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OPPORTUNITIES FOR THE FORMATION OF STUDENTS' CREATIVE
ABILITIES IN TECHNOLOGY LESSONS
Teacher of the Technical University of Tashkent
Baymetov Mukhammatali Mehriddinovich
АННОТАЦИЯ: В статье рассматривается роль уроков технологии в
формировании творческих способностей, подготовке к самостоятельной
жизни через профориентацию, воспитании интеллектуально и творчески
зрелого поколения, контроле практического применения полученных знаний,
оценке результатов учебной деятельности учащихся
ANNOTATION: The article discusses the role of technology lessons in the
formation of creative abilities, preparation for independent life through vocational
guidance, raising an intellectually and creatively mature generation, monitoring the
practical application of the acquired knowledge, and evaluating the results of
students' educational activities.
Keywords: competence, practice, student, professional skills, practice leader,
development, effectiveness, work, independence.
When analyzing the historical development of the subject of "Technology", it
is possible to observe that the content of the subject has changed in different political
periods. When studying the education systems of developed countries of the world,
we can see that great attention is paid to technological education and that students are
involved in independent creative work from school age.
Labor is an important source of material and spiritual wealth of society, it is
the basis of personal education. Anyone who has the ability to work long and
effectively can use them in any direction of their activity. Therefore, labor education
is an integral part of the general secondary education process. Labor education for
young children is formed in the family, at school and begins with elementary ideas
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about labor tasks. Labor remains a necessary and important means for the
development of a person's spiritual and moral skills.
Therefore, in order to develop high spiritual qualities in young students,
organize their free time meaningfully, prepare them for independent life by directing
them to a profession, and educate an intellectually and creatively mature generation,
the previous subject "Labor Education" in general secondary schools was changed to
the subject "Technology" and revised based on today's needs and multidisciplinary
directions.
Technological education is the process of involving students in various
socially useful types of work in order to provide young students with maximum
production experience, labor skills, and develop their creative thinking, hard work,
and hardworking consciousness. Therefore, technology teachers should teach young
students a moral attitude to labor, an understanding of their duty to their homeland
and family, the usefulness and necessity of working in adulthood, as well as the need
to benefit people and themselves. In particular, technology in the primary school
prepares a young child for labor spiritually: he understands the importance of labor in
human life, the student learns to enjoy labor, the prospects for living and working,
and creates material values, creatively approaching labor in accordance with the needs
of society.
The principles of education include the nature and direction of the learning
and teaching process aimed at achieving the goals and objectives of education, the
basic laws and rules for the assimilation of scientific knowledge by students, the
formation of relevant skills and qualifications, as well as the activities of the teacher
and the student. Accordingly, the polytechnic principle is of great importance among
the principles of technological education.
Polytechnic principle. In workshops, it is very important for teenagers to use
and improve a number of polytechnic skills that they have mastered in primary
education. Mastering the skills of using a ruler and a pencil when planning paper
should be used in planning parts of more complex models. In addition, the technology
teacher should use the knowledge gained by students in the basics of science (natural
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science, physics, chemistry, mathematics, drawing, etc.) in his lesson to justify the
technology of manufacturing manufactured objects: technical devices, models,
layouts, etc. During the modeling process, students again have unlimited
opportunities to apply the knowledge they have gained in primary education on this
work, etc. When preparing for a lesson, a primary school technology teacher thinks
about how to present new material using various methods and techniques. He is faced
with the problem of organizing students into educational production teams and
establishing production relations between them. In addition, as in other educational
subjects, the function of the technology teacher is to control students' correct
implementation of technology methods, practical application of the acquired
knowledge, and to evaluate the results of their educational activities. In our opinion,
the following should be characteristic of a technology teacher:
1. High creative skills. For example, in the process of technology, the teacher
helps students of grades I-IV to develop a creative approach to working with paper
and cardboard, working with natural materials, working with fabric and thread.
2. High psychological and pedagogical preparation. The technology teacher
himself must not only possess knowledge and skills at a high level, but also provide
students with knowledge to form certain skills.
3. Love for his profession. Working at school gives a lot of joy, creative
presence, but this can only be achieved with patience, goodwill, respect for students,
and love for them.
The methodological tools used in the process of technology teaching for
primary school students also do not remain unchanged. Teachers who approach their
work creatively find new forms of influence on students, new ways to continuously
form their knowledge, skills and abilities. We view the creative activity of the teacher,
first of all, as an activity that helps to form and develop the qualities of a creative
person. During this activity, students develop such qualities as intellectual activity,
intelligence, the desire to acquire the knowledge necessary for performing specific
tasks, independence in finding solutions to existing problems in creating objects, and
the ability to choose the most important among unconventional solutions.
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When designing creative lessons, it is important to clearly define the goals and
objectives of the lesson. The ultimate goal of the lesson can be defined as the
formation of creative abilities of primary school students. This goal can be achieved
by determining the necessary conditions for identifying and developing students'
abilities. Therefore, specific tasks are set as follows.
1. Involving students in various activities. This can be achieved through
specially selected types of practical work in a technology lesson. Successful
implementation of these works requires the use of knowledge gained in fine arts,
mathematics, natural science and other subjects.
2. Developing skills in students that will help them quickly master new types
of creative activity.
Taking into account the age and psychophysiological characteristics of
students, the goals and objectives of teaching them creativity, it is recommended to
design technology lessons based on the following factors.
1. When organizing practical exercises, it is necessary to be able to select the
information necessary for the student. Because any information that is not aimed at
the final goal makes it difficult to achieve the goal, sharply reduces the effectiveness
of education.
2. In many types of technology, students encounter certain elements of work,
methods and rules that are familiar to them from previous work. They apply the rules
known to them when studying new material. For example, if a student's creative
abilities are taught in only one direction, he will master this activity with great effort.
But if he simultaneously makes things, draws, prepares models, he will easily achieve
his goal.
3. A student can do one task with great interest in 3-5 lessons. Therefore, in
order to maintain interest in technology, it is necessary to change the types of work
frequently: if you make a copy of a ship in 3-5 lessons, make a straw object in 3-5
lessons, etc., you can maintain interest in students for a long time. Thus, this negative
state of interest in students can be used to support interest in the lessons.
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4. Constant control of the student's work by the teacher. When a student is
performing work, his entire behavior should be under the teacher's control. Where
control is weakened, skills can disappear or be formed incorrectly.
Only when a person has intelligence can he do rational things, engage in
creativity, work, search, and live a full-fledged life in material and spiritual terms.
The development of society also directly depends on the intellectual potential of our
youth and personnel. Our century is a time of unprecedented development of scientific
and technical achievements - it also requires our personnel and youth to have high
potential. As society develops, time demands new discoveries from us. It demands
new equipment and technologies. To do this, we need to involve young people in
creative work based on their abilities, starting from secondary schools, and expand
their knowledge by teaching them to be creative. Preparing the younger generation
for creative technology is a unique factor in accelerating the development of science
and technology. So, today, special attention has been paid in our Republic to finding
talented and gifted young people, supporting them; and creating conditions for the
development of their abilities. Diagnostic centers are working on these issues in
various regions and districts of our country. These ongoing reforms are not in vain.
We know for sure that in all periods of human development, creative
technology has been the main factor driving society forward. Therefore, teaching the
younger generation creative technology, arming it with the most advanced knowledge
of its time is the most urgent task for all peoples in all periods. If we fulfill this task
perfectly, our society will develop. First of all, we will satisfy the ever-growing
material, social and cultural needs of society.
REFERENCES
1. Baymetov M.M. Didactic principles of ensuring the integration of educational and
production practices. - Teacher and continuous education. №1/1 2022.
2.Baymetov, M. M. (2022). Ways to improve the effectiveness of production practice
of future teachers of technological education. Academic research in educational
sciences, 3(8), 160-165.
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3.Baymetov, M. M. (2021). Ways to organize and improve the effectiveness of
teaching practice in vocational schools. Academic Research in Educational Sciences,
2(4), 1190-1195.
