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Национальная ассоциация ученых (НАУ) # 66, 2021
ПЕДАГОГИЧЕСКИЕ НАУКИ
TEACHING SATURATED HYDROCARBONS BY ACMEO- INTEGRATIVE METHOD
Hagverdiyev Kamil Nasir
Doctor of Philosophy in Chemistry, Associate Professor
Baku State University, Baku
Mammadova Aytaj Arif
Master
Baku State University, Baku
ОБУЧЕНИЕ НАСЫЩЕННЫХ УГЛЕВОДОРОДОВ АКМЕО-ИНТЕГРАТИВНЫМИ МЕТОДАМИ
Ахвердиев Камил Насир оглу
Кандидат химических наук, доцент Бакинский Государственный Университет
г.Баку
Маммедова Айтадж Ариф кызы
Магистр
Бакинский Государственный Университет
г.Баку
ABSTRACT
The modernization of modern chemistry education emphasizes the acmeological integrative use of methods and techniques that can ensure its development. Acmeo-integrative preparation of didactic materials are the most important components, including the content provided through the whole integration, are effective and sustainable lessons, educational topics, sections, blocks that implement a number of educational goals and functions.
The urgency of positive motivation for learning, the educational tasks given in the interactive-modular table of students provide the creation of psychological comfort. When choosing and applying teaching aids in chemistry, in our opinion, it is expedient to start with an integrative approach methodology that involves the combination and synthesis of different tools (teaching materials, psychological-pedagogical, didactic-methodical; traditional and non-traditional). Modern didactic tools are in the socio-economic context, the category of chemical economy is becoming new information, technology is used more effectively in the teaching process.
There is a great need for multimedia support in the teaching of chemistry. In solving multimedia problems, the greatest attention should be paid to the capabilities of modern technical means. In modern information, the upbringing of a new generation for life is associated with the organization of perception. Information is mastered by methods based on non-verbal forms of communication using modern technical and electronic means.
АННОТАЦИЯ
Модернизация современного химического образования подчеркивает акмеологическое интегративное использование методов и приемов, которые могут обеспечить его развитие. Акмеоинтеграционная подготовка дидактических материалов - важнейшие составляющие, в том числе содержание, обеспечиваемое через всю интеграцию, эффективные и устойчивые уроки, образовательные темы, разделы, блоки, реализующие ряд образовательных целей и функций.
Актуальность положительной мотивации к обучению, учебные задания, приведенные в интерактивно-модульной таблице учащихся, обеспечивают создание психологического комфорта. При выборе и применении учебных пособий по химии, на наш взгляд, целесообразно исходить из методики интегративного подхода, предполагающего сочетание и синтез различных инструментов (учебных материалов, психолого-педагогических, дидактико-методических; традиционных и нетрадиционных).
Современные дидактические средства. В социально-экономическом контексте категория химической экономики становится новой информационной, технологии более эффективно используются в учебном процессе. Существует большая потребность в мультимедийной поддержке преподавания химии.
При решении мультимедийных задач наибольшее внимание следует уделять возможностям современных технических средств. В современной информации воспитание нового поколения на всю жизнь связано с организацией восприятия. Информация усваивается методами, основанными на невербальных формах общения с использованием современных технических и электронных средств.
Key words: acmeological, integrative, interactive, developing, methods, learning functions, assimilation, didactic materials, modular interactive tables, motivation
Ключевые слова: акмеологический, интегративный, интерактивный, развивающий, методы, функции обучения, усвоение, дидактические материалы, модульные интерактивные таблицы, мотивация
Traditionally, chemistry teachers prepare and use a large number of teaching and didactic teaching materials for the rational organization of the teaching process.
The modernization of modern chemistry education emphasizes the acmeological integrative use of methods and techniques that can ensure its development. The use of "universal" tools, especially acmeological integrative methods, which perform the functions of education, teaching, control, self-management, assessment, self-assessment and development, but also contributes to the formation of students' systematic knowledge, positive motivation of universal learning skills, attitudes to teaching and learning.
Didactic tools from modern chemical education tools are long-lasting.
Acmeo-integrative preparation of didactic materials are the most important components, including the content provided through the whole integration, are effective and sustainable lessons, educational topics, sections, blocks that implement a number of educational goals and functions. The universal nature of acmeo-interactive methods and tools is also ensured by the inclusion of modules - functional units of didactic information and training content.
The concept of "module" in the literature is the values that appear in different semantics.
1) A module is a content block that can be easily replaced by another equivalent block;
2) a relatively independent part of the topic;
3) structural or functional component of any system;
4) related subjects;
5) considered didactically complete information and functional unit.
We use the term "module" in a broad sense in all of the above
The module is related to a specific content of chemistry. [4] Didactic training for students with dynamic educational content works thanks to one or another educational technology. The structure of a working module should include the following components: target, motivational, demand constructive, content technological regulation, control, and effective evaluator. A convenient form of presenting chemical information on paper and an electronic version is a table. Such tables, being integrative, modular, universal, didactic material, we call IMT (integrative-modular tables) for short.
The main principles in the development and application of integrative-modular tables are as follows:
1) the adequacy of the content presented in the acmeo-integrative didactic modules lies in the observance of material, educational standards and the law of development of education of the new generation;
2) acmeo-integrative didactic significance of the information given in them;
3) integrity of intra-topic and inter-topic information presented in acmeo-integrative material modules;
4) "universality" of educational functions performed by didactic material;
5) Possibility to use personality-oriented technology. Educational process that contributes to the formation of systematic knowledge, universal educational skills and actions, positive motivation to learn chemistry and psycho-emotional comfort, resilience, interest in coping with difficulties in training sessions;
6) optimization of teaching and learning processes, creation of a positive atmosphere in training, self-justification, control, assessment, ergonomic calculations, teaching chemistry;
7) development of universal educational skills and activities: to express your thoughts in a convenient and consistent way, to implement interdisciplinary and interdisciplinary integration, to apply chemical knowledge to dialogue, to justify frontal, group and pair educational activities, as well as to discuss their results in individual and independent work.
The main and important advantages of the Interactive Module Table are:
❖ The specificity of the data of didactic units, which allows to replace the integrative content with the basic chemical compactness;
❖ Multifaceted functions (training, mobilization, training, education, development, education and cognition, regulation, communication, monitoring, evaluation, etc.);
❖ Tables of a "long-term" nature work throughout the learning process, and the formation and development of key concepts are used in conjunction with other knowledge provided in the school chemistry curriculum;
❖ There is no need to prepare multiple cards for teachers and students during teaching with the help of abbreviated technology of the studied teaching material;
The urgency of positive motivation for learning, the educational tasks given in the interactive-modular table of students provide the creation of psychological comfort. [2] The experience of using integrative-modular tables in secondary schools, junior chemistry departments and university preparatory departments shows that their use helps the following:
• Implementation of the principle of humanization, technologicalization and optimization of the educational process, expansion of opportunities for integration, universalization, differentiation and individualization in the teaching of chemistry;
• Formation of students' systematic knowledge, universal educational ability, positive motivation for learning chemistry and psychological comfort in the classroom, personality-oriented and multi-level educational and cognitive activity of students;
• Application of interactive teaching methods through which the student actively influences the system of control and self-assessment assessment and self-assessment, the system of registration of knowledge subject activities;
• To develop students' practice of actively using knowledge of chemistry, scientific methods of chemistry, skills (and actions) to apply knowledge in
the process of dialogue with teachers and other students, to answer questions, to gain self-control, self-assessment, confidence in knowledge, educational activities and opportunities;
• To save time for teachers and students in times of shortage, to think about modern didactic acmeo-integrative means based on the duration of education.
An integrative approach to the application of acmeo-didactic tools
When choosing and applying teaching aids in chemistry, in our opinion, it is expedient to start with an integrative approach methodology that involves the combination and synthesis of different tools (teaching materials, psychological-pedagogical, didactic-methodical; traditional and non-traditional). Modern didactic tools are n the socio-economic context, the category of chemical economy is becoming new information, technology is used more effectively in the teaching process. There is a great need for multimedia support in the teaching of chemistry. In solving multimedia problems, the greatest attention should be paid to the capabilities of modern technical means. In modern information, the upbringing of a new generation for life is associated with the organization of perception. [3] Information is mastered by methods based on non-verbal forms of communication using modern technical and electronic means.
Preparing students for life in the modern information society includes, first of all, the broad task of a chemist-teacher:
• Features of students receiving information from the screen,
• Ways of presenting educational material in films, slides (with certain didactic materials), presentations, video recordings on television;
• Methods of entering screen data into the database;
• Opportunities for realization of individual creative potential in the field of reception, processing, storage and application of chemical data;
Learning interactivity means the learner's ability. [1] Active interaction with the information carrier, make your choice accordingly, change the delivery rate at your own discretion, etc., acquire the ability to act as a subject of the educational process. It is impossible to think without interactive chemistry education, learn to work with modern multimedia tools - technical systems that allow the user to work with static and dynamic video images, computer graphics, text and sounds (speech, music, noise).
It should be noted that chemistry teaching aids, especially modern e-learning tools (ELT), cannot replace a teacher. They are used to form a universal way of thinking. They are used to develop information and communication skills, increase the general cultural
level. Visual images and creative activity experiences are added to the verbal sign system that form specific skills for rewriting. Educational tools closely related to the computerization of chemical education have almost unlimited audiovisual capabilities. These capabilities include: The transformation of chemicals, the "creation" of the virtual reality of the ideal substance that manifests itself, really exists in the relationship with the user. Modern tools and systems that can perform various didactic functions are successfully applied: the source of knowledge, the carrier of information, the systematization and deepening of knowledge, the means of motivation for learning, and their use in the development of universal educational activities.
Further improvement of the theory and technology of the use of resources is associated with chemical education, the creation of a strong information structure in the educational space, the transformation of data into an economic category, the development of various information technologies. Education and training cannot develop without applying them.
When teaching saturated hydrocarbons by the acmeo-integrative method, we ask the following questions to develop students' independent thinking skills:
1. Which hydrogens are called saturated hydrocarbons?
2. What is the homologous series in saturated hydrocarbons?
3. What is the name of saturated hydrocarbons?
4. Indicate the physical properties of saturated hydrocarbons
5. What are the characteristic reactions of saturated hydrocarbons
6. Write the reactions that characterize the chemical properties of saturated hydrocarbons
7. Indicate the areas of application and methods of obtaining saturated hydrocarbons
Each question is openly discussed in class by students and the correct answer is found. The teacher discusses the students' answers in an acmeo-integrative way with the participation of all students in the class, achieving the free development of their mastery skills.
References:
1. Aliyev S.H. "Active / interactive learning", Baku, 2009.
2. Gadimova H. "Interactive teaching methods and ways of their application", Baku, 2003.
3. Kuznetsova N.E., Pedagogical technologies in subject teaching.- Sankt Peterburg: Education, 1995
4. Lastochkin A.N. Integrative-modular teaching of chemistry at the preparatory department of a pedagogical university. - Sankt Peterburg: Education, 1998.
