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11Guliyev Dilgam Kasim, Sadigov Sadig Kazim, Guliyev Etibar Dilgam SEVERAL PEDAGOGICAL RECOMMENDATIONS ...
pedagogical sciences
UDC 378.026.7(082)
SEVERAL PEDAGOGICAL RECOMMENDATIONS ON ORGANIZATION OF "INDEPENDENT WORK" OF THE STUDENTS ON FREE STYLE, GREEK-ROMAN, EAST WRESTLING AND HAND-TO-HAND COMBAT SPECIALITIES
© 2019
Guliyev Dilgam Kasim, doctor of pedagogical sciences, professor, vice rector Sadigov Sadig Kazim, Associate Professor of the Department of Mass Recreational Work Guliyev Etibar Dilgam, master of sports, undergraduate Azerbaijan State Academy of Physical Culture and Sport (AZ 1072, Azerbaijan, Baku, Fatali Khan Khoisky Avenue, 98, e-mail: q.abbasova@mail.ru)
Abstract. The article describes the use of the Bologna process, the essence of the credit system of education, the formation of independent skills of the student in the educational process, the analysis of interactive methods of acquiring knowledge, the development of students' independent work in the learning process, its planning, organization, forms and methods, an analysis of students in a narrow and broad sense, some pedagogical issues of independent work of students during classes are considered. The application of Bologna process in "Single combat kinds" department of Azerbaijan State Physical Training and Sport Academy, the transition to credit system education call for skilled students to work more in dependently. The student working independently, showing practical activity acquires more knowledge. Systematic and independent work of the students not only forms wide world outlook, but also forms useful habits. The students should be taught to use not only one but several sources. Because the experiment shows that not all the pupils left secondary school can work independently on scientific sources, and different books. Therefore the teachers should give the necessary advises to the first course students in working independently and using scientific sources. The teachers must give them the list of the literature related to the subject taught and show the ways how to use them. It is obvious from the experiments that the first course specialized students work weakly on the primary sources and their results obtained are also weak, sometimes superficial, and sometimes just copied from the book. But as a result of right advises, recommendations and due to the students' independent work this process is gradually developing and the students get accustomed to work on the resources free and independently and in the future it will significantly stimulate them to write scientific works, to work better on their graduation work. After the student chooses the topic together with his subject teacher he must define the plan and list of literature. The student reads the literature related to the subject, analyses, takes notes, makes extracts, makes logical conclusions, generalizing writes them down. Free work must be carried out in a creative form. The books, newspapers and magazines, the views of the authors should not be copied as it is. The student must light the main aspects of the consept characterizing the basic content of the whole text; express creative treatment to material read and the authors' thoughts, write laconic expressions.
Keywords: "independent work", "free work", high school, auditorium, extracurricular work, "pedagogical approach", abstract, technical ways of training, computer technologies, student, scientific society, debate, banzai charge (mental attack), group works, professional games.
НЕСКОЛЬКО ПЕДАГОГИЧЕСКИХ РЕКОМЕНДАЦИЙ ДЛЯ ОРГАНИЗАЦИИ САМОСТОЯТЕЛЬНОЙ РАБОТЫ СТУДЕНТОВ ПО ПРЕДМЕТАМ ВОЛЬНОЙ, ГРЕКО-РИМСКОЙ, ЗАПАДНОЙ БОРЬБЫ И РУКОПАШНОГО БОЯ
© 2019
Гулиев Дилгам Касым оглы, доктор педагогических наук, профессор, проректор Садыгов Садыг Кязым оглы, доцент кафедры массово-оздоровительной работы Гулиев Этибар Дилгам оглы, мастер спорта, магистрант Азербайджанская государственная академия физической культуры и спорта (AZ 1072, Азербайджан, Баку, проспект ФаталиХанаХойского, 98, q.abbasova@mail.ru)
Аннотация. В статье описывается применение Болонского процесса, суть кредитной системы образования, формирование самостоятельных навыков у студента в учебном процессе, анализ интерактивных методов приобретения знаний, пути развития самостоятельной работы студентов в процессе обучения, ее планирование, организация, формы и методы, проводится анализ самостоятельной работы студентов в узком и широком смысле, рассматриваются некоторые педагогические вопросы самостоятельной работы студентов во время занятий. Применение принципов Болонского процесса на кафедре единоборств Азербайджанской государственной академии физической культуры и спорта, переход к кредитной системе обучения требуют от квалифицированных студентов работать более самостоятельно. Студент, работающий самостоятельно, проявляющий практическую деятельность, приобретает больше знаний. Систематическая самостоятельная работа студентов не только формирует мировоззрение, но и полезные привычки. Студентов нужно учить использовать не один, а несколько источников. Опыт показывает, что не все ученики, окончившие среднюю школу, могут работать независимо с научными источниками и разными книгами. Поэтому учителя должны давать необходимые рекомендации студентам первого курса в самостоятельной работе и использовании научных источников. Учителя должны дать им список литературы, связанной с изучаемым предметом, и показать, как их использовать. Из экспериментов очевидно, что студенты первого курса слабо работают с первоисточниками, и полученные результаты здесь также слабы, иногда поверхностны, или просто скопированы из книги. Но в результате правильных советов, рекомендаций, и благодаря самостоятельной работе студентов, этот процесс постепенно развивается, и студенты привыкают работать с ресурсами самостоятельно, и в будущем это будет значительно стимулировать их к написанию научных работ, работать лучше над своей дипломной работой. После того, как студент выберет тему вместе со своим учителем-предметником, он должен определить план и список литературы. Студент читает литературу, связанную с предметом, анализирует, делает заметки, делает выдержки, делает логические выводы, обобщает, записывает их. Свободная работа должна выполняться в творческой форме. Книги, газеты и журналы, мнения авторов не должны быть скопированы, как есть. Студент должен осветить основные аспекты концепции, характеризующие содержание всего текста, выражать творческое отношение к материалу, читать мысли авторов, писать лаконичные выражения.
Ключевые слова: высшее учебное заведение, самостоятельная работа студента, индивидуальная работа, внеаудиторная работа, педагогический подход, реферат, технические средства обучения, компьютерные технологии, научное общество, дебаты, психическая атака, работа в группах, профессиональные игры.
Actuality of the research: as known, till the 80th of last century there dominated transfer of ready knowledge to new
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Humanitarian Balkan Research. 2019. Т.3. № 2(4)
педагогически науки
Гулиев Дилгам Касым оглы, Садыгов Садыг Кязым оглы, Гулиев Этибар Дилгам оглы НЕСКОЛЬКО ПЕДАГОГИЧЕСКИХ РЕКОМЕНДАЦИЙ ...
generation in education process. This technology played a positive role for a certain period of time. But the experience showed that even in spite of attendance the extension courses every five year, just a few of these personnel prepared by use of this technology could increase their scientific-pedagogical and professional levels independently in future activities. Transfer of knowledge to new generation as a process always was the issue of concern for the researchers. Therefore such researches become topical.
As far back as XIX century well-known German pedagogue and psychologist A.Diesterweg said that the bad teacher presented the reality but the good one tried to find it. The lecture in this direction mainly assists the students to acquire such characteristics like academic education, logical inference, formation of the skills to summarize, understanding of the importance of the independent work and tend to its execution, awareness of the aim of working with the primary resources and literature and others [12].
Increasing the student's independence in education process increases the opportunities of individual work in training taking into account the wide use of interactive methods in knowledge acquisition, the development of student's creative abilities, his need and possibilities. Here we consider the growth of the independent work of the student in education process. The students's independent work, its planning, organization, forms and methods, follow-up of its results are the weak sides of high school practice.
Nevertheless these issues have always been in the limelight of the scientists. The problem of independent work in the studies of L.G.Vyatkin, M.G.Garunov, V.P.Yesipov, V.A.Kazakov, I.Y.Lerner, M.I.Mahmutov, N.A.Polovnikov, P.I.Pidkasisti has been investigated from global didaktic, psychological and methodical directions.
Based on those inestigations, first and foremost, let's reveal the main point of the student's independent work. In general, there existed different views on the essence of independent work among the scientists. For example, some of the researchers consider the independent work of the student as a specific activity of the students, some of them consider it as their managing activity; some of them consider lectures, seminars and practical sessions and laboratory works as an independent work, and note that the information given by the teachers through these means can be independently acquired by the students and the students can carry out some exercises and work independently without help of the teachers [10].
In general, the concept "students' independent work" is explained in narrow and wide sense in pedagogical literature. The students' independent work, in a narrow sense, means reading and reviewing of textbooks, additional literature, lecture notes, the literature used while preparing for the seminars and exams, but in wide sense, means the acquisition of the material taught, given during the sessions on curriculum, formation and reinforcement of confidence and faith in social works, propaganda of the knowledge among the population etc.
The students' work on the themes "Independent work" contributes to acquisition of the subject more deeply, along with that it develops exploratory abilities, increases the aspiration to science, reinforcement of independent working skills.
The changes, innovations appeared in XXI century, the activity of Azerbaijan Republic as an independent country, preference to democratic and humanist principles, new didactic ways and methods in education, innovations etc. make important the active use of innovations in the context of lectures, in its scientific, didactic, methodic directions, as well as in the methods of explanation and presentation. Disuse of the lecture advantages of the student independent work may decrease the importance of the lecture [6].
The object of the research: the building of Azerbaijan State Physical Training and Sport Academy, auditorium, extracurricular work.
The aim of the research: devoted to the problem of "teach learning" necessity for the student independently in
the period of wide development of information technologies, some pedagogical issues of the student's independent work organization during lecture sessions in high schools [1].
The tasks of the research:
- taking into account the needs of society and labour market, with creative trend a systematic professional development;
- readiness for innovations;
- highly qualified specialists and scientific-pedagogical staff training;
- Paying attention to the technology of the conveying the knowledge to new generation.
Present-day highly skilled specialist and scientific-pedagogical staff training are treated this way, new requirement is set for their training - to transfer the student from the object passively acquiring the knowledge to the subject of active creative knowledge. Thus the modern student must be able to form a certain scientific problem, to find its ways of solution, to define the results and to be able to prove its validity.
Thus, transfer of the ready knowledge technology (teaching knowledge) should be replaced by the technology of condition arrangement to acquire the knowledge independently by the learners (teaching to learn knowledge). The pedagogues evaluate such changes occurred in the technology of conveying the knowledge to new generation as conersion from training paradigm to edication paradigm: this is the demand of the modern time set for high education. Such assignment formulation requires to consider the student's independent work as the main component of education process in high school.
It is known from psychology that the more a person work comprehensively on the knowledge, the more firmly it will be imprinted in the memory. Because while working independently on the material the student analyses it comprehensively and reconsiders the same issue in his mind for several times. It helps to keep the material in mind for a long time and to attain practical importance.
Along with high knowledge and world outlook the modern young specialist must have investigatory skills, be able to think and make a decision independently. Therefore at present situation, in the period of globalization of the education mastering program material by the student may be considered as the minimum requirement, but in order to master wide theoretical knowledge and world outlook it is necessary to read much, to use additional and primary resources, to expand and apply the knowledge [10].
From this point of view the teacher must advise the students to work independently, to think a lot, to develop creative thinking.
In effect, the organization of independent work in high school reinforces free learning activity of the students. The analysis of curriculum shows that the number of hours of auditorium sessions in high school is gradually going down and the volume of theoretical knowledge decreases accordingly.
The hours of auditorium sessions in 142 leading high schools of the world are also decreasing. Here the aim is to prevent the students from overloading in auditorium sessions and stipulate condition for the students to get knowledge independently. Student's independent work, depending on the types, may be held both in auditorium and out of classes. In the result of investigations carried out in high schools there was defined a lot of deficiencies in organization of student's independent work. For example, during the lectures for acquisition of the knowledge it is necessary at least to understand the educational material and to comprehend in a creative form. In real terms, in most situations, especially low course students are satisfied with memorizing the lecture. But the teachers do not pay attention to this delicate moment and highly evaluate the material given to students. But the experience shows that nevertheless the existed program, the teachers often violate interdiscipline and interdisciplines connection, consistency and inheritance requirements. In case if interlogical links are weak, the student's chance to
Guliyev Dilgam Kasim, Sadigov Sadig Kazim, Guliyev Etibar Dilgam pedagogical
SEVERAL PEDAGOGICAL RECOMMENDATIONS ... sciences
memorize this knowledge becomes less. Such an inclination, especially in learning the subject requiring fundamental training carries more dangerous character. The students' independent works both in auditorium and out of it are interrelated. Sometimes the deficiency made in auditorium negatively influences on the quality of extracurricular work of the student's independent work. For example, though according to educational standards the time spared on extracurricular work is half of the time spent in auditorium, this norm is almost rarely observed. As usual, the number and volume of the exercises for extracurricular work is determined by the department and the teachers. With the feeling of regret we must note that while preparing these materials the principle "the more and difficult is the material the better it is" is mostly followed, the time required for the preparation of the exercise is not correctly defined. And in most cases the student makes his homework formally, copies off from his schoolmate and so on.
As it is seen, any careless "pedagogical approach" not only prevents the student from creatively fulfilling the independent work, even causes the independent work to be carried out formally and become useless from pedagogical point of view. In order to increase the quality of auditorium and extracurricular work of the students the teachers must pay a special attention to these moments.
The lecture is considered to be the main organizational form of the training in high school and as well as an active method of the training. In practice, the lecture is used as informative, confidence and faith forming, directing the students for independent work forms, as well as problem lecture, dialogue-lecture and etc.
Unfortunately, the number of approaches as a means of independent acquisition of lecture appeared to be very little in the process of investigations carried out in high school. So, 75% of the respondents responded to the question "What do you mainly think about the role and importance of the lecture?" as followed: "It consistently explains the program material" and "It gives information according to the program". But only 25% of them responded as followed: "It develops the student's cognitive activity and reinforces his logic", "It comprehends the life potential of science", "It reveals the opportunities and ways of independent acquisition" [7].
The lecture sessions have wide opportunities in organization of the student's independent work. In order to prove our view let's consider the following lecture forms encountered in high school by learning leading experience [8]:
1. Preliminarily summarized lecture. Using textbook or additional literature, lecturer summarizes the theme to be taught. Not using any improvisation during the lesson, simply, the summary is read. The facts and the terms are old in such a lecture. Of course, such a lecture motivates the student for independent work.
2. Delivery of the lecture on the basis of thesis. While preparing for the lecture, the lecturer groups the thoughts to be conveyed and defines the thesis of the text. Of course, this is based not on voluminous text but on memory. Such a lecture is more important than the preceding one, but does not attract the attention by its scope and scientific analysis of the facts. There are the moments that creates an activity like the creation of problem situation, the use of discussions, the use of interactive methods and etc. which are not used properly or sometimes are forgotten to be used.
3. The lecture that gives priority to dialogue with the student. The lecturer comprehensively gets acquainted with the literature corresponding to the subject, learns them, prepares a comprehensive text of the lecture or uses thesis form for interpreting. Composes the plan of the lecture, gives the literature used, defines the list of the literature to be recommended for the students. Diagrams, graphics and slides following the text of the lecture are prepared. Prepares the questions that make to think. Defines the moments for creating links of the subject with other topics, as well as with the other sciences and concretizes the concept and so on. The lecturer explains the prepared text with its plan 24
and thesis fluently, moderately, with clear speech, logical connection, interpretes the facts with scientific analysis, makes the students to become the active participants of the lecture, makes them to think, often carries on a dialogue with the students, solves the problem together, generalizes the thoughts and makes a conclusion. Thus the lecture is getting high-level session not only from rasional but from emotional point of view.
4. The lecture built on questions-answers. The teacher presents the lecture text to the students in advance and the time of the lecture is announced to the students. During the lecture the teacher delivers the concept of the lecture to the students with fluent, moderate, clear speech, logical connection, briefly interpretes the scientific analysis of the facts. Then the students put questions to the teacher. But the teacher does not respond directly, communicating with the student tries to creat condition for the student to solve the problem by himself, attracts them to creative or partly creative process, creates condition for the discussion with the students in auditorium. In the result, the students become active participants, they think and solve the problem together. Such lectures are distinguished by cognitive activity of the students.
In general, the lectures that make the students to think, to solve the problems by means of them are attended with great interest. It is not enough for the lecturer only to gather the material and prepare the text. Having high speech culture the lecturer using enriched language, gestures and mimicry, demonstating visual aids closely connected with proper subject, paying attention to the speed of the lecture, using the lecture not only as a conductor of the materials gathered but also as a clever and original interlocutor and real scientist being the author of ideas, thoughts and delivering the lecture confidently, with evidence causes the students big interest and consent.
The students try to forecast the development of science, to be attentive to the thoughts of innovatory scientist-teacher, learn from them, carry out his recommendation and tasks with great confidence - in the result, acquire independent thought activity and are able to carry out the independent works properly.
Here the personality of the lecturer, his ethical, moral accuracy, high scientific-qualified training, humanizm, kindness, fairness, adherence to principles, objectivity, inclination to work with the students, value of the scientist, orator ability - all these play a significant role of influencing factor. Another factor is the high scientific-methodic support of the lecture, the beauty of the language. Otherwise the lecturer will not be able to fulfil his functions.
Several decades before, when there existed only some texts and other education aids, the lecture was the main means of knowledge, information. But nowadays it is not like that. The lecture must become as a means of stimulating, directing, developing, preparing for independent activity. It is possible to acquire the knowledge, information from the textbooks, books, internet etc.
But only the human being is able to demonstrate the outlook, voice, speech manner, explanation, tone of the exercise, explanation of the problem arisen as a result of need, visual and symbolic manifestation of communication.
Therefore at present, the lecture has mostly psychological influence and carries the function of human being's communication and humaneness. That is why it is necessary to organize and conduct the lecture so that to open the opportunities for the students' social, mental, scientific-cognitive, independent activity.
Hence it follows: the another modern importance of the lecture is to open wide opportunity for the independent work of the student. Using this opportunity more effectively every lecturer can provide the reality of the following stages and levels of student's independent work.
In the studies of the scientists the lecture is not only considered as the explanation of the topic of the textbook or of any literature. As I.M.Feigenberg wrote: "... the lecture must Humanitarian Balkan Research. 2019. T3. № 2(4)
педагогически науки
Гулиев Дилгам Касым оглы, Садыгов Садыг Кязым оглы, Гулиев Этибар Дилгам оглы НЕСКОЛЬКО ПЕДАГОГИЧЕСКИХ РЕКОМЕНДАЦИЙ ... .
expose the questions and must motivate to find the answers in conversations with authorized people (especially with the teachers), in observations, in thoughts, in experiments, finally, must teach how to develop attempt skills, to find the necessary information and to analyse them".
According to our observations we can say that in comparison with accurate and technical sciences and natural sciences, in humanitarian and social sciences, especially, in pedagogical sciences most of the delivered lectures has passive information conductive and informative character. But in the last few years the didactic-methodic level of the lectures on pedagogical sciences has been significantly increased, interactive methods have been applied, and the preparing and developing levels of the lectures, the level directing the student's independent work have also been increased.
With the aim to define the practical importance of the above mentioned we have given methodical recommendations on "free work" topic to the students of "Single combat kinds of sport department", three courses (I-III courses) students acquiring a profession on free wrestling, Greek-Roman, judo, karate and single combat have been attracted to the investigation. We have learned the results of the teachers of "Single combat kinds of sport department" delivering the lecture without interfering in their work. The main requirements of the system presented are the followings [9].
1. To create the problems from the very beginning of the lectures, to put the questions.
2. To form the informations on the main concepts. To get the lacking parts and the information not mentioned yet is delegated to the students.
3. To pay attention to the students' activity addressing the facts, examples while solving the problems. To include their thoughts and opinions into explanation and to show the attitude towards it, to make the teacher to summarize the reality himself.
4. To use the technical means like diagrams, graphics, slides etc. while deliering the lecture.
5. To use such methods like debate, intellectual (mental) attack, working in groups, professional games etc. while explaining the subject in order to increase the studens' cognitive activity.
6. To entrust the students with the necessary tasks like to prepare abstract, to look through the literature and so on.
Taking into consideration the students mentioned above the lecturers-teachers observed the increment of the number of the students displaying an interest in independent thinking activity and independent work in the delivered lectures from lecture to lecture. In order to define the success of the experiment at the end of the course conducted in groups with the method suggested for the lectures we carried out discussions on different subjects. Let's have a look at one of them. In accordance with the program the first subject was devoted to the question: "Interrelation of the pedagogics with the other sciences". There was held discussion with the students on this question. Based on the traditional education experience of the lecture the students of educational groups counted the sciences interrelated with pedagogics. Some of the students explained the reasons of the connection between pedagogics and psychology, biology, filosophy, sosiology. But they could not add more information than learned from the lecture and given in the textbook, and besides the answers didn't express the personal attitude and the practical knowledge, it were just expressions from the learned material. But in the groups of the lecturers working with the recommended method it was mentioned the connection of pedagogics with some sciences (for example, cosmography, ecology, demography, culturology, theology etc.) not mentioned by the teacher before and they tried to prove it with their own pretension, presented the diagram of the sciences interrelated with pedagogics, in diagram they tried to show the extent of the link of these sciences, and not in templet and everybody displayed his attitude. As it is seen the lecture also prepares the students for active participation
in seminars and lab.
Pedagogical experiment conducted in high school showed that the teacher who consistently builds and develops his activity on 5 basic components in education-training process, only that one achieves in activating the students both independent intellectual and social and other spheres of activity. These components are: knowledge, ability, habit, attitude-communication, creativeness in operation. Knowledge, ability, habit - are the concepts accepted long ago. It is very amazing that the components: attitude-communication, creativeness in operation - are not actively used concepts in pedagogical literature, but the researchers' and scientist pedagogues' concern about these concepts is positive. The students listen to the lecturer, and not the words but also the teachher's tone of voice, smile, glance form the relationship and communication in listeners. The sympathetic relationship established between the teacher and the student, mutual understanding expose affection to lectures, words expressed, course of the teacher in students. Thus the lecturer with his methodic tasks and requirements, as well as by his personal example psychologically influences the student. Unfortunately the effect gained from experience and observations is not reflected in the studies. In other words, the researchers do not pay attention to this effect. The main reason is that in the country we live the relationship of teaching-learning has been established as subject-object relationship.
At present, as this relation is accepted as subject-subject relation, humaneness - human relation and communication, has a decisive psychological impact on successful establishment of the teacher's and the student's activities.
In the course of pedagogical experiment we paid a special attention to stimulation of the students' to independent work. It was discovered that the stimulation of the students to independent work leads to higher result. In such cases the psychological influence becomes in the forefront. Stimilus as if calls for student's awakening, sends impulse, stimulates feeling, thought, action. So as to express the relation to opinions and ideas put forward during the lecture, the students could join both in group and individual form. At that time there arises as if rivalry, competition between the groups and individuals. The teacher highly appreciates the most right, the most optimal student's thought, scientifically based relation. Stimilus encourages the appreciated ones to new researches, and the others - to activity, to use the literature. We would like to draw attention on one more interesting moment. Sometimes we discuss the matter what part of the lecture is suitable for the student's independent work. As we think such a discussion is useless. Because in the course of the experiment it was defined that the possibility for the student's independent work may be available in introduction, generalizing and summarizing stages of the lecture.
Thus, summarizing the above mentioned the possibilities for the student's independent work during the lecture can be defined as follows [1]:
1. In the direction of theoretical training: - Forms the treatment to concepts: - Familiarizes with the method of problem-solving: - Develops the skills of summarizing, comparing the facts and making conclusion; - Familiarizes with psychological approach and mechanism of influence; -Arming with scientific-theoretical information.
2. In the direction of practical work training: - Practically studies the didactic requirements; - Masters the preparation, explanation of the text, use of literature and resources; -Gets to know the importance of use of the technical means of education and computer technologies. The lecture gives the better results in case if it is connected with seminar and practical sessions (solution of the problems by the students at the seminars arisen during the lecture or advanced study of the facts and information and so on).
We would like to note one more aspect defined in the process of investigation: for successful organization and implementation of the student's independent work it is necessary to prepare the students in advance from
Guliyev Dilgam Kasim, Sadigov Sadig Kazim, Guliyev Etibar Dilgam pedagogical
SEVERAL PEDAGOGICAL RECOMMENDATIONS ... sciences
psychological and theoretical side. It mostly refers to problem lectures. In general, the lectures on pedagogical sciences covering the ways, forms, actual scientific results of development of the creation etc. by content contributes the psychological training of the students in this direction. The lecture having given scientific-theoretical knowledge increses cognitive activity, reinforces comprehension. Creative work is based on cognition, its possibilities, character, trend and ability. It is known reality that creativity is the highest level of intellectual activity. Even if the lecture and other independent works do not raise the student to "the highest level", but prepares for that. In case if the student's independent work is bound with the student's affection to the subject, science, speciality, it may turn into creative work. It is important to pay attention to this aspect too. During the lecture in auditorium it is necessary to control how the students learn the materials given to them. Naturally, for this purpose applying different methods (for example, dialogue) it is possible to determine how the student adopts the information the moment the teacher gives a lecture.
In this case the questions may be given to the students in two directions: a) the questions connected with the subject explained by the teacher at the lecture some time ago; b) creative questions. Based on the answers of the students the teacher from one side can follow-up how the student has acquired the subject, and from another side define the student's appoach to the subject. In such cases the experienced teachera usually create problem situation and try to solve the problem together with the students. In case if the students are not able to sole the problem, the teacher himself helps them a littlr bit, and creates such a situation making the students at the end to solve the problem "themselves". It is clear from the above mentioned that the lecture has an introductory role in organization of the independent work of the student. In other words, the organization of the independent work of the student starts just from the lecture and is continued with the seminar and practical sessions, and in the form of extracurricular work. Hence it follows: the better is organized the student's independent work at the lectures, the higher is the effectiveness of the following cognitive activity of the student. Such statement of an issue increases the importance of the lectures in the organization of the independent work of the students.
As it is clear from the experiments in the academies where education is organized in a high level, the students show great interest in scientific-research works. They also actively work on "free work". "Free work" subjects are freely chosen by the students. The student can work on the subject recommended by the teacher.
"Free work", as we say, is a small scientific research of the student. Practicing the materials heard at the lectures, learned at the seminars, acquired from the additional materials the student displays creative activity on free work independently. The student's free independent work from one side obviously shows how the program material is mastered by the student and from the other side whether he is able to put his knowledge into practice [10].
Conclusion. In education process of the subjects in the Academy the students must work independently, use primary resources. As it is obvious from the scientific-pedagogical investigations carried out the students must be engaged in independent intellectual work 5-6 hours daily, in science and in reading,
While independently working on the book or other material the student masters the facts and realities; strongly believes in the knowledge obtained. Such knowledge gradually turns into faith and confidence. We arrive at such a conclusion that drawing the specialized students into working free independently on the knowledge, at the same time we form their scientific outlook. Only the one who independently solves the problem believes in his strength and successfully defends it from the others.
Of course, every "Free work" topic begins with introductory, then comes the main part of the theme, at the end comes 26
conclusion, and followed by the list of the used literature. The completed "Free work" is handled to the subject teacher. The teacher reads it and evaluates. Especially, we note that the students can use the suggested "Free work" subjects as scientific work, course work, and essay or as a lecture topic for any pedagogical conference, Student's Scientific Society.
Writing of independent works is not simply to write any topic and handle it to the teacher. Preparation of the topics forms the students' abilities to investigate, stimulates to scientific researches in the future and causes the development of creative ability.
It is obvious from the results of the pedagogical studies carried out that the
main reason is the lack of independent acquisition of the knowledge. At present the theoretical and practical science develops, gets renewed and changes very rapidly. Even in several cases some scientific results given in text-book are rapidly replaced by new ones, arises a necessity for the changes to be made in text-books or some of new born views becomes outdated before applied at lecture courses.
As it is clear from the above mentioned, it is "impossible to get far" in training process providing only ready knowledge, it is necessary to create condition for the learners in acquiring the knowledge independently. The task of the learners and trainers, either in secondary schools or in high schools, is not only consisted of ready knowledge transfer but also of teaching the ways to get the knowledge independently.
Based on our analysis and observations, as well as on investigations carried out in this direction we can say that the independent work of the students is a pedagogical process to incite the students to independent learning, work, operation, expressing independent opinion and consideration, creative efficiency and etc. organized by the teachers.
REFERENCES:
1. Mahmudova R. The advantages and ways of the student's independent work in high school. Baku: Chashioglu, 2005, 135 p.
2. Ahmadov B. Scientific-technical revolution and the training of the teacher/Azerbaijan school magazine, 1978, № 6, p.19-26.
3. Social-sciences@bsu.az
4. Pedagogics. "Chashioglu", Baku: 2003.
5. The advantages and ways of the student's independent work in high school. Chashioglu, Baku: 2005.
6. Social-pedagogical issues of education. "Turan evi", Baku: 2008.
7. About new approach in students' independent work organization in high school. "News of BSU" journal, № 2-3, 2003.
8. About culture problem of students' independent work in high school. "Korpu" newspaper, 04.11.2003, p.2.
9. Comparative application corresponding to international standards of students' independent work in high school. News of BSU, №1, 2008.
10. Pedagogical-psychological terms of students' independent work organization in high school. "Scientific works" №, 2004, p.177-184.
11. Pedagogics. Program for bachelor degree, 2007.
12. New direction in students' independent work. "New stage in the development of pedagogic science", Materials of international scientific-practical conference. Baku: BSU, 2011, p.359-360.
Humanitarian Balkan Research. 2019. Т.3. № 2(4)
