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13person throughout his life. Some people believe that it is impossible to understand the world, while others, on the contrary, find ways to explore it. However,regardless of how a person answers this question, it is necessary to investigate in order for an individual to socialize, because during this time he acquires the qualities he needs and acquires new knowledge.[2]
In classroom practice, teacher developed methods help teachers effectively identify and teach the skills needed to succeed in the classroom. The teaching method refers to the general principles pedagogy and management strategies used for classroom instruction and dipends on our class assignment.Given the extreme interpretation of a teaching ,centered approach, teachers are the main authority in the centralizid learning model.
Through lectures and direct instruction,students passively acquire knowledge from their teachers and try to achieve positive results through testing and evaluation. In this style, teaching and assessment are seen as two seperate entities; Student knowledge is measured through objectively assessed tests and assessments.
No matter how influential teachers way be in a student centered learning model,teachers and students play an equally active role in the learning process. In a student oriented classroom,teaching and assessment are interrelated because the student's learning is continuously assessed during the teacher's instruction. Thus, each acmeo-teacher should teach the lesson taking into account the above. Let's look at some aspects of teaching ''Halogens'' using acmeo-methodological methods:
Theme:Halogens
For the first time, the teacher prepares experiments conducted in the department of teaching halogens in the chemistry room. Then, using the group work method, students are asked the following questions to work independently.
In which group are halogens?
How do the chemical properties of halogens change with fluorine,chlorine,bromine and iodine?
How would you characterize halogens depending on the period in which they are located?
How to get oxygenetad compounds of halogens using changes in their chemical properties?
How do the properties of hydrogen compounds of halogens change?
Indicate the directions of increase and decrease of acidity.
What are the names of halogens?
Describe the areas of application of fluorine,chlorine,bromine and iodine compounds.
Give examples of compounds of halogens,especially used in
medicine,agriculture,household and as toxic substances.
The above questions can be asked to students both in groups and individually. The choice of method and the organization of the design of questions depends on the professionalism of the teacher. Students freely discuss the results with each other, conducting independent research on the acquisition of new knowledge based on old knowledge on the questions asked. Rather, under the supervision of a professional acmeology teacher, they are able to correct each other's mistakes.
The teacher discusses the results of the lesson with the students. Students are evaluated according do the results obtained.Thus, using acmeo in a psychological way,it plays an important role in the development of students' logical perceptions, perceptual abilities,especially the skills and habits of independent work.
References:
1. Aliyev R.Y. "Language and key of chemistry", Baku, 2001.
2. Aliyev S.H. "Active / interactive training", Baku, 2009.
3. Askerov A.B, Guliyeva G.N, Sharafova Z.S "Use of simulation in interactive learning", Pedagogical University News, Baku, № 2, 2009
4. Babayev R.A. "Independent work of students in chemistry", Baku, 1983.
CHOOSÍNG AND IMPLEMENTATION OF METHODS OF CHEMICAL EDUCATION
Kamil Nasir Hagverdiyev,
Doctor of Philosophy in Chemistry, Associate Professor
Baku State University
ВЫБОР И РЕАЛИЗАЦИЯ МЕТОДОВ ХИМИЧЕСКОГО ОБРАЗОВАНИЯ
Камил Насир оглу Ахвердиев,
Кандидат химических наук, доцент Бакинский государственный университет
АННОТАЦИЯ
Изучено возможности выбора и реализация методов химического образования. Рассматривается целенаправленности методов, используемых при преподавании химии в системе образования, особенно в области химического образования. В процессе образовательной практике применяется общепедагогические, общелогические и специфические химические уровней функционирования методов.
Учитель химии должен уметь использовать все три метода в учебном процессе. В процессе изучения химии в средней школе применяется индуктивных методов, для разработки фактического материала о
веществах, химических реакциях. использования общепедагогических методов в химическом образовании можно показать следующим образом. Беседа, изложения, и самостоятельная работа относятся к общепедагогическим методам. Беседа проходит в форме диалога. Самостоятельная работа проводится под наблюдением учителя в виде экспериментальных и практических работ.
Специальные методы, используемые в химическом образовании, характеризуются следующим образом: наблюдение химических объектов и их изображений, описание химических объектов, моделирование химических объектов, объяснение химических фактов и явлений, предсказание химических фактов и явлений, химический эксперимент, решение химических задач. При использовании вышеупомянутых специальных методов навыки восприятия учащихся, логическое мышление и качество урока улучшаются, как и ожидалось.
ABSTRACT
The possibilities of choosing and implementing methods of chemical education have been studied. The purposefulness of the methods used in teaching chemistry in the education system, especially in the field of chemical education, is considered. In the process of educational practice, general pedagogical, general logical and specific chemical levels of the functioning of methods are used.
A chemistry teacher should be able to use all three methods in the educational process. In the process of studying chemistry in secondary school, inductive methods are used to develop factual material about substances and chemical reactions. the use of general pedagogical methods in chemical education can be shown as follows.
Conversation, presentation, and independent work belong to general pedagogical methods. The conversation takes place in the form of a dialogue. Independent work is carried out under the supervision of a teacher in the form of experimental and practical work. Special methods used in chemical education are characterized as follows: observation of chemical objects and their images, description of chemical objects, modeling of chemical objects, explanation of chemical facts, prediction of chemical facts, chemical experiment, solution of chemical problems. By using the aforementioned special methods, students' comprehension skills, logical thinking and lesson quality are improved as expected.
Ключевые слова: Функции и уровни методов, общепедагогический уровень, общелогический уровень, методологический уровень, самостоятельная работа, описание химических объектов, моделирование химических объектов, объяснение химических фактов, прогнозирования, моделирования.
Key words: Functions and levels of methods, general pedagogical level, general logical level, methodological level, independent work, description of chemical objects, modeling of chemical objects, explanation of chemical facts, forecasting, modeling
One of the important conditions for the purposeful of the methods used in teaching chemistry in the educational system, especially in the field of chemical education, is to determine their function and level. The functions and levels of methods are divided into the following levels: general pedagogical level, didactic-methodical level, general logical level, methodological level.
• General pedagogical level. This level in chemistry education is characterized by presentation methods: description, story, lecture, independent work and narrative conversation.
• Didactic and methodological level. This level is characterized by specific methods of teaching chemistry and methods of chemical research: explanation of chemical facts; prediction of chemical objects; description of chemical objects; observation of chemical objects; simulation of chemical objects chemical experiment.
• General logical level. This level is characterized by the development of the methodological level of methodology and didactics, methods of induction, deduction, analogy, concretization, abstraction, analysis, comparison, synthesis, juxtaposition, generalization, systematization, integration, forecasting, and modeling.
• Methodological level. This level is characterized by an integrative approach, appropriate to the methodology and didactics of teaching chemistry, the relationship of chemical and other sciences.
In the process of educational practice, general pedagogical, general logical and specific chemical levels of the functioning of methods are used.
A chemistry teacher should be able to use all three methods in the educational process.
In the process of studying chemistry in secondary school, inductive methods are used to develop factual material about substances and chemical reactions. [4]
The methods of using general pedagogical methods in chemical education can be shown as follows.
Conversation, presentation, and independent work belong to general pedagogical methods. The conversation takes place in the form of a dialogue. There are some requirements for the conversation: a clear statement of the purpose of the conversation; a summary of the main issues that determine the content and structure of the conversation; a summary of additional questions and their connection with the main ones; clear implementation of the conversation plan; summing up the conversation and formulating conclusions.
Independent work is carried out under the supervision of a teacher in the form of experimental and practical work.
Storytelling is a verbal method of emotional presentation with little share of new information. The story is conducted according to a specific requirement: duration no more than 15 minutes, high culture of speech, emotionality of presentation.
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Lecture is a verbal presentation method with significant content of new information. Lecture requirements: availability of a lecture plan for purposeful perception of the content by students; justification of the relevance of the topic, formulation of the goal; availability of illustrative material; the optimal pace of presentation and the establishment of feedback; a summary containing the main ideas and outline of the lecture.
Special methods used in chemical education are characterized as follows: observation of chemical objects and their images, description of chemical objects, modeling of chemical objects, explanation of chemical facts, prediction of chemical facts, chemical experiment, solution of chemical problems.
By using the aforementioned special methods, students' comprehension skills, logical thinking and lesson quality are improved as expected.
Chemical experimentation has three interrelated functions: learning, education, and development. Used in the learning process 3 forms of chemical experiment: Natural chemical experiment, Electronic version of natural chemical experiment, Virtual chemical experiment. The school chemistry experiment is of the following types:
• Demonstration chemical experiment.
• Laboratory chemical experiments.
•Laboratory work.
•Practical work.
• Laboratory workshop.
• Home chemistry experiment.
• Natural chemistry experiment in video.
• Virtual chemistry experiment [1]
School chemistry experiment has didactic features: demonstration, laboratory, practical.
Demonstration experiments
• Learning new material,
• Creation of ideas about chemical objects,
• Formation of new chemical concepts,
• Display of devices, safety measures,
• Research tool, illustrations
Laboratory experiment
• Learning new material,
• Productive assimilation of new materials,
• Formation of deep knowledge,
• Formation of experimental skills,
• Research tool,
• Illustrations
Experiments
• Consolidation, application of the studied material
• Development of skills to apply knowledge in practice
• Improving experimental skills
• Formation of generalized experimental skills [2]
A demonstration chemical experiment is
conducted by a teacher.
The objectives of the demonstration experiment are as follows:
• disclosure of the essence of chemical facts;
• familiarization of students with laboratory equipment;
• disclosure of experimental work and labor safety rules in chemical laboratories.
In conducting a chemical experiment, safety is an essential indicator of the precise conduct of the experiment.
Know to check the availability and quality of sets of equipment, reagents, materials, instruments, devices. [3]
According to the applied methodology, chemical experiments are carried out in two ways, depending on both simple and complex devices. Research and illustrative experimentation are used, which have a positive effect on the development of logical thinking of students.
Exploratory experiments are interesting for students when they learn from the teacher how to conduct a safe experiment, conduct group research, discuss results, and gain new knowledge.
Demonstrated through various chemical experiments to implement various versions of the illustrative method, the forms and methods of the new experiment are adapted to the content of the experiment based on the knowledge gained by the students from the teacher. Problem situations are solved with the help of these visual experiments.
The following important reasons continue to be relevant:
• School laboratory activities have special potential as media for learning that can promote important science learning outcomes for students;
• Teachers need knowledge, skills, and resources that enable them to teach effectively in practical learning environments. They need to be able to enable students to interact intellectually as well as physically, involving hands-on investigation and minds-on reflection;
• Teachers need ways to find out what their students are thinking and learning in the science laboratory and classroom.
References:
1. Bates, G.R. The role of the laboratory in secondary school science programs. In M.B. Rowe, (ed.). What research says to the science teacher, Washington D.C: National Science Teachers Association. 1978, Vol. 1.p.58-66
2. Ben-Zvi, R., Hofstein, A., Samuel, D., & Kempa, R. F. (1977). Modes of instruction in high school chemistry. Journal of Research in Science Teaching, 14, p.433-439.
3. Ben-Zvi, R., Hofstein, A., Samuel, D., & Kempa, R. F. (1976). The educational effectiveness of filmed experiments in high school chemical education. Journal of Chemical Education, 53, p.581-520.
4. Gilmanshina S.I. Professional thinking of a chemistry teacher and its formation / S.I. Guilmanshina. - Kazan: Kazan Publishing House. University, 2005 . p. 204
