“JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN
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METHODS OF TEACHING ECONOMIC DISCIPLINES IN HIGHER
EDUCATION SYSTEM
Davronov Nodirbek Khalimjanovich
Tashkent State Transport University undergraduates in the direction of “accounting
(in branches and fields)”
E-mail:
N.E. Babakhalov
Department of “Accounting and business” of Tashkent State transport University
i.f.D., prof.
A.B. Djumanova
Department of “Accounting and business” of Tashkent State transport University
i.f.n., prof.
Annotation
The article deals with the issues of economic education in higher educational
institutions and modern requirements for teaching economic disciplines.
Key words:
economic disciplines, teaching methods, education level, test control.
The problem of economic education in higher education institutions, as well as the
problem of higher education in general, is revealed in various aspects. Most of the
humanities disciplines, unlike the natural sciences, react very keenly to the changing
dynamics of social life. To no small extent, this also applies to economic education.
Nevertheless, whatever the circumstances, higher education has always stood out for its
stability, thoroughness and solidity.
Translated with DeepL.com (free version)One of the urgent at the present moment is
the problem of methodology of teaching economic disciplines. In the conditions of
reforming the system of higher education, more and more attention is paid to students'
independent work.
This article analyzes the main directions of development of higher economic education
in Russia, and pays special attention to the methodology of teaching economic disciplines.
It is well known that teaching methods determine the effectiveness of the educational
process. However, the transition to test-based control of students' mastery of the content
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of disciplines and the use of standardized methods significantly reduces the role of the
teacher in the learning process. At the same time, the degree of training and the
effectiveness of education are in direct dependence on the interaction between teacher
and student.
Both teacher and student should approach the learning process creatively. It is very
important for a student to learn to navigate freely not only in simulated, but also in real
economic processes. It is necessary to get away from the so-called template training, when
students are "trained" to solve a certain type of problems, and the formation of their
economic thinking is sacrificed to the number of considered problems.
In the training of students, not the least role is played by independent work, because it
is the development of their personal search skills in the implementation of control, term
papers and essays on economic disciplines, the use of methodological materials and
educational literature will give a tangible result, especially with the active introduction of
the Internet in the educational process. Communication between students and teachers
with the help of the Internet moves not only in space, but also in time.
Paying attention to the set of special courses and economic disciplines of students'
choice, it should be noted that it should not be an end in itself, because any choice should
coincide with the main direction of training. It should also be noted that alternative
disciplines, which are in the block of the curriculum as disciplines of choice, should be
formed at an equivalent level of complexity.
It should be said that the role of methodology in the modern world is not only not
decreasing, but also constantly increasing, so the very content of economic disciplines
depends on what kind of methodology we apply. This can be indicated by the following
points presented in Fig. 1.
Consequently, methodology is not only a science and academic discipline, but also a
valid lever of comprehension of modern economic reality.
The methodology of teaching economic disciplines is designed to ensure clarity and
accessibility of presentation of material, as well as a high theoretical level of teaching,
because it is inextricably linked with the content of economic science and its
methodology.
The relationship between methodology and teaching methodology can be seen in many
examples. Thus, for example, an untested methodology will certainly have a negative
impact on the level of lectures and seminars.
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Teaching of all economic disciplines is based on general methodological requirements.
But for training in certain disciplines requires its own, special, methodology, which will
be able to reflect the specificity of the content of the subject. Thus, the methodology
conveys the inherent and dialectical combination of the general, special and singular.
Methodology is designed to ensure the realization of the most essential principles of
didactics in the sequence presented in Fig. 2.
The scientific foundations of methodology permeate all links of educational work.
Fig. 1.
Efficiency of the educational process
The following forms of educational process in teaching economic disciplines have been
formed in university educational practice for a long time: lectures, seminars, independent
work of students, consultations, credits, exams, various forms of extracurricular work.
Effectiveness of the educational process
One of the first tasks of the methodology is the necessity of
interconnection between theory and practice, as economic practice needs
theoretical confirmation and practical substantiation of the theory
To persuade means to enthuse, so moving forward depends on the
confidence, awareness and knowledge of the specialist
It is important for a teacher to have the ability to isolate and develop
economic issues and problems from all political, economic, and
ideological information
Every higher education professional has a responsibility to communicate
his or her plans and ideas to students and colleagues in a knowledgeable,
competent, and high-level manner
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Fig. 2.
Set of didactic principles of the implemented methods
Fig. 3.
Pedagogical requirements for lecture content
A set of didactic principles of the implemented
methods
combining abstract
thinking with
visualization in teaching
systematicity and
consistency in the
training of specialists
Combining
individualized
knowledge-seeking with
team-based learning
Conscientiousness,
activity and
independence of students
in their studies
accessibility of
scientific knowledge
The strength of
learning
theory-practice
linkages
Lecture
Promptly brings you up
to date on the latest
scientific findings
seamlessly blends
learning with education
targets students for
independent work and
defines its main directions
equips students with a
methodology for
studying this science
provides a coherent
and logical coverage
of the main provisions
of the academic
discipline
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Let us consider the lecture form of teaching. It has a number of advantages, presented
in Fig. 4.
Fig. 4.
Advantages of the lecture form of teaching
From the methodological point of view, it would be wrong for some departments to
disconnect separate parts of the educational process, since none of them can replace the
others. The most essential requirements for a lecture are shown in Fig. 3.
However, the lecture has its disadvantages, for example: it accustoms to passive
perception of other people's views and opinions, which inhibits independent thinking; it
discourages the taste for independent work; many students mechanically write down the
lecturer's words, not having time to comprehend them; it provides only minimal feedback
from the student to the lecturer.
There is some truth in the arguments of opponents of lectures, but at the same time, as
the experience of higher school shows, the refusal of lectures leads to a decrease in the
scientific level of students' training, violation of comprehensiveness and uniformity in
their work. In view of this, the lecture continues to be the main form of organization of
the educational process in higher education. With the right methodology and appropriate
construction of the lecture course, these shortcomings of the lecture form can be
overcome.
The leading place of the lecture in the learning process is determined by the fact that:
course of lectures on the subject conveys its main content;
Lecture form of teaching
the most economical
way to learn
creative
communication
between teacher and
audience
effective
in terms of the degree
of assimilation
encourages exploration
and in-depth study of
educational material
an effective means of
shaping worldviews and
beliefs
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lectures determine not only the essence, but also the professional and
theoretical orientation of the entire educational process;
the direction, content and effectiveness of other forms of learning process
depend on lectures.
This is supported by the fact that lectures account for at least 50% of the time of each
economic discipline.
Modern educational lectures are usually divided into three types: review, problem
and subject lectures (Fig. 5)
Fig. 5.
Overview, problem and subject lectures
restores previous
knowledge or
introduces unexplored
material to form a
holistic knowledge
Review
presents the
material as a problem, a
palette of diverse
points of view on one
side or another of
modern economic life
Problematic
the usual component
of a lecture course may
well carry both elements
of problemativeness and
a share of visibility
Subject
Lectures
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Fig. 6.
Objectives of the introductory lecture
To the maximum extent, the features of a review and a subject lecture are combined
in introductory lectures, read most often for part-time students. The main tasks of the
installation lecture are shown in Fig. 6.
However, however different the form and type of educational lectures may be, they
are united by their common content requirements:
1.
Scientific impeccability.
2.
Going beyond even the most recent and successful textbook.
3.
Stimulating independent thinking.
4.
Literacy and logicality.
5.
Brightness and persuasiveness.
The lecture should provide the main focus for independent work or summarize the
study of issues by students, give an overview that would help to systematize knowledge
and accumulated information to later draw certain conclusions based on it.
What is the place of practical training in the educational process? The place of the
seminar in the system of the educational process can be defined by the following features:
firstly, from 1/3 to 1/2 of the total time allocated to the study of economic disciplines
is allocated to seminars and practical classes;
secondly, seminars of all forms of educational work provide the most convenient
Installation lecture
Systematization of students' existing knowledge
Assisting in masteraing the basics of the subject matter
Providing recommendations on independent work and
literature selection
Focusing on the most difficult problems
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ways for thorough study of economic theory, development of independent creative
thinking in students;
thirdly, it is with workshops that the pedagogical work of young teachers begins;
fourth, the success of the workshop depends not only and not so much on the
instructors as on the students.
It seems to us that the main functions of the workshop (in order of priority) can be
outlined in the following sequence (Fig. 7).
Preparation for practical training for students includes not only collecting information
and materials for reports, but also a thorough study of the topic and lesson plan with an
understanding of its goals, objectives and methodological features. All questions in case
of problems with the preparation students can ask the teacher at consultations, which are
held both in groups and individually.
Practical work on mastering certain material can be accompanied by business (role-
playing) games and solving various economic situations with the help of a computer, as
well as by excursions or meetings with practitioners, teachers and students of other
universities.
A business game can consist in solving various economic problems, with real problems
identified in them, which are as close to reality as possible. Students should analyze the
situation, discuss the essence of the problem and propose possible solutions, and choose
the best of them. The work should involve as many participants as possible. Special
computer programs can be used for this purpose. Since not all students at the practical
training session are ready to immediately get involved in the game, it is not superfluous
to conduct a warm-up first, and then encourage students for active participation in the
work. Particular attention should be paid to the number of participants involved in the
business game - they should not be more than 20 people, as well as the rules of conduct,
as all participants should be tolerant of any point of view and respect the right of everyone
to freedom of speech.
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The main functions of the seminar
Fig. 7.
Main functions of the workshop
Thus, a practical training session or seminar provides an opportunity to exchange
opinions in a free environment, to clarify not completely clear and assimilated, as well as
to independently study the recommended scientific literature.
One of the important parts of the educational process is the current and semester control
of academic progress. Detailed consideration of the results of the control allows to fully
assess the educational process in a given institution of higher education. The semester
control allows:
Learning and cognitive function
consolidation, expansion, deepening of knowledge gained in lectures
and in the course of independent work, studying the situation
.
Training function
school of public speaking, development of skills for selecting and
summarizing information
Incentive function
motivation based on the analysis of the state of preparation for more
active and purposeful work
Educational function
formation of a worldview and beliefs, education of independence,
scientific research, competitiveness
Controlling function
control over the level of knowledge and the quality of independent
work of students
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encourage students to work independently;
to minimize the number of unexcused absences by students;
to reduce the student's psychological burden when preparing for an exam or credit;
improve feedback to further improve the learning process and teaching
methodology.
Столь многообразные функции контроля выдвигают и многоплановые
требования к нему (рис. 8).
According to types and forms of control is divided into:
current (seminar, practical training, test session, test paper);
intermediate (individual interview, credit, exam if it is not the only one);
final (final exam on the subject, state exam, thesis defense).
According to the methodology of carrying out the control can be:
oral (oral questioning method);
written (through written responses);
in the form of defense of developed abstracts;
in the form of a business game.
The correct method of control encourages the student to study more information and
improve himself.
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Fig. 6.
Requirements for the control of learning progress
Summarizing, we can make the following main conclusions about the system of
modern requirements to the quality of teaching quality of economic disciplines:
1.
The effectiveness of the educational process is largely determined by the
teaching methodology.
2.
Methodology is a branch of pedagogical science, which studies the regularities
of teaching a certain educational subject(s).
Academic performance
monitoring requirements
COMPREHENSIVENESS
- This requirement assumes control over
the content, methodology, depth and
independence of presentation
INDIVIDUALITY
- The control should provide not just a
personal assessment of each controlled person,
but its individual justification and individual
analysis of the level of training of each
CONSISTENCY
- Monitoring should be regular, so that
its clear stages both mobilize and encourage
each student to work systematically on
himself
INCENTIVE NATURE
- Supervision Supervision cannot and should
not be intimidating and frustrating, but rather
invigorating,
supporting
any
forward
movement, encouraging diligence
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3.
The subject of teaching methodology is the very process of teaching a certain
academic discipline.
4.
At the moment lecture is the leading form of educational process in higher
education, determining its content.
5.
A practical training session or seminar is the result of an independent study of
the recommended literature, allows in a free environment to exchange opinions,
to clarify not yet fully clear and assimilated.
6.
The role of independent work in higher education is growing.
7.
Quality organization of control is the key to stimulating the student to obtain
the necessary knowledge.
Used literature:
1.
Nazarova I.B. Teachers of economic disciplines: professional
potential, peculiarities of employment and labor motivation. - Moscow: MAKS
Press, 2005.
2.
Prakhov I.A. Teaching Economics: Is There an Alternative to
Lectures? // Issues of Education. - М., 2011. - №1.
3.
Savelyev V.P., Tulyakov Y.T. Independent work - an important part
of the educational process. - Simferopol, 1993.
4.
Problems of economic education. URL: http//www.economicus.ru.
5.
Ugli, A. S. O., Ganiyevich, N. O., Ugli, Y. S. Z., & Ugli, K. R. A. (2021).
About how cheap (actually very expensive) loans may not enrich the
poor. ACADEMICIA: An International Multidisciplinary Research Journal, 11(10),
2191-2193.
6.
Nabijonov Otabek Ganiyevich, & Shavkatova Shakhnoza Pulot Qizi. (2021).
THE ROLE OF UNIVERSITIES IN BUILDING A REGIONAL INNOVATION
SYSTEM.
Eurasian
Journal
of
Academic
Research,
1(8),
102–106.
https://doi.org/10.5281/zenodo.5709174
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Sanjarbek Zokhidjon ugli Yuldashaliyev Academic research in modern science 1
(1), 220-222, 2022
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8.
Shaxnoza Po‘Lot Qizi Shavkatova, & Otabek Ganiyevich Nabijonov (2023).
PSIXOLOG
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ETIK
MUAMMOSI,
KASBIY
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