CC BY
3
UDK 371.4(075.8)
Chalaboyeva Z.M.
Assistant of the Department of Biological Chemistry
Andijan State Medical Institute
THE SCIENTIFIC NECESSITY OF DEVELOPING MODERN METHODS OF TEACHING NATURAL SCIENCES
Abstract: This article discusses the scientific necessity of developing a methodology of teaching modern science.
Keywords: Natural sciences, teaching methods, worldview, science, development
The teaching methodology of natural history belongs to the system of pedagogical sciences. The main subject of its study is the process of teaching and development of primary school students in environmental studies, their upbringing and development in the course of training.
The methodology of teaching natural history is based on the principles of didactics - a science that reveals the general laws of education and upbringing of children. The content of the initial course in natural history has certain characteristics that affect the learning process of this subject; Consequently, the methodology of teaching natural history is the science of the system of the process of teaching, upbringing and development of primary schoolchildren, conditioned by the peculiarities of the content of the school subject.
Like all pedagogical sciences, this methodology is designed to contribute to the improvement of the educational process in natural history in primary school through the solution of a number of specific problems.
First of all, the methodology of teaching natural history answers the question: why should students of elementary grades study the surrounding nature? Consequently, she studies and develops the goals of teaching in the initial course of natural history at school in accordance with the level of development of society at the present stage and its social order, as well as the goals of education and development of younger students, taking into account the peculiarities of the content of the subject. The study of natural history in elementary school is designed to formulate among students elementary concepts about the surrounding nature on the basis of the unity and interconnection of its constituent elements (inanimate nature, wildlife), to solve the problems of the comprehensive development of the individual.
The methodology of teaching natural history also answers the question: what to teach? Thus, it is determined by the content of educational material on environmental studies at school, its ideas, principles of selection of facts and construction of the subject. At the same time, the methodology of teaching natural history answers the questions: how to teach? How to educate by means of the
subject? What methods, techniques can be most effectively used for developing education and upbringing of younger students through the content of natural history material? What forms of education and upbringing are acceptable in the educational process, taking into account the characteristics of this subject? The methodology also determines the means of teaching, upbringing and development of schoolchildren (visual aids, equipment).Verbal methods include not only the word and speech of the teacher, but also the word and speech of the student, therefore they are closely interconnected. Verbal methods are used to develop the cognitive activity and logical thinking of schoolchildren and to assimilate the ready-made information presented by the teacher. With the help of the word, problem situations are created and implemented in the classroom.
Verbal methods are used when it is necessary to describe a picture or a process in a word, and at the same time, to arouse in children a sense of empathy and involvement in the plot, when there is little time in the lesson or other form of study, and it is necessary to lay out a large amount of material at a high level.
Conversation is a teaching method, which is a dialogue between a teacher and a student, conducted with specific teaching and educational tasks according to a carefully thought-out plan. Conversation is the most difficult verbal method, so the teacher needs to carefully and comprehensively prepare for it. The main condition for conducting a conversation is the presence of certain knowledge among students. The conversation should be structured in accordance with certain pedagogical requirements. The main requirement for a conversation is careful preparation of questions. They should be placed so that they awaken the thoughts of students, make them think about how to answer the question. The conversation should be saturated with material that will arouse the students' interest. Questions for primary school students should be specific, clear, concise and at the same time teach children to compare, explain and reveal the practical meaning of the material being studied.
Storytelling is a sequential narrative presentation of educational information. With the help of a story, the teacher by logical disclosure of the main content of the material, highlighting the main concepts in it, using methodological techniques, such as comparison, demonstration of objects, illustration with examples, work with drawings and more. The story is used if the material is unknown. This can be a description of objects, the principle of operation and devices.
The story is used if the material is unknown. This can be a description of objects, the principle of operation and device design, a characteristic of the relationships and development of nature. The story can be used in preparation for observations, when setting up experiments, during an excursion, etc. The story should be scientifically sustained, understandable for children of a certain age. The teacher's story may contain additions to the content of the textbook. In the course of the story, the teacher not only comments on the main provisions of the article, ... but also supplements it with new content.
The teacher's story requires attention, concentration of students' thoughts; therefore, one of the most important requirements for a story is careful preparation on the part of the teacher. The teacher's speech should be clear, bright, emotional. In the course of the story, the teacher can pose a question to the class, focus the students' attention on the visual aids at the moment when they are discussed. Cognitively, storytelling as a method is widely used because it is the most economical: in a short time, a teacher can give much more information than a conversation.
Practical teaching methods are characterized by the fact that when applied, various types of activities of schoolchildren are included in the process of assimilating knowledge. Practical methods are closely related to verbal and visual (showing, explaining the upcoming work by the teacher, etc.). When performing any practical task, the teacher sets a task for the students and reveals the structure of its implementation. Practical teaching methods are used when new knowledge is necessary to obtain in the process of active practical and mental activity. The use of practical methods in the learning process allows not only to assimilate new knowledge, but also to develop practical skills for their assimilation and application in new situations. Practical methods include observation, laboratory experiments (experiment), work on the identification and description of objects, work with natural history instruments, practical work in a corner of wildlife and on a training experimental site.
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