CC BY
14
УДК 378.57
Turdiyeva N.S.
Teacher Academic Lyceum at NUUz Uzbekistan, the city of Tashkent MODERN METHODS OF TEACHING BIOLOGY
Abstract: This article discusses modern methods of teaching biology
Keywords: Teacher, lesson, information technology of teaching, method
Аннотация: В этой статье обсуждаются современные методы преподавания биологии
Ключевые слова: Учитель, урок, информационная технология обучения, метод
What should be the sample of the modern lesson? What should be its structure, form, technique? What requirements should he meet? How many explanations, noises and arguments around this ...
The results of the teacher's work are assessed by the skills of his students, the level of students' self-activity at the lesson, the attitude of students towards the subject, the teacher, each other, the educational and developing personality mobility that emerged during the lesson.
As a result of my work at school, I came to the conclusion that it is possible to achieve good success in teaching only by increasing interest in my subject. For this I use modern pedagogical technologies, including information and communication technologies.
Information technology training - a pedagogical technology that uses special methods, software and hardware (film, audio and video, computers, telecommunications networks) to work with information.
Like all methods, methods, methods of teaching, they perform a triad of didactic functions, which, in principle, remain unchanged in any subject teaching and perform three functions: teaching, developing, educating within the scope of subject activities, taking into account the use of digital educational resources (CDR) and methods of information and communication technologies (ICT).
The use of ICT in biology classes helps to improve the quality of instruction in the subject; to reflect the essential aspects of various objects, visibly embodying the principle of visibility; to bring to the forefront the most important (from the point of view of learning goals and objectives) characteristics of the objects and phenomena of nature under study.
Teaching of biology in the school implies constant support of the course by demonstration experiment. However, in modern schools, experimental work on the subject is often difficult due to lack of academic time, lack of modern material and technical equipment. And even with the complete staffing of the laboratory of the cabinet with the required instruments and materials, a real experiment requires considerably more time both for preparation and implementation, and for analyzing the results of the work. However, due to its specificity, a real experiment often does not realize its main purpose - to serve as a source of
knowledge.
Many biological processes are complex. Children with imaginative thinking are hard at absorbing abstract generalizations, without a picture they are not able to understand the process, to study the phenomenon. The development of their abstract thinking takes place through images. Multimedia animation models allow to form a holistic picture of the biological process in the student's consciousness, interactive models enable the user to "design" the process, correct his mistakes, and self-learn.22
One of the advantages of using multimedia technology in teaching is to improve the quality of learning due to the novelty of activity, interest in working with a computer. The use of the computer in the classroom has become a new method of organizing active and meaningful work of students, making the lessons more vivid and interesting.
ICT technologies are used by me at various stages of the lesson:
1) when explaining the new material (color pictures and photos, slideshows, video clips, 3D-drawings and models, short animations, plot animations, interactive models, interactive drawings, auxiliary material) as an interactive illustration displayed with a multimedia projector on screen (at present this is actual due to the fact that not always the tables and charts are in the teacher's possession);
2) for self-study of the teaching material by students in the lesson during the performance of a computer experiment in accordance with the conditions set by the teacher (in the form of work sheets or computer testing), with the resulting conclusion on the topic being studied;
3) in the organization of research activities in the form of laboratory work in combination with computer and real experiment. It should be noted that when using a computer, the learner gets much more opportunities for self-planning experiments, their implementation and analysis of results compared to actual laboratory work;
4) for repetition, fixing (tasks with choice of answer, tasks with the need to enter a numerical or verbal response from the keyboard, thematic task sets, tasks using photo, video and animation, tasks with response, interactive tasks, auxiliary material) and control knowledge (thematic sets of test tasks with automatic testing, control and diagnostic tests) at levels of recognition, understanding and application. When the students perform virtual laboratory works and experiments at these stages, the students' motivation increases - they see how the received knowledge can come in handy in real life;
5) home experiments can be performed by a student on a worksheet with appropriate adaptation and if there is a home of a training disk for this course.
The use of digital educational resources (CRC) as ready-made electronic products allows to intensify the activity of the teacher and student, allows
22 Хакимов А. А., Хакимов Д. А. THE PLACE OF THE THEORY OF THE STATE AND THE RIGHT IN THE SYSTEM OF SCIENCES //Теория и практика современной науки. - 2017. - №. 5. - С. 1258-1260.
improving the quality of the subject's teaching, reflecting the essential aspects of biological objects, visibly realizing the principle of visualization.
The use of multimedia presentations makes it possible to present the educational material as a system of bright reference images filled with exhaustive structured information in algorithmic order. In this case, various channels of perception are used, which makes it possible to lay information not only in factographic, but also in associative form in the long-term memory of students.
Presentation - a form of submission of material in the form of slides, on which tables, diagrams, figures, illustrations, audio and video materials can be presented.
Presentation possibilities:
• demonstration of films, animation;
• selection (the required area);
• hyperlinks;
• sequence of steps;
• interactivity;
• movement of objects;
• Modeling.
In order to create a presentation, it is necessary to formulate the theme and concept of the lesson; determine the place of presentation in the lesson.
Using ICT in biology classes allows me, as a teacher, to be aware of the trends in the development of pedagogical science. To raise the professional level, broaden the horizons and, most importantly, increase the motivation for learning by actively interacting with the computer, by orienting the teaching to success; to master the basic knowledge of biology, to systematize them; to create skills of independent work with a textbook and additional literature. With the use of ICT, the source of information is not only the teacher, but also the student himself.
Used sources:
1. Chicherova L.G. Engelsky in the sphere of consumer services: A manual on self-education .-- M.; Higher School, 1993-144p.
2. Shcherbakova N.I. Zvenigorodskaya N. English for professionals in the field of public catering = English for Cooking and Catering: Proc. Allowance for stud. Medium. Prof. Educational Institutions-M .: The Publishing Center "Akademiya" 2005-320 p.
3. Хакимов А. А., Хакимов Д. А. THE PLACE OF THE THEORY OF THE STATE AND THE RIGHT IN THE SYSTEM OF SCIENCES //Теория и практика современной науки. - 2017. - №. 5. - С. 1258-1260.
