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and problem-solving skills. It challenges your perspective and opens your mind to new ways of thinking, making you a more adaptable and well-rounded individual.
Global Citizenship: In today's interconnected world, cultural understanding is crucial. By appreciating diverse traditions, you become a more informed and responsible global citizen. You can participate in cross-cultural dialogues, promote tolerance and respect, and contribute to building a more harmonious world.
Personal Growth: Learning about other traditions expands your worldview and broadens your personal horizons. You gain new perspectives, challenge your own biases, and discover new values and ways of life. This journey of self-discovery can be enriching and transformative.
Focus on traditions relevant to your interests: Choose aspects of culture that resonate with you, whether it's art, music, food, or celebrations. This will make the learning process more engaging and meaningful.
Go beyond textbooks: Immerse yourself in authentic experiences like watching movies, listening to music, or attending cultural events. Connect with native speakers and ask questions.
Be respectful and open-minded: Remember that cultures are complex and diverse. Approach traditions with respect and curiosity, understanding that there's no «right» or «wrong» way to do things.
By delving into the traditions of foreign languages, you embark on a journey of cultural discovery, personal growth, and deeper understanding of the world around you. So, don't just learn the language, explore its culture and traditions, and unlock its true potential! References:
1. Hult, F.M. (2004). Planning for multilingualism and minority language rights in Sweden. Language Policy.
2. Ingrid Piller, How can we change language habits? Language on the Move, August 1, 2018.
3. Schunova, Romana (2018). «Language education of seniors as a tool of active ageing». Ad Alta: Journal of Interdisciplinary.
© Aydogdyyeva B.R., 2024
УДК 1
Charyyeva G.
Instructor of Oguz han Engineering and Technology University of Turkmenistan, Turkmenistan, Ashgabat
METHODS FOR SOLVING PROBLEMS ON THE THEORETICAL FOUNDATIONS OF CHEMISTRY
Annotation
Problem solving is a mental process. It is not an end in itself, but goal and a means of teaching and education.
Keywords
Chemistry, problem solving, student, methods, analysis.
Chemistry for engineers is designed to provide students with a system of knowledge about modern chemical production, the theoretical foundations of chemical technology, technological processes and standard apparatus of basic chemical production, problems and prospects for the development of the chemical industry.
Problem solving plays an important role in chemistry. Firstly, this is one of the teaching methods through which a deeper and more complete assimilation of scientific material in chemistry is ensured and the ability to
independently apply acquired knowledge in practice is developed. Secondly, this is an excellent way to implement interdisciplinary and course connections and connect chemical science with life. The successful solution of problems by students is therefore one of the final stages in knowledge itself. To learn chemistry, the systematic study of the known truths of chemical science must be combined with an independent search for solutions, first to small and then to large problems.
Solving problems requires the ability to reason logically, plan, make short notes, make calculations and justify them with theoretical premises, and differentiate certain problems in general. At the same time, not only the knowledge and skills of students acquired earlier are consolidated and developed, but also new ones are formed. Tasks involving certain chemical situations become a stimulus for students to independently work on educational material, are a means of control and self-control, help determine the degree of assimilation of knowledge and skills and their use in practice; allows you to identify gaps in students' knowledge and skills and develop tactics for eliminating them. When solving problems, students' horizons, memory, speech, and thinking develop, and their worldview as a whole is formed; there is a conscious assimilation and better understanding of chemical theories, laws and phenomena. Solving problems develops students' interest in chemistry, intensifies their activity, and contributes to the labor education of schoolchildren and their polytechnic training.
Problem solving is a mental process. The knowledge used in solving problems can be divided into two types: knowledge that students acquire when analyzing the text of the problem and knowledge, without which the solution process is impossible. This includes various definitions, knowledge of basic theories and laws, various chemical concepts, physical and chemical properties of substances, formulas of compounds, equations of chemical reactions, molar masses of substances, etc..
The teacher activates students' knowledge, which is used in solving problems. Then an analysis of the problem conditions is given. The teacher briefly writes it down using symbols and conventions. Next, they develop a solution plan and, if possible, express it in general form using the above formulas, observing all the rules that students learn in mathematics and physics lessons. Subtly after this they proceed to the numerical solution and check the answer.
If the goal of the solution is to study a new type of problem, then the algorithm is clearly formulated, which students write down and note what type of solution it corresponds to. After which a similar problem is solved and problems are proposed for independent solution.
Based on the above, the place of tasks in the learning process follows.
When explaining new material, problems help illustrate the topic being studied with a specific practical application, as a result, students more consciously perceive the theoretical foundations of chemistry.
The use of tasks when reinforcing a new topic allows the teacher to identify how new material has been learned and to outline a methodology and plan for further study of this issue.
Solving problems at home helps to attract students to independent work using not only textbooks, but also additional reference literature.
For the purpose of current, as well as final control and recording of knowledge, the best method is also a calculation problem, because when solving it, you can evaluate all the qualities of the student, from the level of knowledge of theory to the ability to write out the solution in a notebook.
A special place is occupied by problem solving when repeating and generalizing educational material. It is here that interdisciplinary connections are realized to a greater extent, as well as the systematicity and integrity of the topic or course being studied as a whole.
Psychologists have discovered a pattern in human behavior when solving problems. It breaks the problem down into a number of simpler ones, i.e. poses intermediate questions (analysis of the problem). Then he proceeds to the next test of a number of simple tasks, accumulating quantitative information. Having solved them, he moves on to solving a complex one - synthesizes. Thus, problems are solved through analysis and synthesis together. Sometimes the analysis proceeds in a hidden form (the decider carried out the analysis
quickly, according to a template), in which case it seems that only synthesis is taking place. Therefore, the teacher's goal is not only to select tasks for the lesson, but also to think about how he will teach students to break down the selected tasks into simpler ones.
Solving a problem consists of many operations that are interconnected and applied in a certain logical sequence. Identifying these connections and determining the sequence of logical and mathematical operations underlie problem solving skills.
References:
1. Чечевицына М.Б. Использование теории решения изобретательских задач // Химия в школе. 2004, № 4. - С. 26-38.
2. Чунихина Л.Л. Из опыта обучения решению расчетных задач // Химия в школе. 1900, № 3. - С. 33-36.
3. Шаповаленко С.Г. Методика обучения химии, М.: Просвещение, 1963. - 660 с.
4. Шишкин Е.А. Пути решения расчетной задачи. // Химия в школе. 2005, № 4. - С. 46-52.
5. Штремплер Г.И. Хохлова А.И. Методика решения расчетных задач по химии. М.: Просвещение, 1998. -195 с.
© Charyyeva G., 2024
УДК 37
Durdyyeva G.,
Lecturer of Magtymguly Turkmen State University,
Ashgabat, Turkmenistan Hojamuhammedova D., Student of Magtymguly Turkmen State University,
Ashgabat, Turkmenistan
LANGUAGE TEST CONSTRUCTION AND EVALUATION Annotation
This article provides a glimpse into the intricate world of language test construction and evaluation. By understanding the processes involved, we can appreciate the efforts behind these assessments and their impact on language learning and assessment practices.
Keywords:
language test, progress, students, opportunities, evaluation, construction.
Дурдыева Г.,
Преподаватель
Туркменского государственного университета имени Махтумкули,
Ашхабад, Туркменистан Ходжамухаммедова Д., Студентка
Туркменского государственного университета имени Махтумкули,
Ашхабад, Туркменистан
