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PUBLISHED DATE: - 28-11-2024
DOI: -
https://doi.org/10.37547/tajmei/Volume06Issue11-10
FEATURES OF USING NON-STANDARD TASKS
IN TEACHING SUBJECTS OF THE CLASS OF
MAMMALS
Ishanov Almat Adilkhanovich
Independent Researcher of the Karakalpak State University of named after
Berdaq, Uzbekistan
INTRODUCTION
In the process of preparing future teachers for
innovative professional activities in world
educational and research institutions, scientific
and practical pedagogical projects are being
systematically
implemented
to
introduce
interactive educational technologies, develop 21st
century competencies such as communication,
creativity, collaboration, critical thinking, digital
literacy, lifelong learning, and involve students in
scientific
research
based
on
innovative
approaches. Knowledge, skills, qualifications, and
competencies that are part of the educational
content, as well as the harmonious use of
innovative and information and communication
technologies by students in biology, as in all
disciplines, as well as the effective use of non-
standard tasks, are considered important in the
process of preparing future biology teachers for
innovative professional activities. Non-standard
tasks can be widely used in the process of teaching
topics from the content of all types and classes of
zoology.
Our research in this process shows that students'
scientific concepts in science are formed, their
interest in science increases, they understand
biological phenomena and processes in their
content, logical and creative thinking is formed, the
competence of working with textbooks and
additional literature is developed, skills of
applying previously acquired knowledge in new
situations emerge, the opportunity to form
interdisciplinary integration is created, and the
ground is prepared for consolidating the
knowledge gained in lessons.
Zoology is an important fundamental science in the
process of training future biology teachers. The use
of non-standard tasks in teaching topics from the
mammalian class of zoology is the basis for the
creative thinking process. Creative thinking is a
RESEARCH ARTICLE
Open Access
Abstract
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complex of mental activities that consist of a
person creatively solving the problem set before
him, based on his knowledge and life experience,
with the help of various methodological
approaches, at the level of his intellectual
capabilities, having set clear goals and objectives.
The development of this activity in students in the
field of teaching the topics of the class of mammals
of zoology places a great responsibility on the
shoulders of professors and teachers working in
higher educational institutions.
A non-standard task is a broad concept. Non-
standard tasks should be distinguished from
standard tasks. These tasks include their own
characteristics.
In
particular,
the
main
distinguishing feature of non-standard tasks is
their close connection with creative activity. In
addition, it is necessary to emphasize the
independent search of students for ways and
options for solving the educational problem;
unusual working conditions; active repetition of
previously acquired knowledge in unfamiliar
conditions, and other aspects. Non-standard tasks
can be presented in the form of problem situations,
biological problems aimed at representing
biological events and phenomena.
Non-standard tasks are distinguished from
ordinary exercises and tasks by their special
features, in the process of completing them, the
learned material is not only consolidated, but also
new knowledge can be discovered. Also, these
exercises and tasks are designed for an interactive
approach and have a rich resource in innovative
educational conditions, among which we can
distinguish the following: 1. Non-standard task. 2.
Work with small groups. 3. Social projects and
educational methods provided outside the
classroom 4. Studying and consolidating new
material (interactive lecture, work with visual aids,
video and audio materials), 5. Problem-solving
(“family tree”, “brainstorming”) 6. Non
-standard
tests (open, closed, pictorial, process), etc.
Below we found it necessary to give examples of
non-standard tasks related to representatives of
the animal world and their specific features.
Task 1. In the non-standard task below, pair the numbers corresponding to the structure and
nutrition of the slipper with the appropriate answers?
Answers
Parts of the structure of the
shoe
Numbers
A
Contraction vacuole
1
B
Cytoplasm
2
C
Large nucleus
3
D
Ciliates
4
E
Digestible food
5
F
Mouth
6
G
Digestive vacuoles
7
H
Small nucleus
8
I
Ejection bodies
9
Answers:
A-
B-
C-
D-
E-
F-
G-
H-
I-
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The use of morphological and anatomical jokes in zoology lessons paves the way for the formation of
students' cognitive independence and creative thinking.
Task 2. Zoological joke. This amazing animal shown in this picture is made up of separate parts
of various insects.
Find out which insects this animal is made up of
and justify your opinion.
This type of non-standard tasks is important for
students to recognize, clarify, and develop
differences and similarities between biological
objects [BMMYE2024]
Giving students non-standard tasks on the
protection of the animal world in the process of
teaching zoology will positively affect the attitude
of future teachers towards the animal world. When
using non-standard tasks on the protection of the
animal world, it is important to provide students
with information about the International Red Book
and the Red Book of Uzbekistan. Because, it allows
you to give the animals included in the Red Book
and their exact numbers, compare them with
previous numbers. Also, it is important for the
teacher to study the opinions of students with their
own thoughts on preventing a sharp decrease in
their numbers. Because students can use their
thoughts and views on the protection of the animal
world in their subsequent practical activities.
Task 3 Complete this non-standard task based on your theoretical knowledge. Write the names
of five endangered animals belonging to the class Mammalia and complete the task in the
appropriate order.
№
Animal species
Reason for disappearance
preservation methods
1.
2.
3.
4.
5.
The following non-standard tasks were considered important in the formation of systematic concepts of
types and classes of the animal world. In this case, students develop practical skills in determining the
systematic position of the class of mammals.
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Task 4. Based on your systematic knowledge, put the names of the families and species that
correspond to the cells marked with an x and complete the exercise.
The use of non-standard tasks of this type in
teaching topics about the types of animals has
important practical significance in consolidating
the knowledge gained in the lesson, assessing the
topics covered, activating students' cognitive
activity, forming object recognition skills,
developing systematic concepts, and thoroughly
studying the foundations of science.
In teaching zoology, which is included in the
curriculum of the 60110900-biology educational
direction of pedagogical higher educational
institutions, professors and teachers should widely
use non-standard tasks in all forms of teaching, i.e.
in lessons, extracurricular and extracurricular
activities, as well as in field practices (excursions),
in solving existing problems in the educational
process, as well as in the process of finding positive
solutions to problems of a creative nature. The
practical significance of using these non-standard
tasks is that they pave the way for an individual
and differentiated approach to students in the
teaching process. It is advisable for professors and
teachers working in higher education institutions
to know the components of educational content
and the methodological foundations of their
assimilation by students in order to achieve the
effectiveness of biological education and properly
organize and manage students' cognitive activity..
Conclusion. In the process of developing creative
activity in students and non-standard assignments,
teachers should pay special attention to the
following:
•
It is necessary not to give students ready-made
knowledge during the lesson, but to direct
them to master methods of independent
knowledge acquisition, to solve practical and
cognitive problems using previously acquired
knowledge and skills;
•
Explain the importance of mastering
communication skills and competencies, the
need to have the ability to perform various
social roles and work in small groups;
•
Explain the need to approach a problem from
different perspectives to find a solution;
•
The importance of students' ability to
effectively use scientific research methods, to
collect important information, facts, data, and
to draw conclusions and conclusions as a result
of their analysis and synthesis.
If future biology teachers systematically develop
the skills and competencies mentioned above, they
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will be able to adapt to today's changing life as
quickly as possible, analyze various problematic
situations they encounter throughout their lives
and find alternative solutions, take the right path
in various unexpected and unusual situations, and
most importantly, work seamlessly in different
teams.
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