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APPLYING CASE STUDY-METHOD IN TEACHING CHEMISTRY Mamajonov Sh.A.1, Urinova O.U.2, Oripova N.I.3 Email: Mam aj onov17148@scientifictext.ru
'Mamajonov Shukhrat Askarovich — Assistant Professor, Dean, FACULTY OF NATURAL SCIENCES;
2Urinova Ozodakhon Uljaevna — Teacher, DEPARTMENT OF CHEMISTRY, FACULTY OF NATURAL SCIENCES, FERGANA STATE UNIVERSITY;
3Oripova Nargiza Inomjohnovna — Teacher of Chemistry, SECONDARY SCHOOL № 2 7, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion deals with the issues of using case study method at chemistry lessons in higher educational institutions. The authors of the article believe that the task of this method is to involve each student as much as possible in independent work to solve a problem or task. The case technology method wins a positive attitude of students, ensuring mastery of theoretical provisions and practical use of the material; promotes their maturation, generates interest and positive motivation in relation to learning. At the same time, this method also acts as a way of thinking of the teacher, his special paradigm, allowing a different way of thinking and acting, renewing his creative potential.
Keywords: case method, independent work, students, use, material, theoretical, creative potential, information, critical thinking, motivation.
ИСПОЛЬЗОВАНИЕ КЕЙС-МЕТОДА ПРИ ОБУЧЕНИИ ХИМИИ Мамажонов Ш.А.1, Уринова О.У.2, Орипова Н.И.3
'Мамажонов Шухрат Аскарович — доцент, декан, факультет естественных наук; 2Уринова Озодахон Улжаевна — преподаватель, кафедра химии, факультет естественных наук, Ферганский государственный университет;
3Орипова Наргиза Иномжоновна - преподаватель химии, Средняя общеобразовательная школа № '0, г. Фергана, Республика Узбекистан
Аннотация: данная статья рассматривает вопросы использования кейс-метода при обучении химии. Авторы статьи считают, что задачей этого метода является максимальное вовлечение каждого студента в самостоятельную работу по решению поставленной проблемы или задачи. Метод кейс-технологии завоевывает позитивное отношение со стороны учащихся, обеспечивая освоение теоретических положений и овладение практическим использованием материала; способствует их взрослению, формирует интерес и позитивную мотивацию по отношению к учебе. Одновременно данный метод выступает и как образ мышления педагога, его особая парадигма, позволяющая по-иному думать и действовать, обновлять свой творческий потенциал.
Ключевые слова: кейс-метод, самостоятельная работа, учащиеся, использование, материал, теоретический, творческий потенциал, информация, критическое мышление, мотивация.
UDC 372.854
A case method is a method of active learning based on real situations. The essence of the case method is to use it in teaching specific learning situations, guiding students to formulate a problem and find solutions to it, followed by analysis in training sessions [1].
The purpose of the technology is to help each student determine his or her own unique way of mastering the knowledge that he or she most needs in the study of chemistry and instill interest in the subject. In this way, there is a way for the learner to enter into self-education, which corresponds to the requirements for education today [2]. The goal of this method is the maximum involvement of each student in independent work to solve a problem or task. With the help of this method at chemistry lessons students have an opportunity to show and improve their analytical and evaluation skills, to learn to work in a team, to find the most rational solution to a problem.
Being an interactive teaching method, the case technology method gains a positive attitude on the part of students, providing them with mastery of theoretical positions and practical use of the material; promotes their maturation, generates interest and positive motivation in relation to learning. At the same time, this method also acts as a way of thinking of a teacher, his special paradigm that allows him to think and act differently, renew his creative potential.
Cases can be classified into the following:
• The method of the incident. The peculiarity of this method is that the learner himself/herself finds information for making a decision. Students receive a brief report of the case. The information available is clearly insufficient for making a decision, so the student must collect and analyze the information needed to make a decision. Since this takes time, students can do their own homework. At the first stage, the students receive a message and questions.
• The method of a situational analysis. It is the most common method because it allows to investigate a complex situation in depth and in detail. The student is given a text describing the situation in detail and the task to be solved. The text may describe actions that have already been taken, decisions that have been made, to analyze their feasibility.
• Method of business correspondence: students receive from the teacher a set of documents (a case), with the help of which they identify the problem and ways of solving it [3].
There are other interpretations of a case method:
• Case study - a case study contains a story about some situations, problems, ways to solve them, conclusions.
• Case - practical problem contains a small or average amount of information in digital form or as an experiment.
• Case with structured questions contains a list of questions after the main text.
Pedagogical work with cases is structured in the following way:
1. The teacher gives keys to the case in the form of additional questions or (additional) information;
2. Under certain conditions he will give the answer himself;
3. The teacher may do nothing (remain silent) while someone is working on the problem.
Working on this technology involves two steps: preparatory and direct. The first stage is the
preparation of the case, the formulation of the task, and the recording of the learning or real task, provided that it is simplified (taking into account the age of the students). Next, the questions are defined which, after analyzing all the materials, will need to be answered. The second stage is when students work with the case in the lesson.
It is recommended to solve cases in the following order:
1. Acquaintance with the plot. (3-5 minutes).
2. Problematization - the discovery of contradictions in a story during a group discussion, determining what its "strangeness" is. (3-4 minutes)
3. Formulation of the problem and selection of its best formulations (frontal brainstorming with subsequent discussion). (3-4 minutes)
4. Propagation of hypothetical answers to the problem question (brainstorming within small groups) 3-4 minutes.
5. Testing hypotheses based on information from the plot and other available sources (group work). Up to 15 minutes. Students should be given the opportunity to use any literature, textbooks, reference books.
In some cases, the teacher may be required to prepare a printout with the information needed to solve the case, which is not available in textbooks and reference books available to students. However, such a printout should not exceed 1-2 pages of text.
6. Presentation of the solution. No more than 3 minutes per group.
7. Case solution reflexion. (3-4 minutes).
In conclusion, the use of cases in the course of training requires students' readiness, self-study, text skills, communication skills, problem solving skills. Students' unpreparedness and underdeveloped motivation may lead to a superficial discussion of a case. The case tends to teach the search for nontrivial individual approaches that promote logical, abstract, imaginative, critical thinking. It also helps learners to think beyond the limits of what is allowed, to establish cause-and-effect relationships and on the basis of them, to conduct experiments, to make their own discoveries [4].
References / Список литературы
1. Zavgorodnaya E.G. Case method as a means of formation of the meta-academic competence. Moscow, 2019. P.p. 3-7. URL: http://festival.1september.ru/ (date of access: 17.03.2020).
2. Shabanov A.G. Forms, methods and means in distance learning // Innovation in education, 2005. № 2. P.p. 102-116.
3. Shimutina E.V. Case - technologies in the educational process // People's education, 2009. № 2. P.p. 172-179.
4. Urinova O.U., Sattarov B.S. Ispol'zovaniye interaktivnykh mul'timediynykh tekhnologiy v obuchenii studentov-khimikov v universitetakh Uzbekistana // Aktual'nyye problemy gumanitarnykh i yestestvennykh nauk, 2015. № 4-2. URL: https://cyberleninka.ru/article/n/ispolzovanie-interaktivnyh-multimediynyh-tehnologiy-v-obuchenii-studentov-himikov-v-universitetah-uzbekistana/ (date of access: 17.03.2020).
ГОРИЗОНТЫ ВОКАЛЬНЫХ ЦЕННОСТЕЙ Мухамедова Г.И. Email: Mukhamedova17148@scientifictext.ru
Мухамедова Галина Иминовна - и. о. профессора, кафедра академического пения и оперной подготовки, Государственная консерватория Узбекистана, г. Ташкент, Республика Узбекистан
Аннотация: в статье раскрывается творческая биография старейшего вокального педагога республики, профессора Государственной консерватории Узбекистана Мукаддас Нишановны Ризаевой, этапы её профессионального становления. В ней говорится о вокально-методических и педагогических установках профессора в процессе обучения пению, выработанных на протяжении её многолетней профессиональной педагогической деятельности, о вкладе в становление и развитие вокальной и исполнительской школы Узбекистана по направлению «академическое пение».
Ключевые слова: педагог, вокальная школа, вокальное искусство, учебное пособие, методика, голосообразование.
HORIZONS OF VOCAL VALUES Mukhamedova G.I.
Mukhamedova Galina Iminovna—Acting Professor, DEPARTMENT OF ACADEMIC SINGING AND OPERA TRAINING, STATE CONSERVATORY OF UZBEKISTAN, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article is devoted to the creative biography of the famous vocal teacher of Uzbekistan, professor of the State Conservatory of Uzbekistan Mukaddas Nishanovna Rizayeva, the stages of her professional formation. It is considered the vocal-methodical and pedagogical settings of professor in the process of singing training worked out during her multi-year pedagogical activity, her contribution to the formation and development of the vocal and performing school of Uzbekistan by the direction of "academical singing ".
Keywords: teacher, vocal school, vocal art, tutorial, methodology, voice formation.
УДК 778)
Работа на кафедре академического пения и оперной подготовки Государственной консерватории Узбекистана всегда приносит радость от общения с талантливой молодёжью и чувство удовлетворения от достигнутых результатов. Воспитывая студентов, педагоги как бы забывают о своём возрасте, ощущают себя такими же молодыми, как их ученики. В этом убеждаешься, глядя на Мукаддас Нишановну Ризаеву, профессора кафедры, Заслуженного работника культуры Республики Узбекистан, которая поражает молодостью, бодростью духа, трезвостью ума, необычайной широтой знаний, подлинной интеллигентностью, хотя - трудно поверить! - она преподаёт вокал более 60 лет.
