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COGNITIVE TASKS IN EDUCATIONAL-UPBRINGING PROCESS ON
BIOLOGY
Rakhmatov U.E. (Republic Uzbekistan) Email: Rakhmatov558@scientifictext.ru
Rakhmatov Uchkun Ergashevich - Senior Teacher, DEPARTMENT METHODOLOGY OF TEACHING BIOLOGY, TASHKENT STATE PEDAGOGICAL UNIVERSITY NAMED AFTER NIZAMI, TASHKENT, REPUBLIC UZBEKISTAN
Abstract: mgmtive tasks in the educational process on biology provide assimilation of the system of means, they are necessary and sufficient for the successful implementation of educational activities, and also it constructs so, that the appropriate means of activity, the assimilation of which is provided for in the process of solving problems, they acted as a direct learning product. With cognitive tasks in biology lessons, it is possible to consider successful if the students' answers become more and more complete and reasoned, and the teacher's activity is gradually reduced mainly to communicating the necessary additional information and to the general management of the students' mental activity.
Keywords: cognitive tasks, educational-upbrining process, biology, solving, students.
ПОЗНАВАТЕЛЬНЫЕ ЗАДАЧИ В УЧЕБНО-ВОСПИТАТЕЛЬНОМ ПРОЦЕССЕ ПО БИОЛОГИИ Рахматов У.Э. (Республика Узбекистан)
Рахматов Учкун Эргашевич - старший преподаватель, кафедра биологии и методики ее преподавания, факультет естественных наук, Ташкентский государственный педагогический университет им. Низами, г. Ташкент, Республика Узбекистан
Аннотация: познавательные задачи в учебно-воспитательном процессе по биологии обеспечивают усвоение системы средств, необходимой и достаточной для успешного осуществления учебной деятельности, а также конструируют так, чтобы соответствующие средства деятельности, усвоение которых предусматривается в процессе решения задач, выступали как прямой продукт обучения. С помощью когнитивных заданий на уроках биологии можно считать успешными, если ответы учеников становятся все более полными и обоснованными, а деятельность учителя постепенно сводится, главным образом, к передаче необходимой дополнительной информации и к общему руководству мыслительной деятельностью учащихся.
Ключевые слова: познавательные задачи, учебно-воспитательный процесс, биология, решение, учащиеся.
An analysis of school practice has shown that cognitive tasks are rarely used in the study of biology. They almost do not meet in textbooks and various allowances, the majority of teachers are not ready for teaching pupils how to solve and compose cognitive tasks. This means that students don't know the role of many biological laws, do not address to them to understand the various facts and biological phenomena, studied in the classroom, while science has established: the how many tasks are used in teaching; the more students receive fundamental knowledge.
Educational and cognitive activity is one of the main types of human activity, specifically aimed at mastering the methods of object and cognitive actions, by generalized theoretical knowledge. Mastering (learning) is an essential characteristic of learning and cognitive activity. Nevertheless, this is a various phenomenon: assimilation is a process, carried out in any activity; educational-cognitive activity is a type of activity, a special form of social activity of an personality. A child can participate in the educational process as a subject if he is able to independently find ways to solve the tasks before him. Conception of D.B. Elkonin and V.V. Davidov gives an idea of how this should be achieved through the student's mastery by the general principle of solving of educational tasks of a certain type, which can be mastered only on the basis of a system of scientific concepts that are the main component of content of educational development [1].
The task is considered by us as an organizing and directing of beginning of human activity. The influence of the educational process on the development of students in essential level depends on what will be the material of the tasks, solving by them, how these tasks will be put and accepted, and what methods of their solution will be mastered by students.
The task as a "collapsed scheme of human activity" constitutes, respectively, and describes the basis of the personality-oriented situation in education, if the value component is introduced into the structure of the task in a certain way [1]. The most important characteristic of a task as a universal way of thinking consists in its
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problematic nature. A task is a problem that it is a passed stage of verbalization and found rational expression. The result of solving the problem is, as a rule, finding some kind of knowledge, method, and model. It consists of cognitive aspect of the task in this condition. However, every decision necessarily includes of a plan, creativity, giving the meaning, taking on a certain responsibility to it and evaluating the result. In this sense, a task is an event, requiring a transition from one situation to another. At the same time, the decisive person himself gets into the space, which requires from him another type of functioning. Actualization of personal functions of the pupil's is particularly effective under solving problems, for which characterized by a lack of information, methods of solutions, interpretations, explanations, evaluation and search for the meaning of the obtained result. The task is an invariant moment-learning, inherent in all types and forms of assimilation of the experience, regardless of that, does go speech about experience of cognitive, practical, creative or-personality-semantic experience.
We will separate the main types of tasks for natural science disciplines:
- Tasks in the context of the practice-transformational activity of a human;
- Tasks, that imitating the scientific and cognitive activity of a person;
- Tasks with elements of value-orientation activity;
- Tasks, associated with the communicative needs of person [2, 3].
In the present time, the main requirements for educational tasks are identified as learning effects, which are caused by the peculiarity of the task place in the educational activity and the ratio of educational tasks and educational objectives.
The cognitive task is the beginning, the initial link of the cognitive, searching, creative process. Exactly, first impetus to thoughts is expressed into it. However, the practice shows that in traditional school education, a teacher's monologue dominates 90%, designed to transfer knowledge to students in a ready form, to the development of a student's reproducing memory, although the teaching itself is essentially a dialogue process. Even in those lessons where there is a dialogue, its function is organized by reproductive reproduction of the studied material. At the same time, teachers do not pay attention to the content of the tasks, the character of the questions, their place in the lesson system. In most cases, reproductive tasks are used that orienting to unambiguous answers, that it does not activate the student's mental activity.
As reason of basis for систематики of the cognitive problems we have received main types (spheres) of human activity: practice-transformative, scientific-cognitive, value-oriented and communicative [3, 4].
The solution of educational tasks, either as any other activity is a motivated process. Comprehending the situation, applying categories and laws to it implies a certain psychological readiness of the student to perform these operations. Especially tasks that we assume are strictly unique, that every time is required building of some functional adaptation to the task of construction of the knowledge and methods. The work with cognitive tasks in the classroom can be counted successfully, if there is a gradual increase in the independence of schoolchildren when discussing questions of the tasks, if utterances of students become as more full and argued, but activity of the teacher is gradually reduced to message of necessary additional information basically and to the general management of thoughtfully activity of students.
References / Список литературы
1. Davydov V.V. Problems of developmental education / V. Davydov, D.B. Elkonin. K.: Osvita, 2006. 240 p. [in Russian].
2. Collection of tasks and exercises for the school course of biology / count. auth.; by ed. V.M. Pakulova Krasnoyarsk, 2000. 68 p. [in Russian].
3. Shakhmurova G.A., Azimov I.T., Rakhmatov U.E., Akhmadaliyeva B.Sh. Solution of biological problems and exercises (human and health). Teaching - methodological guidance. "Literature sparks". T., 2017. 156 р. [in Uzbek].
4. Shakhmurova G.A., Azimov ЬТ., Rakhmatov U.E. Problem solving from biology (zoology). Teaching -methodological guidance. Brok Class Servis LLC. T., 2016. 132 р. [in Uzbek].
