Increase the craving for creative activity of students in fine arts classes on the example of general secondary training schools

INCREASE THE CRAVING FOR CREATIVE ACTIVITY OF STUDENTS IN FINE ARTS CLASSES ON THE EXAMPLE OF GENERAL SECONDARY TRAINING SCHOOLS
Muhammadiyeva Zarina Bahodirovna
TerDU Department of Fine Arts graphics and art
senior teacher,dossent
Annotation: this article presents the development of students abilities by stratifying and teaching them in order to further improve the effectiveness of Fine Arts classes in art schools kilterilgfan.
Key words: skill, ability, stratification, lesson technology, individual, methodology,Didactic, Educational, creative ability.
It is known that due to independence in the Republic of Uzbekistan, very large changes are taking place in all areas. The "National Training Program" aims to educate the people of society, state and science in every possible way a high, mature, perfect person who feels responsible.
Our first president was I.A. As Karimov described it, " education gives creative activity to the spirituality of the Uzbek people. All the best opportunities of the growing generation are manifested in it, the profession, skills are continuously improved, the wise experience of older generations is realized and passed on to the younger generation.”
The correct Organization of Fine Arts classes necessarily depends on the correct selection of the teacher's teaching methodology. In this case, the level of student mastery of the lesson will be much higher. Stratified teaching in classes is one of the most effective types of modern pedagogical technologies. It can teach students individually as well as in groups. This will further develop the knowledge and skills of all students in grades 6-7 and further improve the effectiveness of the course. In the teaching of Fine Arts, the teacher expands the technology of teaching by stratification using the “lesson technology”of new pedagogical technology, using principles as well as increasing the effectiveness of the lessons. Two types of differentiated education have been developed by pedagogical theory and specialist pedagogical scientists:
Level stratification.
Specialized stratification.
Level stratification is divided into two types.
Individual education: in this, work is carried out with each student individually, depending on the ability and capabilities of the studies.
Group Education. In doing so, students are taught by dividing them into two or more groups, depending on their ability and capabilities. Specialized stratification, on the other hand, will be aimed at deep teaching, mastering one or another discipline. These include creative circles that teach Fine Arts in depth.
In these types of education, the teacher should try to increase the effectiveness of the lesson, taking into account the creative abilities, interest, opportunity, competence of all students in the class. This serves to further advance the knowledge and skills of all students in the class. When thinking about differentiated education, it is extremely important to first eat it up to a sufficient idea of its positive and negative aspects. When talking about the positive aspects of level stratification training, the following should be noted. In this:
- All students in the class achieve the assimilation of program materials.
- There is an increase in the knowledge and qualifications of all students in the Class, their creative work, and it increases the interest of students in science.
- The activity of all students in the class increases. Because, every student in a group of low adopters tries to move to a group of high adopters.
The students in the higher Master Group, on the other hand, try not to fall into the lower Master Group.
-Since students are given knowledge according to their ability and ability, there are no cases of tension experienced by them in mastering educational downloads.
- The needs of gifted students in the class to gain deep and comprehensive knowledge are also met.
- Differentiated education helps to democratize and humanize it.
But there is another aspect of the issue that stratified teaching can negatively affect the activities of students who are more inactive. Higher-grading students, on the other hand, may overestimate themselves and experience disdain for inactive students. An important role in this process is played by the pedagogical skills of the teacher. Therefore, it is desirable that the teacher, taking into account these aspects of the issue, applies to students as the first, second, third groups, instead of their upper, lower words.
In addition to the great effect of stratification training, it should be noted that it also has complex aspects. Its complexity is due to the fact that the teacher conducts training on the basis of three different levels of programs. To do this, I will need separate textbooks, methodologies, didactic and distributive materials, technical means of Fine Arts for each group, without which training cannot be organized at the required level. This is expressed in the following areas:- to be a thorough master of the scientific foundations of differentiated fine arts education; - to be armed with the educational and methodological complexes necessary for training; - to have a special room and material technical base necessary for training; -to have a full knowledge of the knowledge and qualifications of students in the educational subject of the teacher v.b. One of the outstanding educators of our time is professor R. Hasanov, describing the school's teacher of Fine Arts, notes that he “expresses that to be a skilled teacher, he must have a model of high decency, be able to behave in any harsh conditions, be patient, sociable, ambitious, creative, hardworking, honest, pure, honest, honest, honest, confident, learner and educator”. In fact, the teacher of Fine Arts of modern schools should be a teacher of Fine Arts with a high imagination, thinking, wit, intelligence, upbringing, excellent knowledge of his subjects, a creative artist, deep study of pedagogy, psychology, well armed with the methodology of Fine Arts, well mastered the pedagogical technology of Fine Arts lessons. Another of the difficult and complex aspects of the matter is that the teacher has a complete picture of the students. It is known that each individual, in his own way, is a world, among which the qualifications of knowledge from the Fine Arts differ from each other. On top of that, the uniqueness in readers is so turlitum that it is extremely difficult to identify them. In order to know the students in all respects, it will be necessary for the teacher to carry out a pedagogical and psychological diagnosis among the students. This work is directly related to: the general ability of the student, his character, what science he is interested in, the level of imagination, thinking and creative thinking, activity and fantasy, memory and observability, attention, initiative, independence, conditions for training at home v.b. It is also important that the teacher knows what sports the students are interested in, what types of arts they are interested in, and even which birds and animals they are interested in. Because depending on the students ' interests in such things, it is possible to influence them effectively. In addition to these qualities, the teacher must also know the characteristics of students in the visual arts. In this regard, the teacher must know the growth in knowledge and skills of each student in the course of the lesson. In the implementation of differentiated Education, First of all, the norm of knowledge and qualifications given to students from the Fine Arts, the time it takes to complete the assignment, the ability of students to this assignment should be clearly imagined by the teacher. Secondly, it is important to correctly choose a methodology for absorbing the content of education into the minds of children, as well as to create a material technical framework that serves to implement this methodology.
To do this, the teacher must have prepared deeply and thoroughly for the lesson. It is also important that the teacher also knows the changes in the knowledge and qualifications of students. The age of introduction of modern pedagogical technologies in the educational system of the 21st century will be appropriate. It is necessary to prepare future specialists at the level of the demand of a comprehensive time, first of all, to give them specific knowledge, to form their skills and qualifications in relation to the profession. Only then can they achieve the most productive use of their future activities.