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11- the ability to work purposefully and according to plan,
- choose the most rational methods of educational work,
- correctly calculate your strength and take into account the results of your own activities.
In the theory of learning formed the basic requirements for the conduct of independent work of students:
- Compliance of the content of independent work with the requirements of training programs;
- the feasibility of independent work for students;
- compliance with the principle of consciousness in their implementation;
- organization of independent work in a particular system;
- preparation of students for the performance of independent work - accurate, clear, concise instruction of students about the goals and objectives of the work;
- arming them with the necessary technical and organizational skills for its implementation;
- setting before the students of such a task, the resolution of which would require mental effort from them;
- compliance with the dosage of time allotted for the implementation of an independent task);
- direct supervision of the teacher over the course of students' performance of independent work and rendering them the necessary assistance in the event of difficulties;
- Mandatory verification of student performance of independent work.
References
1. Zimnyaya I.A. Pedagogical psychology: Textbook. For universities. M.: Logos
Publishing Corporation, 1999. 384 p.
FEATURES SUBJECT MATTER OF GEOGRAPHY AT THE CHOICE OF THE PROFESSION OF STUDENTS
Ziyabekova D.X.
Ziyabekova Dilorom Xanazarovna - Teacher of Geography, SCHOOL № 9, KUYICHIRCHIK DISTRICT, TASHKENT REGION, REPUBLIC OF UZBEKISTAN
Abstract: the article is devoted to the issue of career guidance in the process of studying geography by schoolchildren. To improve the professional level and expand the methodological horizons of teachers, the teaching of geography in the "team learning" mode plays a huge role. This form of education is common in foreign teaching methods when two or more geography teachers work together in the same classroom to make learning more effective. In our schools there is a similar method of such training - this is conducting integrated lessons. However, the objectives of these two methods are different. Keywords: general education system, geography teacher, knowledge, lesson.
In connection with the above, we emphasize that 2017 was initiated by the elected President of the Republic of Uzbekistan Sh.M. Mirziyoyev has been declared the "Year of Dialogue with the People and Human Interests" [1].
Considering that today teachers have the opportunity to study at refresher and advanced training courses, participate in seminars, webinars, conferences of various types and levels, exchange views on mini-sites in educational portals, the teacher's creative activity is important and relevant in improving the career guidance of a geography teacher associated
with its mobile response to the processes occurring in a rapidly changing world, the solution of professional issues, the realization of himself and improving his occupational level in methodical associations of teachers, allowing to carry out organizational, informational, scientific and methodological support of career-oriented activities in various areas.
Moreover, today the secondary school is becoming a community of like-minded people, where for every teacher, including a teacher of geography, there is an opportunity to work together with colleagues not only of his team, but also colleagues of other schools: to plan lessons, attend each other's classes and help each other to improve.
The above contributes to a more detailed exchange of knowledge of teachers in the field of studying geography and the development of career guidance among students of secondary schools, vocational colleges and academic lyceums. Such activity is also carried out in the process of exchange of views, in the process of supporting each other, which makes it possible to gain pedagogical experience, to feel the collective community that is carried out in the process of dialogue.
There are very important elements in methodological associations in terms of the cycle of school subjects, schools of young teachers, various councils, workshops and laboratories -an initiative that comes from the problems seen by geography teachers in the process of teaching their school subject. Taking into account the individual position of the teachers themselves allows the use of strategies aimed at changing the situation when the approach is to create conditions in which teachers learn from each other: regularly monitor the work of other teachers, share knowledge, methodological ideas (what methods and techniques work, and which ones do not) report their observations to other colleagues.
The result of the development of creative activity among students will be an atmosphere in which teachers strive to improve the quality of teaching geography. Moreover, today there is an untapped potential for pedagogical improvement, which can be realized provided that teachers of geography are supported to foster professional growth and create joint professional knowledge.
To improve the professional level and expand the methodological horizons of teachers, the teaching of geography in the "team teaching" mode plays a huge role. This form of teaching is common in foreign teaching methods, when two or more geography teachers work together in the same class to make learning more effective. In our schools there is a similar method of such teaching - this is the conduct of integrated lessons. However, the objectives of these two methods are different. Working as a team, educators provide highly controlled, coordinated and organized creative learning.
And the presence in the team of teachers of geographers with different special skills and work experience is necessary for the full development and quality education, discuss the functions of each of the teachers and modeling the upcoming creative activity. It is indisputable that each of them should be able to coordinate their actions, openly discuss disagreements, be ready to change their own approaches to learning and be responsible for their actions.
Studying this methodology, we see that this practice gives a lot to teachers in terms of career guidance development: joint goal setting, search for solutions, effective interaction in the process of creative work, preparation for classes and their discussion. Naturally, it will also arouse interest among students, since team teaching helps to keep their attention focused throughout the lesson.
The development of creative activity in students in the process of studying geography is an important part of the formation of a harmoniously developed generation of our republic, possessing intellectual knowledge, critical thinking, able to reason, recognize and select the necessary information for their future professional activity. It means that such an organization of vocational guidance work among students is one of the priority tasks of a comprehensive school at the present stage. As the right choice of the students for their future
profession depends not only on the achievement of any significant success in the professional field, but also on the satisfaction of the creative work done.
References
1. Mirziyayev S.H. Order of the President of the Republic № P-4760 On Organizational Measures for the Development and Implementation of the State Program "Year of Dialogue with the People and Human Interests". December 17, 2016 Tashkent. Uzbekistan.
ПУТИ УЛУЧШЕНИЯ БИОЛОГИЧЕСКОГО ОБРАЗОВАНИЯ В СОВРЕМЕННОЙ ШКОЛЕ Караходжаева Д.Ф.
Караходжаева Дилфуза Фазлиддиновна - учитель биологии, школа № 46, Кибрайский район, Ташкентская область, Республика Узбекистан
Аннотация: в статье раскрываются пути улучшения биологического образования в современной школе. Проблемы качества образования требуют организации соответствующей диагностики, выявления типа мышления, уровня интеллектуального развития и способностей и, самое главное, соблюдения программ современного биологического образования. Индивидуально-коллективная форма обучения обеспечивает формы организации учебного процесса, стимулируя учеников к поиску решения и формированию собственной позиции, желанию выразить и защитить его.
Ключевые слова: модернизация, биологическое образование в современной школе, перспективы развития.
Естественным научным фундаментом экологического образования является биологическое образование. Именно биологическое образование ставит перед собой главную задачу - организовать взаимодействие человека со всеми живыми существами на планете на разных уровнях их развития. Биологическое образование в современных условиях реструктуризации, и это не только изменение структуры и содержания, это ставит вопрос о наиболее важных проблемах биологического образования и способах их решения [1]. Проблемы качества образования требуют организации соответствующей диагностики, выявления типа мышления, уровня интеллектуального развития и способностей и, самое главное, соблюдения программ современного биологического образования.
Профильная школа обеспечивает перспективы развития биологического образования. Например, для гуманитарной направленности класса биологическое образование ценно из-за его привязанности к Природе, к жизни.
Модернизированные методы преподавания биологии должны решать поставленные перед ними задачи, тогда будет уверенность в том, что лидирующие позиции будут представлять собой систему биологического образования, которая позволит подготовить молодое поколение к биологическому мышлению и подготовиться к практической деятельности в современном Узбекистане.
Содержание знаний, их структура, методы обучения и формы организации обучения направлены на непрерывное формирование педагогической культуры, а также на навыки будущих учителей биологии, связанных с современной педагогикой. Индивидуально -коллективная форма обучения обеспечивает формы организации учебного процесса, стимулируя учеников к поиску решения и формированию собственной позиции, желанию
