Texnologiya fanini o’qitishda interfaol usullarni qo’llash metodikasining ayrim jihatlari Текст научной статьи по специальности «Науки об образовании»

[3. Rangi ^>q, biroz sariq.

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Texnologiya fanini o’qitishda interfaol usullarni qo’llash metodikasining ayrim jihatlari Текст научной статьи по специальности «Науки об образовании»

Аннотация научной статьи по наукам об образовании, автор научной работы — Olima Nurilloyevna Muxidova

Ushbu maqolada texnologiya fani darslarida interfaol metodlardan biri grafikli organayzerlardan foydalanish metodikasi “Klaster”, “Venna diagrammasi”, “Konseptual jadval” misolida ishlab chiqilgan. Ushbu metodlarning afzallik va kamchiliklari ham yoritilgan.

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Текст научной работы на тему «Texnologiya fanini o’qitishda interfaol usullarni qo’llash metodikasining ayrim jihatlari»

Texnologiya fanini o’qitishda interfaol usullarni qo’llash metodikasining ayrim jihatlari

Olima Nurilloyevna Muxidova Buxoro davlat universiteti

Annotatsiya: Ushbu maqolada texnologiya fani darslarida interfaol metodlardan biri grafikli organayzerlardan foydalanish metodikasi “Klaster”, “Venna diagrammasi”, “Konseptual jadval” misolida ishlab chiqilgan. Ushbu metodlarning afzallik va kamchiliklari ham yoritilgan.

Kalit so’zlar: Grafikli organayzerlar, “Klaster”, “Venna diagrammasi”, “Konseptual jadval”

Some aspects of methodology of interactive methods of

Olima Nurillaevna Muhidova Bukhara State University

Abstract: This article has developed one of the interactive methods in technology lessons using the method of graphic organizers using the example of “Cluster”, “Venn Diagram”, “Conceptual Table”. The advantages and disadvantages of these methods are also highlighted.

Keywords: Graphic organizers, “Cluster”, “Venn diagram”, “Conceptual table”.

Bugungi kunda pedagogika sohasida yangi ilmiy yo’nalish – pedagogik innovatsiya va ta’lim jarayonini yangilash g’oyalarining paydo bo’lishi natijasida o’qituvchining pedagogik faoliyatida ham yangi yo’nalish “o’qituvchining innovatsion faoliyati” tushunchasi paydo bo’ldi.

Innovatsion texnologiyalarning assosiy negizi – bu o’qituvchi va o’quvchining belgilangan maqsaddan kafolatlangan natijaga hamkorlikda erishishlari uchun oldindan ta’lim jarayonini loyihalashdir.

Texnologiya fanidan darslarni innovatsion pedagogic texnologiyalar asosida tashkil etishda grafikli organayzerlardan foydalanish muhim ahamiyat kasb etadi. Bu esa o’quvchilarni darslarda faol ishtirok etishini, ta’lim mazmuniga oid organilayotgan tushunchalarni, murakkablik darajalari turlicha bolgan mavzularni, fanlararo amalga oshirilayotgan aloqadorlik va o’zaro bog’liqlik o’rnatishni, tahlil

WWW.OPENSCIENCE.UZ 782 I M^^BI

qilish, solishtirish va taqqoslash, topshiriqli muammolarni aniqlash, ularni hal etish va berilgan amaliy topshiriqlarni rejalashtirish, tafakkur qilish va ijodkorlik qobiliyatlarini rivojlantirishga xizmat qiladi.

Grafikli organayzerlar (tashkil etuvchi) – fikriy jarayonlarni korgazmali taqdim etish vositasi hisoblanadi.

Texnologiya fanidan darslarda grafikli organayzerlardan foydalanish muhim ahamiyatga ega bo’lib, mavzuga oid malumotlarni og’zaki ravishda o’zlashtirish ko’rsatkichi 10% bolgan sharoitda dars o’tish samarasiz boladi. Darslar davomida o’quvchilarga o’quv materialni korgazmali shaklda taqdim etish lozim. Oquv materialini korgazmali taqdim etish orqali o’qitish samaradorligi natijaviyligiga erishish mumkin. Chunki, xalqimizda bir naql bor «Ming marta eshitgandan ko’ra, bir marta ko’rgan yaxshi».

Shunday ekan, yuqorida keltirilgan fikrlardan foydalanib, grafikli organayzerlardan “Tikuvchilik materialshunosligi” darslarida qo’llanilishini “Tabiiy tollalar” mavzusida ko’rib chiqamiz:

1. Tabiiy tola turlarini klasterda tasvirlang.

Klaster – (tutam, bog’lam) – axborot xaritasini tuzish yo’li – barcha tuzilmaning mohiyatini markazlashtirish va aniqlash uchun qandaydir biror asosiy omil atrofida g’oyalarni yig’ish.

Bilimlarni faollashtirishni tezlashtiradi, fikrlash jarayoniga mavzu bo’yicha yangi o’zaro bog’lanishli tasavvurlarni erkin va ochiq jalb qilishga yordam beradi.

Klaster interfaol metodi – ta’lim oluvchini mantiqiy fikrlashga, umumiy fikr doirasini kengaytirishga, mustaqil ravishda adabiyotlardan foydalanishni o’rgatishga asoslangan. Fikrlashning tarmoqlanishi pedagogik strategiya bo’lib, u ta’lim oluvchilarning bir mavzuni chuqur o’rganishlariga yordam berib, ularni mavzuga taalluqli tushuncha yoki aniq fikrni erkin va aniq ravishda ma’lum ketma-ketlik bilan

uzviy bog’langan holda tarmoqlanishlariga o’rgatadi. Mazkur interfaol metod bir mavzuni chuqur o’rganishdan avval ta’lim oluvchilarning fikrlash faoliyatini jadallashtirish hamda kengaytirish uchun xizmat qiladi. Shuningdek, o’tilgan mavzuni mustahkamlash, yaxshi o’zlashtirish, umumlashtirish hamda ta’lim oluvchilarning ushbu mavzu bo’yicha tasavvurlarini chizma shaklida ifodalashga undaydi.

«Klaster» metodi yordamida o’zlashtirilgan bilimlarni mustahkamlash quyidagicha amalga oshiriladi: ta’lim oluvchilar guruhlarga bo’linadilar va ularga belgilangan vaqt ichida mavzu bo’yicha qanday tushunchalarni o’zlashtirgan bo’lsalar, ularni qog’ozga yozish vazifasi topshiriladi. Vazifani bajarish jarayonida fikrlarning to’g’ri yoki noto’g’riligiga ahamiyat bermaslik, nimani o’ylagan bo’lsa, shuni yozib berish talab etiladi. YOzuvning texnik (orfografik, mantiqiy va h.k.) jihatlariga e’tibor berilmaydi. Fikrlar tugagandan keyin guruh a’zolari tushunchalarni mantiqiy jihatdan bir-birlariga bog’lab chiqadilar.

Venna diagrammasi – 2 va 3 jihatlarni hamda umumiy tomonlarini solishtirish, taqqoslash yoki qarama-qarshi qo’yish uchun faoliyatni tashkil etish jarayonida qo’llaniladi.

Diagrammani tuzish uch bosqichni o’z ichiga oladi. 1-bosqich: Talabalar ushbu diagrammani tuzish qoidalari bilan tanishtiriladi. 2-bosqich: YAkka, juftlikda yoki guruh ichida diagramma asosida taqqoslash faoliyati tashkil etiladi. 3-bosqich: Faoliyat natijalari tahlil qilinadi va baholanadi.

«Venn» diagrammasini tuzish uchun ikkita kesishuvchi aylana chiziladi (agar mavzuning ikki qismi solishtirilayotgan bo’lsa ikkita aylana, uchta qismi solishtirilayotgan bo’lsa uchta kesishuvchi aylana chiziladi).

Har bir aylanaga mavzuning alohida bir qismi haqidagi asosiy ma’lumotlar kiritiladi. Doiralarning kesishuvchi joyida, ikki yoki uch doiralardagi mavzular solishtiriladi va umumiy bo’lgan ma’lumotlar ro’yxati yoziladi. 1. Paxta va zig’ir tolalarini Venna diagrammasida taqqoslash.

2. Uzunligi lO-25 mm.

3. Rangi — kul rang.

5. Sovun-soda eritmalarida qaynatilganda pectin moddalar eriydi.

6. Quyosh nuri 990 soat ta’sir qilganda pishiqligi 50% pasayacli.

7. Tarkibida 50% lignin bor. *

2. Jun va ipak tolalarini Venna diagrammasida taqqoslash.

rl. Tarkibi — keratin

2. Uzunligi – 20250 mm.

3. Rangi — Oq, sariq, jigar, qora, kul rang.

4. Gigroskopikligi – 15-18 %.

5. Sovun-soda eritmalariga chidamli.

6. Quyosh nuri 1 120 soat ta’sir qilganda pishiqligi 50% pasayadi.

*1 .Tabiiy hay-‘vonol lolasi.

tem per aturad a

3. Kuyganda tolalar bir-birig£ yopishadi,

1. Tarkibi – 75% > fibroin,

2. Uzunligi – 3001500 m.

[3. Rangi ^>q, biroz sariq.

k Gigroskopikligi — 1 1 % ¡5. Sovun-soda eritmalarida pishiqligi pasayadi. 6. Quyosh nuri 200 soat ta’sir

qilganda pishiqligi^ 50% pasayadi.

Kichik guruhlar o’z diagrammalarini tuzib bo’lgach, yagona guruhga birlashib, diagrammalarni o’zaro taqqoslaydilar. Talabalar bir-birlarining diagrammalaridan qo’shimcha ma’lumotlar oladilar, barcha uchun umumiy bo’lgan grafik organayzerga hamma ma’lumotlarni kiritib fikrlarni to’ldiradilar.

«Venn» diagrammasining afzalliklari: grafik organayzer sifatida tizimli fikrlash, solishtirish, taqqoslash, tahlil qilish ko’nikmalarini rivojlantiradi. Uning yordamida o’tilgan mavzu yana bir bor takrorlanib, o’zlashtirilgan bilimlar talabalar yodida saqlanib qoladi. Uning yana bir afzalligi sifatida kam vaqt talab qilinishini aytib o’tish mumkin. U kichik guruhlarni shakllantirish asosida aniq sxema bo’yicha amalga oshiriladi.

«Venn» diagrammasining kamchiligi: diagrammaning kamchiligi shundaki, belgilangan aylana ichiga katta sig’imdagi ma’lumotni joylashtirishda qiyinchilik yuzaga keladi. Agar har bir keltirilgan ma’lumotning tartib raqami ko’rsatilmasa, o’xshash jihatlarni aylanalarning kesishgan qismida to’liq yozish shart. Ajratilgan joy esa (aylanalarning kesishidan hosil bo’lgan qismi) barcha ma’lumotlarni sig’dirish imkonini bermaydi.

Konseptual jadval – o’rganilayotgan hodisa, tushuncha, fikrlarni ikki va undan ortiq jihatlari bo’yicha taqqoslashni ta’minlaydi. Tizimli fikrlash, ma’lumotlarni tuzilmaga keltirish, tizimlashtirish ko’nikmalarini rivojlantiradi.

Konseptual jadval quyidagi bosqichlarni o’z ichiga oladi.

1. Konseptual jadvalni tuzish qoidasi bilan tanishadilar. Taqqoslanadiganlarni aniqlaydilar, olib boriladigan taqqoslanishlar bo’yicha, xususiyatlarni ajratadilar.

2. Alohida yoki kichik guruhlarda konseptual jadvalni to’ldiradilar.

– Uzunlik bo’yicha taqqoslanadigan (fikr, nazariyalar) joylashtiriladi;

– Yotig’i bo’yicha taqqoslanish bo’yicha olib boriladigan turli tavsiflar yoziladi.

3. Ish natijalarining taqdimoti.

Tabiiy Ta’riflar, toifalar, xususiyatlar

tola Tarkibi Tuzilishi Turlari Rangi Gazlama turi

Paxta 95-96% – Bitta o’simlik l.Mutlaqo Oq, Chit, satin, batist,

sellyuloza xujayrasidan pishmagan biroz bayka, markizet,

4-5% – iborat. Pishgan o’lik tola; sariq flannel, bumazey,

moy, mum, paxta tolasi 2.Pishmagan bo’z, mitkal

bo’yoq, spiralsimon, tola;

mineral buralgan yassi 3.Yaxshi

modalar naychalardan pishmagan

iborat, ko’nda-lang tola;

kesimi oval shklda 4.Pishgan tola;

Zig’ir 80% – O’rtasida tor kanali l.Elementar Och Choyshab,

sellyuloza va yo’g’onlashgan tola; kul- dasturxon, sochiq,

20% – moy, tirsaksimon joylari 2.Texnik tola rang, ich kiyimlik,

mum, bor. Uchi o’tkir, to’q ko’ylak,

bo’yoq, kanali ikki kul- kostyumlik

mineral tomondan berk, rang bortovka,

modular va ko’ndalang kesimi qotirmalik

lignin 5-6 yoqli gazlamalar

Jun Keratin Tangachali, qobiq l.Momiq tola; Oq, Kamvol, movut,

va o’zak 2.Dag’al tuk; sariq, drap, boston,

qatlamlardan 3.Oraliq tola; jigar, sheviot, krep, triko,

iborat. 4.O’lik tola qora, gabardin, bukle,

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Ipak 75% – Parallel notekis Xom ipak Oq, Atlas, adras,

fibroin, seritsin qatlami- biroz olacha, banoras,

25% – dan iborat. sariq krepdishin,

seritsin Ko’ndalang kesimi krepjorjet,

duma-loq, krepshifon, glad,

ovalsimon, jakkard, baxmal,

Konseptual jadval – talabalarda o’rganilgan ma’lumotlarni xususiyatlariga qarab taqqoslash, solishtirish va tizimli fikrlashga o’rgatadi.

Ta’lim jarayonida interfaol metod (strategiya, grafikr organayzer)lar bilan

ishlash talabalar tomonidan o’quv axborotlarini tizimli, yaxlit holda o’zlashtirish imkoniyatini yaratadi. Qolaversa, interfaol metodlar yordamida talabalar o’quv axborotlari bilan ishlashda bilimlarni tahlil qilish, sintezlash, muhim tushunchalarni

tizimlashtirish, ob’ekt, jarayon, faoliyat, voqea, hodisalarning umumiy mohiyatini aniq ifodalash kabi ko’nikma, malakalarni o’zlashtirishga muvaffaq bo’ladi.

Ta’kidlash joizki, bugungi kun ta’limida eng dolzarb bo’lgan texnologiya fani darslarida interfaol usullarni qo’llash o’quvchilarda bilimlarni faollashtirishni tezlashtiradi, fikrlash jarayoniga mavzu bo’yicha yangi o’zaro bog’lanishli tasavvurlarni erkin va ochiq jalb qilishga yordam beradi. Shuningdek, kasbiy bilim, ko’nikma va malakalarni rivojlantirib, kasbiy sifatlar hamda ma’naviy dunyoqarashni rivojlantiradi.

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Texnologiya fanini o’qitishda interfaol usullarni qo’llash metodikasining ayrim jihatlari Текст научной статьи по специальности «Науки об образовании»

Texnologiya 4 sinif

Texnologiya fanini o’qitishda interfaol usullarni qo’llash metodikasining ayrim jihatlari Текст научной статьи по специальности «Науки об образовании»

Аннотация научной статьи по наукам об образовании, автор научной работы — Olima Nurilloyevna Muxidova

Похожие темы научных работ по наукам об образовании , автор научной работы — Olima Nurilloyevna Muxidova

Текст научной работы на тему «Texnologiya fanini o’qitishda interfaol usullarni qo’llash metodikasining ayrim jihatlari»

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