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A PERFECTION OF THE PROFESSIONAL COMPETENCE OF TEACHERS BY USING OF CREATIVE WORKS IN BIOLOGY...
Rakhmatov Uchkun Ergashevich, senior teacher, Tashkent state pedagogical university named after Nizami, E-mail: shga2065@yandex.ru
A PERFECTION OF THE PROFESSIONAL COMPETENCE OF TEACHERS BY USING OF CREATIVE WORKS IN BIOLOGY LESSONS UNDER SOLVING TASKS AND EXERCISES
Abstract: The article summarizes the experience work of the department of Methodology of teaching biology of Tashkent State Pedagogical University named after Nizami on improving the professional competence of the biology teacher of secondary schools by solving tasks and exercises. By stimulating the thinking and cognitive activity of pupils and increasing their own efforts in mastering knowledge in solving tasks and exercises in biology at all stages of education, it is possible to achieve the development of cognitive interest in biology.
Keywords: biology lesson, schoolchildren, solution of tasks and exercises in biology, teaching methods, pedagogical technologies.
Modern school requires a lot from the teacher and deep scientific training, high skill, unconditional pedagogical literacy and competence.
Teaching biology involves the use of various means and methods of teaching.
The tasks of my research of pedagogical activity are multifunctional, but the main ones are:
1. To increase the motivation to teaching biology in solving tasks and exercises by using of modern pedagogical technologies, methods of developing training.
2. To develop creative and mathematical thinking, memory, biological speech of pupils in solving tasks and exercises in biology.
3. Create optimal conditions at the lesson for the development of each pupil in solving tasks and exercises in biology.
It is necessary to use modern pedagogical technologies, methods of developing teaching for solving tasks and exercises in biology to implement the planned tasks. I consider the various activities of pupils at lesson, which they will make interesting the lesson. At each lesson it will be demanded to have a workbook and a textbook to solve tasks and exercises. It is necessary to maintain a positive emotional attitude of the lesson, this will contribute the pupils' cognitive interest to the subject. For each lesson in biology, we must select and develop tasks and exercises that they will determine the rational methodology.
We can differentiate tasks and exercises by the degree of helping to the pupil from the teacher's side, according to the degree of independence of pupil in the performance of tasks and exercises. This is especially important for weak pupils. The work should be organized in such a way, that the degree of independence of schoolchildren increases by time, and the dose of help decreases. For such differentiation, there is an accumulated didactic material with samples of assignments, reminders - supportings, reminders - algorithms [4].
No rejecting the traditional methods of constructing of a lesson, we can apply unconventional forms. The lesson of forming a new knowledge is a lesson-research, lesson-journey. Lessons in testing knowledge are credits and quizzes. Applying different forms of organization of educational activities of pupils are individual, group and frontal.
In the lessons of biology, for the development of the cognitive interest ofpupils, it is necessary to use all kinds of biological tasks and exercises. It is true that if there is no cognitive task, there is no work of thought, there is a task - there is a search for its solution. A setting of tasks in the teaching process increases the pupil activity. Pupils explore the phenomenon, look for ways to solve them, put forward various assumptions, bring evidence, and this, undoubtedly, contributes the activation of the thinking activity of schoolchildren, the development of
Section 8. Pedagogy
logical thinking, cognitive independence and, in conclusion it helps to create formation and development of cognitive interest to biology [1, 3].
In biology classes, we can use the following types of tasks:
• tasks, they promote the development of logical thinking.
• task, can help to recognition of natural objects.
• task, they serve the forming of skills, advance and prove hypotheses.
• tasks, they promote the development of research skills.
• tasks, they help to connect the theoretical knowledge with practical ones.
• tasks, related to introspection.
• tasks, containing new information for pupils.
Pupils find for themselves a lot of interesting and
cognitive facts in the performance of assignments and exercises; this will facilitate the teaching of complex topics, as well as provide new approaches to testing pupils' knowledge.
The choice of a creative task is a creative task for the teacher, since it is required to find a task that would answer the following criteria:
- A creative task does not have a single-valued and monosyllabic answer or solution;
- It is practical and useful for pupils;
- It is related to the life of pupils;
- It brings an interest to pupils;
- It maximizes the teaching goals.
The ideal didactics is its absence. The pupil strives for knowledge in such a way, that nothing can stop him or her. For this, various tasks and exercises are offered, from which the pupil has the right to choose, what does he like:
- makes a drawing on the topic;
- creates a scheme of a supporting summary;
- thinks up a biological task on the topic;
- selects an example on the topic from the additional literature;
- compiles a crossword;
- thinks up a fantastic story, for example " A life of the organism in a new habitat";
- thinks up with experiments.
The application of creative tasks in the lessons of biology leads to more effective self-realization of the pupil and makes a preservation of his or her individuality. Pu-
pils are not afraid of new bold non-standard solutions, they may reconsider their views and actions, their mistakes, and they may disagree with the teacher's opinion, so they suggest a better solution to the problem [2].
As a result of solution of creative tasks in the classroom pupils can improve the assimilation of educational material, forms intersubject communications. To activate the cognitive activity of pupils in the process of studying biology - the creation of a problem situation on the basis of statements. I suggest, that pupils will comment on the statements:
1) "Who does not love nature, one does not love human". F. Dostoevsky.
2) "Grandiose things are done by grandiose means. One nature does a great work for present". A. Herzen.
3) The well-known geographer and traveler A. Humbold asserted, that "human is preceded by forests, and accompanied by deserts." Why does the scientist think so?
The activation of cognitive activity in the teaching of biology allows us to achieve certain results:
1) a teaching activates mental activity, so it is very difficult to learn by pupil, but especially with interest;
2) the majority of pupils had a positive motivation for studying the subject, cognitive interest is not only in particular topics of the course, but in general, in biology;
3) the effectiveness of intellectual and creative abilities of pupils increased.
I believe, that in the process of such an organization of training, the pupils seize different roles in educational cooperation, acquire independence, confidence, master various forms and means of cognitive and communicative activity.
In conclusion we want to note:
1. By stimulating the cognitive activity of pupils and increasing their own efforts in mastering of knowledge under solving tasks and exercises on biology and at all stages of education, it is possible to achieve the development of cognitive interest in biology;
2. In teaching of solving tasks and exercises in biology, we must actively work on the development of all pupils, among strong and weak pupils in academic performance;
3. The use of the considered methods in the educational process promotes the development of cognitive interest, deepens the knowledge of pupils in solving tasks and exercises in biology;
A PERFECTION OF THE PROFESSIONAL COMPETENCE OF TEACHERS BY USING OF CREATIVE WORKS IN BIOLOGY..,
4. Pedagogical theory is developed by teacher's and exercises in biology for schoolchildren is essential methodological skill and this stimulates mastering. index in practical mastering by each teacher, in the de-Therefore, the system of methodical means and tech- velopment of appropriate skills and abilities.
niques of activating of cognitive activity in solving tasks
References:
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2. Modestov S. Yu. Collection of creative tasks in biology, ecology and basis of life safety: a manual for teachers /
5. Yu. Modestov. [Text] - Sankt-Petersburg,- 1998.- 175 p.
3. Serikov V. V. Education and personality. Theory and practice of designing pedagogical systems.- M.: The publishing corporation "Logos",- 1999.- 272 p.
4. Rakhmatov U. E., Shakhmurova G. A., Azimov I. T., Rakhmanov J. A., Azimov B. I. Solution of biological problems and exercises (basics of cytology and genetics). Teaching - methodological guidance. Solution of biological problems and exercises (basics of cytology and genetics). Teaching - methodological guidance. T. "Literature Sparkles".- 168 p.
