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O’quvchilar bilan yaxshi munosabatlarga ega bo'lgan pedagoglar, o’z ishlarining
samaradorligini oshirishlari va ta'lim jarayonining sifatini yaxshilashlari mumkin.
Aloqalar o'rnatish pedagoglar va o'quvchilar o'rtasida ishonchni yaratadi, bu esa
o'quvchilarni eng yaxshi natijalar olishlariga yordam beradi.
XULOSA:
O'quvchilar bilan pedagoglar o'rtasidagi aloqa ta'lim jarayonida
muhim rol o'ynaydi. Muvaffaqiyatli aloqa, o'quvchilarni o'zlarining bilim va
ko'nikmalarini rivojlantirishga rag'batlantiradi hamda ularga muvaffaqiyatli o'qish
uchun zaruriy ko'makni taqdim etadi. O'qituvchilar ishtirok etuvchi va qo'llab-
quvvatlovchi bir sharoitni yaratish orqali o'quvchilarning motivatsiyasini oshirishlari
lozim. O'qituvchi va o'quvchilar o'rtasidagi samimiy va bevosita aloqalar,
o'quvchilarning o'z-o'zini baholash va ichki motivatsiyasini kuchaytiradi.
Pedagogik aloquaning ijtimoiy-emotsional ta'siri, o'quvchilarni o'zaro aloqalarga
ishontirish va ularning o'zlariga bo'lgan ishonchlarini oshirishda muhim ahamiyatga
ega. O'qituvchilar o'quvchilarning hissiyotlarini tushunish orqali, ularning
ehtiyojlariga yaxshiroq moslashishi mumkin. Bu esa sinf muhitidagi ijtimoiy
dinamizmlarni yaxshilaydi, o'quvchilar orasida do'stlik va hamkorlikni rivojlantiradi.
Bundan tashqari, ta'lim jarayonida kommunikatsiya usullarini diversifikatsiya qilish
va yangi texnologiyalarni qo'llash, o'quvchilar bilan o'zaro muloqotning
samaradorligini oshirishda muhim omillardan biridir. Zamonaviy vositalar, masalan,
online platformalar va interaktiv darslar, o'quvchilar bilan aloqani yanada
kuchaytirishga yordam beradi, bu esa ta'limda ijodkorlik va innovatsiyalarga olib
keladi. Natijada, o'qituvchilar o'z ish faoliyatlarida pedagogik aloqa va o'zaro
ta'sirerga e'tibor qaratishlari zarur. O'quvchilar bilan mustahkam va samimiy aloqalar
o'rnatishi, ularni o'qitish jarayoniga faol jalb etishga va yanada samarali o'quv
muhitini yaratishga yordam beradi. Ushbu jarayonlar o'zaro ishonchni oshiradi,
shuningdek, o'quvchilarning o'z qobiliyatlariga bo'lgan ishonchlarini kuchaytiradi.
O'qituvchilarning pedagogik yondashuvlari, o'quvchilarning o'qish natijalarini qanday
yaxshilanishini belgilaydi. O'quvchilar va o'qituvchilar o'rtasidagi muloqot va
muvofiqlik, o'zaro ta'sirlar natijasida o'quvchilarga ta'lim jarayonini yanada samarali
olib borishga imkoniyat beradi. Ta'lim jarayonining muvaffaqiyati, faqatgina
ma'lumotlarni etkazish bilan emas, balki o'quvchilarning his-tuyg'ularini va
ehtiyojlarini inobatga olish bilan ham bog'liq. Ushbu xulosalar, pedagogik aloqalar
va o'quvchilar bilan o'zaro ta'sirning ahamiyatini yanada yoritishga mo'ljallangan
bo'lib, kelajakda ta'lim tizimlarini yanada rivojlantirishga xizmat qilishi kutilmoqda.
O'qituvchilar va o'quvchilar o'rtasidagi samarali aloqa, ta'lim jarayonini nafaqat
samarali, balki qiziqarli va ijodiy qilishda ham muhim ahamiyatga ega. Bu jarayon,
o'quvchilarning o'z o'zini doimiy ravishda takomillashtirishi va ishlab chiqishi uchun
wu zamin yaratadi. Ta'limni muvaffaqiyatli olib borishda samimiy va do'stona
aloqalar o'rnatish, pedagogik jarayonning ajralmas qismidir.
Talqin va tadqiqotlar ilmiy-uslubiy jurnali
Impact Factor: 8.2 | 2181-3035 | № 4(62)
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FOYDALANILGAN ADABIYOTLAR RO’YXATI:
1.
Vygotskiy, L. S. (1978).
Mind in Society: The Development of Higher
Psychological Processes
. Cambridge, MA: Harvard University Press.
2.
Piaget, J. (1952).
The Origins of Intelligence in Children
. New York:
International Universities Press.
3.
Goleman, D. (1995).
Emotional Intelligence: Why It Can Matter More
Than IQ
. New York: Bantam Books.
4.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal
pursuits: Human needs and the self-determination of behavior.
Psychological Inquiry
,
11(4), 227-268.
5.
Bandura, A. (1986).
Social Foundations of Thought and Action: A
Social-Cognitive Theory
. Englewood Cliffs, NJ: Prentice-Hall.
6.
Shunk, D. H. (2012).
Learning Theories: An Educational Perspective
.
Boston: Pearson Education.
7.
Hattie, J., & Timperley, H. (2007). The Power of Feedback.
Review of
Educational Research
, 77(1), 81-112.
Talqin va tadqiqotlar ilmiy-uslubiy jurnali
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THE ROLE OF TEACHING ENGINEERING COMPUTER GRAPHICS
THROUGH PTS (PROFESSIONAL TECHNOLOGY SYSTEM) PLATFORM
Tojiboyev Jasurbek
researcher of the 3 nd stage of the National Institute of Educational
Pedagogy named after Kori Niyozi
Abstract:
Until now, teaching has been considered a priority in the existing
education system, but at the same time, the use of digital technologies is becoming
more important in the era of information society. For this reason, it is necessary to
replace the teacher-textbook-student paradigm of education with the student-
textbook-teacher paradigm.
The shortcomings of the work carried out in the field of training of engineering
computer graphics science programs based on the method of mutual comparison have
been corrected.
Key words:
"digital technology", "educational technologies", "computer
modeling", "multimedia".
In the Strategy of Actions on the five priority directions of the development of
the Republic of Uzbekistan , the priority task of " further improvement of the
continuing education system, increasing the possibilities of quality education
services, continuing the policy of training highly qualified personnel in accordance
with the modern needs of the labor market " (1) is defined. In the implementation of
this task, the main factor in the development of the design skills of students of higher
education institutions is their spatial imagination, creative activity, and the skills of
designing practical issues related to the field. These qualities are important in
increasing the effectiveness of graphic education.
Wide use of computers by students serves to accelerate scientific and technical
development in the society and, on this basis, to achieve socio-economic
development. " Introducing modern forms and methods of teaching, computer and
information and communication technologies into the educational process, providing
higher education institutions with modern educational and laboratory equipment and
educational and methodological literature, supporting and stimulating scientific
research and innovation activities, higher education institutions taking steps to
organize and develop modern scientific laboratories ; (2) expresses the need to
implement important tasks such as training competitive personnel and being able to
demonstrate their professional mobility and creativity.
Computerization of all spheres of human activity has led to the change of
centuries-old pedagogical technologies. New means of teaching forced to reconsider
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the main issues of pedagogy: who should be taught in the higher education system at
the current stage of society's development, what should be the content of education,
what forms and methods should be used as a basis for training higher education
specialists (3).
Taking into account the above, we believe that revision of the content of the
subject of engineering computer graphics is one of the urgent problems in teaching
this subject. It is appropriate to take into account the achievements of today's science
and technology fields when reorganizing the content of engineering computer
graphics.
The analysis of studies focused on the problems of teaching principles allows to
distinguish didactic principles common to all subjects. All researchers come to the
same stop when it comes to the nomenclature of didactic principles. But the content
of these principles is interpreted differently. Such principles include:
- the principle of education and training;
- the principle of connection between theory and practice;
- scientificity principle ;
- the principle of comprehensibility ;
- the principle of compatibility and consistency ;
- the principle of consciousness and creative activity ;
- the principle of demonstrability ;
– the principle of the consistency of educational results and the development of
cognitive abilities ;
- taking into account the individual characteristics of learners and the principle
of collectivity of education ;
- the principle of positive emotionality of education.
If ng education content and procedural if we divide the sides into two, then
traditional didactic principles can be conditionally divided into these two groups. The
conditionality of the separation of didactic principles in this way is classified by their
interrelatedness and interdependence.
As an example, we cite the conditionality of separating education, education and
development processes.
The content principles of education include:
- the principle of scientificity;
- principle of comprehensibility ;
- principle of consistency;
- the principle of continuity;
- the principle of integrity;
- the principle of connection between theory and practice ;
- the principle of continuity .
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Principles of content selection :
Scientific principle .
M.D. Dammer (4) showed the development of the content
of the scientific principle. According to the results of research, the content of this
principle was first shown in 1950 by M.N.Skatkin in the form of eight requirements:
1 ) to students delivered of information scientific reliability ;
2 ) being described of events essence to open
3 ) events _ show in correlation ;
4) events in development and this of development sharp feature show _
5) learner events correct dialectic- materialist explaining giver the most
important theories with introduction ;
6) in learners the world to know and a person about the power of his mind right
imaginations create ;
7) in students absolute and relative truth about right thoughts create ;
8) students scientific research methods with introduction _
We are Z.K. Meretukova and We agree with A.R. Chinazirova 's opinion. "The
principle of scientificity in education should take into account the fact that there is
"scientific pluralism" in the component of education. A different approach to one
scientific problem increases students' thinking range and encourages them to search
for the truth" (5).
G. M. Chernobelska's views can be understood from the last words of her quote:
"Scientific content is achieved not only by giving students ready-made knowledge,
but also by introducing them to scientific research methods" (6 18-p).
Taking into account all of the above, it can be said that in the process of
scientific and technical development, the amount of scientific knowledge that
students should acquire is increasing, while the time allocated for studying the
material remains the same. In our republic, the content of engineering graphics and
the method of its teaching have not changed in the last 25 years. Since 2022, only
Autodesk's AutoCAD software is used in engineering graphics and related fields of
the Republic of Uzbekistan . However, students of the above-mentioned foreign higher
education institutions are able to master several design programs. These programs
apply to structural, functional and technological systems. We believe that it is
appropriate to use only programs related to the construction system, emphasizing that
higher education institutions of pedagogy should take into account the training of
pedagogic personnel.
In our opinion, the best way to make the most of the time allocated to
engineering computer graphics, and at the same time to train competitively, is to
teach several programs related to the design system in comparison with each other.
This can be caused by the principles of operation of the programs in the
construction system, their tasks, and the uniformity of the results achieved with their
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help. This, in turn, requires improvement of the requirements for knowledge, skills and
qualifications of students within the field of engineering computer graphics.
We are an engineering computer graphics
student
:
- history of computer graphics;
- departments of computer graphics;
- Systems ( PTS ) that make up the department of construction graphics ;
- graphic programs working in the PTS system and their principles of operation;
- electronic image formats;
- panels of equipment used for drawing;
- he should know the algorithms for drawing the object based on its spatial
position ;
In our opinion, the best way to make the most of the time allocated to
engineering computer graphics, and at the same time to train competitively, is to
teach several programs related to the design system in comparison with each other.
This can be caused by the principles of operation of the programs in the
construction system, their tasks, and the uniformity of the results achieved with their
help. This, in turn, requires improvement of the requirements for knowledge, skills and
qualifications of students within the field of engineering computer graphics.
Conclusion:
Based on the information presented above, the organization of
independent education based on research-oriented (non-linear) technology, rather
than linear, creates the basis for a student's creative approach to the task.
Foydalanilgan adbiyotlar ro'yxati:
1. O'zbekiston Respublikasi Prezidentining Farmoni. O'zbekistonga oliy ta'lim
tizimini 2030 yilga yangi Kontsepsiyani qurish. PF-5847. 2019 yil 8 oktyabr. qonun
hujjatlari, maʼlumotlari milliy bazasi 09.10.2019 y., 06/19/584/3887-son.
2. Oʻzbekiston Respublikasi Prezidentining 2017-yil 27-yil «Oliy maʼlumotlari
iyuldagi mahsulotlar ishlab chiqarish sifatini ishlab chiqarishda xavfsizlik choralari
va tarmoqlarning ishtirokini yanada kengaytiruvchi chora-tadbirlari”gi PQ-3151-son
ishtiroki. Oʻzbekiston hukumati, 2017-yil, 30-son, 72-modda.
3. Joxova E.Yu. Kompyuternaya texnologiya resheniya geometricheskix задаch
kak sredstvo formirovaniya ponyatinogo apparata. Diss. ...qand. ped. nauk.
Yaroslavskiy GPU, 1996. –161s.
4. Dammer M.D. Rol printsipa nauchnosti v formarovanii soderjaniya
obucheniya // Vestnik YUrGU. Seriya: Obrazovanie. Pedagogicheskie nauki, 2012
yil, № 4(263). – S.30-33.
5. Meretukova Z.K., Chinazirova A.R. O didakticheskom printsipe nauchnosti i
nauchnom mirovozzrenii v kontekste postneklassicheskoy nauchnoy kartiny mira //
Vestnik Adygeyskogo gos. universiteta. Seriya 3: Pedagogika va psixologiya, 2007. –
№3. – S. 30-36.
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6. Chernobelskaya G.M. Metodika obucheniya ximii v sredney shkole (Ucheb.
dlya stud. vyssh. ucheb. zavedeniy). – M.: VLADOS, 2000 yil.
