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ПЕДАГОГИЧЕСКИЕ НАУКИ
MODERN TECHNOLOGIES OF PROJECT WORK IN TEACHING
CHEMISTRY Nishonov M.F.1, Urinova O.U.2, Ismailova N.B.3 Email: [email protected]
'Nishonov Mirkozim Fozilovich — Professor;
2Urinova Ozodakhon Uljaevna — Teacher, DEPARTMENT OF CHEMISTRY, FACULTY OF NATURAL SCIENCES, FERGANA STATE UNIVERSITY; 3Ismailova Nilufar Bakhtiyorovna - Teacher of Chemistry, SECONDARY SCHOOL № 27, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion deals with the issues of using modern technologies in chemistry lessons in higher educational institutions of Uzbekistan. The authors of the article believe that use of project technology has the following objectives: development of cognitive skills and abilities of students, the ability to navigate in the information space, construct independently their knowledge, integrate knowledge from different fields of science, and think critically. Process of cognition becomes priority, i.e. it's important to prepare the student capable flexibly to adapt in changing life situations, to get independently necessary knowledge, to apply skillfully them in practice for the decision of arising problems.
Keywords: project technologies, modern education, development of cognitive skills, critical thinking, science, lesson, chemistry the process of cognition, knowledge.
СОВРЕМЕННЫЕ ТЕХНОЛОГИИ ПРОЕКТИРОВАНИЯ ПРИ ОБУЧЕНИИ ХИМИИ Нишонов М.Ф.1, Уринова О.У.2, Исмаилова Н.Б.3
'Нишонов Миркозим Фозилович — профессор; 2Уринова Озодахон Улжаевна — преподаватель, кафедра химии, факультет естественных наук, Ферганский государственный университет;
3Исмаилова Нилуфар Бахтиёровна - преподаватель химии, Средняя общеобразовательная школа № 27, г. Фергана, Республика Узбекистан
Аннотация: данная статья рассматривает вопросы использования современных технологий на уроках химии в вузах Узбекистана. Авторы статьи считают, что использование проектной технологии ставит перед собой следующие задачи: развитие познавательных умений и навыков учащихся; умение ориентироваться в информационном пространстве; самостоятельно конструировать свои знания; интегрировать знания из различных областей наук; критически мыслить. Для того чтобы подготовить студента, способного гибко адаптироваться в меняющихся жизненных ситуациях, самостоятельно приобретать необходимые знания, умело применять их на практике для решения возникающих проблем, приоритетным становится процесс познания,
Ключевые слова: проектные технологии, современного образования, развитие познавательных умений, критически мыслить, науки, урок, химия процесс познания, знания.
UDC 372.854
Independent discovery of the slightest bit of knowledge by a student gives him great pleasure, allows him to feel his abilities, elevating him in his own eyes. The student asserts himself as a person. This positive range of emotions the student keeps in his memory, strives to experience again and again. In this way, there is interest not just in the subject, but, more importantly, in the process of cognition - cognitive interest. The development of cognitive and creative interests of students contribute to various types of technology: computer technology, technology, problem and research training, technology, game training, the use of tests [3].
Project technologies are one of the promising areas of modern education, they are also called fourth-generation technologies that implement a personal approach to learning. In modern society, project is increasingly used in traditional spheres of human activity: architecture, construction, engineering, etc., which are the most popular in the world. Environmental, social, genetic project is becoming popular. Humanitarian projects are widely spread: in journalism, on television, in show business. This allows us to say that project has wide application possibilities and universal approach, universal regularities. Thus, project is mastered by the modern man due to the necessity of its application in different spheres of life and professional activity. Certainly, the university should teach project skills. Therefore, using project technology at the lessons of chemistry, the priority is to put the process of learning, in order to prepare a student who is able to flexibly adapt to changing life situations, independently acquire the necessary knowledge, skillfully apply them in practice to solve emerging problems [1].
The training project allows to develop and develop special skills of students, namely to teach them:
• problematization (consideration of the problem field and the identification of specific problems, the formation of a leading problem and setting tasks arising from this problem);
• goal setting and planning for meaningful activities;
• search for and selection of relevant information and the acquisition of necessary knowledge;
• practical application of acquired knowledge in various, including non-standard situations;
• selecting, mastering and using the appropriate project product technology;
• presentations of the results of their activities in various forms using a specially prepared project product (layout, poster, computer presentation, models, etc.);
By forming project as a universal skill that all students should be able to master to some degree, project lessons should be introduced directly into the classroom system and included in thematic planning. However, project-based learning cannot and should not be a substitute for meaningful subject-based learning. The whole project lesson consists of project work. Let's consider an example of collective project activity at the chemistry lesson on the theme: "Study of chemical properties of copper, silver and zinc compounds". It is a research project using a problem and partial search approach. To summarize the information and present the results, students use a computer using the Smart Notebook software, which contains a pre-compiled collection of photographs of experiments prepared by the teacher [2].
Study objective: to update and expand students' knowledge about the properties of compounds d - elements - copper, silver and zinc, through laboratory experiments in the form of research; to create conditions for the development of skills to gradually conduct research, quickly process and summarize information, as well as pay attention to the formation of communicative skills, ability to work in a team.
The students are assigned to three groups in advance. Each group at the lesson was given the task of conducting experiments with compounds of one of the above mentioned elements and information texts for studying their physiological role in the human body. The problem question was put, to find out to what extent properties of copper, silver and zinc compounds correspond to the general laws characteristic for compounds d- elements.
Then each group makes a plan of research:
• proposing a hypothesis;
• setting a goal;
• production of experiments (observations, analysis of results, conclusions).
The group presents the results in the form of a presentation of three slides, the program Smart Notebook allows you to make a report quickly and efficiently, the scheme of experiments should be presented with photographs, the physiological role of copper, silver and zinc in the human body should be presented in the form of a cluster.
In our opinion, the value of such an experience of applying a project and research approach in the study of the topic is that the teacher has the opportunity to organize work on the formation of key competencies of students:
• subject competencies (topic assimilation);
• educational competencies in general (work with scientific text, selection of necessary information);
• information and technology (using a PC);
• communication, etc.
References / Список литературы
1. Guzeev V. "Project Method" as a Private Case of Integral Learning Technology. Moscow, 1995. P.p. 39-40.
2. Urinova O.U., Sattarov B.S. Ispol'zovaniye interaktivnykh mul'timediynykh tekhnologiy v obuchenii studentov-khimikov v universitetakh Uzbekistana // Aktual'nyye problemy gumanitarnykh i yestestvennykh nauk, 2015. № 4-2. URL: https://cyberleninka.ru/article/n/ispolzovanie-interaktivnyh-multimediynyh-tehnologiy-v-obuchenii-studentov-himikov-v-universitetah-uzbekistana/ (date of access: 17.03.2020).
3. Urinova O.U. Didakticheskoye usovershenstvovaniye kursa «tekhnologii obucheniya khimii i proyektirovaniye» // Problemy Nauki, 2019. № 11-2 (144). URL: https://cyberleninka.ru/article/n/didakticheskoe-usovershenstvovanie-kursa-tehnologii-obucheniya-himii-i-proektirovanie/ (date of access: 17.03.2020).
ИННОВАЦИОННОЕ СОТРУДНИЧЕСТВО В СИСТЕМЕ ВЫСШЕГО ОБРАЗОВАНИЯ И ПРОИЗВОДСТВА Уринов У.А. Email: [email protected]
Уринов Уйгун Абдуллаевич — доктор педагогических наук, кафедра машиностроительных технологий, Бухарский инженерно-технологический институт, г. Бухара, Республика Узбекистан
Аннотация: в данной статье подчеркивается необходимость улучшения и фундаментального улучшения качества высшего образования посредством сотрудничества между системами высшего образования и промышленными предприятиями, пересмотра содержания подготовки персонала и корректировки качества высококвалифицированного персонала для образования. Установлено, что необходимо координировать возможности высших учебных заведений для удовлетворения потребностей и потребностей рынка труда, чтобы оптимизировать количество предметов в учебном процессе и повысить рейтинг и конкурентоспособность высших учебных заведений, а также управлять эффективностью подготовки высококвалифицированных кадров. В основе инновационного партнерства в сфере образования и производства лежат отношения мотивации заинтересованных сторон, взаимного доверия и финансирования.
Ключевые слова: высшее образование, производство, инновации, сотрудничество, рынок труда, предприятие.
INNOVATIVE COOPERATION IN THE SYSTEM OF HIGHER EDUCATION AND PRODUCTION Urinov U.A.
Urinov Uygun Abdullaevich - Doctor of Pedagogical Sciences, DEPARTMENT OF ENGINEERING TECHNOLOGIES, BUKHARA ENGINEERING AND TECHNOLOGY INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article emphasizes the need to improve and fundamentally improve the quality of higher education through cooperation between higher education systems and industrial enterprises, reviewing the content of staff training, and adjusting the quality of highly qualified personnel for education. It has been established that it is necessary to coordinate the capabilities of higher education institutions to meet the needs and requirements of the labor market in order to optimize the number of subjects in the educational process and increase the rating and competitiveness of higher education institutions, as well as to manage the effectiveness of training highly qualified personnel. The basis of innovative partnerships in education and production is the relationship of motivation of interested parties, mutual trust and financing.
Keywords: higher education, production, innovation, cooperation, labor market, enterprise.
УДК: 37; 377 (077)
