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12PEDAGOGIKA | ПЕДАГОГИЧЕСКИЕ НАУКИ
NEW PEDAGOGICAL TECHNOLOGIES TO TEACH HISTORY OF UZBEKISTAN IN
THE HIGHER EDUCATION
Abdullaev Diyor,
postgraduate
Tashkent State Pedagogical University, Uzbekistan
ABSTRACT
The main strategy of modern education should focus on the student's independent activity, the organization of self-learning environments and experimental and practical training, where students have a choice of actions and can use initiative as well as flexible training programs where students can work in a comfortable rhythm. Today, we should talk about the use of interactive methods to teach the history of Uzbekistan, which encourage interest in the profession; promote the efficient acquisition of training material; form patterns of conduct; provide high motivation, strength, knowledge, team spirit and freedom of expression; and most importantly, contribute to the complex competences of future specialists. We will give an overview of the modern teaching methods that are most widespread in the scientific and methodological literature and have the potential to form the competences of future professionals. The training, case study, behavioral modelling, peer feedback, play project, metaphor game, storytelling, basket and action learning methods and their potential in professional training are briefly described.
Keywords: Teaching method, interactive method, professional competence, the history of Uzbekistan.
The need for modernization of modern education makes for a fresh look at the problem of historical education, in connection with which only there was a question about the modern history curriculums of the XXI century and teaching the subject technology. Among the urgent problems of teaching associated with its contents are the main philosophical (academic) scientific and methodological problems. They designed to solve the problems of the place and role in world history and the history of Uzbekistan in the process of learning about the nature, scope and selection of the required historical information. Many modern curriculums implements various philosophical and methodological approaches civilizational, cultural, Western-oriented, public-oriented. We should talk about the use of interactive methods of training, which encourage interest in the profession; promote the efficient acquisition of training materials to teach history of Uzbekistan; form patterns of conduct; provide high motivation, strength, knowledge, team spirit and freedom of expression; and most importantly, contribute to the complex competences of future specialists.
Today, every history teacher uses in its work non-traditional forms of teaching of students. This is due to the emergence of a new style of teaching thinking teacher, orients effective solution of educational and educational problems within the subject of hours [2]. Arsenal forms of modern history teacher lessons not only updated under the influence, first of all, the growing role of the individual student in training, but also transformed in the direction of unusual game forms of presenting the lesson. Teacher as far as possible in the classroom trying to surprise a student who spends a lot of time and not a book in the library for a computer. Before modern history teacher one of the problems, the content of the subject - alternative approaches to solving the problem and evaluating the past, the choice of development paths in one time or another, forecasting events and phenomena, moral and ethical evaluation of individuals and the course of events [3]. A discussion of these issues in the
classroom is not possible without the experience of dialogue and initiation to the creative activity. Skillful communication is the most important factor in our complicated lives and guarantee the success of the younger generation in their follow-up.
Methods of teaching history, as already mentioned - is a complex process involving interrelated and are in motion components: learning objectives, content, knowledge transfer and management of their assimilation, learning activities of students learning outcomes.
The method of action learning has recently become one of the promising areas of modern education, as it provides the organization of self-learning environments. This teaching method allows students to effectively solve problems of practice-focused training.
This method is implemented in group work among students. During the joint work on the problem (which is practice focused), students develop their own way to a comprehensive solution, justify that solution and conduct a presentation of their proposals. A group of teachers discusses the results of the public defense and names the winner, which makes evaluation more objective.
If students use this method during the period of work experience, the problems to be solved may be taken from a particular practice, which enhances the teaching potential of the method and the results obtained in the course of its implementation.
Thus, learning by doing has a positive influence on the components of professional competence through practical skills, which develop the organization of joint activities and taking responsibility for one's work.
Teaching objectives define the content of education. In accordance with the objectives and content of elected optimal organization of teaching and learning. The effectiveness of the organization of the pedagogical process verified with the results of education, training and development.
The national training program, which was adopted in 1997, the Government of the Republic put new challenges before the higher education, according to which the steadily growing requirements of professional quality professional future date [1]. High school, as noted in the program, designed to train highly qualified professionals with a broad outlook, a deep socio-humanitarian training, modern mshleniem. Graduators of university should be thinking, creative specialist, constantly enriching their knowledge. This in turn requires teachers more knowledge, creative approach to the education of the younger generation, based on the achievements of both domestic and world science as traditional improvements and new educational technologies. As a result, the educational process is increasingly incorporated media and new educational technologies. Their use in Uzbekistan is predetermined by an objective necessity, especially tasks enhance the scientific and pedagogical level of the educational process, its effectiveness, in particular by means of modern pedagogical technologies.
A special place in the education of harmoniously developed generation, patriots of their Motherland is given the subject "History of Uzbekistan", as this subject is the basis of the formation of the younger generation outlook, independent and critical thinking, improves intelligence, behavior culture. For a deeper assimilation of the students of this subject, in order to achieve high results in educational activities is impossible without constant teacher work on yourself, improve skills, constant research and various forms of new teaching methods. Based on this, the teacher of history of Uzbekistan are implementing a variety of species in the educational process of new educational technologies, the essence of which is to improve the efficiency and quality of education, social work and student activities.
The kinds of interactive methods, such as "Brainstorming", "Boomerang", "Debate", "Cluster", "Quiz", and others interested and will engage in the learning process even the most passive of the student, help to be independent and creative approach to solving problems, and thus enhance absorption of the subject. This stage sets the tone for future work, creating a relaxed, democratic atmosphere. It is held in any form or by any means. The teacher informs the students of his/her expectations and hopes regarding the upcoming activity.
This step is a necessary procedure for the first class of any training. It activates the group for engaging in interaction and developing communication skills. It should be done even if the students know each other already. Through games such as "interview", "Know Me" and "exchange of business cards", participants can see a new side of and feel concern for each other.
Expectations of the participants
Participants' expectations are clarified - for example, "in a circle" - with the help of the training issues that they meet at the time. Addressing the needs of the student not only directs their interest but is also an important benchmark for the activities of the teacher.
Determination of the order of the training
When all of the participants talk or write about their expectations, the teacher always tells them the training procedure, regardless of how long it lasts.
Adoption of the rules of the group (the "agreement")
For the participants to feel responsible for their training from the very beginning it is recommended that they accept the rules of the training or make an "agreement". The articles of the agreement are usually recorded: e.g., we do not come late, speak out of turn, listen to off-topic conversation, etc. Each article is discussed, approved by majority vote and displayed in an accessible place. It will help create an appropriate working atmosphere, mutual respect and trust. It also needs to improve the learning of the material. Every student is responsible for the execution of the "agreement".
Assessment of group information level is one of the tasks for the teacher
A questionnaire or checklist with the questions on the training theme are usually used for this purpose. Polling results show the level of students' readiness and help the teacher correct the content and balance of the topics, adapt the training and make the exercises easy to understand. A questionnaire repeated after the training is over is very effective. Comparing the results, the teacher will be able to assess how students increased their readiness, which is an important measure of training efficiency.
Case study method
The case study method is training by solving specific cases. The essence of this method is a collective analysis of a situation, finding a solution and a public defense of said solution. In the process of reviewing the cases, students gain the skills of teamwork, independent modelling of the solution, independent reasoning and defending their opinion. The method was first applied at Harvard Law School University in 1870.
This method involves ambiguity in the solution of the presented problem, which creates a challenge for discussing the reasoning of proposed solutions and choosing the most appropriate one. Therefore, the result is not only knowledge but also professional skills and a well-formed personality and set of values.
The case which is viewed by the students, is usually taken from a real professional area and is supported by visual materials, statistical data, charts and graphs, descriptions of how it is viewed by different people, reports, data from the media, Internet resources, etc., the information that allows us to understand what is described in the case. When future teachers are trained a case may be, for instance, a conflict between a teacher and parent based on a student's progress recorded in the class register; the decisions of teacher's councils and boards recorded in the minutes; the student's character as described by classmates, teachers and a school psychologist; and other documents, including school statutes.
The structure of the case has three parts: two for the student and one for the teacher. The subject section describes the situation and allows the students to characterize all of its circumstances; the information section reflects the details of the support upon which a final decision is made; and the methodical section, designed for teachers, determines the location of the case in the structure of the course, tasks for students and pedagogical support for solving the situation.
The solution of the situations offered to the students involves a variety of analytical methods: problem-based, cause and effect, axiological, situational, prognostic and other types of predictive analysis.
The actions of students as part of the method are productive in the following succession: 1) familiarity with the situation, its content and features, 2) the allocation of the main problems, the factors and personalities that can really act, 3) offering solution concepts, 4) analyzing the consequences of the decision and 5) selecting the optimal variant, predicting consequences, an indication of the potential problems, mechanisms, prevention and solutions.
The activity of a teacher using this method includes two phases. The first includes creating the case, formulating the questions for analysis and developing methodological software support materials for the students and their independent work. The second phase includes the classroom activities of the teacher in discussing the case, where he/she makes introductory and closing remarks, organizes discussion or presentation, supports a business atmosphere in the audience and acknowledges the contribution of students in the analysis of the situation.
Thus, studying and analyzing work experience based on real situations, students comprehensively enrich the knowledge and skills that undergird the professional world, demonstrating a productive effect on the formation of their professional competences.
Behavioral modelling
Behavioral modelling is a method of teaching interpersonal skills and professional conduct. The method is carried out in the following sequence: 1) the presentation of a model of professional behavior which is to be learnt; 2) the most accurate reproduction of the proposed behavioral model; and 3) feedback, indicating the degree of success of mastering the relevant behaviors.
Behaviors that are offered to students using this method should sufficiently comply with actual professional situations, so that future specialists have the opportunity to maximize immersion in professional activities and rapidly adapt to specific conditions. For example, he/she may be practicing job interview skills, conflict or emergency response, discussion of career prospects, transfer or acceptance of a position, etc.
Behavioral modelling is effective under the following conditions: firstly, the proposed case is attractive to students and arouses their confidence and willingness to follow the proposed model; secondly, the case demonstrates the desired sequence or correct procedure in the standard situation; and thirdly, the students see that compliance with the desired sequence of activities is rewarded (time savings, insurance against errors, problem solving, etc.).
Thus, the presented method of behavioral modelling can enhance the quality of training by promoting appropriate behavior in ways typical of future employment situations.
The method of peer feedback
The method of peer feedback is where one student provides another student ongoing feedback about his/her actions deeds and decisions. A look at their actions and reactions from the outside allows the future specialist to better understand his/ her strengths and weaknesses and develop adequate self-esteem. The method of peer feedback is based on information (objective and honest feedback) when performing tasks associated with the development of new skills and performing current professional duties. The participants (the one who acts and those who analyze and give feedback) are absolutely equal.
Feedback can be provided after discussions, performances, educational tasks, etc. Practical training, in which students directly solve professional problems, has extraordinary value and opportunities for the implementation of this method. For example, such feedback for future teachers can be given after the lecture or additional training and educational activities, etc.
The students, of course, need to be trained to give objective feedback to make informed judgments and become competent to provide information before using this method.
Thus, the method of peer feedback provides more efficient development of the competences of future professionals through continuous monitoring of activities and opportunities to provide timely assistance and correction of deficiencies.
Play projects
Play projects is a teaching method where learning is effected via problem solving. At the first stage the teacher fixes the learning (research) problem, i.e., makes the problem situation a psychological one. At the second stage the students split into two competing groups and craft solutions to the problem. The third stage is a final meeting where students take roles and publicly defend the developed solutions (peer reviewed prior to defense).
Play projects are most successful in practical classes as they involve no explanation of the new material or information exchange between the teacher and the students. Informational, research, creative and applied projects can be done within this format.
Thus, the play project method provides high activity for teaching courses and is more productive because design skills are developed and the specialists will be more flexible and efficient in solving complex professional tasks in the future.
Metaphor game
The metaphor game is a teaching method aimed at developing new activities and changing behavioral attitudes. The main goal of a metaphor game is to find a new way solving a problem within the given metaphor.
The group selects a metaphor and delves into the context to find a way of solving the problem and implementing their solution (define the action strategy). When the game is over, the problem is discussed to find the effective solution and apply it to the work situation.
Therefore, the metaphor game method develops behavioral examples in situations typical of future professional activities; the set metaphoric context focuses the students on creatively solving professional problems, which is productive for the development of all components of professional competence.
Storytelling
Storytelling teaches future professionals the rules of work with the help of myths and stories from professional life. Speaking about the content of professional work, its specificity and emerging situations, the teacher prepares the student for understanding traditions, philosophy, culture and professional activities. Maximum objective information should be provided to avoid the future specialist's disappointment in his/her occupational choice. The method helps the students quickly learn the specifics of the job, governing documents, career prospects, etc.
This method helps students adapt more quickly to the profession and form value judgments of the professional
activities as a whole and their role in society, which is fundamental for the professional competency of the future specialist.
Basket-method
The basket-method is a method of learning based on imitation of the most common situation of specialists, when the student has to perform unplanned activities efficiently. The contents of this method are as follows: student is presented the situation or the role he/she should play and the materials which he/she must use in the exercise; the student performs the proposed actions; the final interview is conducted, in which the student justifies his/her actions, describes the potential impact of an action and assesses personal satisfaction with the result. The teacher analyses the information received from the students, offers an alternative solution, highlights missed opportunities, predicts the results of decisions and makes recommendations for the future.
This method, unlike the others, requires the development of scenarios and role-playing. For example, a student playing the role of a school teacher "is conducting a lesson". Each "student" acts in accordance with their role unbeknownst to the "teacher": he/she may suddenly ask a question about the "lesson", shout from his/her seat, ask the neighbor for a ruler, etc. In addition, the "head teacher" (appointed from among the students) can enter the classroom during the lesson to chide the teacher, make an announcement to the class, etc. A "parent", "teacher-colleague", "school electrician", etc. can also be incorporated into the scenario. Thus a student who is "conducting the lesson" should promptly and adequately respond to what is happening, but in the end take personal inventory of his/her actions. The teacher and all of the other students at the end of the game give their assessments of what they have seen in the "lesson". Students studying other concentrations may face such scenarios as unplanned phone calls, urgent tasks, new information on their work, visitors, answering a supervisor's questions, etc. Thus, this method can not only create a practical mode of professional competence. It can also develop the stress resistance of the future professional while playing out possible
interventions in the process of solving the present problem.
These modern interactive teaching methods to help students form an independent, creative and logical think. Allow to activate and use the great educational potential of students, to bring into the learning process elements of competition that encourages students to a better mastery of the knowledge in a quality classes. The main thing is to use interactive teaching methods in the educational process, it allows involving in the process of knowledge of almost all the students to be active and does not leave room passivity. Joint activity of students in the learning process, development of teaching material means that each participant brings their own special individual contribution, there is a sharing of knowledge, ideas and methods of activity. At the same time the teacher has the opportunity to assess whether the material learned. At the same time it should be noted that the teacher uses the learning process interactive methods to work in a creative mode of co-authorship, in readiness for the sound changes and the adoption of non-standard and responsible decisions. It should be noted that this is not an easy process, especially for the older generation of teachers, who are used to work in the mode of traditional teaching methods.
To conclude the review, we note that active learning methods modify the role of the teacher, organizer and coordinator of the educational process and make it possible to form complex competences in future professional specialties via student activities that manifest as closely as possible the content of professional work.
References
1. Каримов И. А. Гармонично развитое поколение -основа прогресса. Т., Узбекистан 1997 г.
2. Terry Haydn, James Arthur, Martin Hunt. Learning to Teach History in the Secondary School: A Companion to School Experience. RoutledgeFalmer, 2001.
3. S. G. Grant. History Lessons: Teaching, Learning, and Testing in U.S. High School Classrooms. Lawrence Erlbaum Associates, 2003.
