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EFFECTIVE TEACHING METHODS IN PRIMARY EDUCATION
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10.Pedagogika yonalishi 3 qism
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EFFECTIVE TEACHING METHODS IN PRIMARY EDUCATION Yuldasheva Gavkharoy Primary school teacher of the 23rd school, Pakhtaabad district, Andijan region Abstract: The term teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. The paper presents partial results of a comparison in educational approaches at primary schools in Uzbekistan. The attention is devoted to the use of teaching methods in practice. Key words: transmissive approach, educator, organisational forms, Networking, small group, problem-based learning. currently many educational systems around the world are undergoing transformation. In addition to finding the optimal way to an efficient educational process based on curriculum innovation at all levels, one of the main features is also a transformation of the real educational process. One of the main principles is the implementation of constructivist elements into teaching, which gradually replace the traditional transmissive approach to education. This is mainly reflected in the transformation of teaching methods utilisation in education, which in lay far more emphasis on the co-operative elements in education and preference of a pupil’s individuality. [1] Modern pedagogy supports and promotes a teaching methodology that is both diversified and flexible, providing a very wide range of teaching-learning methods. The large number and the great diversity of teaching methods used in modern pedagogy provide opportunities for the enrichment and development of the teachers’ teaching and educational expertise. A teaching method is an effective way of organising and guiding learning, a common way of procedure that unites a teacher’s and students’ efforts. A teacher’s creativeness and personal development level determine how these teaching methods are used and combined. [2] The teacher is the basic instigator of interaction with his/her pupils and he/ she can be such an instigator only with well organised teaching. Interactive teaching, a promising approach, represents a challenge not only for the teachers but for the professional service as well. The traditional teaching, dominated by a verbal approach and memorising of the teaching material, is entirely replaced with other activities, both in the process of following the teaching and in the process of learning the material. Application of interactive teaching within a class also dictates a change of the teacher’s role. Such a change requires the teacher to possess knowledge, to be an educator, advisor, friend, organiser, coordinator, associate, assessor, in a word, to be a versatile person. More specifically, the teacher has a wider and more versatile role in interactive teaching. [3] According to Maňák and Švec [4], a teaching method represents “a dynamic element” in teaching, which compared with the content and organisational forms changes relatively rapidly and adapt to new circumstances and objectives. The teaching methods, however, are not the decisive determinant of teaching, but only one of the elements of the educational system, and therefore cannot replace the missing content and compensate the indistinct target. With interactive teaching, the pupil is positioned in the role of a subject and equal partner of the teacher. Teachers who respect their pupils and the pupils’ opinion organise the teaching process in a way in which the pupils acquire knowledge more easily and at the same time, they instigate pleasure and curiosity in them during the implementation of the programme contents. [3] «Networks» or «cluster» method. In primary school, it is necessary to use the “Networks” method to determine interdisciplinary knowledge through an integrated lesson or to determine what concepts they have understood in the previous lesson. This method is important in increas- ing students’ learning activities. Usually, some students are slow listeners because the teacher explains the text to them, so there is a belief that the teacher is responsible for their knowledge. Through the “network” method, he or she tries not only to rely on the knowledge of others, but also to express their opinions. Networking (clustering) is a strategy of networking ideas, which helps students to play freely and actively on a particular topic. Networking is a strategy for working individually or in groups. It only requires the identification of connections between 262 10 ideas, a structure that allows thinking. It is not a simple form of thinking, but is associated with brain activity. The “small group” method can be used in a variety of ways, depending on the teacher’s experience, skills, and creative approach. When dividing into groups, try not to offend or discriminate against students, to divide them into groups from the point of view of aesthetic taste, without disagreement. for this purpose, pre-made cross-sections (circles, triangles, rectangles, pentagons) are used on the basis of various games or, for example, colored paper in different shapes, in small volumes, taking into account the total number of students in the class. Interactive. - Student-student ‖, - Teacher-student‖ communication method. helps to increase lesson effectiveness through collaborative work which encourages pupils to think independently. Q&A is done in pairs and in groups. Problem-based learning is the effective study and management of the knowledge that is imparted to a student at what age and in what ways. In problem-based learning lessons, the teacher and the student work together at the same time, the student develops the ability to think creatively - a sign of human importance. The problem-solving teacher gets clear actions, the textbooks get the result every minute, creating an opportunity for useful and effective use. An important condition for solving this problem. Teachers entering into problem-based learning face a number of challenges. The importance of the teacher’s innovative creative activity in overcoming these difficulties is great. We conclude by emphasizing that the teacher’s creative behavior is actually one of the factors that ensure the development of the students’ creative potential. Applying the new innovative methods in teaching process like networking or cluster, small group method and problem-based learning will lead to effective way of learning, and also it will encourage students to develop knowledge and stimulate collaborative interaction between students. References: 1. Teaching methods in primary school, Comparison of approach in the Czech Republic and Spain, Martin Skutil, 2nd International Conference on Education Reform and Modern Manage- ment (ERMM 2015). 2. Teaching methods in primary education from the teacher’s point of view, Martin Skutil, Renata Matějíčková, ShS Web of conferences. 3. THE ROLE OF THE TEACHER IN INTERACTIVE TEACHING, MSc Arbona Xhemaj- li, (IJCRSEE) International Journal of Cognitive Research in Science, Engineering and Education Vol. 4, No.1, 2016. 4. J. Maňák and V. Švec, Teacing methods [Výukové metody]. brno: Paido, 2003. |
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