International Journal of Pedagogics
28
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue03 2025
PAGE NO.
28-31
10.37547/ijp/Volume05Issue03-08
Teaching didactic lessons based on problematic
situations in drawing classes
Gulomova Nozima Khotamovna
PhD, Associate Professor of the Department of "Engineering and Computer Graphics" at the Tashkent State Pedagogical University
named after Nizami, Uzbekistan
Received:
03 January 2025;
Accepted:
15 February 2025;
Published:
11 March 2025
Abstract:
In this article, in order to increase the activity of students in drawing classes, recommendations are
given on drawing, reading, knowledge gained from drawing, testing skills, and the use of modern pedagogical
technologies when applying didactic exercises in problem situations.
Keywords:
Drawing, student, effective lesson, concept, necessity, standard, training, sequence, coherence,
problem situation.
Introduction:
Every profession has its own unique
characteristics, and specific requirements are set for
the subject of professional activity. The more complex
the structure of professional activity is, the more
important its goals and results are for society, and the
more diverse the professional tasks are, the greater the
demands on the professional. These requirements are
not limited to knowledge, qualifications, skills,
competencies, and competence but also extend to
personal characteristics. Given the uniqueness,
complexity, and multidimensionality of pedagogical
activity, and most importantly, its significant social
importance, that is, its orientation toward preparing
the younger generation for life and professional
activities, it is natural to ask what requirements
teachers should meet today. In other words, it is
important to answer the question of what personal and
professional qualities future teachers of drawing,
especially those studying in the "Fine Arts and
Engineering Graphics" educational direction at higher
education institutions, should possess. This question is
one of the important pedagogical tasks.
In the process of training a drawing teacher, it is
necessary to focus on diagnosing and developing these
qualities. If lessons are taught with the use of various
complex drawings through interesting games,
interactive methods, pedagogical, and information
technologies, the effectiveness of the education will
increase,
taking
into
account
the
students'
adolescence.
When the teacher notices a decline in students' activity
in accepting the lesson, it is recommended to conduct
one of the innovative methods for 4-5 minutes,
depending on the type of lesson.
If the teacher uses didactic exercise elements that align
with the students' psychology, they can achieve the
goal of each lesson. However, if the teacher neglects
the exercises and conducts them slowly and without
enthusiasm, the students' interest in didactic exercises
will fade. In this case, the exercises will not be effective.
The questions given in the exercise, as well as the
answers, should be short and precise, as this will help.
Because students who actively participate in didactic
exercises grasp knowledge with excitement and
enthusiasm. Such knowledge becomes solid and is
retained in the student's memory for many years, and
when needed, the student will recall it.
Problems can arise in every lesson, topic, student, and
even for every teacher. However, during the lesson, to
ensure that the topic is thoroughly covered and to
engag
e students’ attention, creating a problematic
situation can yield positive results. To resolve the
created problem and attract the students’ attention,
the question-answer method can be used effectively.
The technologies for creating problematic situations in
teaching are fundamental concepts in the realm of
problem-based learning, and the main terms are
"Problem" and "Problematic Task." The student must
play a leading role in solving the problem that arises in
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
a problematic situation and must stand at a much
higher level than the others. The students are required
to be guided properly in solving the task.
What is a problematic situation? The core essence of a
problematic situation in teaching is the emergence of
difficulty. This difficulty can be overcome by the
student through active thinking. A problematic
situation must be meaningful to the student. Its
emergence may be related to the student’s prior
experience and interest. Ultimately, in a general
problematic situation, the student must trust their own
power in solving personal problems.
A general problematic situation can be broken down
into a series of smaller problems that are
interconnected and related.
Types
of
problematic
situations
frequently
encountered in the educational process:
1. A problematic situation arises when there is a
discrepancy between the system of knowledge the
students have acquired and the new knowledge.
2. A problematic situation emerges when the students
have to choose the most accurate and unique solution
in addressing an issue within their knowledge system.
3. When students are trying to apply the knowledge
they have gained in new situations, and they are
searching for new ways to approach it, a problematic
situation arises.
4. A problematic situation arises when, in solving
theoretical problems, a method that cannot be applied
practically or is unsuitable for the goal is chosen, and
when a practical solution is implemented without the
necessary theoretical foundation.
5. A problematic situation in solving technical problems
can arise when the visual representation of a schematic
diagram and the constructive design of the technical
device do not match.
The alternative approach to problem-based teaching is
heuristic learning: The role of the teacher in a problem
situation is a characteristic of problem-based teaching,
and the issues related to it involve introducing new
insights into the students' activities. These involve
helping students to prepare the material, ensuring they
have a thorough understanding of the situation,
knowing how to create and resolve a problem situation
at any given time, and providing the students with the
necessary information on the topic.
In drawing lessons, it is crucial to use didactic games
related to problematic situations in order to increase
student engagement. Below is an example of a game
that corresponds to axonometric projection:
In axonometric projection, the surfaces of the model
are labeled with the letters A, B, C, D, E, F, and G. In the
three views of these surfaces, they are marked with
numbers 1, 2, 3, … 21. The correspondence between
these surfaces should be written in Table 1, and the
didactic exercise should be carried out (as shown in
Figure 1).
Before conducting this exercise, it is necessary to think
about how to create a problematic situation and how
to avoid it. When carefully studying the drawing, for
instance, surface A is marked with numbers 7, 8, and 21
in views H, V, and W. Why is a single surface
represented by different numbers? In the top and front
views, the surface marked by 1 and 13 cannot be read.
However, it can be read through the front and side
views. Thus, to create a problematic situation, one
must block the view. Why is surface A depicted as a
straight-line segment in the front view? These types of
questions can help generate problematic situation. To
avoid this, it is necessary to either not encounter a
problematic situation or prevent it from arising.
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
1st Diagram
Exercise Description: Teaching students to compare
and correctly interpret drawings.
Objective: Improving students' competence through
reading drawings.
Equipment: Posters with the exercise conditions
depicted, large enough for all students to see clearly. A
table for writing the answers (Table 1).
Table 1
Surface Views
Surface
Views
Head (V)
From above
(H)
From the side
(W)
A
8
7
21
B
C
D
E
F
G
Exercise Details: The teacher invites one student to the
board, where a table is either posted by the teacher or
pre-written on the board. The student is asked to write
the numbers corresponding to the views V, H, W of
surface A in the table. For example, the student writes
A-8-7-21 in the given view format.
The exercise continues in this manner. Based on the
results of the exercise, the teacher will encourage
active participants who correctly identify and write the
answers and explain how to correct common errors.
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
In drawing lessons, when didactic games are used to
create problem-solving situations, the following
positive outcomes occur in the classroom:
• The connection between memory and attention
increases;
• The student's interest in learning materials and
drawings grows;
• Communication between the student and the teacher
accelerates;
• The student's spatial imagination of objects develops;
• Collaboration in the learning process arises;
• The teacher is able to assess the student's knowledge
level;
• Encourages independen
t learning.
Typically, students in traditional lessons may lack deep
understanding of the knowledge they acquire, and they
may struggle to apply it in specific situations.
This didactic exercise represents a part of the proposed
innovative pedagogical technologies. In a classroom
aligned with such opportunities, the student learns not
only the subject but also approaches related
knowledge and events in a more individualized way.
REFERENCES
Gulomova, N. (2021). Use of interactive methods for
students in teaching drawing lessons (on the example
of
views).
Academicia:
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Saydaliyev, S., & Gulomova, N. (2019). Development of
Spatial Thinking of Students Based on the Traditions of
Eastern Architecture. International Journal of
Progressive Sciences and Technologies, 14(2), 210-214.
Gulomova, N., & Saidaliyev, S. (2020). Development of
Emergency
Image
in
Students
Psychological-
Pedagogical Problems. International Journal of
Progressive Sciences and Technologies, 18(2), 181-186.
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