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135As regards the students based causes of indiscipline, the result of the study showed that constant negative labels on students, abuse of seniority by school prefects, students poor study habits and students restlessness and inattention in class were the major factors. The excess energy accumulated by children kept passive and inactive for long tends to make them inattentive in class and restless. In addition, students may become restless and inattentive when lessons are boring due to acute shortage of instructional facilities and problems of curriculum. The use of constant negative labels on students by the teachers can make them to begin to build low self-concept by developing a negative frame of mind. Such student may begin to see himself as one who cannot perform well whenever the teacher is in the class, become deliberately rude to the teacher and may be withdrawn from activities. The school based causes of indiscipline revealed by this study are teachers' lateness and absenteeism in class, overcrowded classrooms, unconducive school environment, unenforceable school rules and regulations, poor teaching and poor leadership by school administrators. This finding has the supports of Asiyai (2005). She reported that unconducive school environment characterized by an acute shortage of facilities for teaching, games and sports, engendered unrest and crippled academic activities. In addition, Yaroson (2006) reported that unrealistic school rules were the causes of indiscipline. Rules and regulations are meant to guide and control activities in school but when they become too much and unenforceable, they tend to breed indiscipline.
The results further revealed the society based causes of indiscipline as parental overprotection of children, poor value system, and injustice in the society indicated by the practice of favouritism, nepotism and corruption, unwholesome mass media and unsatisfactory home condition. The poor value system in society which no longer honour the hard work and meritorious services are responsible for the breakdown of law and order in schools. Hard work is jettisoned while favouritism and nepotism become the order of the day. Unsatisfactory home condition breeds in children, a feeling of insecurity and frustration and thus contributing to the formation of deviant behaviour which they manifest at school. Some parents are too busy to keep their eyes on their children. Their children go out at will and return home any time they like. They do not even bother about the type of friends their children keep. Their children become morally loose. In school, such children have no respect for school rules and regulations and even they exhibit absolute disrespect for school authority.
It is imperative to ensure that the good behaviour and conditions are inculcated, established and maintained for effective learning in schools. Consequently this article proffers the following recommendations:
• The government, policy makers, education reformers and school administrators should ensure that schools are provided with adequate facilities for teaching and
learning, sports and games as well as information communication technologies and internet connectivity.
• Concerted efforts of stakeholders such as parents, teachers' non-governmental organizations, educational authorities, corporate bodies, past students and government should be made to find a lasting solution to the social menace.
• School administrators, parents and teachers must show good examples to students since they imitate and copy their behavior.
References
1. Ken Reid (2000). Tackling truancy in schools: Practical manual for primary and secondary Schools, UK.
2. Rogers B (1994), Classroom discipline: A planned Approach, Washington: Jefferson College publishers.
3. Rosen L (1997). School discipline: Best practices for Administrators, Califonia: Corwin Press Thousand Oaks.
UMUMIY O'RTA TA'LIMDA MATEMATIKA FANINING O'QITILISHINING MAQSADI
Djumaniyazova Inobat Axmedovna Xorazm viloyati Hazorasp tumani 12-sonli umum o'rta ta'lim maktabi
Annotatsiya: Ushbu maqolada maktablarda matematika fanining o 'qitilishining asosiy maqsadlari va muammolari, misol va masalalar yechish usullarining qo'llanilishlarining mavzularga bog'lanilishining naqadar muhimligi bilan birga, yechilish usullarining soddalikdan murakkablikka qarab borilishlariyoritilib berilgan.
Kalit so'zlar: Ta'lim maqsadlari, o'quv jarayonlari, ta'lim shakllari, masalalarning qo 'yilishi, pedagogik texnologiyalar.
Matematikani o'qitish muammosi barcha davrlarda dolzarb bo'lib kelgan. Bugungi kunda ham, ayniqsa matematik savodxonlik layoqatini shakllantirish, matematik tafakkurni shakllantirish, fanlararo bog'liqliklarni ta'minlash dolzarbligicha qolmoqda.
Bu muammolarni qanday qilib yechish mumkin, degan savolga albatta har bir darsni maqsadli tarzda soddadan hayotiylikka qarab harakatlantirish kerak.
Biz bilamiz, matematika fanining o'rganadigan narsasi hayotimizdagi mavjud narsalarning fazoviy shakllari va ular orasidagi miqdoriy munosabatlardan iboratdir. Maktab matematikasi asosan elementar matematika bo'lib oliy matematikaning turli tarmoqlaridan, ya'ni nazariy arifmetika, sonlar nazariyasi, oliy algebra, matematik analiz va geometriyaning mantiqiy kursidan olingan elementar ma'lumotlar asosiga qurilgandir.
Maktab matematikasining maqsadi o'quvchilarning psixologik xususiyatini hisobga olgan holda matematik bilimlar sistemasini maqsadlarini umumiy holda quyidagi uchta omil bilan belgilash mumkin.
1. Matematika o'qitishning umum ta'limiy maqsadi.
2. Matematika o'qitishning tarbiyaviy maqsadi.
3. Matematika o'qitishning amaliy maqsadi.
1. Matematika o'qitishning umum ta'limiy maqsadi o'z oldiga quyidagi vazifalarni qo'yadi:
a) O'quvchilarga ma'lum bir dastur asosida dastur talablariga javob bera oladigan matematik bilimlar sistemasini berish. Bu bilimlar majmuasi matematik layoqatni shakllantira oladigan sifat darajasiga ega bo'lishi, O'quvchilarni matematika fanining yuqor bilimlarini o'rganishga tayyorlashi kerak. Bundan tashqari, o'quvchilar olgan
bilimlarini o'zlari tahlil qila olishlari va mustaqil ravishda isbotlash malakalariga ega bo'lishlari lozim.
b) O'quvchilarning og'zaki va yozma matematik bilimlarmi tarkib toptirish. Matematikani o'rganish o'quvchilarning o'z ona tillarida xatosiz so'zlash, o'z fikrini aniq, ravon va lo'nda qilib bayon eta olish malakalarini o'zlashtirishlariga yordam berishi kerak. Bu degan so'z, o'quvchilarning har bir matematik tushuncha va qoidalarning ma'nolarini ona tillarida to'g'ri talqin qila olishlariga erishishdir. Shu bilan birga qoidalarning matematik ifodasini formulalar yordamida to'g'ri yoza olish qobilyatilarini shakllantirishga erishish kerakligini bildiradi.
c) O'quvchilar matematika qonuniyatlar asosida real haqiqatlarni bilishga o'rgatish. ya'ni o'quvchilarga real olamda yuz berayotgan eng sodda hodisalardan tortib to murakkab hodisalargacha hammasining fazoviy formalarining, ular orasidagi miqdoriy munosabatlarni tushunishga imkon beradigan hajmda bilimlar berish ko'zda tutilgan Bunday bilimlar berish orqali o'quvchilarning real hayotdagi hodisalarni tasavvur qilishlari shakllanadi hamda mantiqiy tafakkur qilishlari yanada rivojlanadi.
2. Matematika o'qitishning tarbiyaviy maqsadi esa o'z oldiga quyidagilarni qo'yadi:
a) O'quvchilarning ilmiy dunyo qarashlarini shakllantirish va kengaytirish;
b) O'quvchilarning matematikaga bo'lgan qiziqishlarini shakllantirish va rivojlantirish;
c) o'quvchilarning matematika tafakkurini va matematik madaniyatini shakllantirish.
O'quvchilarning ilmiy dunyo qarashlarini matematik tafakkurini, matematikaga bo'lgan qiziqishlarini hamda matematik madaniyatlarini shakllantirsh uchun, albatta matematika darslarida o'rganiladigan har bir matematik tushunchalar va ular orasidagi qonuniyatlarni atroflicha o'rgatish lozim bo'ladi. Matematika kursidagi har bir matematik xulosa qat'iyatlikni talab qiladi, bu esa o'z navbatida juda ko'p matematik tushuncha va qonuniyatlarni bosqichma -bosqich o'rganishlari davomida ilmiy mantiqiy tafakkur qilishlar rivojlanadi. Matematik xulosa chiraqish madaniyatlari rivojlanadi. O'quvchilar biror matematik qonuniyatni ifoda qilmoqchi bo'lgan fikrlarini belgilar bilan to'g'ri ifodalay olishlari va aksincha belgi shaklida ifoda qilingan matematik qonuniyatni o'z ona tillaridan ifoda qila olishlariga o'rgatish orqali ularda matematik, madaniyat shakllantiriladi.
Matematika o'qitishning amaliy maqsadi o'z oldiga quyidagi vazifalarni qo'yadi.
a) Matematika kursida olgan nazariy bilimlarni kundalik hayotda, kasb-doirasida uchraydigan sodda masalalarga qo'llay olish malakasini shakllantirish. Bunda asosan o'quvchilarning nazariy bilimlarini amaliyotda qo'llay olishga o'rgatish, ularda turli sonlar va matematik ifodalar ustida amallar bajarish malakasini shakllantirish va ularni mustahkamlash uchun maxsus tuzilgan amaliy masalalarni hal qilishga o'rgatish.
b) Matematika o'qitishda texnik vositalar ko'rgazmali qurollardan foydalanish malakalarini shakllantirish. Bunda o'quvchilarning matematika darslarida texnika vositalaridan, multimedia darsliklari, kompyuterdan, matematika ko'rgazmali qurollari, jadvallar va hisoblash vositalaridan foydalana olish malakalarini tarkib toptirishdir.
c) O'quvchilarning mustaqil ravishda matematik bilimlarni egallashga o'rgatish. Bunda asosan o'quvchilar o'quv darsliklaridan, test to'plamlaridan va ilmiy ommaviy matematika kitoblaridan mustaqil foydalanish malakasini shakllantirishdir.
Ana shunday maqsadlarga erishishda matematika darslarida misol va masalalarning bajaradigan funksiyalari muhim o'rinni egallaydi. Matematika fanini o'qitish jarayonida masala va misollarning roli va o'rnini quyidagi uchta bosqichda olib boorish maqsadga muvofiqdir.
1) Matematika fanining nazariy qismlarini o'rganishni matematik masalalarni yechish orqali amalga oshirish.
2) Matematika fanini o'rgatishda matematika masalalarni yechish bilan birgalikda olib boorish.
3) Matematikani o'rganishni misol va masalani yechish orqali amalga oshirish.
Shuni alohida qayd qilish kerakki, tanlangan masalalar sistemasi ma'lum metodik
talablarni qanoatlantirish kerak.
1) Barcha tanlangan masalalar sistemasi, shuningdek har bir masalaning aniq didaktik maqsadini aniqlashi.
2) Murakkablashishning ketma-ketligi.
3) Tanlangan masalalar sistemasi barcha ko'rinishdagi masalalarni (hisoblashga, yasashga, isbotlashga va tekshirishga oid) o'z ichiga olmog'I lozim.
Bu esa bir masalani turli usullar bilan yechishga yordam beradi.
Masalan, mavzuni tushuntirishda misolning rolini, o'qituvchi ikki burchak yig'indi va ayirmasi sinuslari mavzusini tushuntirganda quyidagi ayniyatdan foydalanishi, o'quvchining mavzuni ongida yanada mastahkamlashidan ham ko'rishimiz mumkin.
Formula
c sin(a + b) = sin a cos b + cos a sin b \
v sin(a — b) = sin a cos b — cos a sin b J
Insoniyat tarixida yetishgan eng buyuk matematiklardan bin David Gil'bert o'z shogirdlariga " Har qanday masalani yechishni karra jadvaliga keltiring" deb ta'lim berar edi. Bu birinchidan, karra jadvalidagi ko'paytmani, masalan 7x9 ni hisoblash 9 ta 7 ni bir-biriga qo'shish, biror songa yettini qo'shish esa 1 ni 7 marta qo'shish ekanini e'tiborga olsak, ikkinchidan, David Gil'bertning fikri har qanday masalani 1 ni qo'shishga keltirishni anglatar ekan. Zero dunyoning eng muhtasham qasrlari ham oddiy g'ishtlari tufayli yaratilgan. Demak, butun hikmat yaratish san'atda ekan. Ushbu mulohazalar har qanday murakkab masalani ham oddiy holatlarda keltirish, matematik formaga tushurish uni osonroq yechishga olib keladi.
Foydalanilgan adabiyotlar
1. "Fizika, matematika va informatika " jurnali 2006 yil 3-son.
2. "Yosh matematiklar" komusiy lug'at. 1991-yil.
