14INTERACTIVE METHODS IN TEACHING ASTRONOMY
Ikram Tadjibaev
Chirchik State Pedagogical Institute of Tashkent region
Abstract: This paper analyzes the methods of increasing the effectiveness of education through the use of the most common modern pedagogical technologies in the teaching of astronomy.
Keywords: astronomy, pedagogical technologies, teaching methods, knowledge, skills, qualifications
ASTRONOMIYANI O'QITISHDA INTERFAOL METODLAR
Annotatsiya: Mazkur ishda astronomiya fanini o'qitishda eng keng tarqalgan zamonaviy pedagogik texnologiyalardan faydalanish orqali ta'lim samaradorligini oshirish metodikasining tahlil etilgan.
Kalit so'zlar: astronomiya, pedagogik texnologiyalar, o'qitish metodikasi, bilim, ko'nikma, malaka
ИНТЕРАКТИВНЫЕ МЕТОДЫ ОБУЧЕНИЯ АСТРОНОМИИ
Аннотация: В работе анализируются методы повышения эффективности обучения за счет использования наиболее распространенных современных педагогических технологий в преподавании астрономии.
Ключевые слова: астрономия, педагогические технологии, методы обучения, знания, умения, квалификации.
It is known that in pedagogy, teaching is called the learning process, the ways and means of achieving the goals of education, which serve to ensure the effectiveness of education. The form, means and methods of teaching can be applied from class to class, from step to step, from simple to complex, and not one, but several methods can be used in the teaching process. The change and exchange of views of teachers and students in different pedagogical situations, of course, leads to a change in teaching methods. This, in turn, helps to organize each lesson in a way that is different from the others, and leads to a sense of interest in the subject, the desire to learn new things.
Today, when a teacher enters each lesson, he or she is always asked, "How should the lesson be organized?", "Which didactic material should be used?", "Which methods will be effective in passing this topic?" the question arises. Therefore, every science teacher should seriously consider teaching methods based on their own experience.
There are objective and subjective aspects of the methods, the objective aspects of which reflect all the didactic rules, laws and regulations, principles, i.e. all the general aspects inherent in the forms of educational activity, while the subjective aspects of the pedagogical personality and learners. Specific features will depend on the specific conditions. Today, modern teaching technologies - interactive methods -are widely used in general secondary schools. The following is information on popular interactive methods used in astronomy lessons that serve to increase the effectiveness of astronomy education.
6x6 method. Using this method, it is possible to solve a specific task or problem by involving 36 students in a specific activity at the same time, as well as to identify the capabilities of each member of the group, to learn their views. In a lesson based on this method, 6 groups of 6 participants each discuss the problem posed by the teacher. At the end of the allotted time, the teacher reorganizes the 6 groups. Each of the re-formed groups will be represented by one of the previous 6 groups. The members of the newly formed group explain to their teammates the conclusion presented by the previous group as a solution to the problem and discuss these solutions together.
The advantages of the 6x6 method are: it encourages each member of the group to be active, ensures the expression of personal views by them, develops the ability to listen to the opinions of other members of the group, to generalize several ideas put forward, it also teaches you to defend your opinion. Most importantly, each student acts as both a discussion participant and a speaker for a short period of time (15-20 minutes). This method can also be used in several groups of 4, 5, 6, 7, 8 students. However, when the 6x6 method is used between large groups, the time has to be increased. Because these sessions take a while, both for discussion and for information. In the sessions where the method in question is used, there is an opportunity for the groups to discuss one or more topics.
Cluster method. This method helps students to think freely and openly about voluntary problems (topics) and to express personal opinions. The cluster method requires the identification of a structure that allows one to think about the relationships between different ideas. This method is a form of thinking that is not focused on a specific object. The cluster method serves to ensure that the biking
activity is in order until the specific topic is mastered by the students in depth and thoroughly. The cluster method can be used with students individually or in groups. In group-based activities, this method manifests itself as a set of ideas expressed by group members. This allows you to harmonize the ideas put forward by each member of the group and find connections between them. The following conditions must be met when using the method:
1. Write down what you think. The idea is not to think about specific problems, just to write them down.
2. Do not stop writing until the allotted time has elapsed. If you can't think of an idea for a while, then start drawing a picture of something on paper. Continue this movement until a new idea is born.
3. Ignore spelling or other aspects of writing.
4. To promote as many new ideas as possible within a particular concept and to try to show the interconnectedness and connection between those ideas. The quality of the set of ideas and not limiting the display of the connections between them.
It is recommended to use the cluster method in astronomy to monitor the knowledge and skills acquired by students on a topic covered in a previous lesson. Students are asked to write down what they want on the topic.
General mental attack method. This method can be used in classes of 30-40 students. The method serves to create conditions for students to come up with new ideas. Groups of 5 or 6 students each will be given a variety of assignments or creative assignments that must be solved positively within 15 minutes. When a task or creative work is resolved positively within the allotted time, one of the team members will report it.
The information provided by the group (assignment or solution of the creative work) is discussed by the teacher and other group members and given a score. At the end of the lesson, the teacher announces the answer that is found to be the best and most specific among the solutions to the given task or creative task. During the course, the activities of the group members are evaluated according to their level of participation.
Blitz questions. It is advisable to use this method in the form of more control. In this type of control, the goal is to be clear, to think about why the blitz questions are being asked, and to plan ahead. The purpose of the questions is to: a) identify the shortcomings of the acquired knowledge, to achieve a deeper mastery; b) in the form of tests of knowledge, skills and competencies acquired on a particular topic. The level of simplicity or complexity of the questions asked to each student and the scope of the topic should be the same.
Debates. Debates are a teaching method that ensures that all students (or the main part) actively participate in the debate in substantiating their point of view. Using this method develops critical thinking.
Students must develop their own point of view, present it, defend it, and then reject the opponent's point of view. As the discussion reveals the truth, the teacher deliberately divides the class into two (the groups are given conflicting opinions and given controversial assignments).
Independent work. Organizing students 'independent work in astronomy classes allows them to comprehend, consciously master, and deepen their understanding of the material. Independent work, taking into account the scope of the subject studied in each class, the knowledge and age of students and the practical skills they have developed in the classroom, plays an important role in achieving this goal. If students learn to work only under the guidance of a teacher, they can turn off their ability to think independently and become accustomed to accepting everything ready. Therefore, when organizing independent work on the basis of textbook materials, of course, a specific goal is taken into account. This requires a great pedagogical skill, research, creative approach to their work from the teacher.
The use of new pedagogical technologies such as the above in astronomy lessons is very effective. Because in order to understand the phenomena of nature, laws, formulas in nature, to form skills by reading from a textbook or a teacher's lecture, they can express their independent opinions on relevant astrophysical phenomena and laws, the teacher or other it will be necessary to exchange views with the birds. Classes using such technologies increase and strengthen students' knowledge and thinking skills.
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