CC BY
11
UDC 811.65
O'rmonov A.
Andijan State Medical Institute Uzbekistan, Andijan tity VIRTUAL EXPERIMENT AND ITS USE IN TEACHING CHEMISTRY
Abstract: This article discusses the importance of a virtual laboratory for the teaching of chemistry.
Keywords: chemistry, training, laboratory, experiment, method
Урмонов А.
Андижанский государственный медицинский институт
Узбекистан, город Андижан ВИРТУАЛЬНЫЙ ЭКСПЕРИМЕНТ И ЕГО ИСПОЛЬЗОВАНИЕ В
УЧЕБНОЙ ХИМИИ
Аннотация: В этой статье обсуждается важность виртуальной лаборатории для преподавания химии.
Ключевые слова: химия, обучение, лаборатория, эксперимент, метод
Chemistry is an interesting, but at the same time very complex experimental science. And its role in school, as an experimental science, is to train school children through various forms of work with natural substances and materials. Such experimental activity contributes to the motivation of students to study this subject. The chemical experiment is a specific method of teaching, since it is he who distinguishes the process of learning from the science given to other subjects in the natural science cycle. The use of this form of work makes it possible to better remember the properties of the substances studied, as well as to clarify the essence of the processes that are occurring. But because of the lack of a laboratory, lack of reagents and instruments, laboratory work is very rare. An alternative to these works is the use of a virtual laboratory. Learning activities, in which students can transform their theoretical knowledge into practical ones, can be simulated using a virtual laboratory. Using a virtual lab enables students to repeat any wrong experiment and study it in more detail. The virtual laboratory, in our opinion, has a number of advantages in comparison with traditional laboratory experiments.
Analysis of the state of the existing system of chemical preparation of students in a medical college, modern trends in the development of higher education, including medical education, new requirements for the training of a specialist in a university have made it possible to uncover deep contradictions in the current system of chemical and medical education, its inconsistency with modern goals of medical education and the requirements for the physician's personality in the new conditions. In connection with this, the need has now become urgent for the development of a new, scientifically based system of chemical education in a medical college reflecting the trends in the development of society and education and aimed both at eliminating contradictions and shaping the personality of a specialist that meets the needs of society.
The subject of general chemistry in a medical college is basic for both the chemical education of students and for professional medical education. He is especially important in mastering such disciplines as biochemistry, normal and pathological physiology, pharmacology, toxicology, clinical biochemistry, general hygiene, food hygiene, etc. This course is designed to introduce students into the world of chemistry from the chemistry of the lifeless to the living chemistry.
This course is designed to provide:
• Fundamental general chemical education of young people with medical orientation and the formation of a chemical picture of nature in the general context of natural science and medicine;
• development of logic and a wide range of intellectual skills for students to further master the fundamental theoretical and clinical disciplines;
• ability to predict the main chemical properties of substances and the possibility of implementing chemical processes under certain conditions;
• Students' awareness of the importance of chemical knowledge and skills in all their subsequent professional medical activities.
The most important factors in the implementation of modern requirements for chemical education and qualitative mastering of the subject of general chemistry are the updating of its content and the modern organization of its assimilation. The most rational way to achieve these requirements is not to expand the scope and depth of content, but to more substantively select the training material, to improve its organization and teaching methods within the contracting hours, not to extend the terms of instruction, but to change the methodological approaches to its study, to intensify and intensify the learning process , cognitive activity and independence of students. The transition to an intensively fundamental nature of education presupposes profound changes in the structure of the chemical discipline, careful selection of its content and structuring on the principles of minimization and compaction, which should be reflected in textbooks, as well as making maximum use of the multifunctionality of knowledge in the students' academic and research activities, quality management of this process.
1. Experiments using a virtual laboratory are safer (the absence of direct contact with chemical reagents and products of their interaction, this is due to the fact that recently there has been an increase in the number of students with various allergic diseases, very susceptible to various smells).
2. Students can perform experiments that can not be carried out in a real laboratory due to the lack of both chemical reagents and equipment for carrying them out. Also, the use of the CBR allows virtually to study the properties of any substances, including explosive poisonous ones, and to demonstrate the chemical experiment for which reagents are required that are prohibited for use in the school chemical laboratory.
3. Many laboratory experiments require a large amount of time to be spent, and the use of the RDC can solve this problem.
4. One of the problems of the school is the utilization of used chemical reagents, so the virtual laboratory can solve this problem.
5. The CRR allows each student to engage in experimental activities. Virtually conducted experiments allow students, in comparison with the traditional method, to study the process in more detail. The CBR can be used at different stages of the lessons:
- So, at the stage of explaining the new material, as an illustration to the theory;
- at the stage of fixing the material - this is the use of both training tests and simulator programs;
- These resources allow students to work on modeling molecules of inorganic and organic substances.
The use of a virtual laboratory helps the teacher to form the most important chemical concepts, to understand the structure of the atom, molecules, chemical bond.
The virtual laboratory encourages students to experiment and get satisfaction from their own discoveries.
References:
1. Ahdian Mohammad, Ramzani Omran Dawood. Introduction of pedagogical technology. Tehran. Publishing house "Aish". 2004.
2. S. Ashnaidar Kineg. The first global revolution. Translation / Hormuzai Shahin. The publishing house "Ahia Ketab". 1998.
3. S. Badrian Abad. Theoretical model of effective teaching of scientific disciplines on laboratory activities. Tehran. Conference on Educational Innovation. 2006.
UDC 547
Панджиев К. Б.
Заведующий кафедрой музыкального образования, кандидат наук искусствоведения ТГПУ им. Низами ВЗАИМОДЕЙСТВИЕ НАУКИ И ИСКУССТВА
Аннотация: В этой статье анализируются отношения между искусством и наукой. Отличительные черты искусства и науки сравниваются.
Ключевые слова: искусство, наука, дискуссия, история
Pandzhiev K.B. Head of the Department of Music Education, Candidate of Arts TSPU them. Nizami ART AND SCIENCE INTERACTION
Annotation: This article analyzes the relationship between art and science. The distinctive features of art and science are compared. Keywords: art, science, discussion, history
In our century of rapid development of science and technology, all-encompassing media, it would seem difficult to surprise us with something new. And the new every day inexorably and noisy invades our lives. And yet the world
