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FORMATION OF STUDENTS' INTELLECTUAL ABILITIES USING THE DESIGN
METHOD
Ashurov Muxiddin O’ljayevich
senior lecturer of National Pedagogical University of Uzbekistan
named after Nizami
Annotation:
This article is devoted to the problems of using the design method in the formation
of students' intellectual abilities, and it discusses the application of this method based on
programming languages. In the process of learning programming languages, great importance is
attached to the development of students' logical thinking skills, problem solving, and creative
approach.
Keywords:
intellectual abilities, design method, logical thinking.
Learning programming languages plays a crucial role not only in understanding computer
technologies but also in shaping students' intellectual abilities. With the development of
information technologies in our time, there's a growing need to foster students' skills in logical
thinking, problem-solving, and creative approaches. Therefore, it is appropriate to use the design
method to develop intellectual abilities during the programming language learning process. This
aims to increase students' knowledge levels and teach them how to successfully apply modern
technologies.
The design method is a teaching approach used for the systematic and consistent formation of
students' intellectual abilities. This method aims to teach students not only to acquire information
but also to apply their learned knowledge in practice. In the study of programming languages,
project-based approaches are widely used to develop skills such as creating a system, solving
problems, and developing algorithms. This method fosters creative thinking, a thorough
approach to problems, and the abilities of logical analysis and synthesis in students.
The
capabilities of the project method are presented below:
The problem of forming intellectual abilities and skills for students is linked to the contemporary
pace of knowledge renewal and the necessity to adapt to systematic activities when working with
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modern information technologies. This demands the importance of developing students'
independent learning methods and their ability to apply them in practice.
It's advisable to select topics for laboratory, practical, seminar, and independent study sessions
that facilitate the development of intellectual abilities through the core subjects of programming
languages. Many pedagogical scholars have conducted research and expressed their views on the
practical application of the design method. For instance, according to I. B. Barisheva, when
working on projects, students learn the theoretical aspects of programming, methods for
developing projects, ways to implement them, and gain experience in describing the work
performed and the results obtained. [1]
L.I.Dyatlova offers the following thoughts on this method: "...applying the project method in
extracurricular activities increases interest in conducting research and practical work, and leads
to the formation of skills for public defense of one's projects. All of this, in turn, helps to
improve the quality of education and increase interest in the chosen specialization." [2]
Programming is a means of implementing ideas and solving problems. Learning it helps students
develop logical and algorithmic thinking, and cultivate skills like applying theoretical knowledge
in practice, which will be beneficial in various aspects of their lives.
The stages of creating a project, in our opinion, consist of the following:
Choosing a project topic
Considering the project's structure (design) based on its goals and objectives
Gathering the necessary information base
Selecting the software
Implementing the project
Analyzing the results and making necessary adjustments
The practical application of project-based methods in forming students' intellectual abilities
involves several stages. In the first stage, students become acquainted with the fundamentals of
programming and mathematical models. Then, through practical exercises, they are taught to
solve various problems, which reinforces the core concepts used in programming. Finally,
students are assigned to develop a program based on a project, which encourages them to work
independently and apply their knowledge in practice.
To confirm the above points, we will partially outline the stages of creating a "Matrix
Calculator":
1.
We'll present one version of the form window for matrix multiplication, intending to
create it in C# (here, the student can use elements of their choice, including: TextBox, Label,
DFataGridView, Button, etc.).
2.
We'll provide a variation of the form window for matrix multiplication, assuming it will
be created in C#. (Here, the student is free to use elements they prefer, such as: TextBox, Label,
DataGridView, Button, and so on).
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3.
Gathering necessary information (we'll list some of them):
Theoretical information
To multiply matrices, the
number of columns in the first
matrix must be equal to the
number of rows in the second
matrix. The resulting matrix
will have the number of rows
from the first matrix and the
number of columns from the
second matrix.
Given matrices A and B, the
elements of the resulting matrix
are defined as follows:
4.
In the next stage, a code (the main part of the project) that provides the necessary results
will be created in a programming language for the software and project implementation. This
requires specific knowledge and actions. We outline some of them:
Definition
Result
Ikki
matritsa
elementlarini
tasodufiy yaratish
hodisasi
button1
tugmasiga
biriktilishi mumkin
int
[,] nums2 =
new int
[5, 5];
Random
rnd =
new
();
int
[,] nums1 =
new int
[5, 5];
for
(
int
i = 0; i < 5; i++)
for
(
int
j = 0; j < 5; j++)
{
int
num = rnd.Next(1, 5); nums2[i, j] = num;
int
num1 = rnd.Next(1, 5);nums1[i, j] = num1;
}
Natijaviy matritsa
elementlarini
yaratish kodi
for
(
int
i = 0; i < 5; i++)
{
for
(
int
j = 0; j < 5; j++)
{nums3[i, j] = 0;
for
(
int
k = 0; k < 5; k++)
nums3[i, j] = nums3[i, j] + nums2[i, k] * nums1[k, j];
} }
5.
As mentioned, this stage is crucial and labor-intensive. The code snippets above are
designed to randomly generate matrix elements, and the results are obtained based on these
values. To foster students' intellectual abilities, it is recommended that they learn to obtain
results when editing the elements of the created matrices (i.e., when new values are provided). In
this case, they must independently study the dataGridView1_CellValueChanged event and be
able to use one event within another, which might look like this:
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1-Event
private void dataGridView1_CellValueChanged(object sender, DataGridViewCellEventArgs e)
{
for (int i = 0; i < 5; i++)
for (int j = 0; j < 5; j++)
{ nums1[i, j] = System.Convert.ToInt32(dataGridView2.Rows[i].Cells[j].Value);
nums2[i, j] = System.Convert.ToInt32(dataGridView1.Rows[i].Cells[j].Value); }
for (int i = 0; i < 5; i++)
{ for (int j = 0; j < 5; j++)
{ nums3[i, j] = 0;
for (int k = 0; k < 5; k++)
nums3[i, j] = nums3[i, j] + nums2[i, k] * nums1[k, j];
richTextBox1.Text += nums1[1, 1] + Environment.NewLine;
//dataGridView3.Rows.Add(nums3[i, 0], nums3[i, 1], nums3[i, 2], nums3[i, 3], nums3[i,
4]);
} }
for (int i = 0; i < 5; i++)
{ for (int j = 0; j < 5; j++)
dataGridView3.Rows[i].Cells[j].Value = nums3[i, j]; }
}
1-Event
private void dataGridView2_CellValueChanged(object sender, DataGridViewCellEventArgs e)
{ //bir hodisa tarkibida ikkinchisini chaqirish
dataGridView1_CellValueChanged(this, e);
}
We present the result of a part of the program:
Utilizing the design method in forming students' intellectual abilities is one of today's modern
educational requirements. This method serves not only to impart knowledge but also to develop
various types of intellectual activities in students, such as independent thinking, problem analysis,
decision-making, and creative approaches. Students engaged in the learning process through the
design method gain the opportunity to test their knowledge and skills in practice by solving real-
life problems.
In conclusion, employing the design method is an effective and promising approach to shaping
students' intellectual abilities. It plays a crucial role in achieving the main goals of modern
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education: fostering independent, creative, and critical-thinking individuals.
REFERENCES
1. I. V. Barysheva, E. V. Malkina, O. A. Kozlov. Project-based method of teaching programming
to students of specialized specialties in the context of distance work. Teaching Methodology in
Higher Education. 2021. Vol. 10. No. 38, pp. 40-55.
2. Slinkin D. A. Using the project method in teaching programming in the computer science
course: abstract of the dissertation. candidate of pedagogical sciences: 13.00.02 / Ural State
Pedagogical University. - Ekaterinburg, 2001. - 18 p.
3. Dyatlova L. I. Project method in training specialists in the field of information technology and
programming. Professional education and labor market No. 5/2014, pp. 20-21.
4. Ashurov, M. U. (2023). Use new methods in teaching Informatics. World Science Problems
and Development Prospects, 1(1), 81-88.
5. Ashurova, M. M., & Ashurov, M. U. (2023). The role and significance of the concepts of hard
skill and soft skill in teaching it and programming languages. Journal of Pedagogical Inventions
and Practices, 18, 68-70.
