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INTEGRATIVE METHOD FOR ESTIMATING OF STUDENTS KNOW LIDGE BY USING OF GASE STUDY TECHNOLOGY Bobokulova S.U. (Republic of Uzbekistan) Email: [email protected]
Bobokulova Sevara Umarovna - Master, DIRECTION: METHODOLOGY OF TEACHING EXACT AND NATURAL SCIENCES (BIOLOGY),
FACULTY OF NATURAL SCIENCES, TASHKENT STATE PEDAGOGICAL UNIVERSITY NAMED AFTER NIZAMI, TASHKENT,
REPUBLIC OF UZBEKISTAN
Abstract: this article reflects the results of the requirement to transition to a two-tier education system, which is the formation of a number of general and professional competencies in graduate school. A competitive approach requires not only the use of new teaching methods, but also an assessment of the results of any science. Based on key technologies, an interactive method for assessing students' knowledge and skills was proposed. The use of key technologies in assessing the competitiveness of competencies will also provide training and assessment of knowledge using a unified methodology. The use of key technologies in assessing the competitiveness of competencies will also provide training and assessment of knowledge using a unified methodology.
Keywords: marking bases, interactive methods of marking, competencies, programming, case-technology.
ИНТЕРАКТИВНЫЙ МЕТОД ОЦЕНКИ ЗНАНИЙ НА ОСНОВЕ ПРИМЕНЕНИЯ ТЕХНОЛОГИИ CASE STUDY Бобокулова С.У. (Республика Узбекистан)
Бобокулова Севара Умаровна - магистр, направление: методика преподавания точных и естественных наук (биология), факультет естественных наук, Ташкентский государственный педагогический университет им. Низами, г. Ташкент, Республика Узбекистан
Аннотация: в данной статье отражены результаты требования о переходе к двухуровневой системе образования, являющейся формированием ряда общих и профессиональных компетенций в аспирантуре. Конкурентный подход требует не только использования новых методов обучения, но и оценки результатов любой науки. На основе ключевых технологий был предложен интерактивный метод оценки знаний, умений и навыков студентов. Использование ключевых технологий при оценке конкурентоспособности компетенций также обеспечит обучение и оценку знаний с помощью единой методологии. Предлагаемый метод может быть использован на текущем, промежуточном и итоговом контрольном этапах обучения любому предмету, основанном на состоянии ситуационного (ситуационного) анализа. Ключевые слова: инструменты оценки, интерактивные методы оценки, компетенция программирование, кейс технологии.
One of the main objectives of modernization of higher education is to prepare students for continuous education, orientation to independent learning, motivation for knowledge acquisition and the willingness to change the specialty depending on the requirements of the labor market. The result of the training is the formation of the professional and professional competence of higher education graduates, which are provided by a number of general education standards.
Third Generation Higher Vocational Education According to Federal State Educational Standard Plans, the number occupational exercises, including basic subjects, has been reduced, rebuilding the teaching material schemes, the need for a dishwasher. Thus, the role and value of the assessment of the knowledge and competence of students in the learning process be ingreased.
In our view, it is prospektable to use Case Study to control the learning process in programming and the students' achievement at a certain level of knowledge and competence [1].
Case method is the teaching technique that uses the exact real-world description [2].
The purpose of the case learning is not only to know the theory of the student, but also to learn how to solve problems and to form the skills and abilities described below]:
1. Learn new information independently.
2. Developing abilities to work with text and informational literature.
3. Developing information search and analysis methods.
4. Coordination of theoretical and practical knowledge.
5. Increasing educational motivation: active learning in the learning process and learning material.
6. Developing the written and spoken language skills.
The method is mainly used in the study of social and natural sciences. [2]. This technology was described in the theme of. The common classification of ICT in biological education.Suggested Case Study technology was to teach logical errors in software code.
Case Study technology can be used for control student knowledge . It is possible to use case-screen scrubber without pre-cooked and ready-to-use control
The following control case are recommended for implementing the knowledgeas a control-case:
1.Classic case.
2.Training case.
3.Final case.
Figure 2. It illustrates the purpose of using the control of the knowledge and competence of each cases view, the object of evaluation, and the expected results.
1. Classical cases. At the control case, the keystone is activated.
Objective: To have competencies, control the occupational competence.
The full description of the biological competences in the study of the theme will be the developedas a classic case model, the data provision, and analysis of will be chosen.
The final answers and tests are made. The issue should be large enough to include the theoretical foundations of several sections of science. The student should demonstrate that he understands the essence of the matter and apply his theoretical knowledge in a practical situation.
Case content:
1. The themes of the theoretical part to solve the problem.
Objective To have competence
Conclusion List of competences
¡.Creating a Biological Problem
Classic 2.Mobile solutions
3.Comparison of Comparative Solutions
Evaluation 4.Reporting
5. Logicofbetrayal
6. Conclusions
Thegoal Independent learning of theme
Control Education Theresult Knowledge and acquired skills
1. Select the source of information
2. Summarizing the material
3. Workshop skills
4. Implementation of the program
5. Ability to work in a modern programming environment
Finally The goal Evaluation of knowledge and skills
The result The overall rating of the skill
Evaluation 1. Presentation
2. Disposition of the test
3.Channel Selection
4. The method of printing
5. Answers to questions
Types of control case.
1. Unofficial issue of task in the field of subject.
2. Suggested ways of solving.
3. Requirements for the formulation of the decision.
Expected result: list of competences. Type of Case controls the occupational competences while studying the course in thein try course.
2. Curriculum case - control over the content of the new material.
Aim: independent study of new material, control over the formation of universal competences.
Case content:
1. Recommendations to the theoretical sections.
2. Self-examination questions.
3. Recommendations for methodical instructions for solving typical issues, assignment of exemplary issues.
4.To solve the unstandart task.
5. Presentation of work results.
Expected result: independent to have knowledge and skills in dependently.
Teacher's will control ability of student to work on new information, skills to prepare short descriptions of literature, conceptual, logical and mathematical level on analysis of methods, software implementation of subject matter, testing (testing) and methods.
Case can be made individually, even in a large group of two or three people. At the same time, each student should clearly demonstrate the volume of material. The results of these case performances are provided in writing or in verbal (public) format.
It is important for the marking of the written report to be able to select the necessary sources of information, to thoroughly analyze and present it, and to use the new knowledge in solving tasks.
We can describe the following requirements to a public or written presentation:
• Selection and relevance of information communication technologies in biological practice classes;
• Marking of effectiveness of information communication technologies in biological practical lessons;
• proposed variants of solution's alternatives.
• Based variants of conclusions.
These requirements are handed over to all students when the cases are provided.
3. Final case. My case type is used as a criterion for assessing the qualifications of the trainee.
The control and measuring measures traditionally used in teaching students has three components: theoretical knowledge of theoretical questions, theoretical knowledge of the theoretical knowledge, and the ability to find solutions to solve problems. solving and testing problems. These three parts can be combined with the key-task. The control of the course involves a complex view of the degree of competence of the trainees [2].
Task Control Case.
Purpose: to examine knowledge and skills.
Achievements & expected results: Marking the competence of the trainee according to several parameters of the activity.
Assessment of student competencies and knowledge on the basis of the proposed control case can be used in the interactive, intermediate and final control stages. The current assessment will help to manage the process of developing a specific topic; Intermediate marking allows students to make progress; final assessment - allows to gain an achievement student to in science.
Thus, in the course of biology practical lessons, the use of case informatics in the teaching of information technology in the teaching of the students' knowledge, as well as the use of case techniques, and the achievement of the results are performed in a single methodology. This will encourage students to independently analyze the material; Secondly, it allows students to demonstrate the theoretical and practical acquired knowledge in a complex level. This process will give competencies to students, that ones can control time and independently register the controls and correct them individually.
References in English / Список литературы на английском языке
1. Khutorsky A. Lunch notes on tactics and methods of personality-oriented training [Text]
/ A. Khutorskoy // MSAO, 2003. № 2. Р. 46-56 [in Russian].
2. Landscher V. The concept of "minimum" [Text]. Landsheer V. // Perspictiva
Educational Issues., 1988. № 1. Р. 6-7 [in Russian].
References / Список литературы
1. Хуторский А. Обеденные заметки о тактике и методике личностно-
ориентированного обучения [Текст] / А. Хуторской // МСАО, 2003. № 2. С. 46 -56.
2. Ландшеер В. Концепция "минимальной" [Текст]. Ландшеер В. // Перспективы.
Вопросы образования, 1988. № 1. С 6-7.
