CC BY
4
UDC 37.02
Miltiqboyev Bobur master student National University of Uzbekistan Uzbekistan, Tashkent city
INTERACTIVE METHODS OF TEACHING NATIONAL IDEA IN THE
SCHOOL
Annotation: In this article highlights of means interactive methods andforms, methods of teaching national idea in the school.
Key words: interactive methods, national idea, school, education.
It is well known that no one can live without ideas, and every society will have its own national way of development. Nowadays, in many social and humanitarian disciplines, in all educational institutions, there are many ways to work with talented students in daily meetings, ongoing events, in meetings and conferences, on TV and radio broadcasting, roundtables, counseling, Various methodologies are used. It would be appropriate to use them in the process of teaching, as well as to educate students. The main purpose is to teach the students in good quality. Therefore, the purpose of teaching the methodology used in the following analysis is to provide students with quality, effective education and upbringing and, in the long run, the education of loyal, educated and well-trained human resources.
Here are some of the methodological aspects. For example, "critical thinking", "debate style", "style of work in small groups", "find position", "brainstorming", "outstanding arro", "Discussion" and other types of methods is used.
In particular, the "Discussion" is the use of controversial methods in objectively solving classroom processes or other conversations, roundtables, meetings, and some important issues and issues. Through this method, students, even teachers, will be able to obtain information about the problem in a broader discussion, debate and discussion process in order to have a thorough and complete study of the topic under discussion. In this discussion, the following organizational areas need to be taken seriously because other methods, such as the "Intelligence Attack", are made up of smaller groups, and parallel methods are used. In particular, the facilitator will announce the topic to the participants before the discussion begins, and then the teacher or organizer will explain to students or participants the manner and the rules of the debate as "intellectual attack". Then, the questions are announced and answered as short messages in the form "Who will answer quickly?". However, the teacher or organizer takes into account all the opinions expressed by the participants, regardless of whether the views or comments are correct or incorrect. In this case, a "neutral" person who runs a special account may also have a secretary, or the tutor, the organizer himself, can act as a secretary. Everybody should join the discussion. When discussing the issue, the order should not be allowed to break from the "borders". When the topic of the debate ends in a debate, the teacher announces a pause. Probably the time
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before the break can be called the "first stage". The post-breakout training is likely to be called a "second stage", giving the idea of ideas and ideas, and the correct answers by analyzing ideas and ideas voiced by the facilitator. Of course, this style is similar to the "Intelligence Attack", the teacher, the organizer of the problem, is in the same way as announcing the topic of the problem, listening to the debate and giving a correct idea and idea. Using this method, each teacher can turn the group into smaller, smaller groups, and turn it into a side-by-side method. By discussing the topic and discussing the topic, everyone in this controversial way participates directly and attempts to express their ideas and ideas.
An effective feature of this style among members of the group is that it is not a "passive" participant. In spite of ideas, ideas, or ideas, all participants become "active" and announce a true, accurate idea and idea by a teacher or organizer who completes the debate and announces the evaluation score.
One of the methods used today in radio and television is the method of "objective communication" and I consider it one of the most effective and intense, one of the most effective ways to increase students' interest in the subject matter.
The method of this technique is as follows. Many people say this is the way to find yourself. That is, when the topic of the debate continues, the group is divided into two groups, the student or the participant who first gave up the wrong idea, then joins in the same way as he is aware of the wrong idea. That is why the student or the participant should "understand yourself". These methods are directly covered in the workshop sessions.
This method is organized as follows. In the process of organizing this method, the teacher or organizer (administrator) will be asked questions in the introduction of the course in the introduction to the topic of the problem or subject matter, allowing different approaches to the correct solution, each student, listener, the participant may be able to correct his / her mistake in the conversation, debate or communication process, and the teacher at the end of the class, who is responsible for the problem and who (if any) to say that they can not find the correct answer, and the correct answer to the question of the course will be published in the section, and then the lesson will begin with the method of "objective communication".
This lesson is based on the following exercises: In particular, two questions on the audience board are posted on the board or postcard with the answer to the subject. The answer to the first answer is correct and the second one is written incorrectly. Students are asked by the teacher or the question "what is the answer?", And students who express their opinions are also asked to "be wrong" and "analyze".
Alternatively, there are ideas that are contradictory (that is, non-related issues) on both tabs (both true and false). This technique can be used to take into account the attentiveness of the students or the audience.
Another feature of this technique is that the rules of organization of the lesson, the students' opinions, evaluations and the correctness of the ideas are discussed and summarized. At the end of the workshop, the teacher summarizes the results of the lecture, explains how objective the lesson is, communicates the opinions,
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evaluates the opinions, evaluates the relevance of the topic, answers, vitality, relevance of life, life, are also recorded at the end of the study. Therefore, the method of this "objective dialogue" is one of the most original methods, and it would be appropriate to use this method from all subjects (not only social sciences).
References:
1.Milliy g'oya. -T., Akademiya, 2005.
2.Азизхужаева Н. Педагогик технологиялар ва педагогик махорат. -Т.: Ёзувчилар уюшмаси Адабиёт жамFармаси нашриёти, 2006.
UDC 800
Muhammedova N. K. senior teacher
Tashkent State Technical University named after Islam Karimov
Uzbekistan, Tashkent city
UNITY OF EDUCATION AND UPBRINGING IN FOREIGN LANGUAGE
TEACHING
Annotation: In this article describes of meaning education and teaching foreign language.
Key words: English language, teaching, education and upbringing.
At the present time, changes in society, the globalization process in the world have not missed a foreign language teaching methodology. Foreign-language teaching methods that have been started in foreign countries, which began in the 20th century, are now in our country.
Under conditions of the market economy, the demand for content is increasing. Sociological research shows that most of today's schoolchildren (7075% in the case of senior classes) have not been interested in reading. One of the reasons for this is the lack of communication between the teacher and the pupil during the lesson. Although a student who has a strong interest in a foreign language course knows grammar rules well, the ability to communicate (with a degree of skill) may be low.
Today, when we see Uzbek children, who are glorifying the whole world with their intelligence and energy, all this is the result of the education and upbringing of young people in our independent and prosperous Homeland it will not be wrong. Talking about education and upbringing reform, our country, which is developing in all respects, is implementing the third stage of reform in education. These reforms serve to educate our youngsters as individuals, who deeply realize their responsibility to society, the state, the family [1]. It is well-known that the words of education and teaching are always mentioned together, and they cannot be imagined.
They are complementary pedagogical processes that play a crucial role in the perfection of a person. The teaching and learning process is a complicated pedagogical process, requiring students to be trained and trained during each class
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