CC BY
85. Rajabova D.Y. The description of administrative system in the emirate of Bukhara during the reign of Said Abdulahadkhan in foreign sources // International Journal on Integrated Education. 3:4 (2020). Рp. 32-35.
6. Rajabova D.Y. The phenomenon of Amir Sayyid Abdulahadkhan and his role in the history of Turkestan // Look to the past. 26:2 (2019). Рp. 80-86.
7. Rajabova D. Y. Some foreign sources about the history of the Bukhara Emirate // Vestnik nauki i obrazovaniya. № 24 (102), 2020. Рp. 19-23.
8. Jamolova D.M. Traveling to Modernity: Perception of Modernity of the Central Asian Muslims in the early 20th century // International Journal of Psychosocial Rehabilatation 9 (24), 2020. Рp. 4202-4207.
UNIQUE AND INTERACTIVE METHODS OF TEACHING SOCIAL
AND HUMANITIES Hayitova N.I.
Hayitova Nargiza Islamovna - History Teacher, SECONDARY SCHOOL № 3 7, BUKHARA DISTRICT, BUKHARA REGION, REPUBLIC OF UZBEKISTAN
Abstract: objective coverage of modern social sciences and their methodological problems, sociopolitical relations between peoples and states based on sources necessitates a civilizational approach to the process of historical development (social approach) and spiritual-intellectual comparative analysis. This article discusses some of the considerations and suggestions of a scientific approach to such processes. It is mentioned that the teaching of social sciences and humanities is a process of organizing teaching and learning, and modern advanced forms of traditional priority methods are emerging.
Keywords: modern worldview, self-study, critical thinking, comparative approach, digital history, classification, systematization.
УДК 94:372.893
The study of the world history and culture of the peoples introduces students to the thousands of years of cultural and spiritual heritage of our generations, their great contribution to the development of world scientific thought and culture, honoring the names of outstanding scientists of our culture. It helps to highlight their contribution to world civilization and reveals their importance.
The history teachers have a great opportunity to raise the national consciousness, self-awareness, political culture, socially active and spiritually mature people of the society as real people, patriots to students. Nevertheless, so far these opportunities have not been fully exploited. Therefore, the social sciences and humanities, along with other sciences, need to develop on the basis of their own approach, depending on the nature of the period.
Nowadays processes of globalization once again demonstrate that the social sciences and humanities must be taught to the young generation with a modern worldview and independent historical consciousness through special interactive methods of development. In particular, the essence of such disciplines as religion, spirituality, philosophy, cultural studies, sociology is to train the next generation of competitive, thoughtful and critical personnel in the most sensitive socio-spiritual processes such as globalization and religious processes. The period has shown that it is not necessary to spend a lot of time to achieve the goal, that is, if the teacher can skillfully motivate students to the desired motive in a short time, the applicant will learn independently from the literature database. This process not only develops a method of self-study in the younger generation, but also develops the learner's critical thinking. This requires very good teaching skills and knowledge from the teacher (speaker). It is not easy to arouse interest in science if the teacher
does not have good experience in science, the ability to cultivate learning skills in the learner, and the ability to apply specific techniques from interactive methods.
Today in Uzbekistan, the lack of interconnection between the stages of education, as well as between education and industry, has become a pressing problem. The root of the problem lies in the fact that not enough research has been done on this issue, and the existing ones remain on paper without full implementation. In particular, in every district and city, there are few people who have the potential to use innovative technologies and interactive methods in teaching history in secondary schools. Almost all of these personnel are specialists trained by the national higher education system.
The point is that we often equate the concepts of "educational content" with "academic content". Not really. The previous concept is broader, that is, the content of the subject includes only the knowledge of the subject - the concept, the judgment, the conclusions. The content of education also includes methods, techniques and practices of scientific knowledge, analyzing methodological knowledge (definition, proof, analysis, synthesis, induction, deduction, classification, systematization, generalization, etc.) that form independent cognitive skills in students. In this regard, modern approaches in pedagogy are needed.
Students should have a desire to learn and a need to learn, and learning goals should become an internal necessity. The student must consciously understand that in order to enter and participate in real life, he or she must have the knowledge, skills, and abilities, as well as the methods of scientific learning. Because the main feature of an open society is a free search to understand the world and find its rightful place in it.
In addition, the student should be able to identify and use resources. Because historical documents define the teacher's statement, deepen its content, clarify it, make it convincing and meaningful, activate students' cognitive activity, thinking, help them to consolidate their knowledge, introduce new methods of learning, components of scientific research.
It is well known that the teaching of social sciences and humanities is a process of organizing teaching and learning. Modern advanced forms of traditional priority methods (reproductive, explanatory-demonstration, developmental education, problem-based learning, creative; programmed learning, dialogical, playful learning, self-learning learning, information learning) are emerging. Rational use in practice promotes adaptive reproductive stimulation.
At each stage of teaching the tasks of innovative technology as a science to determine the content of education, the preparation of forms and means of education, the preparation of situational texts, tests for inclusion in the content of the subject, the professional qualities and moral qualities development of a system of tasks aimed at improving the level of learning, determination of learning outcomes and the level of mastery, preparation of test tasks for their objective assessment.
Innovative technology in education spread rapidly in almost all developed countries in the late twentieth century, and was recognized and supported by the prestigious UNESCO. It is now used successfully in many countries.
Many countries have made significant progress in developing the education system and increasing student learning using innovative technologies.
Until now, traditional education has taught students (or pupils) to acquire only ready-made knowledge. This method would stifle independent thinking, creative research, and initiative in the student (or students). Now it is time to organize the educational process on the basis of updated curriculum and modern lessons that meet the requirements of the standard.
In other words, instead of boring lessons, teachers who take a responsible approach to the organization of lessons, have professional knowledge, methodological skills, responsible, wellversed in modern, interactive pedagogical technology, able to organize education on the basis of innovations demand is growing.
Summarizing the above, the directions of updating the existing traditional systems (based on the humanization and democratization of relations; based on the activation and acceleration of children's activities; based on the effectiveness of organization and management; based on methodological and didactic reconstruction of educational materials; natural similarities,
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alternative technologies; there is a suggestion that it would be expedient to use the basic scientific materials of the social sciences and humanities as a flexible object. Non-traditional teaching methods of historical sciences based on traditional teaching methods, such as "teacher-technologist", "historical informatics" and "digital history" ("digital humanity"). we hope that the transfer to the applied electronic science courses will also be effective. In teaching such special online courses, it would be advisable, first of all, for the representatives of the social-humanitarian sphere to have the skills themselves.
Because in the XXI century, when science and technology are rapidly evolving, it is important that we nurture people who can deliver as much of the available resources in a modern way so that our identity, history, nationality and traditions are not modernized and absorbed into the globalization process [1 - 5].
References
1. Rajabova D.Y. Socio-philosophical views of local historians on the period of Sayyid Abdulahadkhan the emir of Bukhara // International Journal of Psychosocial Rehabilitation. 24:10 (2020). Pp. 234-243.
2. Rajabova D.Y. The description of administrative system in the emirate of Bukhara during the reign of Said Abdulahadkhan in foreign sources // International Journal on Integrated Education. 3:4 (2020). Pp. 32-35.
3. Rajabova D.Y. The phenomenon of Amir Sayyid Abdulahadkhan and his role in the history of Turkestan // Look to the past. 26:2 (2019). Pp. 80-86.
4. Rajabova D. Y. Some foreign sources about the history of the Bukhara Emirate // Vestnik nauki i obrazovaniya. № 24 (102), 2020. Pp. 19-23.
5. Jamolova D.M. Traveling to Modernity: Perception of Modernity of the Central Asian Muslims in the early 20th century // International Journal of Psychosocial Rehabilatation. 9 (24), 2020. Pp. 4202-4207.
