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0Ilmiy-nazariy va metodik jurnal Научно-теоретический и методический журнал Scientific theoretical and methodical journal
INTER EDUCATION & GLOBAL STUDY
Original paper
,JH}IOb
PRINCIPLES OF MATERIAL SELECTION FOR THE TEACHING OF MOLECULAR PHYSICS
© Aziza X. Xamidova1^_
1Termez State University, Termez, Uzbekistan
Annotation
INTRODUCTION: this article reflects the relevance of teaching molecular physics using interactive methods and the principles of selection of educational materials on the example of secondary schools. The article also shows the didactic properties and components of the principles of material selection.
AIM: The role of solving issues in the formation of students ' theoretical knowledge of physics, understanding the essence of physical phenomena, processes, laws and laws in our country through deep reflection, increasing the activity and physical interests of the burnout, and performing computational work is of particular importance.
MATERIALS AND METHODS: literature research; research and observations; Interviews; Interviews with training participants.
DISCUSSION AND RESULTS: today, the theory and practice of teaching schoolchildren to solve issues using interactive techniques has different manifestations. L.A. Larinkova in her work for selecting proper teaching materials brings three main types of principles, such as, traditional, independent and algorithmic. [4]
CONCLUSION: thus, the third principles involves the student's activity (under the guidance of a teacher) in solving certain issues, analyzing and isolating the general solution method, and then converting it into an algorithmic instruction, his independent work.
Key words: teaching, molecular physics, interactive methods, principles, educational materials, material selection.
For citation: Aziza X. Xamidova. (2024) 'Principles of material selection for the teaching of molecular physics', Inter education & global study, (5), pp. 140-145. (In English).
MOLEKULYAR FIZIKANI O'QITISHGA DOIR MATERIALLAR TANLASH PRINSIPLARI_
© A.X. Xamidova1 H
1Termiz davlat universiteti, Termiz, O'zbekiston_
Annotatsiya
© intereduglobalstudy.com
2024, ISSUE 5
Ilmiy-nazariy va metodik jurnal Научно-теоретический и методический журнал Scientific theoretical and methodical journal
INTER EDUCATION & GLOBAL STUDY
KIRISH: ushbu maqolada umumta'lim maktablari misolida molekulyar fizikani interfaol metodlardan foydalanib o'qitish dolzarbligi va o'quv materiallarni tanlash prinsiplari aks ettirilgan. Maqolada, shuningdek, materiallarni tanlash prinsiplarining didaktik xususiyatlari va tarkibiy qismlari ko'rsatilgan
MAQSAD: talabalarning fizika bo'yicha nazariy bilimlarini shakllantirishda, mamlakatimizda jismoniy hodisalar, jarayonlar, qonuniyatlar va qonuniyatlarning mohiyatini chuqur aks ettirish, o'quvchilarning faolligi va jismoniy manfaatlarini oshirish, shuningdek hisoblash ishlarini bajarish orqali tushunishda muammolarni hal qilishning roli alohida ahamiyatga ega.
MATERIALLAR VA METODLAR: : adabiyotlarni o'rganish; tadqiqot va kuzatish; intervyular; mashg'ulotlar ishtirokchilari bilan intervyular o'tkazildi.
MUHOKAMA VA NATIJALAR: bugungi kunda maktab o'quvchilariga interfaol usullardan foydalangan holda muammolarni hal qilishni o'rgatish nazariyasi va amaliyoti turli xil ko'rinishlarga ega. L. A. Lorinkova tegishli o'quv materiallarini tanlash bo'yicha ishida an'anaviy, mustaqil va algoritmik kabi uchta asosiy printsiplardan foydalanadi. [4]
XULOSA: shunday qilib, uchinchi tamoyil talabaning (o'qituvchi rahbarligida) muayyan muammolarni hal qilish, echimning umumiy usulini tahlil qilish va ajratish, so'ngra uni algoritmik ko'rsatmalarga, uning mustaqil ishiga aylantirishni o'z ichiga oladi.
Kalit so'zlar: O'qitish, molekulyar fizika, interfaol usullar, tamoyillar , o'quv materiallari, materiallarni tanlash.
Iqtibos uchun: Xamidova A.X. Molekulyar fizikani o'qitishga doir materiallar tanlash prinsiplari. // inter education & global study. 2024. №5. B. 140-145
ПРИНЦИПЫ ОТБОРА МАТЕРИАЛОВ ДЛЯ ПРЕПОДАВАНИЯ МОЛЕКУЛЯРНОЙ
ФИЗИКИ_
© А.Х. Хамидова1Н
1Термезский государственный университет, Термез, Узбекистан_
Аннотация
ВВЕДЕНИЕ: В данной статье отражена актуальность преподавания молекулярной физики с использованием интерактивных методов на примере общеобразовательных школ и принципы подбора учебного материала. В статье также указаны дидактические особенности и составляющие принципов отбора материалов
ЦЕЛЬ: особое значение имеет роль решения задач в формировании у студентов теоретических знаний по физике, понимании сути физических явлений, процессов, закономерностей и правопорядков в нашей стране путем глубокой рефлексии, повышения активности и физических интересов обучающихся, а также выполнения вычислительной работы.
МАТЕРИАЛЫ И МЕТОДЫ: исследования литературы; исследования и наблюдения; интервью с участниками тренингов.
© intereduglobalstudy.com 2024, ISSUE 5
Ilmiy-nazariy va metodik jurnal Научно-теоретический и методический журнал Scientific theoretical and methodical journal
INTER EDUCATION & GLOBAL STUDY
ОБСУЖДЕНИЕ И РЕЗУЛЬТАТЫ: сегодня теория и практика обучения школьников решению задач с использованием интерактивных методов имеет разные проявления. Л.А. Лоринкова в своей работе по подбору надлежащих учебных материалов использует три основных типа принципов, таких как традиционный, независимый и алгоритмический. [4]
ЗАКЛЮЧЕНИЕ: Таким образом, принцип предполагает деятельность студента (под руководством преподавателя) по решению определенных задач, анализу и выделению общего метода решения, а затем преобразованию его в алгоритмическую инструкцию, его самостоятельную работу.
Ключевые слова: Преподавание, молекулярная физика, интерактивные методы, принципы, учебные материалы, отбор материалов.
Для цитирования: Хамидова А.Х. Принципы отбора материалов для преподавания молекулярной физики. // Inter education & global study. 2024. №5. С. 140-145.
Consequently, such priorities as "Improving the quality of teaching physics in general secondary educational institutions, improving textbooks and teaching aids", "extensive introduction of modern teaching methods, including information and communication technologies, into the educational process" were established. [1] Nowadays, the relevance of these problems is further increased, and the modern requirements for the content of education by parents and students in the field of Education necessitate the need to supplement education with new content in innovative ways.
Therefore, in the following years, a huge amount of work was planned in order to restore our morale, further raise it, improve the national education system, strengthen its ground, and rise to the level of World templates on the basis of adaptation with the requirements of the Times. To do this, it is necessary first of all to give the teacher himself modern knowledge, to improve their education, skills, to arm himself with modern methods of Education. In addition to learning the basics of a solid science, the teacher needs ways to convey them to students, armed with modern pedagogical technology.
G'.F.Raimov in his dissertation, worked on the methodology for solving non-standard issues in the "mechanics" section of physics in secondary schools, the psychological components of various situations in solving these non-standard issues, ways and opportunities for interest in solving non-standard issues, features of the student's ability to solve non-standard issues of various types in the "mechanics" section of physics, classification of, several different methods of solving non-standard issues of different types of kinematics are indicated, as well as non-standard issues of different types of mechanics. The types of non-standard issues and their solving features are illustrated. [2]
Djo'rayev M in his manual claims that didactic properties and components of the principles of material selection is very important in teaching molecular physics. In this way, the scientist emphasizes the foundation of principles below in the teaching of molecular physics.
© intereduglobalstudy.com 2024, ISSUE 5
Ilmiy-nazariy va metodik jurnal Научно-теоретический и методический журнал Scientific theoretical and methodical journal
INTER EDUCATION & GLOBAL STUDY
1. The principle of learning. According to the principle of science of teaching physics, the study material under study shows that physics is suitable for thinking at the level of modern achievements of Science and forms the basis of the teaching aspect.
2. The educational principle of teaching. Teaching and upbringing, the system of continuing education are two inextricably linked parts of the educational process, which, even if they are conditionally separated, are actually different aspects of the single process that takes place in a parallel way. In the process of teaching physics, students are not only self-centered on the basis of physics, but also a dialectical-materialistic point of view of natural phenomena is formed in them. The most important thing is to implement this principle, to ensure that students' knowledge of the correct Organization of educational activities. it serves to ensure that they acquire skills and skills at an adequate level.
3. The principle of systematicity of growth. According to this principle, some sections and topics of the physics course show a logical connection, between which there is continuity or consistency. For example, the connection and consistency between General Physics and theoretical physics, physics and mathematics, physics and special courses. [5]
4. The principle of unity of theory and practice. According to this principle, it allows students to get acquainted not only with a clear and deep appropriation of the theory of phenomena and laws that they observe in practical and laboratory classes, but also with their application in technology and production, and understand that this is a practical necessity.
5. The principle of awareness. The principle of mindfulness of teaching physics ensures and plans that knowledge in students only at the result of active and independent work, deeply assimilates the physical essence of the phenomenon, process and law observed. In other words, only on the basis of the correct Organization of educational and cognitive activities in students, the acquisition of deep knowledge leads to the formation of skills and abilities.
6. The principle of consistency of teaching. This principle is one of the fundamental principles of philosophy, manifested in the form of the principle of fitness in physics. Its methodological basis is the law of negation, the basis of dialectics. According to consistency in physics, any new theory must have embodied the basic results of the old theory before it. In private, it is always necessary that they come from a new theory. In particular, when the condition n«c is satisfied from the results of relativity, the results of classical mechanics must come from. From a didactic point of view, the principle of consistency indicates the correct distribution of educational material according to the different stages of its teaching and the connections between them, as well as their gradual development. It should be noted that the consistency in teaching differs from the consistency in solving the issue by the presence of feedback.
7. The principle of transmissibility. This principle serves to fully master the educational material. According to him, when phenomena, processes and laws in teaching physics are demonstrated at the level possible, it is easy for them to be mastered by
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Ilmiy-nazariy va metodik jurnal Научно-теоретический и методический журнал Scientific theoretical and methodical journal
INTER EDUCATION & GLOBAL STUDY
students. Therefore, it can be said that the basis of this principle is the folk proverb "the good one has seen once more than ten times heard".
8. The principle of impartiality of knowledge. In order for students to have access to a certain amount of knowledge and use them later in their studies and practical activities, it is necessary that they remember it sufficiently. The process of teaching physics also requires the preservation of some scientific software knowledge in memory, most importantly, without clarification and consolidation.
A famous German physicist M. Plank, one of the founders of quantum theory, acknowledges that "giving knowledge is thoughts that remain in human memory after all the Read sources have been forgotten". [3]
9. The principle of professional orientation of educational science. Schools train specialist personnel of various disciplines, many of whom study physics. It follows that it is advisable to strengthen the professional direction of teaching physics. The basis for this is the principle of operation of machines and mechanisms used in technology and production, based on physical phenomena and laws. Because these are considered practical applications of physics. Therefore. given the interconnection of physics with technical sciences, it can be said that teaching is professional orientation. Of course, other didactic principles should also be taken into account when teaching physics. But we will not dwell on them. Despite the fact that the didactic principles mentioned above are axiomatic and trivial in nature, they are of great importance in the theory and methodology of teaching physics. They form the didactic basis for teaching physics in schools. Therefore, not only didactic principles and their essence are used by school teachers, but also students must be armed with sufficient physical knowledge.
The first princilpes is traditional. It consists of the following elements: 1. To explain the approach to solving this type of issue by the teacher; to give a solution to one or two specific issues; 2. Collective solution of the issue, in which the chosen method is discussed with the whole class. One student solves the issue on the board, and the others copy the solution; 3. Solving an independent issue in connection with homework. 4. Independent solution of issues related to the performance of control work.
The second principle is independent. This method involves two new elements: solving semi-independent and independent issues. This process is carried out according to the following scheme: a). The teacher explains a general approach to solving an issue using the example of solving one or two separate issues; b). Small issues are solved collectively using a common approach; c). Semi-independent solution of issues: collective analysis of the conditions and solution of the issue, as well as independent work on the implementation of the plan; d). Solving an independent issue, including independent analysis of the condition, developing a solution plan, implementing it, analyzing the answer, checking the correctness of the solution; e). Independent work on solving issues in connection with the task to the House; f). Independent work on solving issues related to the performance of control work.
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Ilmiy-nazariy va metodik jurnal Научно-теоретический и методический журнал Scientific theoretical and methodical journal
INTER EDUCATION & GLOBAL STUDY
The third principle is algorithmic. An algorithm refers to a specific plan of execution in a certain elementary, action, sequence, according to the initial data of any problem. Therefore, the process of solving issues goes in a certain sequence: a) Collective solution of given issues. b). Finding a general way to solve the given problems c) Creating an algorithm for solving the problems given by students (under the guidance of a teacher). d). In the process of collective solution of issues, the structure of the algorithm and mastering the individual actions that make up the solution. e) Solving an independent issue, including independent analysis of the condition, choosing a way to write it briefly, applying the found solution algorithm to a specific situation, analyzing and checking the resulting solution. f) Independent work on solving issues in connection with homework. g) Independent work on solving issues related to the performance of control work.
In the productive organization of students' educational activities, in the implementation of the above principles it is recommended to take advantage of such special projects as the: a) personal creativity of students; b) ensuring the development of the ability to effectively organize personal work in them, as well as their joint efforts; c) perception of responsibility to participate in the teaching process.
ADABIYOTLAR RO'YXATI | СПИСОК ЛИТЕРАТУРЫ | REFERENCES
1. O^kiston Rеspublikasi Prеzidеntining 2021-yil 19-martdagi "Fizika sohasidagi ta'lim sifatini oshirish va ilmiy tadqiqotlarni rivojlantirish chora-tadbirlari to'g'risida"gi PQ-5032-son Qarori. - (Qonun hujjatlari ma'lumotlari milliy bazasi, 19.03.2021-y.
2. Ra^v G'.F. "Maktabda fizikaning "Mеxanika" bо'limiga dоir nоstandart masalalarni tanlash prinsiplari va yеchish mеtоdikasini takоmillashtirish" mavzusidagi pеdagоgika fanlari ьо'ую!^ falsafa dоktоri (PhD) d^rtasiyasi avtoreferati, Termiz-2022
3. Djo'rayev, Maxamatrasul. Fizika o'qitish metodikasi: o'quv qo'llanma / M. Djo'rayev. -Toshkent: Abu Matbuot-Konsalt, 2015. - 280 b
4. Burukov.T Umumiy o'rta ta'lim maktab o'quvchilarida fizikadan masalalar yechish asosida fanga oid kompetensiyalarni shakllantirish, mavzusidagi pеdagоgika fanlari Ьо'ую!^ falsafa dоktоri (PhD) d^rtasiyasi avtoreferati, Termiz -2023
5. Усова А.В. Теория и методика обучения физике.-Санкт-Петербург: Медуза, 2002, c 56
MUALLIF HAQIDA MA'LUMOT [ИНФОРМАЦИЯ ОБ АВТОРЕ] [AUTHORS INFO]
Xamidova Aziza Xayrullayevna, doktorant, [Хамидова Азиза Хайруллаевна,
докторант], [Aziza X. Xamidova, doctoral student]; manzil: O'zbekiston, 117036, Surxandaryo, Termiz, Baxt ko'chasi 14/5 uy [адреа Узбекистан, 117036, Сурхандарьинская, Термез, ул. Бахт 14/5], [address: Uzbekistan, 117036, Surkhandarya, Termez, Baxt Street 14/5 House]; E-mail: aziza1620@mail.ru
