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7Поднятие значимости текущего контроля усвоения качества знаний служит эффективным средством выработки у курсантов познавательной активности, которая обеспечит постоянную, а не спорадическую учебную деятельность, выражающуюся в различных ее формах.
Исходя из выше изложенного, мы решили все наши доводы воплотить в электронное учебное пособие для курсантов Ставропольского Филиала Краснодарского университета МВД по боевым приемам борьбы. В структуру электронного учебного пособия наряду с теоретико-методическим разделом, входят так же программы текущего и итогового контроля теоретической подготовленности. Электронное учебное пособие может быть использовано курсантами Вузов МВД в процессе самоподготовки.
Литература:
1. Кудря А.Д., Смоляков Е.В., Гладких Д.Г., Малашенко М.С., Шульженко А.В. Теоретические аспекты нормирования нагрузки в физической культуре / В сборнике: Актуальные вопросы права и правоприменения. Электронный сборник
материалов всероссийской научно-практической конференции. - 2017. - С. 192-202.
2. Шульженко А.В., Рудченко А.А., Солодовник Д.А. Физическая культура и спорт в отражении гуманистической направленности системы образования. // Юристъ - Правоведъ. -2014. - № 3 (64). - С. 23-25.
3. Шульженко А.В. Физическая культура и спорт в отражении гуманистической здоровьесберегающей направленности системы образования. // Вестник Московского университета МВД России. - 2011. - № 7. - С. 17.
4. Шульженко А.В. Подготовка специалистов в области физической культуры и спорта в отражении гуманистической направленности образования. Диссертация на соискание ученой степени кандидата педагогических наук. -Ставрополь, 2005.
5. Анисимов Б.С., Шульженко А.В. Исследование взаимосвязи волевых качеств и целеполагания у курсантов образовательной организации МВД России как субъективно-личностный детерминант успешности. // Человеческий капитал. - 2019. - № 11 (131). -С. 201-206.
IMPROViNG STUDENTS' MASTERY SKILLS iN ACMEO- METHODiCAL TEACHiNG OF HALOGENS.
Kamil Nasir Hagverdiyev
Doctor of Philosophy in Chemistry, Associate Professor
Baku State University Baku, Azerbaijan Allahverdiyeva Samira Rakif
master of Baku State Universty Baku, Azerbaijan
ПОВЫШЕНИЕ КВАЛИФИКАЦИИ СТУДЕНТОВ В АКМЕО- МЕТОДИЧЕСКОМ
ОБУЧЕНИИ ГАЛОГЕНАМ.
Камил Насир оглу Ахвердиев
Кандидат химических наук, доцент Бакинский государственный университет Баку, Азербайджан Аллахвердиева Самира Ракиф
Магистрант Бакинского Государственного Университета
Баку, Азербайджан
ABSTRACT
In the past,the main manee was to give only knowledge to students,but now they are trying to develop and master certain skills and habits. Acmeological development of thinking is very important in the formation of the student as a person. Newly developed programs should not only change the content of the system, but also play an important role in the development of acmeologi cognitive activity in students.
Without observing students can neither think about the sky,the earth,water,plants,solids,human tools,labor activities and so on. The acmeology teacher needs to use the following types of questions in the learning process: questions about the cause of the incident; qquestions that help to identify the main issues that are important in the lesson; questions that require clarification of objects and related events; qquestions requiring generalization of observed events and processes; questions requiring substantiation and proof of the opinions expressed, etc. The organization and management of teaching and acmeological cognitive activity is a set of methods based on modern principles of active learning.
АННОТАЦИЯ
Раньше основной задачей было дать ученикам только знания, но теперь они пытаются развить и овладеть определенными навыками и привычками. Акмеологическое развитие мышления очень важно в
становлении ученика как личности. Вновь разработанные программы должны не только изменить содержание системы, но и сыграть важную роль в развитии познавательной деятельности акмеолога у студентов.
Без наблюдения ученики не могут думать ни о небе, ни о земле, ни о воде, ни о растениях, ни о твердых телах, ни о человеческих орудиях, ни о трудовой деятельности и т. д.
В процессе обучения учителю акмеологии необходимо использовать следующие типы вопросов: вопросы о причине происшествия; вопросы, помогающие определить основные вопросы, важные на уроке; вопросы, требующие уточнения предметов и связанных с ними событий; вопросы, требующие обобщения наблюдаемых событий и процессов; вопросы, требующие обоснования и подтверждения высказанных мнений и др. Организация и управление учебно-познавательной деятельностью - это комплекс методов, основанный на современных принципах активного обучения.
Key words: halogens, acmeo-methodological methods, experiments, teaching methods, professional teacher, scientific activity, lesson process, developmental learning, cognitive theory, enhancing the cognitive activity of students
Ключевые слова: галогены, акмео-методологические методы, эксперименты, методы обучения, профессиональный учитель, научная деятельность, процесс урока, развивающее обучение, когнитивная теория, повышения познавательной деятельности учащихся
At present schools have a different approach to education.Thus,in the past,the main manee was to give only knowledge to students,but now they are trying to develop and master certain skills and habits.lt is almost as if the goal is to prepare the student for independent living and to lay the foundation for a person centered education. Acmeological development of thinking is very important in the formation of the student as a person.
Newly developed programs should not only change the content of the system, but also play an important role in the development of acmeologi cognitive activity in students.
According to the requirements of the new programs,the basis of the daily acmeological cognitive activity of students should be the observation of natural phenomena.Without observing students can neither think about the sky,the earth,water,plants,solids,human tools,labor activities and so on.
The acmeology teacher needs to use the following types of questions in the learning process:
• Questions about the cause of the incident;
• Questions that help to identify the main issues that are important in the lesson;
• Questions that require clarification of objects and related events;
• Questions requiring generalization of observed events and processes;
• Questions requiring substantiation and proof of the opinions expressed, etc;
From the content of the above questions, it is clear that asking a variety of thought-provoking questions in the process of acmeological training clearly supports the development of thinking in students.
The driving force in the acquisition of knowledge is the cognitive activity of students. The teacher's acmeo-pedagogical skills, his respect and demand for students, the attitude that depends on all this,the right choice of teaching methods, instilling self-confidence in students and so on, motivate students to learn. Training methods should have the following specific features due to the development of acmeological cognitive activity:
• Training must be subjective ;
• Students must actively learn, think independently and freely;
• Participants should be active in the learning process;
• A problem situation should be created at the beginning of the lesson and the lesson process should focus on problem solving;
• Guide students to discover new knowledge independently though thought-provoking and guiding questions;
• The training should be of a research nature;
• The lesson should take the form of dialogue and interaction;
• There must be mutual cooperation in the group;
• Creative application of knowledge to achieve life goals.
We already know that learning based on students' cognitive activity is an active (interactive) learning and is a collaborative learning with all participants in the educational process.The organization and management of teaching and acmeological cognitive activity is a set of methods based on modern principles of active learning.[4]
Everyone is constantly exploring the world around them, observing,studying,studying at school or university. Human cognitive activity must be purposeful and systematic. Lets learn more about the features of scientific activity.The question of whether it is possibly to fully comprehend the world is philosophical and there is no answer yet.[1]
Thought and language are connected with both forms of cognition with the help of which a person not only perceives the world, draws certain conclusions, but also assimilates them and shares them with other people. The basis of the theory of cognition determines the level of knowledge acquired: the more concrete it is, the closer the theory is to the truth. Scientific knowledge and cognitive activity are related to the criterion of the truth to which they belong. The truth is the relevance of the acquired knowledge to reality. [3]
Knowledge proves its truth through observation or experience.Thus, we have touched on several important aspects of cognition.Scientific activity accompanies a
person 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
