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PROCEDURE FOR EFFECTIVE ORGANIZATION OF THE
MODULE "MATHEMATICAL CONCEPTS AS STARTING POINTS
FOR DIDACTIC THINKING" IN SECONDARY SPECIALIZED
EDUCATIONAL INSTITUTIONS
Davronova Nigora Nabijonovna
Uchitel mathematician and informatics v Polytechnic No. 1 district Chust
Abstract:
The work discusses the reforms being carried out in the
professional education system in Uzbekistan and the specific aspects of increasing
students' interest in exact sciences, including mathematics, based on the module
"Logarithmic function and its properties". The work presents some developments
and methods related to the module.
Keywords:
professional education, method, lesson plan, module,
Mathematical concepts, didactics, practical training, skills.
Introduction.
In accordance with the modern needs of today's labor market, where consumer
culture is changing day by day, the state pays special attention to the issues of
improving the system of continuing education and training highly qualified
personnel, openness and quality of educational services. To this end, in order to
ensure the implementation of the laws of the Republic of Uzbekistan, resolutions
of the President of the Republic of Uzbekistan, and a number of resolutions adopted
by the Cabinet of Ministers on the system of professional education, it is important
for the leaders and pedagogical staff working in this education system to have a
deeper knowledge of the state policy in the field of professional education and the
legal framework for its modernization.
From this point of view, reforming the system of professional education is of
great importance. For this purpose, regulatory legal acts related to the sector have
also been improved in the past period.
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The Law of the Republic of Uzbekistan "On Education", approved on
September 23, 2020, and the Decree No. PF-5812 "On Additional Measures to
Further Improve the Professional Education System" dated September 6, 2019, are
regulatory legal acts regulating the system of continuous primary, secondary and
secondary specialized professional education, and are based on the content of the
priority tasks set out in them. They aim to develop the professional skills and
innovative competence of teaching staff of professional educational institutions,
master advanced foreign experiences in the field, new knowledge and skills, as well
as improve their skills in applying them in practice.
MAIN PART
It is stipulated that in primary vocational education, along with special
subjects, exact sciences should be taught in an integrated manner. The task at hand
is to organize them in a qualitative, realistic, practical, and interesting way.
In particular, one of the urgent tasks is to develop young people's interest in
exact sciences and to improve their mathematical awareness.
For example, we will consider the procedure for effectively organizing lessons
in the subject “Mathematical concepts as starting points of didactic thinking”
within the framework of the curriculum for students of the primary vocational
education system.
1. Basic concept:
A mathematical concept is a form of knowledge that summarizes quantitative,
spatial, relational and structural relationships in the world around us. Through
them, human thinking comprehends, classifies, and solves problems real reality.
2. What is didactic thinking?
Didactic thinking is a type of thinking used in the design, organization and
analysis of the educational process, aimed at the teacher's correct, clear,
understandable and effective transfer of knowledge to students.
3. The role of mathematical concepts:
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Forms elementary thinking: Mathematical concepts (number, shape, volume,
equality, difference, sequence, etc.) form the foundations of logical, analytical and
problem-solving thinking in children.
Develops abstract thinking: Children learn to move from concrete objects to
abstract concepts by working with numbers and shapes.
Helps to understand relationships: For example, they begin to understand
quantitative relationships through concepts such as "more", "less", "equal".
Teaches order and systematics: Through mathematical concepts, children
understand the order, patterns and structure between objects.
4. How is this done in primary education?
Through games: Concepts are taught through recognizing numbers, counting,
forming pairs, and getting to know geometric shapes.
Through observation and comparison: Mathematical thinking is taught
through seeing, measuring, and comparing differences.
Through logical tasks: Activities such as determining sequences and finding
logical connections help.
CONCLUSION
Mathematical concepts are the starting point in the formation of a child's
thinking. Through them, the child learns to logically understand the environment,
solve problems and justify his opinion. Therefore, mathematical concepts are
considered the main elements of didactic thinking.
By organizing lecture sessions (problem lecture, conversation-discussion,
lecture-dialogue) in the form of heuristic conversations and discussions using
audiovisual means, and practical sessions using active, interactive methods and
information and pedagogical technologies, it is possible to increase the participants'
interest in science. Then, a high level of residual knowledge can be achieved in
students, and it is possible to train potential professionals who meet the
requirements of the time.
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It is also important to have material, organizational and methodological
opportunities to organize lessons based on the above principles.
REFERENCES
1. Law of the Republic of Uzbekistan “On Education” No. О'RQ
-637 dated
September 23, 2020.
2. Decree of the President of the Republic of Uzbekistan No. PF-5812 dated
September 6, 2019 “On additional measures to further improve the professional
education system”.
3. M.A.Mirzaahmedov, Sh.N.Ismailov, A.Q.Amanov. Mathematics 10
(Fundamentals of Algebra and Analysis Part II). Tashkent-2017.
