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METHODS OF INTERACTIVE LEARNING AT SCHOOL
EDUCATION 1 2 Shamuratov U.U. , Masharipova D.B. (Republic of Uzbekistan)
Email: [email protected]
1Shamuratov Utkir Uktamovich - Teacher;
2Masharipova Dinora Bakhramovna - Teacher, SPECIAL SCHOOL 10, YANGIBOZOR DISTRICT, KHOREZMREGION, REPUBLIC OF UZBEKISTAN
Abstract: currently, modern methods of teaching are widely used in the educational process. The use of modern teaching methods can lead to greater effectiveness in teaching. It is advisable to choose these techniques based on the didactic function of each lesson. Enriching the traditional form of teaching with a variety of methods that enhance the learner's performance will lead to an increase in the level of self-learning. This article deals with these problems and, moreover, further examples are provided. Keywords: education, learning process, teaching methods.
МЕТОДЫ ИНТЕРАКТИВНОГО ОБУЧЕНИЯ В ШКОЛЬНОМ
ОБРАЗОВАНИИ 12
Шамуратов У.У. , Машарипова Д.Б. (Республика Узбекистан)
1Шамуратов Уткир Уктамович - учитель;
2Машарипова Динора Бахрамовна - учитель, Специальная школа № 10, Янгибазарский район, Хорезмская область, Республика Узбекистан
Аннотация: в настоящее время современные методы преподавания широко используются в учебном процессе. Использование современных методов обучения может привести к большей эффективности в обучении. Целесообразно выбрать эти методы, основанные на дидактической функции каждого урока. Обогащение традиционной формы обучения с различными методами, которые улучшают производительность учащегося, приведет к увеличению уровня самообучения. В этой статье представлены эти проблемы и, кроме того, дополнительные способы представлены.
Ключевые слова: методы, образования, учебные процессы, методы обучения.
Today, in a number of developed countries, new methods are called interactive methods, which provide a solid basis for the use of modern teaching technologies that guarantee the effectiveness of the educational process. Interactive teaching methods are among the most widely used in all types of educational institutions. However, there are many types of interactive teaching methods that are available to fulfill almost all of the educational and learning tasks. In practice, they can be used appropriately for a specific purpose. This situation has led to the problem of choosing the right methods of interactive learning for a particular purpose.
For this purpose, the organization of the classroom process, the learner's interest in the students, their continued involvement in the learning process, the breakdown of the material into small pieces, and the discovery of their contents appear. Using techniques such as attacking, working in small groups, discussion, problem-solving, referral text, project, role-playing, and encouraging learners to carry out practical exercises independently is very important in interactive teaching. An interactive method is to work together to solve an activity or problem through dialogue, discussion, or debate. The advantage of this method is that the whole activity prepares students for independent thinking independent living.
Selection of interactive teaching methods takes into account educational objectives, the number and opportunities of students, the educational and material conditions of the educational institution, the duration of education, the teaching skills of the teacher and more.
Interactive methods are those that are at the center of the learning process that encourage learners to think and act independently. When these methods are used, the educator encourages the student to actively participate. The learner is involved throughout the process. The benefits of a student-centered approach are:
> better learning outcomes;
> high motivation of the learner;
> the emphasis on previously acquired knowledge;
> alignment of the learning process with students' goals and needs;
> support of the student's initiative and responsibility;
> learning through action;
> creation of conditions for bilateral feedback.
Thus, the use of interactive methods in teaching subjects has a distinctive feature. Careful study and application of each interactive method used in educational practice can increase student thinking and have a positive impact on finding the right solution to the problem. Analyzing various theoretical and practical problems through interactive methods can help students to broaden and deepen their knowledge, skills and abilities.
From the above, it is necessary to properly analyze and classify the methods of interactive learning. The following is a general overview of this issue.
The classification of these techniques can be divided into interactive methods, interactive learning strategies, and interactive graphic organizers.
Currently, the most popular methods of interactive learning are:
Interactive methods: "Case-study" (or "Study Cases"), "Bliss-questioning", "Modeling", "Creative work", "Problem-based learning" and others.
Interactive learning strategies: "Brainstorm", "Boomerang", "Gallery", "Zig-zag", "Step by Step", "Ice-breaker", "Rotation", "Round snow", etc. The group approach to interactive learning strategies from the content of interactive learning methods is based on the fact that, in a sense, it is a strategic approach. In fact, both of these strategies relate to interactive teaching methods, with no differences between them.
Interactive graphic organizers: "Fish skeleton", "BBB", "Conceptual table", "Venn diagram", "T-table", "Insert", "Cluster", "Why?", Etc. When separating interactive graphic organizers, the main points of these sessions are based on the fact that they are written in different graphical forms. In fact, working with these graphic organizers is more and more related to interactive teaching methods, with no differences between them.
Interactive teaching methods are often used in conjunction with various training technologies. Applying these techniques will increase the activity of the participants and improve the effectiveness of their education.
In this regard, the convenience of some of the current classification methods in the above classification for the use of various types of training technologies is presented in the list below.
The convenience of some interactive learning methods in this list for using various types of training technologies is more conducive and, in fact, more and more interactive techniques with specific training technologies are given.
1. The technology for teaching secondary school learners:
❖ Free writing
❖ Essential essay
❖ Cluster
❖ B-B-B drawing
❖ T-drawing
2. Technology for teaching primary school learners:
❖ Mental Attack
❖ Bliss request
❖ Bliss-game
❖ Venn diagram
❖ Conceptual table
3. The technology for practical training:
❖ Tutorial
❖ Written and oral roundtable discussions
❖ Insert table
❖ The "why" drawing
❖ The diagram "How ? "
❖ Fish skeletons
4. Independent learning technology:
❖ Case study technology
❖ Comprehension text writing
❖ Classification schedule
5. Technology of project education:
❖ Sequenced logical chains,
❖ Flower diagram
One of the most serious didactic problems is how education choices are concerned. The didactic literature explains the various factors that influence the effectiveness of selecting and applying teaching methods:
> First, it relates to the didactic goals and objectives of the training sessions;
> Second, depending on the nature of the material, the topic is presented;
> Third, it depends on the level of knowledge and development of the trainees;
> Fourthly, it relates to specific (current) methods of teaching the basics of science studied in the learning process
> Fifth, it depends on the circumstances of the institution of higher education or the department;
> Sixth, it is related to the logistical support of the educational process;
Thus, the process of school education in higher education institutions is carried out within the framework of a multilateral system organized according to modern forms and methods of teaching. Each form has its own set of tasks, but the combination of forms and methods creates a unique didactic set. The realization of this didactic complex is determined by the psychological and pedagogical regularities of the educational process.
References / Список литературы
1. "What is Inclusive Design". Inclusive Design Research Centre. OCAD University. Retrieved 13 November 2015.
2. Wilkinson, Richard; Pickett, Kate (2010). The Spirit Level - Why Equity is Better for Everyone (2010 ed.). England: Penguin Books. p. 113. ISBN 978-0-241-95429-4.
