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MODERN TEACHING TOOLS AS A MEANS OF STUDENT
DEVELOPMENT
Maktuba Khonsaidova
Chirchik State Pedagogical University
ABSTRACT
This article examines the role and influence of modern teaching aids on the development of cognitive activity of primary schoolchildren in language lessons.
Keywords: multimedia, technology, speech culture, scientific discipline, exposition, graphics and animations.
The current stage of social development is characterized by a number of features that place new demands on school education. Previously, the traditional task was to give the student a certain amount of knowledge, skills and abilities necessary for his socialization and effective participation in social production. Currently, the task of education is aimed at developing personality, at developing in students such qualities and skills that in the future should allow him to independently study something, master new types of activities and, as a result, be successful in life.
In solving this important task, the leading role belongs to the teacher and his professionalism. Today it has become clear that only a creative teacher, who has a clearly expressed individual style of activity, high professional mobility, masters the art of professional communication, pedagogical technologies, is able to think freely and take responsibility for solving the tasks assigned to him, is able to improve the quality of school education, raise the general level of culture of the younger generation, thereby contributing to the development and improvement of society as a whole.
The classroom-lesson system provides for various forms of organizing the educational process: home study work (self-study), excursions, practical classes, extracurricular work, extracurricular activities, consultations. But the main form of organizing education at school is the lesson.
The lesson as a form of organizing educational work has existed since the seventeenth century, that is, for more than 350 years. This pedagogical invention turned out to be so viable that today the lesson remains the most common organizational form of the educational process in school.
The main provisions characterizing the lesson were laid down in
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the 17th - 19th centuries in the works of Ya.A. Komensky, I.F. Herbart, A. Disterweg, K.D. Ushinsky. The classroom-lesson system, originally developed and described by Jan Amos Comenius (1592 - 1670, Czech humanist thinker, teacher) in his book "The Great Didactics". Further development of the classical teachings of Ya.A. Komensky's idea of the lesson in Russian pedagogy was carried out by Konstantin Dmitrievich Ushinsky (1824 - 1870). He deeply scientifically substantiated all the advantages of the class-lesson system and created a coherent theory of the lesson, in particular, he substantiated its organizational structure and developed a typology of lessons. I.F. Herbart (1776 - 1841) developed the theory of stages of education, which became widely known among teachers in all countries. He made an attempt to bring learning in accordance with the laws of the child's mental activity, which he understood as a mechanism of activity of the apperceptive process. A. Disterweg (1790-1866) developed a system of principles and rules of teaching relating to the activities of teachers and students, and substantiated the need to take into account the age capabilities of students.
In the 50-60s, previous ideas about the lesson were negated. Specialists in the field of didactics, pedagogy, psychology, and methodology begin to explore the "new" lesson, while simultaneously creating the theory and practice of a modern lesson.
The most fundamental study of the lesson was carried out by M.I. Makhmutov and presented in the monograph "Modern Lesson" (1985).
In modern pedagogical literature there are various definitions of the concept "lesson". But the most complete and correct definition, in our opinion, is proposed by
Teaching aids are a mandatory element of equipping the educational process. Along with the goals, content, forms and methods of teaching, teaching aids are one of the main components of the didactic system. The main task of the teacher is to make the subject interesting for the child. The use of modern educational multimedia technologies requires the use of modern technical teaching aids in schools, which allow: enriching the pedagogical and technological tools of teachers; automate administration processes, eliminating routine work. They contribute to improving the methodological skills of teachers, the emergence of new electronic pedagogical tools, and the use of electronic educational programs, tests, and exercises. Requirements for lesson content and learning process: 1. The lesson should be educational;
V.A.
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2. Fulfillment of the requirements arising from the basic didactic principles;
3. The lesson should cultivate a love of nature;
4. The process of searching for truth must be strictly substantiated, the conclusions of students and teachers must be evidence-based, laboratory and practical work must include elements of creative search;
5. In the process of learning, it is necessary to cultivate accuracy, patience, perseverance in achieving the goal, the ability to behave in a team, etc.
Requirements for lesson technique:
1. The lesson should be emotional, arouse interest in learning, and cultivate the need for knowledge;
2. The pace and rhythm of the lesson should be optimal, the actions of the teacher and students must be complete;
3. Full contact is required in the interaction between the teacher and students in the lesson;
4. Create an atmosphere of goodwill and active creative work;
5. Change, if possible, the types of activities of students, optimally combine a variety of teaching methods;
6. The approach helps to see the subject of research in general terms, to present the strategy and direction of the researcher's scientific and practical activities. E.G. Yudin emphasizes that the approach is "the fundamental methodological orientation of the study, the point of view from which the object of study, the concept or principle guiding the overall research strategy" is considered.
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