Educating students the methods of central projection through information and communication technologies

EDUCATING STUDENTS THE METHODS OF CENTRAL PROJECTION THROUGH INFORMATION AND COMMUNICATION TECHNOLOGIES
Sheraliyev Sanjarbek Karimberdiyevich
Master's degree student in Tashkent State
Pedagogical University named after Nizami,
Departure of Engineering Graphics and Design Theory
[e-mail]
ANNOTATION.
This research article is going to clarify the need of educating the students about the methods of central projection through information and communication technologies. The use of information and communication technologies is currently highly preferred in education. Students, students, teachers and parents use various digital devices in their activities mobile phones, tablets, computers and a large number of computer applications. Various school information systems are user-friendly for all participants in the educational process. Information systems used in education include Bachelors, EduPage, e - class book and others.
INTRODUCTION.
Today, due to the modern IT and AI technologies students and parents have access to information related to student assessment through information systems. Empirical research was carried out by exploratory methods (questionnaire, discussion, and interview). In this article, we focus on understanding pedagogical situations and acquire the experience of people in the pedagogical process with the use of digital technologies. Students should learn through digital instruction support that these digital technologies are a great way to discover and create new things.
The project as a type of activity is characterized by a focus on achieving a specific goal, is implemented through the coordination of the implementation of interrelated actions, is limited in time (has a beginning and an end). The method of projects in the educational process, which arose at the beginning of the 20th century, is used by teachers to solve didactic problems, it is focused on the independent activity of students, on collective, group work, performed within a certain time frame and ending with a specific result.
E.S. Polat, developing the theory of educational design, identifies typological features of projects: according to the activities that dominate in the project (for example, research, search, applied), according to the subject area (within the same field of knowledge, interdisciplinary project), according to the nature of project coordination (direct, hidden), by the nature of the contacts of the participants, by the number of participants and the duration of the project.
In theoretical developments, both general approaches to the structure of the educational project are given, as well as more detailed descriptions of the design stages, indicating the content of the work and the actions of students and the teacher. General approaches to structuring include defining the theme and goals of the project, assigning tasks and discussing research methods, independent work of participants and discussing intermediate data, defending and opposing projects, external evaluation and conclusions.
On the basis of general approaches, the educational project is considered as an interactive teaching method, structured into stages and sub-stages.
According to Yu.V. Gushchin, the structure and stages of the project can be defined as "5 P": problem - planning - finding a solution - product - presentation. E.A. Reutova enlarges the design stages and singles out organizational and preparatory, technological and generalizing (reflexive) stages. One of the theoretical positions of educational design is the organization of project evaluation, which allows monitoring, timely correction and evaluation of the project according to a number of parameters: the relevance of the problem and the correctness of the research methods used, the depth of research and the evidence of decisions, active participants and their ability to work in a group, design aesthetics project results and the ability to answer questions from opponents.
In the theory of design, the problem of developing students' own design skills and readiness for project activities is very relevant.
Based on the fact that the project method is a joint activity of students and a teacher, N.Yu. Pakhomova considers the educational project as an activity in the course of which not only skills for individual actions and operations are formed, but also the ability to perform them in a certain sequence.
The elements of project activity are problematization and goal setting; planning; analysis of the problem situation, determination of all possible actions in the problem field, selection of permissible actions, determination of the necessary actions from among them, construction of a scheme for their application and reflexive actions; self-esteem; setting tasks for obtaining information, knowledge, search and extraction of information and knowledge.