CC BY
40
Section 8. Chemistry
Shernazarov Iskandar, Lecturer at the Academic Lyceum of Tashkent Pediatric Medical Institute E-mail: [email protected]
USE OF PEDAGOGICAL, INFORMATION AND COMMUNICATION TECHNOLOGIES, AS WELL AS INTERACTIVE TEACHING METHODS IN CONSOLIDATING OF ORGANIC CHEMISTRY LESSONS
Abstract: The article discusses the use of pedagogical, information and communication technologies, as well as the use of interactive teaching methods in an academic lyceum on the topic: "Aromatic hydrocarbons and their homologues, production and properties".
The article is based on the integration of pedagogical, information and communication technologies. Using the chosen method, approach to learning the topic and improving learning experience is explained. The article uses animated colour schemes.
Keywords: aromatic hydrocarbons, homologues of aromatic hydrocarbons, toluene, o-xylene, m-xylene, p-xylene, cumene, vinylbenzene, 1, 2, 3 - trimethylbenzene, 1, 3, 5 - trimethylbenzene, 1, 2, 3, 4, 5, 6 - hexamethylbenzene, 2, 4, 6 - trinitrotoluene, animation.
Reform of the whole education system is the to the development issues of humanity and the
achievements of science. Therefore, we can emphasize the importance of basic and applied research in the development of our Republic.
At present, the field of education in our country undergoes many changes. It is a known fact, that the development of education is a common trend of all developing countries and the field of education in our country is no exception, as it undergoes many changes at present. At this point, erudite, free-thinking, resourceful entrepreneurs and mature specialists are necessary for the national economy. This requires the independent mastering of the skills of implementation of theoretical knowledge in practice and new achievements of science. Large-scale reforms in the field of education and state efforts to improve the content of education requires to bring
main task of "National Professional Training Programme" of the Republic of Uzbekistan. The major part of this reform is the introduction of information technology and advanced pedagogical technologies into the educational process. Due to the fact, that many students have difficulties in understanding organic chemistry, the introduction of information technology and the implementation of pedagogical technologies is a relevant task.
At the present time, science and culture are constantly developed, which leads to an increase in professional standards in the field of education. Development of the education system requires its raise to a new qualitative level.
Development of various areas of our country serves as an example of relations between solutions
education into different areas of life, to bring up a well-educated new generation for a rapidly developing society [1].
By using the Internet in lessons of organic chemistry, students learn to express their opinions in a group, independently think and work, become more resourceful and intellectual. It also increases their interest in the subject of organic chemistry and encourages students to be active. For this reasons, the introduction of innovative technologies in the organic chemistry teaching process and analysis of methods for its improvement is the study purpose.
The ongoing changes in the field of education, torrents of new information, the need for the rapid assimilation of knowledge requires integration of new elements in education. Also, the introduction of modern information technology is relevant [2].
The majority of teachers that participated in analysis of the situations on the introduction of modern information technology and pedagogical technologies in the organic chemistry lessons have said that lessons were more interesting and fruitful after introduction of aforementioned innovations. There are insufficient scientifically based instructions and guidelines for the introduction of information technology in lessons.
The use of information and communication technologies and pedagogical technologies in the organic chemistry lessons opens up new far-reaching and effective opportunities. Information technology opens new possibilities for the development of independent learning abilities and creates the necessary conditions for the intellectual development of students [3]. Implementation of information technology and pedagogical technologies and their use in organic chemistry lessons allows teachers to send homework to students (as well as check it) using the Internet. Information and communication technologies are the most convenient method for verifying knowledge of each individual student.
Improvement of the educational system through innovative pedagogical and information technolo-
gies generates interest and attracts attention of increasing amount of people every day.
Innovative information technology has the following features:
- innovative technologies always increase the interest of pupils and students to the subject;
- in the process of using innovative technologies, a culture of communication between pupils and students develops;
- innovative technologies assist teachers in discovering talent and attesting knowledge of pupils and students;
- develop other positive qualities of pupils and students.
Lessons with the use of Internet communications and data assist students in independent knowledge assimilation, develop analytical skills and influence their decision making process [4; 5; 6].
The highly-organized lessons with integration of pedagogical, information and communication technologies highly influence learning process and students' knowledge of the topic. Lessons with implemented information technology use computers, video projectors, overhead projectors, video machines, slides, animations to highlight the topic oflessons.
At these lessons, teachers use animated films or videos of chemical processes that are difficult to imagine and explain the topic with the help of pedagogical technologies. During lessons with animation, the slides should be interconnected, students should be more interested in the subject, and the slides should reflect formulas, types of reactions, properties of substances, reactivity, spatial structures of organic substances. Conducting lessons using modern information technology is considered the most effective method. By using animation, to introduce new information from the Internet on the topic, this method allows to explain topics that are difficult to explain with the usual approach.
Using information technology and Internet data, teachers demonstrate practical and laboratory classes, which increase interest of students in the
subject, increase understanding of chemical reactions, increase understanding of the qualitative content of chemical reaction products, their spatial structure.
Knowing that the significance of using information technology in the education process is increasing, it is necessary to intensively introduce information and communication technologies in the teaching and learning activities. It is necessary to use modern technology for professional training. Science and technology are in constant development, so by the effective implementation oftheir accomplishments in lessons, it is possible to achieve higher results.
The main objectives of the lessons that use information technology and Internet data:
- having laboratory classes, to explain to students how to obtain organic substances;
- to develop the skills and qualifications of students in practical classes and analyse their results;
- to teach students about the mechanisms of chemical reactions;
- to develop the ability of students to imagine the spatial structure of organic substances;
- based on the knowledge gained, teach student to self-evaluate.
For example, it is possible to use slides, animations and videos oflaboratory processes to explain the topic "Natural sources ofhydrocarbons: oil and petrochemical products" using information and communication technologies and Internet data. It is very difficult to perform these processes under laboratory conditions; therefore, the display of the technology for obtaining products in industrial conditions makes it easier for students to understand this topic.
We present an animated view of the refinery and its products, using the Internet data.
The process of oil refining can be partially shown in the laboratory. We present a video of laboratory experiment produced using the Internet data.
Due to the fact that the interactive teaching method serves to form independent thinking, great attention is paid to the use of interactive pedagogi-
cal technologies in the process of training and education. It is necessary for the teacher to recognize personality and way of thinking of the student, as well as to pay attention to the characteristics of the audience, all of which requires great pedagogical skills. In order to increase the activity of students, improvement of the quality of education during the organic chemistry lessons is a necessity for each field of education. The methods "I know, I want to learn, I learned" and "Insert" help students to learn how to think independently, form skills, work in team, how to plan tasks given by a teacher, and how to solve problems and discuss them independently.
- In the method "I know, I want to learn, I learned" - "I know" gives an opportunity to strengthen the basic knowledge gained in organic chemistry as part of a new topic.
- "I want to learn" gives students an opportunity to introduce new technologies in the production of chemical products and to produce high-quality and competitive chemical products on their basis. This gives opportunity to students to learn about other production technologies of the same organic chemicals and the teacher, based on the needs of the student, explains these topics more deeply in the next classes;
- "I learned" develops professional skills of students on the basis of knowledge. In this part of the method, the teacher learns the level of understanding of the topic by students, which makes teachers to work on themselves, work on their mistakes, and improve themselves using the thoughts of students.
In present-day conditions, the best method for improving the efficiency of learning is an interactive method. Organizing lessons in organic chemistry using an interactive method helps students develop the ability to analyse and discuss, exchange opinions, think critically, suggest their ideas, freely express their point of view, try to find solutions to problems, and resolve difficult situations.
The use of various pedagogical methods for each student individually, teaches them to think freely, research, to creatively approach each prob-
lem, feel responsibility, strengthens interest in their profession. Achieving such results requires the use of innovative and information technologies in the educational process. They are very different. Let us look on some of them:
- brainstorm method - the teacher designs a topic that the student must learn step by step, from simple to complex.
- method of networks - teaches students to think logically, to think outside of the box, to use literature independently.
- 3 x 4 method - teaches students to think freely, try different ideas, analyse and summarize, come to conclusions alone or in a small group.
- Blitz play method - teaches students to organize the sequence of actions correctly, to think logically, to choose the necessary information from various ideas.
- interview technique teaches students to ask questions, listen, answer correctly, write questions correctly.
To summarise the methods used, it can be said that they provide information in all areas of the topic. They are looked at and discussed from different perspectives. For example, their positive and negative sides, advantages, disadvantages, useful and harmful sides are determined. This interactive technology creates an opportunity for students to develop logical, critical, analytical thinking, to express their ideas in written and oral form, to protect their ideas.
On a final note, we can say that implementation of "I know, I want to learn, I learned" and "Insert" methods in lessons of organic chemistry improves the learning experience, increase the activity of students, teach them to freely express their thoughts and develops their skills.
References:
1. Каримов И. "Узбекистан на пороге независимости" - Ташкент.: "Узбекистан" 2012.- 8 с.
2. Холикова З. "Педагогическиеинновации и их специфические особенности" Проблемы образования № 1. 2010.- С. 48-49.
3. Авлиёкулов Н. Х. Современные технологии обучения. Методическое пособие.- Т. 2001.- 164 с.
4. Абдукодиров А., Пардаев А. Методика использования современных педагогических технологий в образовании и воспитании: - Ташкент: Истеъдод, 2014.- С. 5-105.
5. Бегимкулов У Ш. Научно-теоретические основы внедрения современныхинформационных технологий в педагогическом образовании: - Ташкент. Фан, 2007.- 164 с.
6. Боровских Т. А. Индивидуализация обучения химии на основе современных образовательных технологий // - Москва. МПГУ Виртуальная галерея, 2011.- 217 с.
7. Абдурахмонова У К. «Место информационных технологий в преподавании химии». Гафур Гулям: Проблемы усовершенствования современной учебной, научной, воспитательной деятельности в высшем образовании. Сборник материалов республиканской научно-теоретической конференции.- Гулистан, 2006.- С. 60-61.
