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UDC 37.02
Farxodjonova N.F.
teacher Pulatov A. teacher
Namangan Engineering - Construction Institute
Uzbekistan, Namangan city MODERN METHODS OF INCREASING STUDENT INTEREST IN
SOCIAL SCIENCES
Annotation: In this article highlights of modern methods of increasing student interest in social sciences.
Key words: social science, modern education, interactive methods, pedagogical technology, innovation.
Currently, in a number of higher educational institutions, especially in the years after Uzbekistan gained its independence, in the process of teaching students from social and humanitarian Sciences, in addition to the methods that arouse their interest in the sciences, in daily meetings, events, meetings and conferences, television shows and broadcasts, round-the-clock conversations, consultations, dialogue seminars, examination competitions and working with Of course, it would be desirable to use them also in the process of teaching, provided that the students were given an educational background.Because the main goal is to give students a quality lesson. Therefore, the purpose of recommending the use of the following analyzed methodological cases to the educational process is also an indicator of quality, resultant education and training of students, training of faithful, educated, competent human resources to our motherland in the future.
We will dwell on some of these methodological cases. Among them, the following types of methodologies, namely "Critical thinking", "Debatable style", "Style of working in small groups", "Find your place" Style, "Smart attack" or "Masquerade" style, "Ajurli Arri" ("frantically - one way, the second way") style, "Debate" style and other types of methods are used in the educational system in the following times.
In particular, "Discussion", that is, the use of a controversial method in the object-solving of lesson processes or other conversation, round tables, meetings, any important problems and issues. With the help of this method, students and even teachers will be able to obtain relevant information on the problem on the basis of extensive discussion, discussion, discussion in the discussion process so that they can thoroughly, fully study the subject under discussion. In carrying out this discussion method, the following organizational areas are required to be seriously considered, since in this method, a number of other methods, namely "Smart attack",
small group-like groups are formed, and the methods of assignment are used parallel. In particular, the instructor who conducts the training will select the topic and announce it to the participants before starting the discussion, and then the teacher or organizer will understand the order, rules of conduct of the discussion to the students or participants in the form of "smart attack" or "masquerade".
Then the questions were announced and, as an idea - "who will answer quickly?"in the form it is proposed to give a short and quick answer. But the teacher or organizer takes into account all the opinions expressed by the participants, regardless of whether they are right or wrong in their opinion or not. In this case, a secretary from a "neutral" person carrying out a special account can also be put or the teacher, the organizer himself, can act as a secretary. Everyone must participate in the discussion. When the dispute is sharply raised, the order should not allow a violation of the rule to "cross the border". If the subject reaches the end in the form of discussion, the teacher announces a break, suspending the discussion. Perhaps the time before the break can be called the" first stage". The post-break session will probably be called the "second stage" and will end up with a thought, ideas on the topic and will analyze the thoughts, ideas expressed by the teacher, the organizer and announce the correct answers. Of course, this style is similar to "Mashvarat" or "Smart attack", and the teacher, the organizer, announcing the topic of the problem and at the end of the discussion, while listening to themselves, announcing the right idea, the style of "Mashvarat" is similar. Each teacher who uses this style can divide the group into small, small groups and send to the style of transfer in the form of "side" - "side". How to become a discussion of a topic, in this controversial style, all participants are directly involved and try to express their opinion and Idea.
An effective aspect of this method among the members of the group is that there will be no "passive" participant. Regardless of whether the ideas, ideas are right, or wrong, all the participants participate "actively", and the real, correct opinion and Idea is announced by the teacher or organizer and completes the controversial exercise, the participants announce the"evaluation" -ball.
At present, one of the methods used in radio and television is the "Object communication" method, and I consider it one of the most effective and non-boring, activity-enhancing methods in increasing students ' interest in the sciences, even if it is used in the course of teaching.
And the procedure for this method is as follows. This style is also called "Find Your place" by many. That is, when the discussion of the topic continues, the group is divided into two groups separately, before the student or participant who expressed the wrong opinion, then goes to the node where the right opinion is said, knowing the wrong of his opinion. Therefore, the reason for the fact that the student or participant is called "Find his place" - then it is necessary. These methods are carried out directly in the workshop session.
This style is organized as follows. In the organization of this method, the teacher or the organizer (also called the manager) should be allowed to use different approaches to solve the problem at the beginning of the lesson, at the beginning of the lesson, the questions indicated in the plan on the topic of the problem or the
subject of the subject of the lesson, each student, listener or participant, the correct answer is that they say that the lesson will be announced in the introductory part of the lesson, and then the lesson will begin on the basis of the style of "object communication". This style is a good broadcast-show on television on the topic "forty cracks the hair".
On the basis of this method, the lessons are carried out as follows. In particular, on the audience's whiteboard hangs a poster on which the answer to two problems is written, or on a whiteboard. To the answer in the first note is put a hyphen, and to the second an incorrect answer is written. Students are asked to comment, analyze, either "wrong" or "rest"from students expressing their opinion, asking the question "which answer is right"by the teacher or the beginner.
Alternatively, the issue that hangs in the whiteboard-do not look at the problem with the expressed views on two different (correct and incorrect) answers-ideas about the opposite (that is, on other unrelated topics) can also be put. Because in the style, this style can be used in order to draw attention to both the sympathy of the students or the audience.
Another characteristic feature of this style is that the rules of the organization of the lesson, the opinions, opinions of the opponents, the correctness and inaccuracy of the expressed ideas are also discussed and the conclusion is made. At the end of the lesson, the teacher or the organizer (manager) concludes the results of the lesson and emphasizes how many objects the lesson has passed, takes part in the lesson and announces the score of those who expressed their thoughts, opinions, modernity of the subject, answers, relevance, connection to married, vital moments, to the policy of our state, to the international situation. For this reason, this style of "object communication" was one of the modern original styles, which would be appropriate if teachers teaching in all disciplines (not only Social Sciences) used this style.
References:
1. Информационные ресурсы в образовании: материалы Междунар. науч.-практ. конф./отв.ред..Т. Б. Казиахмедов. Нижневаторск: НВГУ, 2013. -С.41.
2. Фарходжонова Н. Ф. ПРОБЛЕМЫ ПРИМЕНЕНИЯ ИННОВАЦИОННЫХ ТЕХНОЛОГИЙ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ НА МЕЖДУНАРОДНОМ УРОВНЕ //Инновационные тенденции, социально-экономические и правовые проблемы взаимодействия в международном пространстве. - 2016. - С. 58-61.
