandable, children's
strengths, students will work on them successfully,
and at the same time, they will show independence.
Otherwise, they turn to each other, to the teacher, for
help, which causes them to walk around during work,
involuntarily distracting everyone from doing their
work.
7. Laboratory - proper organization of practical work.
Almost 80-90 percent of technology education lessons
are related to practical work, which ends with practical
laboratory exercises. For students, this means hands-
on laboratory research. Practical - laboratory research
is a type of technology education training in which
secondary school teachers conduct various researches,
experiments, observations and measurements with
the help of special equipment, tools, and equipment
under the guidance of the teacher. Educational
workshops, special offices, laboratories can serve as a
base for practical and laboratory research.
8. Ensuring safety in student work. In technology
education classes, students work with various
processing tools, process products and materials on
devices, machines, equipment, machinery and
machines, assemble electrical circuits. In this case, if
the rules of safe operation are not followed, there is a
possibility of injury. Therefore, ensuring the safety of
students is one of the main requirements for classes
held in classrooms and workshops.
The frontal form of organizing classes in specialized
subjects is that all students perform the same task.
Thanks to this, the teacher can guide the work of the
whole group at the same time using group instruction,
collective discussion of mistakes, etc. One of the
disadvantages of the frontal organization of classes is
that each student does the work himself from the
beginning to the end, so it is difficult to form an idea
about the nature of technology distribution in modern
enterprises.
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In the group form of training in specialized subjects, it
is assumed that the group is divided into groups of 3-4
people each, and each of these groups performs its
task. In this, technology sharing occurs, this sharing
can be both between links and within a link. The
number of items may be large when fulfilling orders
from manufacturing enterprises. In this case, it is
appropriate to divide the entire technological process
of the product into separate parts and assign their
execution to different units, where all students in the
unit perform the same task.
In the form of a group, it becomes difficult for the
teacher to manage the learning process, he has to
control the performance of various tasks. These
difficulties are overcome by the use of written
instructions, which are prepared for each unit and
contain sufficient instructions for students to work
independently.
The group form of work organization strengthens
previously acquired skills. it is used in modeling, as well
as when frontality is not provided due to lack of
equipment, for example, in material handling and work
on lathes.
The individual form of training in specialized subjects
consists in the fact that all students do different work.
This form is rarely used. The reason for this is that in
such conditions it will be difficult to manage the
educational process, as well as to provide all the
students with the necessary materials. The individual
form is mainly used to organize work with the
strongest and freest students, who are very different
from their peers in terms of the pace of work and its
results. Strong students are given very difficult tasks so
that their interest in work does not decrease and they
are provided with a full meal. Idle students, on the
other hand, receive much simpler assignments, which
take into account the factors that caused them to fall
behind (missing classes due to illness, physical
weakness, etc.).
Before the start of the lesson, the teacher checks that
the equipment and tools are not damaged, the
suitability of special clothes, etc.
Great attention is paid to the safety of technology
when describing new material. The teacher explains
the rules that ensure safe work in the workshops,
demonstrates the methods of their implementation,
and then checks how well the students have mastered
them.
Thus, care for the implementation of technology safety
rules permeates the entire lesson, starting from its
preparation; it is completely understandable, that is, if
students are injured in class, any progress in building
skills and developing creativity in them will be lost.
Along with the lesson, other forms of educational work
are also used in the process of teaching specialized
subjects. Additional classes are held with backward
students, in these classes the teacher helps students
master the difficult technology method and
understand complex theoretical issues. Additional
training is sometimes provided due to a lack of
equipment, for example, training workshops often do
not have enough equipment for front-end processing
of materials on wood and metal lathes, sewing
machines or food preparation. equipment and
equipment representing agricultural machinery are
completely lacking. Therefore, the work is carried out
in stages. Thus, the teacher has to implement
methodical management of the units engaged in
various activities at the same time. It's more
complicated. For this reason, the teacher conducts
additional training with the heads of the unit so that
they can help their comrades as much as possible in the
lessons.
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In the process of teaching specialized subjects, a lot of
time is allocated for excursions to industrial and service
enterprises. In addition, there are educational
production practices in the field of technology
education.
In some cases, the organization of educational work
can be carried out in the form of facultative training in
specialized subjects. The composition of students is
determined on a voluntary basis, which is characteristic
of extracurricular work, and the content of training is
determined by the program approved by the Ministry.
In the work experience of higher education schools,
two main options of facultative training in the fields of
technology education have been approved.
In the first option, the time allocated to the optional
training of the specialized subjects in the field of
technology education is combined and education is
conducted according to a single program. This creates
favorable conditions for the formation of relevant
practical knowledge, skills and qualifications. In this
case, the educational process is organized according to
training programs that combine programs of several
specialized subjects. For example, optional training will
be effective if technical equipment use, repair and
management training are carried out together.
In the second option, students who do not have a
choice between compulsory classes and optional
classes in the specialty subjects, as in the first option,
can choose the optional theoretical study of the
specialty subjects or the optional practical study of the
course material, in which the scope of general
technical and technological knowledge of the students
and the current his vision of the basics of time
production expands.
In the process of teaching specialized subjects, in
addition to lessons (practical training), there are also
forms such as teaching in educational production
brigades, teaching in training workshops, teaching
attached to qualified workers.
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