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УДК 378
Nurmatova N.N. theacher
the department of social and humanitarian sciences
Andijan state medical Institute
PROBLEM LECTURE IN THE EDUCATIONAL PROCESS
Annotation: The article talks about the problem lecture and its use in the educational process.
Key words: pedagogical problem, problem lecture, educational technologies, problem presentation, problem game.
In pedagogy, in many situations, the concept of "problem" is used to solve compound-pedagogical, psychological, and educational problems. A pedagogical problem is a pedagogical problem that must be solved, but the method of solution is not yet known. Problem-learning technologies are educational technologies that allow students to develop creative searches for small-scale research, promote obvious hypotheses, substantiate results, arrive at specific results, etc. Problem-learning technologies are based on enhancing student functions.
The appearance of a personal opinion, the concept of the essence of a problem, a call to solve a problem situation, to feel a problem in such a situation, to conduct research on the way to solving a problem, having talent in solving problems is the main idea of the problem learning technology. This educational technology was formed in antiquity. For example, the method of Socrates, discussions which were held in ancient India, China, and Movorounnahr. Modern technology of the problem method was founded by the American scientist J. Dewet. There are other concepts of this kind:- problem report;- problem lecture;-heuristic conversation;- problematic presentation;- a practical lesson based on research;- creative tasks;- mental problematic experience;- development of problematic hypotheses;- selection of the best option for solving problems;-problematic game;- problematic tasks.
In the educational system, a problem lecture is the main method in problem studies.
A problem lecture is a lecture in which the student's performance improves by participating in problem situations and towards solving problem problems. In drawing up problem-based learning, the methods used by the teacher are of particular importance. Therefore, the choice of teacher must be paid special attention. The main methods of problem-based learning are as follows: - research method; - heuristic method; - a method for creating a problem situation; - creative method; - partially creative method.
A lecture is a report of educational material, a monological method of cooperation between a teacher and a student. The lecture is also a mediator of the objective connection between evidence and what happened. A lecture is the ratio
of using short auxiliary dialogs that provide diagnostics, and is a factor of a qualitatively - material interpretation of the teacher's knowledge for students. This refers to the reverse relationship. The lecture consists of a connection form and style of learning. A lecture is a connection between learning forms. This is listening to her with attention, a visual examination of the aids, a synopsis and with all this a finished lesson.
The following differences of oral lecture from other forms are distinguished:
a) strict compilation;
b) the logic of the report of the educational material;
c) the amount of information communicated;
d) the systemic nature of the knowledge report.
The subject of the lecture is complex. It consists mainly of a report on the relationship between complex situations, objects and processes. The volume of the lecture is sometimes equal to one lesson, sometimes the combination of several classes. The lecture begins with an explanation and goes into the conversation. The effectiveness of the lecture depends on the following conditions: drawing up a detailed lecture plan by the teacher; the name of the lecturer's volume, goals and objectives; communication of lecture plans to students; detailed explanation of each item in the plan; after explanation, summarize each item;
logical connections between lecture points in the transition from one point to another;
living language; tasks;
comparisons timely provision of relevant examples; control over the thinking of students;
the pace of the lecture story, which allows you to outline the student thesis;
discovery of the important aspects of the lecture;
highlighting the rules that should be recorded;
presentations that help to understand the lecture;
conducting a seminar on the topic of this lecture.
The lecture saves study time and is effective in understanding information. Problematic lecture is one of the active types of lecture. A problem lecture in the educational process helps to solve different types of problems. This type of lecture is distinguished by the fact that helps the student in creative thinking and develops. Technology problem lectures are not distinguished by variability, because the process of obtaining student knowledge is divided into several stages, they are connected with each other. When a problem situation arises, the introduced training problem is complex, but students must solve it. In the second (closed) stage of solving this problem, he himself must strive for a solution. He must understand what information and what is needed to solve this problem. In the third (open) stage, there are many ways to solve the problem of this situation.
The useful aspects of a problem lecture are known: Gaining knowledge through personal research work, interest in the educational process, the development of practical effectiveness and other learning outcomes. Problematic lecture in the educational process helps to independently develop knowledge, development provides students with creative thinking and teaches them to actively participate in the learning process.
Sources used:
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