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Developing the cognitive activity of students of technical
universities using active methods of teaching
I. KHAJIEVA
1
Urgench branch of Tashkent university of information technologies
ARTICLE INFO
ABSTRACT
Article history:
Received February 2021
Received in revised form
28 February 2022
Accepted 20 March 2022
Available online
15 April 2022
This article focuses on the use of active learning methods to
improve and enhance the learning process. It analyzes teaching
methods that develop active cognitive activity of students of
technical universities and assumes the use of such a system of
methods, which is mainly aimed not at the presentation of
ready-made knowledge by the teacher, their memorization and
reproduction, but at the independent mastery of knowledge and
skills by students in the process of active mental and practical
activity.
2181-
1415/©
2022 in Science LLC.
https://doi.org/10.47689/2181-1415-vol3-iss3/S-pp
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
method,
active learning,
interactive methods,
activity,
programmed learning,
business methods,
case method.
O‘
qitishning interfaol usullaridan foydalangan holda
texnik universitetlar talabalarining kognitiv faolligini
rivojlantirish
ANNOTATSIYA
Kalit so‘zlar
:
metod,
faol ta
’
lim,
interfaol usullar,
faoliyat,
dasturlashtirilgan ta
’
lim,
biznes usullari,
keys metodi.
Ushbu maqolada
o‘
quv jarayonini takomillashtirish va
yaxshilash uchun faol
o‘
qitish usullaridan foydalanish t
o‘g‘
risida
fikr yuritiladi. Shuningdek, texnika oliy ta
’
lim muassasasi
talabalarining faol
o‘
quv faoliyatini rivojlantiruvchi metodlar
tahlil qilinadi. Maqolada, shuningdek,
o‘
qituvchi tomonidan
tayyor bilimlarni taqdim etish, ularni yodlash va takrorlash
uchun emas, balki
o‘
quvchilar tomonidan faol tafakkur va
amaliy faoliyat jarayonida bilim va k
o‘
nikmalarni mustaqil
q
o‘
llashda bunday metodlar tizimidan foydalanish taklif etiladi.
1
associate professor, candidate of philological sciences, Urgench branch of Tashkent university of
information technologies, Urgench, Uzbekistan
Жамият
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инновациялар
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Общество
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Society and innovations
Special Issue
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02 (2022) / ISSN 2181-1415
541
Развитие познавательной деятельности студентов
технических вузов с использованием активных
методов обучения
АННОТАЦИЯ
Ключевые слова:
метод,
активное обучение,
интерактивные методы,
активность,
программированное
обучение,
деловые методы,
кейс –
метод.
В данной статье речь идёт об использовании активных
методов обучения для совершенствования и активизации
учебного процесса. А также анализируются методы
обучения,
развивающие
активную
познавательную
деятельность студентов технических вузов. В статье также
предполагается использование такой системы методов,
которая направлена главным образом не на изложение
преподавателем готовых знаний, их запоминание и
воспроизведение, а на самостоятельное овладение
студентами знаниями и умениями в процессе активной
мыслительной и практической деятельности.
INTRODUCTION
The orientation towards active learning has become one of the significant
components of the strategy for restructuring vocational education in higher education
institutions. Active learning means, firstly, new forms, methods and means of learning,
which are called active. The integrated and purposeful use of technical means is of great
importance in the activation of learning processes, however, the main thing in the
learning process is student activity. Active methods cover all types of classroom activities
with students. To improve and intensify the educational process in higher education, it is
crucial to take into account the peculiarities of university education, which requires
students to restructure the stereotypes of educational work that has developed at school
and equip them with new skills and abilities of educational and cognitive activity.
The purpose
of the article is to achieve the development of students’ cognitive
thinking skills using interactive methods.
OBJECT AND METHOD OF RESEARCH
The object of the research the educational process in technical universities. The
study were based on comparative-analytical and theoretical methods.
LITERATURE REVIEW
The formation of active learning of students is one of the means of developing
cognitive activity. The practical application of problem-based and developmental
learning led to the emergence of methods called
“
active
”
, which were studied by
A.M. Matyushkin, T.V. Kudryavtsev, M.I. Makhmutov, I.Ya. Lerner, M.M. Levy. However,
due to the fact that these studies on active methods were carried out mainly on the
material of school education, which made it difficult to introduce active methods in the
university, since a certain adaptation was required for the theory of active methods to
the university didactic process. It should be noted that A.M. Matyushkin in his works not
only substantiated the need to use active methods in all types of students’ educational
work, but also introduced the concept of dialogical problem-based learning as the most
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fully conveying the essence of the processes of joint activities of teachers and students, as
well as their mutual activity within the framework of
“
subject-subjective
”
relations [1]. At
the same time, the concept of “subject content
of activity”, developed by academician
A.N. Leontiev, it is precisely with this that cognition is defined as an activity aimed at
mastering the objective world. Therefore, coming into contact with the objects of the
external world, a person learns them and is enriched with practical experience both in
knowing the world (learning and self-learning), and influencing it [2].
ANALYSIS AND DISCUSSIONS
Based on the foregoing and the approaches scientists have taken to the problem
from the point of view of pedagogy, active learning methods, as a means of developing
the cognitive activity of students, can be divided into three groups that are most
interesting for use in order to control the formation of thinking.
These methods are programmed learning, problem learning, interactive
(communicative) learning. It should only be prepared that during the lesson the teacher
is required to be much more active and creative than when it is passive, in the form of
retelling the truths read in books or long known truths. Interactive methods will have the
greatest effect not only for students, but also for educational ones, when the teacher will
influence the discussion not only of statements of a scientifically reasoned point of view,
but also by expressing his personal attitude to the problem, his worldview and moral
position. The forms of participation of the teacher in the discussion of students can be
very diverse, but in no case should they impose their opinion. The best way to do this is
through finely calculated management of the course of the discussion, through the posing
of problematic questions that require productive thinking, a creative search for truth.
This, as practice shows, is possible when the teacher expresses his point of view only in
the order of drawing conclusions from the statements of students and a reasoned
refutation of erroneous judgments. Of course, his position may coincide with the opinions
of students, since they appear as a result of leading questions from the teacher. But it is
precisely such techniques that can not only and not only direct the content, intellectual
and cognitive side of the discussion of theoretical issues, but also design joint productive
activities, thereby influencing the personal position of students, transforming their
educational activities into educational and educational [3]. Active teaching methods
encourage students to active mental and practical activities in the process of mastering
the educational material. It is supposed to use such a system of methods, which mainly
aims not at the presentation of ready-made knowledge by the teacher, their
memorization and reproduction, but at the independent mastery of knowledge and skills
by students in the process of active mental and practical activity. The features of active
teaching methods are that they are based on the motivation for practical and mental
activity, without which there is no progress in mastering knowledge. The emergence and
development of active methods is due to the fact that new tasks have arisen for teaching:
not only to give students knowledge, but also to ensure the formation and development
of cognitive interests and abilities, creative thinking, skills and abilities of independent
mental work. [4, 5] Active learning
–
is such an organization and conduct of the
educational process, which is aimed at the full activation of the educational and cognitive
activity of students through a wide, preferably complex, use of both pedagogical
(didactic) and organizational and managerial means. The activation of learning can go
both by improving the forms and methods of teaching, and by improving the organization
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and management of the educational process as a whole. The possibilities of various
teaching methods in terms of enhancing learning activities are different; they depend on
the nature and content of the corresponding method, methods of their use, and the skill
of the teacher. There are many active teaching methods in pedagogy. One of these is the
interactive method [6].
“
Inter
”
–
it
’
s
“
mutual
”
,
“
act
” –
operate. Interactive
–
means the ability to interact or
is in a conversation mode, a dialogue with something (for example, a computer) or
someone (a person). Interactive learning is, first of all, learning, during which the teacher
and the student interact [7]. The essence of interactive learning is that the learning
process is organized in such a way that almost all learning process, but they have the
ability to understand and reflect on what they know and think.
CONCLUSION
Thus, interactive learning methods can include heuristic conversation, discussion
method, brainstorming, round table method, business game method, case method,
practical work competitions with their discussion and some others used by individual
teachers who are enthusiastic about active learning methods. Of course, each of them has
not only value, but also its own characteristics.
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1.
Ogoltsova E.G., Khmelnitskaya
O.M., “Formation of active learning as a means of
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–
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Gazizova
G.M., “The use of interact
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