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образом - голос самого автора, повествующего и о них, и о нас, сколько бы далеко не уходили в прошлое Крылов и его басни. Мы слышим голос баснописца, живая интонация которого организует текст, - и поэтому анализ басни Крылова именно как специфически организованного «звучащего слова» представляется наиболее плодотворным и интересным» [1, с. 8]. Язык И.А. Кылова, писал В.Г. Белинский, - это «неисчерпаемый источник руссизмом», множество стихов «обратилось в пословицы и поговорки которыми часто можно окончить спор и оказать свою мысль лучше, нежели какими-нибудь теоретическими доводами» [3].
Все исследователи текстов И.А.Крылова отмечают удивительное мастерство звукоподражания - умения с помощью звучания «нарисовать картину». Например, в басне «Кот и Повар» сочетание звуков «м», «р», «у» помогает представить увлеченного едой урчащего Кота: «...а Васька-кот в углу,/Припав за уксусным бочонком,/Мурлыча и ворча, трудится над курчонком». В противовес ему -разнообразие интонаций Повара, «Ах ты, обжора! Ах, злодей! - Тут Ваську Повар укоряет. - Не стыдно ль стен тебе, не только что людей? / (А Васька все-таки курчонка убирает)».
Поэтому можно признать правоту тех методистов, которые рассматривают тексты басен как эффективные инструменты для развития речи детей. Басенная поэтика помогает формировать у них умение свободно и связно выражать свои мысли в устной форме в соответствии с ситуацией и общения. По мнению Г.А. Бакулиной и И.В. Патрушевой, связная речь «направленная на удовлетворение потребностей высказывания, передает тему организованно по закону логики и грамматики, обладает самостоятельность, законченностью и расчленяется на взаимосвязанные части», она содержательна, точна, логична, ясна, отличается чистотой, богатством, разнообразием и выразительностью [9]. А именно это присуще поэтике басен И.А. Крылова и других писателей.
Список литературы /References
1. Адамович Е.А. Чтение в начальных классах / Адамович Е.А., Яковлева В.И. М.: Просвещение, 1967. 263 с.
2. Васильева, М.С. Актуальные проблемы методики обучения чтению в начальных классах / Васильева М.С., Оморокова М.И., Светловская Н.Н. М.: Педагогика, 1977. 215 с.
3. Климанова Л.Ф. Литературное чтение. 3 класс. 1 часть / Климанова Л.Ф., Горецкий В.Г., Виноградская Л.А. М.: Просвещение, 2012. 161 с.
4. Потебня А.А. Мысль и язык / А.А. Потебня. М., 1989. 248 с.
USE OF DIGITAL TECHNOLOGY IN TEACHING MATHEMATICS
Rustamov H.Sh. Email: [email protected]
Rustamov Hakim Sharipovich - Associate Professor, DEPARTMENT OF APPLIED MATHEMATICS AND PROGRAMMING TECHNOLOGIES, BUKHARA STATE UNIVERSITY, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: the article discusses the features of digital teaching of mathematics. The problem of the importance of mathematical education in the formation of digital competencies is discussed. The advantages and disadvantages of digital learning are identified. Keywords: digital learning, mathematics education, digital resources, distance learning.
ИСПОЛЬЗОВАНИЕ ЦИФРОВЫХ ТЕХНОЛОГИЙ В ПРЕПОДАВАНИИ МАТЕМАТИКИ Рустамов Х.Ш.
Рустамов Хаким Шарипович - доцент, кафедра прикладной математики и технологий программирования, Бухарский государственный университет, г. Бухара, Республика Узбекистан
Аннотация: в статье рассматриваются особенности цифрового обучения математике. Обсуждается проблема значимости математического образования в формировании цифровых компетенций. Выявлены преимущества и недостатки цифрового обучения.
Ключевые слова: цифровое обучение, математическое образование, цифровые ресурсы, дистанционное обучение.
УДК 378
The onset of any era makes its own adjustments, both in the social life of society and in the education system. The current period is characterized by the development and use of digital resources in social and educational processes. The transition to the "rails" of digitalization determines the priority vector for the development of education and the state.
This process directly affects the entire education system, in particular mathematics. The need to introduce new innovative teaching technologies into the system of modern mathemati s edu ation has given rise to the name "digital edu ation". However, it should be noted that there is no precise definition of this concept. An alternative approach to the definition of "digital edu a tion" is adhered to in his arti le "Digital Learning: Problems, Risks and Prospe ts" A.A. Verbitsky. At the same time, the author, analyzing the use of the term "digital edu a tion" from the pedagogi al point of view, reasonably de lares that its use is unlawful. it is used in three different senses: as an educational qualification for a specific person, as a set of educational programs, and, finally, as an educational process. Instead of this term, the author suggests using the term "digital edu ation system" [3].
The digitalization of mathematics education provides for fundamental changes in the structure of education. The purposeful use of new information and communication technologies allows the development of digital learning, which is understood as learning that reveals the patterns of the educational process, the principles and mechanisms of mastering subject knowledge, skills, skills, competencies using a computer.
Nowadays, digital learning is increasingly recognized as a means to ensure the achievement of sustainable development goals. Professor of the Academy of Economics in Radom, Poland, Anthony Pardala, considers informatization as a stimulator of mathematics education, notes the importance of the formation of motivation and competent methodological preparation for it of children, pupils, students who have difficulties in perceiving the program material of teaching. As a toolkit, the author offers an informational Polish product Edumatrix, developed by teachers who are passionate about ICT in such a way as to support the natural needs of children and students in their intellectual development. Edumatrix, according to the author, allows solving mathematical, logical and ICT - problems. In addition, this program contributes to improving the informatization of mathematical education and the development of computational thinking of children and students, educates future programmers, develops their skills and thinking [1].
Professor of the University of Illinois Norma Presmeg, speaking at the conference "Psychology and technology in mathematics education", reveals the features of the mathematical language as a universal, considering it as an important aspect of informatization of mathematics education [4].
Finnish mathematics professor Samuli Siltanen draws the attention of his students to the fact that mathematics is everywhere in the world around us. He comes to schools and begins
to tell the children, thanks to which Siri in a smartphone or a navigator can "talk" to us. He explains to the guys that scientists have been studying mathematical inversion for many decades to reproduce computer sound.
The importance of mathematics in digital learning is great. Understanding it provides the student, the student with a fundamental education in a digital society.
According to S.N.Dvoryatkina, mathematical education makes it possible to ensure the effective formation of the following digital competencies:
1) basic mathematical knowledge and skills involve ensuring the solution of real-life problems, while forming competencies: the ability to analyze and compare information from various sources, to assess its reliability and usefulness, the ability to carry out mathematical and computer modeling;
2) mathematical knowledge and skills that allow solving rather difficult tasks in a situation of real uncertainty and ambiguity, tasks from other areas of knowledge with an unfamiliar context are aimed at the formation of such competencies as the ability to
critical and non-linear thinking, creativity, teamwork;
3) personal qualities, character traits that allow a person to adapt to rapid changes in the environment, in particular:
the formation of spiritual and moral values, initiative, perseverance, ability to work for a result, leadership qualities, etc;
4) digital literacy is the readiness and ability to apply digital technologies critically, confidently, effectively and safely in all spheres of life [4].
The formation of these competencies and the disclosure of innovative potential using digital resources is most in demand with the development of distance learning technologies, digital tools of the educational process and educational Internet services.
Distance learning provides for distance communication between a teacher and a student, students, which makes it possible to use all the components of the methodological training system, taking into account the individual capabilities and abilities of students in the learning process. Objectives, content, teaching aids, forms, methods and learning outcomes. Interaction is ensured through the use of a set of learning technologies and other tools that provide interactivity.
The advantage of distance learning and the use of distance learning as a toolkit has been significantly proven during the spread of coronavirus infection. Lack of computer technology, insufficient organization of online lectures and seminars, incomplete knowledge and use of digital resources and distance learning technologies have caused serious problems in the training of such personnel.
Given the risk of the spread of coronavirus infection, Bukhara State University decided to switch to distance learning from April 1, 2020 on the recommendation of the Ministry of Higher Education. In addition, all full-time and part-time classes are now available online. Teachers were forced to organize the educational process using remote technologies, training based on various methods of delivery of electronic content and available means of communication for students and teachers in the electronic information and educational environment: social networks (VKontakte), video communication platforms Skype, ZOOM, cloud storage services files (GoogleDrive).
At the end of the training, a survey was conducted among teachers and students of the pedagogical college, which revealed the shortcomings of the organization of distance learning:
- to increase the load on the teacher and student;
- Not all teachers knew how to use distance learning technologies correctly.
- Deterioration of the well-being of teachers and students, in particular: vision, headache, severe fatigue;
- The lack of self-organization of students, of course, negatively affected the quality of education.
However, it is necessary to use digital resources in the lessons of a teacher training college, but in combination with modern teaching technologies. At the same time, the task was to create e-courses in each subject using digital educational technologies.
References / Список литературы
1. Rustamov Kh.Sh. The use of didactic-software crosswords in mathematics lessons//European Journal of Research and Reflection in Educational Sciences. Great Britain, 2020. Vol. 8. № 3, 2020. Part II. ISSN 2056-5852. P. 87-93.
2. Arnold V.I. Science of mathematics and the art of mathematicians // Moscow State University. M.V. Lomonosov. Moscow, 2008. C. 4.
3. Verbitsky A.A. Digital education: problems, risks and prospects / A.A. Verbitsky // Electronic scientific journal "Homo Cyberus", 2019. № 1 (6).
4. Dvoryatkina S.N. On the possibility and necessity of the formation of digital competencies by means of mathematics // Bulletin of the I.A. Bunin. Yelets, 2018. 39. S. 54 58.
СОВРЕМЕННЫЕ МЕТОДЫ ПРЕПОДАВАНИЯ ФИЗИЧЕСКОЙ
КУЛЬТУРЫ Арслонов К.П. Email: [email protected]
Арслонов Кахрамон Полвонович - доцент, кафедра теории и методики физической культуры, Бухарский государственный университет, г. Бухара, Республика Узбекистан
Аннотация: физическое воспитание как специфическая образовательная область, помимо дидактических методов, нуждается в специальных методах в воспитательной работе. Основная цель этого обзора - показать важность и роль методов и приемов обучения, взятых из спортивной подготовки, в преподавании физического воспитания.
Ключевые слова: обучение, методика, учащиеся, начальная школа, физическое воспитание.
MODERN METHODS OF TEACHING PHYSICAL CULTURE
Arslonov Х.Р.
Arslonov Kakhramon Polvonovich - Assistant Professor, DEPARTMENT OF THEORY AND METHODS OF PHYSICAL CULTURE, BUKHARA STATE UNIVERSITY, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: physical education as a specific educational area, in addition to didactic methods, has a need for special methods in educational work. The primary purpose of this review is to show the importance and role of teaching methods and methods taken from sports training in the teaching of physical education.
Keywords: teaching, methods, students, primary school, physical education.
Одной из основных проблем на уроках физической культуры является реализация учебной программы. Распределение и конкретизация программных задач в преподавании физического воспитания для большого числа учителей является сложной задачей, когда учитываются требования современного преподавания. В
