0ESTABLISHING METHODOLOGICAL PRINCIPLES FOR ENHANCING CRITICAL THINKING THROUGH CONTEMPORARY EDUCATIONAL
TECHNOLOGIES
Khurliman Nurilla qizi Allamuratova
PhD student National University of Uzbekistan
ABSTRACT:
This article explores the significance and implementation of project-based and problem-based activities within contemporary teaching methodologies. It delves into the similarities and distinctions between these approaches, highlighting their effectiveness in promoting active learning and fostering critical thinking skills among students
Keywords: Project work, multi-level task, intra-class, cognitive, interdisciplinary;learner-centered approaches
"Tell me and I forget, show me and I remember, involve me and I understand." In accordance with this aphorism, there are two types of modern pedagogical activities. They are very similar, but there are also many differences between them. They are project-based activity and problem-based activity.
As a component of modern teaching methods, the project method is widely used. It is employed in foreign language education at different levels, for students of various ages, from different countries, and different cultures.[1,70]
Project work is continuous and interconnected actions: planning, implementation, control, formation, and achievement of goals. Project work is also a mixed activity that includes elements of role-playing, cognitive, value-oriented, transformational, educational, communicative, and creative activities. Project work allows students to master all components of educational activities and develop the necessary skills for general types of activities. Students' project activities are a multilevel task of a special kind that develops their creative potential, cognitive activity, and the ability to independently acquire new knowledge.[4,p168] Project activities are based on the development of cognitive interests, independent monitoring of one's own knowledge, searching for direction in the information space, developing critical and creative thinking, as well as on identifying and solving emerging problems. A characteristic of project activity is the emphasis on achieving specific practical results and visual representation of the product.[4]
There are many categories of project activities, and the classification of projects is mainly based on the following criteria.
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According to the leading activity of students: practice-oriented, research-oriented, informational, creative, and role-playing;
Depending on the complexity: subject-specific and interdisciplinary;
Depending on the project level: intra-class, university, internal, international;
Depending on the project duration: short-term (4 to 6 lessons), medium-term (from six months to one year), long-term (multi-year); . According to the most common and concise statement, a project can be divided into the following main stages: project definition, project planning, project implementation, project closure, and project evaluation. [4,p153] Polat E.S. describes project activities as the "five Ps" model: problem - project design/planning - information search - product -presentation.[2p53]Antonova E.S. divides the project into five other stages according to specific student tasks:[2p369]Research stage. At this stage, students first have a clear understanding of the project activity topic, choose the target product and presentation format, and their own role in the group.
Problem-based learning is a method of organizing the learning process. This method requires students to actively and independently solve problems in a situation constructed by the teacher. Key components of problem-based learning include the problem situation, often constructed within one discipline, an open question (Openness means that the question may have mic problem solving.[5] . In general, problem-based activities can be broken down into the following procedures: students encounterultiple correct answers simultaneously), and systemat a problem situation. The procedures of problem-based activities can be expressed as: understanding the problem situation - gathering and analyzing information - discussing the problem -proposing hypotheses - testing hypotheses - proposing systematic solutions to the problem.Problem-based activities include: asking questions, heuristic discussions, problem discussions, role-playing in problem situations, research work, complex experiments on problems, and problem-solving tasks. The problem-based method is often considered part of the project method. This is because there is much in common between them. First of all, the guiding principles and starting point of these two methods are Dewey's idea of "learning through activity."Secondly, both methods are learner-centered approaches and require a significant amount of independent work from students aimed at enhancing their cognitive independence and integrating knowledge with experience, theory with practice. The subject of both teaching methods is the learner, and personalization and differentiation are valued in the educational process. [5] .Thirdly, the research problems and tasks of these two methods are closely related to reality in order to increase students' research interest.However, ultimately, these are two different methods. The biggest difference between them is that the result of problem-based learning is a unique, reasoned
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systematic solution to a problem, while the result of project-based learning is a tangible final product that can be visually represented. The second difference is that problem-based learning is usually conducted within a single discipline, whereas project-based learning is conducted in interdisciplinary fields.The third difference lies in the fact that the biggest challenge for a teacher when organizing problem-based activities is creating a problematic situation, while when organizing project-based activities, it's selecting a project topic that aligns with students' personal and professional interests. Fourthly, problem-based activities are more oriented towards investigation, while project-based activities are about designing, because at the end of a project, students must create and present a new product.Students need to design many details, whereas in the entire process of problem-based activities, students simply focus on research. Fifthly, the main forms of problem-based activities are dialogue, discussion, comparison, and argumentation of different solutions; and the main forms of project-based activities are design, experiments, practice, and product creation.
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3.Минакова Л.Ю., Торгаева А.С. Технологизация процесса формирования иноязычной коммуникативной компетенции при реализации проектной деятельности // В сборнике: ЯЗЫК И КУЛЬТУРА. Сборник статей XXVIII Международной научной конференции. Ответственный редактор С.К. Гураль. 2018. С. 369-376.
4.Калиткина Е.В. Организация проектной деятельности младших школьников // Молодой ученый. 2019. № 1 (239). С. 168-170.
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