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МЕТОДИКА. КОМПЛЕКС.УЗБ. 1699130815820-английский

MINISTRY OF HIGHER AND SECONDARY SPECIAL EDUCATION OF THE REPUBLIC OF UZBEKISTAN
KARAKALPOK STATE UNIVERSITY
Registered:
№___________________
2023. "___" _________
"Approved"
Vice-Rector for Academic Affairs
_______________doc. O. Duysenbaev
2023 year "___" ______________ Educational-methodological complex in the subject
"Ecological Sciences Teaching Methodology" Field of knowledge: 600000 - Services ﬁeld Field of
study: 600000 - Environmental protection Training : 5630100-Ecology and environmental protection
(science and education) NUKUS 2023 Curriculum in accordance with the order of the Ministry of
Higher and Secondary Special Education No. 107 dated March 01, 2023 " On preparation of new
curriculum of subjects in higher education curricula" prepared on the basis of methodological
instructions . Compilers : Tureeva K. - QSU, "Ecology and Soil Science" department bf (PhD)
Bekmuratova D - QSU, assistant of the "Ecology and Soil Science" department . NDPI, senior teacher
of the department "Methodology of teaching biology" , bfn Model composition of the educational-
methodical complex No. Contents: page I Educational materials 1.1. Text of the report 1.2. Practical
exercises II Independent study III Glossary IV Appendices 4.1. Science program 4.2. Working
science program 4.3. Handouts 4.4. Tests 4.5 Evaluation criteria I. Study materials 1.1. Lecture text
Topic: Introduction. The subject of ecology teaching methodology. The object, purpose and task of
studying the subject Plan: 1. The purpose and tasks of the teaching methodology of ecology. 2.
Methodology of teaching ecology as a science. 3. Connection of ecology teaching methodology
with other subjects. 4. Ecology as a subject of teaching methodology. 5. Scientiﬁc-research
methods of ecology teaching methods 6. Ecology teaching method-pedagogical science 7. Unique
features of the modern educational process. 8. Principles of operation of the basic and continuous
education system of the state policy in the ﬁeld of education . Basic concepts and basic knowledge
1. Concepts of science and educational science.
2. Pedagogy and special methodology.
3. Subject and object of biology teaching methodology.
4. Scientiﬁc research methods of teaching biology.
Standard term.
Education standard.
Biology education standard.
Study program.
Biology curriculum.
Objectives and objectives of biology teaching methodology. Biology teaching methodology is the
science of learning, processes, principles and laws
related to the basics of biology .
Knowledge of these principles and laws allows the teacher to organize and manage
the educational processes related to the school biology course in accordance with the requirements
of the time . Biology teaching methodology aims to introduce the content of biology subjects, its
teaching forms, methods, and tools in a mutually dependent manner. The main task of the biology
teaching methodology is to provide students with in-depth knowledge of biological subjects , to
develop the content of subjects, teaching forms, tools and methods that help them grow as well-
rounded individuals. consists of coming out. Biology teaching methodology as a science Any
science is related to the research activity of a person, it is aimed at gathering knowledge about
things and phenomena, and the thing being researched is about the phenomena in full and aimed at
gaining deep knowledge. The main function of science is research. The methodology of teaching

biology as a science aims to study the learning, education and development of students related to
this science in terms of theory and practice . The main feature of science is the clarity of the goal,
the subject of study, methods and forms of knowledge . At the same time, it is important to know
the history of the development of science, the discoveries that led to its enrichment. Biology
teaching methodology is part of pedagogical sciences. For this reason, the goals and tasks in front
of him are derived from general pedagogical goals and tasks. Biology teaching methodology is
aimed at applying the pedagogical rules applicable to all academic subjects to the biological
teaching material. In addition, the methodology of teaching biology incorporates natural, scientiﬁc,
biological, psychological and pedagogical knowledge. The methodology of teaching biology
determines the teaching purpose, content and principle of selection of biological knowledge.
Effectiveness of biology teaching in the current period is determined by students' acquisition
of biological knowledge, skills, and qualiﬁcations necessary for participation in educational, work
and public activities .
And they, in turn,
are manifested in the students' attitude to nature, society and individual as a result of education,
worldview, faith
.
Pupilsshshg is expressed by the level of development, ability, desire to improve physically and
mentally .
The purpose of teaching biology comes from the factors mentioned above. Knowing the objectives
of teaching biology
allows the teacher to control the teaching process.
The tasks of teaching methodology of biology as a science are as follows: To determine the place
of
educational science in education and training of students
; Develop recommendations
for improving school curricula and textbooks and apply them to school practice; 3. Determining the
content of academic subjects and the consistency of learning of the subjects in accordance with
the age of the students ; 4. Developing teaching methods and organizational forms, taking into
account the speciﬁc aspects of biological subjects ; 5. Determining the necessary equipment for
use in the teaching process. The biology room is a living corner, externalization of the experimental
area, natural, pictorial, dynamic, audio, video tools . Biology is an object of teaching methodology
and is an educational process related to this subject . The subject of biology teaching methodology
is the purpose, content, teaching methods, forms, education and development of students.
Scientiﬁc - research methods of biology teaching methodology: 1. Observing the work experience of
school teachers and identifying the positive and negative aspects of the activity; 2. Analyzing,
summarizing the data collected in this ﬁeld and clarifying the unresolved problems and putting
forward the necessary working hypotheses to solve them; Z. Conducting pedagogical experiments
in schools and comparing the data obtained from experimental and control classes in order to
determine how close to the truth the assumptions made earlier are ; 4. Analyzing, summarizing and
summarizing data obtained from observation and pedagogical experiments; 5. Based on the
received information, create methodical articles, manuals, and review and approve the developed
opinions in public schools. Until now, as a result of the pedagogical experiments carried out in the
methodology of teaching biology, "Development of biological concepts", " System of teaching forms
in biology", "Methods of teaching biology", "Development of ecological concepts in biology ",
"Development of biological concepts" theories such as "material base system", "methodical training
system of student biologists of Pedagogical institutions for school work" were developed and put
into practice. Depending on the biology subjects taught in schools, the subjects "Biology teaching
methodology" are "General biology teaching methodology", "Botany teaching methodology",
"Zoology teaching methodology", "Man and his health". teaching methodology" and ﬁnally " teaching
methodology of general biology" is divided into special teaching methodology subjects. The general
methodology of teaching biology covers issues such as the purpose, task, content, principles,
methods, tools, forms, history and stages of teaching biology related to all biological subjects .
Private methods focus on the content of one or another academic subject, such as lessons related
to the age of students, extracurricular activities, extracurricular activities, excursions, organization
of practical and laboratory activities , equipment. The connection of biology teaching methodology

with other subjects. Biology teaching methodology is closely related to didactics, which is a part of
pedagogy. If didactics studies the laws of acquisition of knowledge, skills and competences by
students, and it develops teaching theories and principles for all academic subjects in school , then
biology teaching methodology is related to biology . develops theoretical and practical issues
related to the content, forms, and methods and means of education . Biology teaching methodology
is inextricably linked with psychology. Because teaching biology is effective only if it is suitable for
the age characteristics of the students . , replaces students' activities, and taking into account that
their thinking is concrete, visual aids are used more. In upper grades, because students' attention is
stabilized and their abstract thinking is developed, lessons are conducted more in the form of
lectures. and it is enough to use one or two methods . Biology teaching methodology is inextricably
linked with biological science. It (almost all ﬁelds of biological sciences : botany, zoology, human
anatomy and physiology, cytology, biochemistry, embryology, systematics, ecology, evolutionary
theory limot, anthropology, and molecular biology represent the fundamentals of science. Correctly
explaining the external and internal structure of representatives of living nature and their
relationship with the external environment, identifying plants, fungi, animals, microorganisms,
preparing micro and macropreparations from them, observing them , conducting experiments,
requires good theoretical knowledge and practical training from the teacher . But the teacher should
know well that there are important differences between the school biology subject and the biology
subject . If the main goal of biology is to create new knowledge by conducting research on living
and dead nature, the goal of school biology education is to provide students with biological
knowledge, that is, biological knowledge in accordance with their age. knowledge consists of giving
concepts, laws, theories and explaining it. In the school biology course, not science, but the basics
of science - the basic information necessary for students is embodied. At the same time, the school
biology course is not a "minor science", but a system of basic concepts of biology that supports the
development and education of students . Biology teaching methodology as a subject of general
secondary and secondary special, vocational education, biology teaching methodology holds an
extremely important place in the training of a biology teacher. In the process of teaching this
subject, the necessary professional knowledge, skills and abilities for teaching biology are formed.
It is natural that not all the knowledge gained by the subject is given in the academic subject, but its
basics. They consist of teaching tasks, a set of specially selected knowledge taking into account
the age and level of preparation of students . Unlike science, the main task of educational science is
to provide knowledge and information. Academic science is not an exact copy of science. In
creating an educational subject, the system of knowledge and experience accumulated by the
subject is given to students. It is not only a method of collecting scientiﬁc data, but it consists of
summarizing, clarifying concepts , organizing scientiﬁc facts, opinions. The academic subject is
structured according to a certain order based on its main knowledge and information-giving
function . The high school biology teaching methodology textbook is closer to science in terms of
its structure and content. In addition to scientiﬁc information, it also contains different views aimed
at solving some controversial issues in science, successful or unsuccessful researches in ﬁnding
the truth . In addition, it creates the methodology and methods of scientiﬁc research. In the course
of theoretical and practical training of biology teaching methodology, students are not limited to the
structure of the school biology course, but also to the organization of biology teaching in general
secondary and secondary special vocational institutions. It also introduces the different aspects of
biology teaching methods and tools, and allows students to master the minimum set of knowledge
required by the requirements. At the same time, modern pedagogy, use of information technologies,
innovative approach to teaching biology creates skills. Teaching principles and theory of the
educational process. The achievement of independence of the Republic of Uzbekistan, its approach
to the world community, the establishment of economic, cultural-educational, diplomatic relations
with developed countries required the reform of the education system, as well as all aspects. For
this reason, the Law of the Republic of Uzbekistan "On Education" declared education as a priority
direction in the ﬁeld of social development of our country. In this document , the following are noted
as the main principles of the state policy in the ﬁeld of education of our country : - the humane and
democratic nature of education and training: - the continuity and consistency of education: - the
secular nature of the education system: - state education Openness of education to everyone within
the framework of international standards: - uniﬁed and differentiated support for the selection of
educational programs - promotion of knowledge and talent: - harmonization of state and public

management in the education system: As it is known, our country the main principles of the state
policy in the ﬁeld of education have a direct impact on the principles of the continuous education
system and require them. In the national program of personnel training of the Republic of
Uzbekistan, the fundamental reform of the education system , reconstruction based on the
requirements of the times, types of continuous education system, tasks before educational
institutions, as well as the issues of implementing the national model of personnel training, as well
as continuous education the principles of operation of the lim system are noted. 1. The priority of
education - the effective organization and development of the educational process is considered a
priority in our society. The priority of education lays the foundation for the formation of a well-
rounded person with high morale, knowledge and competence. 2. The democratization of education
is based on the cooperation of the teacher and the student in choosing the methods of education
and upbringing, organizing and managing the educational process. 3. Humanization of education is
based on the full disclosure of human abilities and the satisfaction of the needs for learning , the
provision of the priority of national and universal values , and the understanding of the interaction
between man, society and the environment . 4. Socialization of education - instilling in students
conscious discipline, sense of human dignity , high spirituality, behavior based on social norms, rich
aesthetic outlook, logical and creative thinking. 5. National orientation of education - integration of
education with our national history, national traditions and customs , preserving and enriching the
culture of the peoples of Uzbekistan, a very important factor of national development of education
recognition as, ensures respect for the history and culture of other peoples. 6. The integral
connection of education and upbringing implies the formation of a person who has matured in all
respects . 7. Identiﬁcation of gifted students - differentiation and individualization of the
educational process, provides for the creation of conditions for gifted students to consistently
receive fundamental and specialized knowledge at the highest level of education . The success of
the reforms in the ﬁeld of education carried out in our republic depends on how well the teaching
principles that organize the educational process in all types of the continuous education system
correspond to the main principles of the state policy in the ﬁeld of education and the principles of
the operation of the continuous education system. and depends on the mobilization of their
implementation . It is known that the principles of education are the set of knowledge about the
structure and essence of the education system, its laws and regulations, as well as the organization
of its activities, which are reﬂected in the management of practice . Scientiﬁc, systematic,
fundamental, consistency, demonstrability, awareness, independence, methodological principle of
socio-economic development, connecting theory with practice, eﬃciency, comprehensibility, logical
sequence, coherence, differentiation and individualization of education, harmonization of individual
and group teaching, dependence of the purpose, content, means and forms of teaching on the
social environment, purpose of teaching, means and results together with the principle of unity,
evaluation and self-evaluation, it shows the need to follow principles such as democratization and
humanization of education . Differentiation and individualization of education requires the principle
of individual and group approach in the teaching process . Integration between principles of
organization and development of education and principles of teaching Table 1 Basic principles of
State policy in the ﬁeld of education (selection) Principles of organization and development of
continuous education Teaching principles 1. 2. 3. 4. 5. Humanistic, democratic nature of education
and training . Continuity and consistency of education. Secular nature of the education system .
Uniform and differentiated approach to the selection of the educational program. Encouragement of
knowledge and talent . Democratization of education. Humanization of education, priority of
education, socialization of education, national orientation, integral connection of education and
upbringing , identiﬁcation of talented young people , for them to consistently receive fundamental
and special knowledge at the highest level of education. creation of conditions, democratization
and humanization of the educational process , scientiﬁcity, systematicity, fundamentality ,
demonstration, eﬃciency, comprehensibility, consciousness, independence, unity of theory and
practice, logical continuity, methodological principle of socio- economic development , education
differentiation , individual and group teaching, combining teaching, teaching
purpose, content, means and
forms depend on the social environment
, unity of teaching purpose, means and results, assessment and principle

of self-
recognition and self-assessment . Laws and regulations of teaching lay the groundwork for the
development of the theoretical foundations of the teaching principle and its application to the
practice of pedagogical activity . It should be noted that the moral and educational changes in the
social life of the state and social order society , the goals and tasks of the educational process, the
development of science changes and updates directly depending on the level. The principles of
education are the main principles of the state policy in the ﬁeld of education of a particular country,
the functioning of the continuous education system, as well as the social, economic, political, legal,
spiritual and educational development that takes place in society. It is a process that reﬂects the
changes and renews itself, changes, develops and acquires special importance. Teaching principles
determine the method of implementation of teaching laws and regulations depending on the goals
and tasks of teaching biology . If the principles of teaching determine the direction of the
cooperation of teachers and students in achieving the goals of teaching , then the laws of teaching
reﬂect the movement of the pedagogical process . The laws of teaching are also considered a
logical component of methodological science, reﬂecting the objective, external, internal, speciﬁc
and relative connections of the pedagogical process , the integrity of the content, methods, tools
and forms of the educational process , the organization of this process on a scientiﬁc basis. and
management, determines the results to be obtained and the ways to increase eﬃciency. The
fundamental reform of the education sector of the National Personnel Training Program, which is
considered the scientiﬁc theoretical basis for the reform of the educational process and the
introduction of a continuous education system in our republic , to rid it of ideological views and
prejudices from the past, at the level of developed democratic countries , in order to realize the goal
of creating a national system of training highly qualiﬁed personnel that meets high moral and
ethical requirements , as well as taking into account the state and social orders before the
continuous education system, and the principles of teaching, the following in the teaching of
biology it was found appropriate to apply the laws of teaching to pedagogical practice. 1. The law of
the dependence of the purpose, content, means and forms of education on the social environment .
This law reﬂects the inﬂuence of socio-economic, spiritual and educational changes in society,
social relations in the selection and formation of the components of the educational process. ,
allows to form culture and creative thinking. In the following years , the content of biological
education was updated taking into account the above-mentioned ideas, goals and tasks of
education , the educational system was adapted to the processes of modernization and
development of a developed democratic legal state in society. A new generation of state
educational standards, curricula , textbooks and teaching-methodical manuals has been created for
academic subjects. Providing the educational process with advanced pedagogical technologies is
deﬁned as one of the important tasks in the personnel training program . With this in mind , it is
necessary to develop ways of using pedagogical and information technologies in teaching biology .
2. Educative and developmental educational law is based on the person's learning process,
knowledge, activity methods, his development and the formation of his personal qualities. This law
makes it possible to form a completely perfect person. In the national model of personnel training,
the individual has an important place and it is envisaged to form a well-rounded person and citizen
through continuous education. The teacher should ensure the integrity of education in the teaching
of biology , depending on the content of the studied subject, the students' spiritual- ethical, patriotic,
ecological, aesthetic, economic, legal, physical, sexual, labor and should carry out international
education. The law of the dependence of the educational process on the nature of the activity of
students. The method of organizing the educational process and the obtained result reﬂect the
inextricable connection between pedagogical management and increasing the activity of students .
3. This law provides for the application of advanced pedagogical technologies to the educational
process based on the requirements of the National Personnel Training Program , the creation of
modern teaching-methodical complexes and the didactic provision of the educational process on
this basis. introducing a differentiated approach to education in accordance with the abilities and
capabilities of students , aims to make students full-blooded subjects of educational activities . In
the teaching of biology, the teacher should increase eﬃciency by using technologies that activate
students' cognitive activities , including didactic games, problem-based, modular learning,
cooperative learning, planning, and information technologies. 4. The law of individualization of
educational activities and unity and interdependence of group teaching . In accordance with the

purpose and task of the educational process, it is based on meeting the needs and interest of all
students, including each individual . This law makes it possible to identify talented young people
during the differentiation of the biology teaching process , to get education according to their needs
and interests. Also, individualization and differentiation of teaching in teaching biology has led to
the need to use person-oriented technologies. 5. The law of unity and interdependence of theory
and practice in teaching. It is based on the achievement of the students ' conscious and solid
assimilation of knowledge, concepts, ideas, theories in the course of education, and the formation
of their practical skills. This law allows integration and harmony of science, technical production
and practical experiences with the educational process . Formation of a new generation of
personnel who have high general and professional culture, social activity, the ability to
independently take the goal in the socio-political life, able to advance and solve the future tasks of
this national law-making program. implies the implementation of tasks such as In order to
implement tasks B, in the teaching of biology, it is necessary to effectively conduct laboratory,
practical exercises and excursions based on the curriculum , to organize and manage the cognitive
activities of students in individual and small groups. It is necessary to pay attention to the practical
use of the acquired knowledge, the composition of practical and educational activities. 6. The law
of unity and integrity of the pedagogical process. Explain the organic links between the whole and
structural parts of the pedagogical process , as well as the content, tools, methods, forms of the
educational process, the harmonious connection of the activities of the teacher and the student
with the educational goals. provides Taking into account the above points, the teaching process is
based on goals, educational content, pedagogical communication tools (teaching tools, methods
and forms), forms of teacher and student activity, learning and learning in accordance with state
and social orders. includes organization and control of the process . (See Table 2.) State orders for
the continuing education system include: development and introduction of effective forms and
methods of spiritual and moral training of students and educational work ; individualization of study,
independent learning, and development and mastering of distance education system technologies
and tools; acceleration of student training using new pedagogical and information technologies,
modular system of preparation ; to ensure the humanitarian direction of education based on the rich
spiritual and intellectual heritage of the people and universal values ; The following are the social
orders before the continuous education system: development of spiritual and moral qualities of
students at all levels and stages of education based on the principles of national independence and
the rich intellectual heritage of the nation and the priority of universal values; improvement of legal,
economic, ecological and sanitary-hygienic education and upbringing of learners at all levels of
education ; instilling the ideology of national independence into the minds and hearts of students,
raising ideological education in educational institutions to today's level; It is possible to get such
things as deepening the knowledge of the ideology of the pedagogue values . The content of
biological education is determined on the basis of state and social orders, the updating of the
educational content requires the updating of teaching tools, methods, and forms. Based on the
orders mentioned above, the teacher will change his activities. This, in turn, has an impact on
students' educational motivations and cognitive activity. DTS from biology, program, analysis of
textbooks, issues of organizing and managing the activities of teachers and students , components
of educational content and ways of their formation are discussed in detail in the following topics. 1.
General understanding of the educational standard In 1997, at the 9th session of the Oliy Majlis of
the Republic, the law on education was adopted for the second time, and a long-term national
personnel training program was developed . The implementation of the national personnel training
program consists of three stages, the ﬁrst stage of which is the development of the state standard
of general secondary and secondary special vocational education , curricula for each academic
subject, devoted to creating textbooks based on them . In 1997-1998, the state educational
standard and curricula of general secondary education were developed and tested in experimental
testing grounds of schools in all regions of the republic. After extensive discussion by teachers,
methodologists, and public education workers, general secondary education, state education
standards, and curricula for all academic subjects Ministers of the Republic of Uzbekistan It was
approved by the decision of the court on August 16, 1999 . The state educational standard of
general secondary education and the Biology curriculum were published in multiple copies in the
March 3, 1999 issue of the "Development of Education" magazine and were sent to all schools and
public education departments of the republic. and it was made known to the general public, parents,

students. The word standard is English and means copy, size, standard. For this reason, in the main
rules of the state educational standard of general secondary education, the "State educational
standard of general secondary education" deﬁnes the mandatory minimum level of general
education motivation and level of students . keyed. 2. Components of the biology education
standard. The biology education standard begins by deﬁning the goals and objectives of biology
education . The main goal of biology education is to educate the personality of the student. In the
standard of biology education, the main tasks of biology education are summarized. Currently, it is
recognized that the structural levels of haet are molecule, cell, organism, population-species,
biogeocenosis, biosphere. Among these levels of the Haet structure, the level of the organism is
central. On the one hand, it embodies the molecule and cell levels, which are the lower levels of the
life structure, and on the other hand, the organism itself is part of the population-species,
biogeocenosis, and biosphere levels, which are the higher levels of the life structure. "Organism
biological system" was the ﬁrst among the educational directions of the standard . One of the main
principles in the development of the state education standard is "compliance of the state education
standard with the requirements of the state, society, and individual needs". It is known that in recent
years, due to the lack of environmental knowledge among the members of society, the pollution of
water, soil, and air has led to the decrease of plant and animal species. Violation of the ecological
balance threatens even human health. In such conditions , it is extremely important to arm people
with ecological knowledge, to make wise use of natural resources, to protect plant and animal
species, to ﬁght against soil salinity erosion, and to familiarize them with measures to preserve
water, air, and soil purity . Taking this into account, "ecological systems" were taken as the second
direction of educational content in the standard of biology education. In recent years, with the
attitude of giving freedom to religion, some individuals are denying the role of secular knowledge in
the development of society and are in favor of providing only religious knowledge to the people.
They do not recognize the historical process in the organic world, that plants, animals, and people
have changed over millions of years. That is why, in the present development of the society,
imparting knowledge of the historical development of the organic world to children, as well as
inculcating the norms of religious ethics, will create an opportunity for them to understand the
development of nature and society . For this reason, the third direction of the complex of knowledge
given to students in the standard of biology education is called "Evolution of the organic world". The
standard of biology education for the three educational areas mentioned above contains a set of
mandatory minimum knowledge that students should master. In order to determine how the
students mastered the minimum requirements of knowledge in the biology education standard, test
tasks were given in each subject. 3. Understanding of the curriculum. The content of each academic
subject taught in schools is a document-curriculum that expresses the sum of knowledge, learning
skills, and competencies that students should know. In it, the purpose of teaching the subject, tasks,
the complex of knowledge and skills to be mastered by students are expressed. 4. The structure of
the biology curriculum. A letter of dismissal is given at the beginning of the curriculum of the
biology course. It brieﬂy describes what kind of science the biology course is, what academic
subjects it consists of, and the changes in the content of these academic subjects . In particular , it
is noted that botany is taught in grades V-VI, zoology in grade VII, man and his health in grade VIII,
and general biology in grades IX-XI . In the teaching methodology of the biology course , it is noted
that "in class and extracurricular activities, it is necessary to pay attention to the thorough and
conscious assimilation of main ideas and concepts by students, not limited to evidence and
phenomena. . The main ideas in teaching biology are "Evolution of the organic world ", "Different
levels of the structure of living nature", " Interrelationship between the structure and function of the
organ ", "The connection of biological systems with the natural environment, management ", "Theory
and practice interaction". Among the basic concepts , "Evolutionary", "Cytological", "Ecological"
concepts are included in the curriculum. Another goal of the curriculum is to achieve the harmony
of education and upbringing. In biology teaching, it is emphasized that importance should be
attached to the moral, patriotic, aesthetic, ecological, hygienic, economic and sexual education of
students, which is inextricably linked with the content of the taught subjects. In the methodological
recommendations of the curriculum, it is mentioned that in the teaching of the problematic topics
of biology, it is necessary to follow the traditions of liberal thought, and the unique positive aspects
and shortcomings of each worldview should be conveyed to the minds of the students. In order to
increase students' interest in biological educational topics, effective use of natural- visual, dynamic,

schematic displays, audio and video tools in the teaching process, and modern pedagogical
methods of activation in order to activate students' activities and organize independent learning.
and extensive use of information technologies is recommended. Methodological recommendations
of the curriculum focus on solving problems to connect theory and practice. Information is also
given on the use of the rating method in the assessment of students' knowledge and skills . In the
curriculum, 102 hours are allocated for the subject of botany and 68 hours are allocated for the
subject of zoology in grades V-VI and it is taught in grade VII, 68 hours are allocated for man and his
health and it is taught in VIII- it is emphasized that it should be taught in class and, ﬁnally, that
general biology should be taught in classes IX-XI . The curriculum contains the content of the main
topics taught in each subject, the necessary equipment to pass them. The curriculum also provides
information about the types of lessons that these topics should be taught. In addition to regular
classes, it is planned to organize practical excursions in laboratory classes on which topics . For
example, a general introduction to ﬂowering plants , cell, root, stem, leaf, vegetative reproduction of
plants, ﬂowers, fruits, seeds, plant as a whole organism, plants main sections, the main families of
ﬂowering plants, plant cover, ornamental plants, and the emergence of the world of plants on Earth .
And in the subject of zoology, general information about the animal world, molluscs , ﬂatworms,
roundworms. such topics as worms, ﬂatworms, molluscs, arthropods, chordates, benthic chordates,
ﬁsh, aquatic and terrestrial inhabitants, reptiles, birds, mammals, and the emergence and
development of fauna on Earth. In the subject of human and health education, there is an
introduction, a general overview of the human body, musculoskeletal system, blood, circulatory
system, respiratory system, digestive system , substance and energy exchange, excretory system -
endocrine glands, nervous system, higher topics such as nervous activity, sensory organs,
reproduction and development of the human organism, and the emergence of a person are in focus.
Introduction to the subject of general biology, the different aspects of the organic world, the basics
of cytology, the chemical basis of life processes, the reproduction and individual development of
organisms, the basics of genetics and selection, genetic engineering and biotechnology, the theory
of evolution, evidence of evolution, the organic world It is planned to cover topics such as
emergence and development, basics of ecology, biosphere and its evolution. The curriculum shows
the allocation of hours, equipment, forms for passing each subject . In order to improve the
knowledge and pedagogical skills of teachers, a list of scientiﬁc and methodical literature for
teachers is given at the end of each subject . Student self-monitoring questions Questions to check
knowledge. 1. What are the main goals and objectives of biology teaching methodology? 2. What
are the differences between the teaching method of teaching biology and the science ? 3. What
does biology research as a science? 4. What tasks does biology teaching methodology perform as
an educational subject? 5. What are the connections between the methodology of teaching biology
and the science of pedagogy? 6. What is the connection between the methodology of teaching
biology and the science of psychology? 7. Explain the difference between the science of biology and
the methodology of teaching biology. 8. Identify the speciﬁc features of the modern educational
process. 9. Deﬁne the main principles of the state policy in the ﬁeld of education. 10. Establish the
principles of continuous education system. 11. Deﬁne the teaching principle used in biological
education. 12. Identify the laws and their essence used in teaching biology. 13. Determine the state
orders before the continuing education system. 14. Determine the social orders before the
continuing education system. 15. What is the dictionary meaning of 16. Educational standard of
biological education; 17. What are the areas of education that should be mastered by the student in
the state standard of general secondary education in biology. 18. Methodological recommendations
in the biology curriculum consist of several sections. 19. What subjects does the school biology
course consist of: Lecture #2 Topic: The role of biological education Plan: 1. Achievements of
biological education 2. The polytechnic role of biological education 3. The educational role of
biological education Basic concepts and key words. Advances in biology. Dependence of biology
science achievements on other sciences . Bionics, space biology, the role of biology in medicine,
agronomy and polytechnics. The role of biological education is very important in human life. A
biology teacher must have a deep understanding of the role of biological knowledge in the life and
work of every person, and must build conﬁdence in it, which is necessary for the education of such
conﬁdence in students. This is the ﬁrst condition for the successful work of a teacher in a school,
because the educational process is based on trust. The profession of a biology teacher requires a
high level of knowledge and strong agency to instill in students why everyone should study biology .

In the 20th-21st centuries, science and technology have developed, as a result of which humanity is
facing a conﬂict with the environment in which it lives, the environment threatens its health and life.
The reason is the production and transport waste, the reduction of forests, the formation of holes in
the azan ﬂoor. All over the world, protecting nature, restoring its resources and using them
effectively are among the important tasks facing all mankind. The spread and importance of
biological knowledge for each person, state and the whole of humanity has increased to an
unprecedented level. The achievements of biological science reliably indicate that humanity has
entered a new age - the age of biology. In many ways, the achievements of biological science are
the result of the use of achievements in the ﬁelds of physics, chemistry, mathematics, and
astronomy. Based on the achievements and methods of these sciences, electron microscopy,
spectroscopy, X-ray structural analysis, and molecular and submolecular level study of the cell . As
a result of conducting experiments based on biochemistry and biophysics methods, the mechanism
of metabolism, especially protein biosynthesis, was revealed, and the secrets of photosynthesis
were revealed. The material basis of genetics is the structure and function of DNA and RNA, and the
genetic code of amino acids has been revealed. The attention of scientists is focused on
determining the essence of life events, producing various methods of controlling metabolism,
heredity and variability . Advances in science that reveal the physico-chemical and biological
essence of many processes in the cell and its organoids provide opportunities for active
intervention in the course of vital processes. Advances in biological science are putting before
medicine the tasks of treating cancer, virus, heart, blood vessel and other diseases, and these
diseases are slowly ﬁnding their cure. Currently, a new direction in the natural sciences - botany,
based on cybernetics, a technical science based on the structure of living organisms and the
processes involved in them , has emerged, which is a science that connects biology with physics
and technology. Bionics identiﬁes and studies the morphological and functional adaptations of
organisms as part of solving engineering problems. For example, insects with very small sensory
organs , fast and frequent movements, low energy consumption, quick reactions, selectiveness, and
self-control attract the attention of scientists and techniques . gives birth to the thoughts in the
mind. Currently, many devices have been developed based on the structure of the animal and plant
world. The role of physiologically active substances in the management of vital processes is
increasing . Therefore, biologists are creating strains of microorganisms that produce biologically
active substances, hormones, vitamins, antibiotics, and proteins, using methods of gene and cell
engineering to synthesize substances necessary for mankind. An example of this is the synthesis of
insulin by inserting the controlling gene insulin synthesin into the genotype of the coliform bacteria .
These processes are widely used in biotechnology. At present, humanity, relying on the
achievements of modern genetics and biotechnology, will be able to create strains of
microorganisms whose properties are known in advance. Vitamins, antibiotics and others
necessary for microorganisms and animals
produce hormones. These biopreparations are being industrially developed and
are being added to animal feed. With the help of microorganisms , methods have been established
to increase the productivity of animals
, to accelerate the growth and development of plants, and to increase the yield and the resistance of
plants to diseases.
Genetic
engineering methods have been used to produce bollworm-resistant cotton and Colorado
potato beetle-resistant varieties.
A new ﬁeld of biological science - space biology - has emerged at this time. It provides answers to
universal questions about the forms, distribution and characteristics of life in the universe, whether
there are signs of life on
alien planets or not. Biological education becomes an element of professional training for people as
the achievements of biological science are introduced into production . Along with the development
of general technology, the requirements for their specialties are also increasing. They feel the need
to acquire knowledge of agronomy and zootechnics. It can be seen from this that biology education
in high school should be of polytechnic character and it should be connected with the participation
of the young generation in socially useful and productive work. This communication is carried out in
farms, landscaping, searching for new minerals, plants, collecting medicinal plants and other

socially useful works. It helps to deepen theoretical knowledge and allows schoolchildren related to
nature and agriculture to choose a profession. The study of biology gives ample opportunities to
cultivate love and respect for work, recognition of work as the source of all material and spiritual
wealth of mankind. When the study of the biology course at school is done correctly, it creates and
develops the need to constantly update knowledge through independent information after
graduation . It is impossible to imagine the life of a modern person without scientiﬁc knowledge
about living nature , because his life is completely connected with the world of plants and animals.
But plants are a source of organic raw materials and energy on Earth. The animal world, in turn,
serves as a source of various food and industrial raw materials. Skillful use of natural resources and
their increase serves to increase the welfare of the people and the state . Correctly implemented
biological education allows to cultivate a scientiﬁc worldview. Students, studying biology, learn to
understand the facts and phenomena of nature in relation to each other, in the state of movement,
change and development. Biological education helps in aesthetic education of the young generation
in many ways. A wonderful landscape has such an educational effect on the development of a
young soul that the inﬂuence of a pedagogue cannot be equal to it. In the study of biology, aesthetic
education is considered as an integral part of the entire educational process. Scientiﬁc perception
includes aesthetic perception and feelings. Biological education has all the potential to positively
affect the heart and mind of a person . The perception of nature gives great peace to the person
who is close to it. Providing aesthetic education with natural means contributes to the general
aesthetic education of the young generation. Love of nature is a big and complex feeling. It
encompasses the higher realms of soul and mind and is the main aspect of a person's conscious
spiritual life. This feeling is in many ways compatible with patriotism. Along with the deep love for
nature , the young generation grows a deep love for the country. It is born directly in childhood, in
school years. Growing up and maturing leads to the realization and strengthening of affectionate
love . Biological education leads the entire young generation to have a correct attitude towards
nature : it educates an impressive love for it, in addition to perceiving the beauty of nature, to protect
and preserve it, to create natural resources with their own hands and teaches to multiply. All this
can be achieved only by deep and conscious mastering of biological laws. Questions to consolidate
knowledge. 1. Why does everyone need biological knowledge? 2. What is the importance of
biological education in educating students? Z. Why can biological science be called one of the
productive forces? Lecture #3 Topic: Eastern renaissance period and issues of education.
Education and training in the Jadidlik movement . Contributions of Methodist scientists of the
Republic of Uzbekistan Plan: 1. Renaissance period. 2. Abu Nasr Farabi's views on education. 3. Abu
Raikhan Beruni's views on education. 4. Ibn Sina's views on education. 5. Development of education
and training in the Jadidlar movement. 6. Opening of new schools based on the revolutionary
movement in Uzbekistov. 7. Pedagogical views of the main representatives of the modernist
movement in Uzbekistan. Basic concepts and key words. During the VP-XP centuries, culture and
science developed incomparably in Central Asia. Interests in speciﬁc sciences, in particular, began
to increase sharply. Scholars such as al-Khorazimi, Farabi, Farghani, Beruni, and Ibn Sina were born
in that historical period. Secular sciences developed under their inﬂuence. Those great thinkers play
a key role in the development of human cultural and educational views in their time and later, they
create an incomparable doctrine of human perfection. Jadidism, schools of new methods, scientiﬁc
views of Jadidism, spread of Jadidism movement, education and upbringing in Jadidism
movement, views of representatives of Jadidism movement in Uzbekistan. During this period,
Arabic was the language of science and communication. By the middle of the 10th century, Persian-
Tajik language was also used. During this period, there were bookstores in Bukhara, where great
scientists and virtuous people met and had various discussions about science. The fact that Abu Ali
Ibn Sina bought Farabi's commentaries on Aristotle's "metaphysics" in one of the bookstores is a
clear proof of our opinion. Science developed especially in Khorezm in the 11th century. King
Mamun of Khorezm invites the best scientists to his court . In "Baytul Hakim" and "House of Wise
Men" established by him, scholars such as Beruni, Ibn Sina, Abu Nasr ibn Iraq were engaged in
creativity. It later became known to the world under the name of "Mamun" Academy. The
development of science in the Eastern "Renaissance" was in three directions. The ﬁrst direction is
the mathematics-medical direction, which includes mathematics, astronomy, chemistry, geography,
mineralogy, medicine, medicine, al-Khorazmi , Ahmad Farabilar related to mathematics, Zakariyya
ar-Razi, Chemistry and Ibn Sina on medicine , Medicine and philosophy, Beruni on medicine, Jurjani

on medicine and philosophy created large works. The second direction is the socio-philosophical
direction, which includes philosophy, history, logic, psychology , oratory and other sciences. 'iy have
been active. The aforementioned scholars are encyclopedic scholars. The third direction is the
educational-ethical direction, in which the encyclopedic scientists expressed their views in the
social-philosophical and scientiﬁc works or in their moral works. During the Eastern Renaissance,
the human problem was a central issue in the spiritual realm. That's why the issue of education was
paid attention to, and gloriﬁcation of the moral and spiritual maturity of a person, typical of the East,
took the leading place in the created works. In these educational- ethical works, the idea that the
spiritual maturity of a person can be realized only on the basis of high manners and acquisition of
science was put forward. A method based on scientiﬁc knowledge was formed, as a result of which
intellectual education became the focus of scientists: Khorezmi, Farabi were great thinkers who
founded this method. The views of Farabi, Beruni, and Ibn Sina on the development of nature and
related education are particularly important . We will brieﬂy touch on them. Abu Nasr Farabi is a
famous thinker of the Middle Ages, the greatest follower and propagator of ancient Greek
philosophy. Farabi was a deep connoisseur of ancient Greek science, and due to his great
contribution to its spread and development in the East, he is called - "Aristotle of the East" - "Teacher
Soni" - "Second teacher" (ﬁrst teacher Aristotle). In his works dedicated to education, Farabi thinks
about the importance of education, what to pay attention to, methods and methods of education.
His socio-educational views are expressed in works such as " The City of Virtuous People", "On the
Attainment of Happiness", "Songs of the Mind" . In his work "On the Attainment of Happiness",
Farabi expressed his opinion about the order of learning knowledge, according to his emphasis, the
knowledge that is necessary to know is studied ﬁrst, this is the knowledge about the foundations of
the universe. After studying it, it is necessary to study natural knowledge, the structure and shape of
natural bodies, knowledge about the sky. After that, in general, living nature, plants and animals are
studied, he says. Farabi is considered to be the scientist who ﬁrst deﬁned education. The word
"teaching" means teaching, giving theoretical knowledge to a person based on explanation;
According to the scientist , education is the teaching of theoretical qualities, behavioral norms and
practical skills necessary for mastering a certain profession . In his works, Farobi expresses his
thoughts by touching on moral qualities. By moral virtues , he understood qualities such as
knowledge, wisdom and discretion, conscientiousness, modesty, valuing the wisdom of the
majority, truth, striving for spiritual excellence, and justice . But the most important of these
qualities is that every person should be educated and enlightened. That's why Farabi looks at the
concept of morality on the basis of ethics based on thinking, which is inextricably linked with
reason. Farabi's views on educational methods, methods, and tools are also valuable. Beautiful
qualities in a person are acquired in two ways - training and education. He says that education
combines theoretical qualities, while education combines theoretical and practical qualities . When
both come together, maturity is manifested. While the theoretical foundations of all subjects are
studied in moral education, spiritual and moral rules and standards of etiquette are studied in
education. He says that skills related to the profession will be acquired. Farabi promoted methods
of encouragement, habituation, and coercion in education. Both methods aim to bring a person to a
perfect principle. Farabi's views on education are still relevant. Abu Raikhan Beruni was a great
talent and researcher who made a huge contribution to the development of world science . His
immortal scientiﬁc works are incredibly important in the development of world science . Beruni's
major works include "Mineralogy", "India", "Geodesia", "Monuments of the Past", "Saydana". Beruni
pays attention to the fact that each of his creations is suitable for a person's spirit and abilities, and
does not tire him . Beruni writes: "Our goal is not to bore the reader. Reading something over and
over is boring. If the student moves from one issue to another , it is like walking in different gardens,
as soon as you pass one garden, another garden begins. Then he wants to see and watch the bath."
Beruni's thoughts on ways and methods of acquiring scientiﬁc knowledge are also relevant today. In
imparting knowledge to the student : - not to bore the student; - not to teach the same thing or the
same subject in education; - coherence, consistency; - says that it is necessary to present new
topics in an interesting, mainly demonstrative way . Understanding and learning in the acquisition of
knowledge pays particular attention to the observance of purity by the scientiﬁc researcher , and
puts forward the idea that the development of society depends on the development of knowledge.
Abu Raikhan Beruni immerses learning with moral education. After all, an important criterion of
perfection in a person is high morality. Beruni says that in order for a person to mature in all

aspects, he should be knowledgeable as well as hardworking and skillful. He emphasizes that three
things are important in human development. This is heredity, environment, and upbringing, which is
recognized in the pedagogy of the time . At a certain time, they deny the inﬂuence of society and
environment on the perfection of a person, and can rely only on education. But Beruni, like his
contemporaries - Farabi and Ibn Sina, considers all three important in human development. That is,
he emphasizes that while knowledge, art and practice play a major role in the development of a
person, genealogy, social environment and social life laws are also of great importance . In Beruni's
opinion, the most important factors of human maturity are knowledge and high morality. Beruni
creates a unique school in the theory of education with his views on scientiﬁc knowledge and
educational methods. Beruni has more than 150 works covering both natural and social sciences .
Abu Ali Ibn Sina is one of the most famous representatives of the great encyclopedic mind, world
science and culture of the entire Muslim Shark. Ibn Sina left an indelible mark with his works on
various ﬁelds of medieval science, philosophy, medicine, natural science, and artistic literature . His
major works include "The Laws of Medicine", "Ash-Shifa", "Al-Qanun", "An-Najat", "Donishnama" and
others. Ibn Sina expressed his views on education in connection with his socio-philosophical views
and interpreted them in special treatises. It also classiﬁes subjects. In this, he puts medical
sciences in the ﬁrst place. Ibn Sina, noting the need to educate children in school, emphasizes the
need to observe the following aspects of education: - not to make a book for a child at once; -
imparting knowledge by going from light to heavy in education: - paying attention to teaching as a
team in school; - taking into account the interest and ability of children in education; - combining
training with physical exercises; These requirements are valuable in that they also correspond to the
principles of the present era. Ibn Sina expresses a number of ideas about how a teacher should be.
They are as follows: - being strict and serious in dealing with children; - to pay attention to how
students acquire the given knowledge ; - use of different methods and forms in education; -
student's memory, ability to acquire knowledge, knowledge of personal characteristics; - ability to be
interested in science; - to be able to distinguish the most important ones from the given knowledge;
- providing knowledge in a way that is comprehensible to the requirements, in accordance with his
age and intellectual level; - it is necessary to achieve that each word is at the level of awakening
children's temperament , says the scientist. According to Ibn Sina's teachings, whatever methods
are used in learning, the main goal is to express his experiences verbally, to develop real knowledge
in the student, to develop the ability to think independently, and to apply the acquired knowledge to
practice . Along with intellectual and moral education, Ibn Sina analyzes the importance of physical
education in human development from both theoretical and practical aspects. Until Ibn Sina, we did
not have a comprehensive teaching about the effect of physical education on the development of a
person . He proved that physical exercises, proper nutrition, sleep, keeping the body clean, following
rules are important factors in maintaining human health from both a scientiﬁc and practical point of
view . To sum up, in Ibn Sina's educational views, the development of a person both intellectually,
ethically, aesthetically, and physically is interpreted as the main criterion for his maturity. 5. The
word "Jadid" is an Arabic word that means "new" and "jadidchilik" means supporters of innovation.
At the end of the 19th century and the beginning of the 20th century, as a result of the strengthening
of tsarist colonialism in Turkestan, the Jadidist movement arose in the country . Jadids emerged as
a political movement in Egypt, Turkey, the Caucasus, Turkestan and other countries . Jadids are the
most advanced people in their ﬁeld. Regardless of which class of society these people belong to,
they came out in favor of innovation, innovation, enlightenment and culture. Turkestan jadids
considered seeing their Motherland independent and free as their main goal. The force of arms
could not succeed in the national liberation struggle. Therefore , they analyzed the reasons why they
fell into national tyranny and realized that it is necessary to destroy their roots. As a result , the idea
that it is necessary to give enlightenment to the people was born . In 1906, Jadids published a
newspaper called "Taraqqiyot" and began to spread their ideas. Modern schools were opened in
different cities of Turkestan , and worldly knowledge, including knowledge of nature, was promoted
in them along with science . For the Jadids, knowledge and wisdom were the only ones, and with
the help of this weapon, they tried to ﬁght for social, economic and cultural development in the
country. The Jadids believed that their noble dreams can only be realized if education and training
are put on the right track and developed. When talking about the genius of the Jadids, one should
ﬁrst mention Ismail Gasprinsky from Crimea. He founded the "Usuli jadid" school among Russian
Muslims, i.e. "new method school" . He raised the issues of reforming madrasas, secular sciences,

including the need to study chemistry along with religious sciences and the Arabic language . I.
Gasprinsky promoted a new method, travels to places to organize modern schools. He has been to
Turkestan twice and managed to open the ﬁrst new method schools in the land of the local people .
patriotism in young people by teaching students in their mother tongue by increasing the number of
lessons in the mother tongue in the curriculum, in other words, by increasing the number of lessons
in the mother tongue in the curriculum, while understanding the need to teach science , coming to
the conclusion that it is possible to form a sense of nationalism and a bold move in this direction
was a new perspective, or rather a concept, in the ﬁeld of modern education. At the heart of this
movement, the pedagogical views of the Jadids were also formed. Jadidlar paid special attention to
the school program in Taraqqiyot newspaper. According to some of their programs, elementary
school should consist of 4th grade. Children under 7 years old are not admitted. In addition to what
is taught in the program, there are clear instructions about the organizational aspects of the school.
In particular, it was decided that there will be nine months of study and three months of vacation,
students will be admitted to school from August 15 to September 1, and the exam will be held on
May 15 . The program also includes a decision to have a day off during holidays, and to suspend
enrollment at school during school hours. The views of Jadids on education are also rich with
advanced ideas. The ideas of the Jadids about education manners and morals were mainly formed
on the basis of the views settled in the Islamic world since ancient times . The ancestors adopted
from their ancestors the important qualities of children, in general, in the education of people, such
as being pious, generous, pleasant, polite, characteristic of Muslims . At the same time, a new
concept appeared in their pedagogical views. This is a view of the role of the environment, time, and
conditions in education. The pedagogy of the ancients was a step away from the Eastern pedagogy,
taking into account the social life, its demands and needs . The perfect man of antiquity is the most
modern man. He says that a modern man is a person who puts the interests of the nation and the
Motherland above all else, who is educated, who has mastered religious and modern sciences .
When talking about Central Asian modernism, it cannot be imagined without the activities of dozens
of enlightened scholars such as Bekhbudi, Munavvar Qori, Shakuri, Fitrat, A. Avloni, on the contrary,
modernism cannot be ignored when talking about them. : Mahmudhoja Beh'budi, one of the
founders of the Jadid movement in Turkestan, a world- famous geographer, a great public ﬁgure, a
great Islamic scholar, pedagogue . Bekhbudi's name occupies a large place in Turkestan school
education. He is one of the ﬁrst promoters and practitioners of the establishment of new-style
schools in the country . Bekhbudi learns the rules of law of the "Usuli jadid" school from I.
Gasprinsky and his articles. He wrote several textbooks for "Usuli Jadid" schools. "Brief General
Geography", "Children's Letter", "Introduction to Population Geography", " Brief Geography of Russia",
"Practical Islam", "Brief History of Islam" and others. Bekhbudi's writings for the new schools were a
great event in the reform of schools. At the same time, these textbooks are widely used from a
theoretical, scientiﬁc and practical point of view. Bekhbudi believes that the future of Turkestan lies
in its new personnel, specialists and educated youth. That is why in every article he wrote, he saw
the issue of raising personnel to respond to new developments. In the ﬁrst quarter of the 20th
century, Munavvar Qari Abdurashidkhan's son was famous not only in Turkestan, but also among
Russian Muslim intellectuals. The public respected him as the founder of new method schools, a
skilled teacher, the author of textbooks and educational books, and a public ﬁgure. Munavvar Khan
opens a school "Usuli Savtiya" in Tashkent. He tried to open the school ﬁrst in his backyard and then
in other places. He understood very well that it is impossible to make a change in people's minds
without going to school . Munavvar Qori sends young people abroad to study science. In 1916, he
gave a speech at a meeting in Tashkent and said: "We need intellectual children to go to Germany
and be educated. If the children are educated, they will be able to serve the nation." In May 1917,
Munavvar Kori was elected as the deputy chairman of the "Shurai Islamiya" society at a meeting
with the participation of progressive Muslim youth and clergy . As a result, people with advanced
ideas began to gather around him. The scientiﬁc and cultural society "Turk ochoga" is established in
Tashkent city . He shows in his works that a person is enlightened and can protect neither himself
nor the freedom of his people until his eyes are opened. Adulla Avloni opened new schools in 1907
in Mirabad district of Tashkent, and later in Degrez district. He opened a bookstore called "School
Library " in Khadra . - differed from the old method schools in that they were taught in their mother
tongue based on the lesson system. In his school, he used to teach children about subjects such as
nature, geography, history, literature, language, and math . Pupils were especially interested in

information about natural sciences, plants, animals, and how to take care of them. A. Avloni
developed natural sciences in schools. Avloni creates textbooks and textbooks for "Usuli Jadid"
schools, such as "Adabiyot illiy shelar", "First teacher", "Turkish gulistan or ethics", "Second teacher",
"Maktab gulistoni" consisting of four parts. In these works , he praises the works of the peoples of
the world and calls his people to acquire worldly sciences, to be cultured and enlightened . Among
Avloni's works on pedagogy, "Turkish Gulistan or Ethics" is signiﬁcant in the ﬁeld of studying the
development of pedagogical thinking in the beginning of the 20th century . deﬁning pedagogy, he
says: "Pedagogy means the science of child education". Avloni divides child education into the
following four sections: 1. Time of education, 2. Physical education, 3. Thought education, 4. Moral
education, Avloni education . he understands the scope in a broad sense. He does not limit it to
morals alone . He emphasizes the need to take care of the child's health ﬁrst of all. According to
Awlani, a healthy mind, good morals, knowledge and knowledge " It is necessary to educate the
body in order to be healthy and strong. It is the most important thing for a person to be healthy and
strong. Because a person needs a strong, disease-free organism to study, teach , learn and teach ."
It is a very necessary and sacred task to regularly engage in this education . Therefore, it is a sacred
task that relies on the teachers' attention and is entrusted to their conscience... After all, the
strength, beauty, breadth of thought depends on the education of the teacher. A. Avloni understood
the role of science in the development of society. Therefore, he calls on young people to learn the
secrets of science, especially natural sciences. Because these sciences were in nature
allows to solve the essence of phenomena. He urges young people to read books.
In his opinion, science is dead if it does not serve the beneﬁt of society, if
it is not used for the well-being of the people.
A. Avloni highly appreciates those who can apply their knowledge in practice , he considers them to
be wise people. Abdurauf Fitrat is one of the representatives of the struggle
for the independence of the Motherland and the well-being of the nation at the beginning of the 20th
century . Fitrat was the ﬁrst among the Uzbek scientists to hold the title of professor at that time. In
his works, Fitrat focused on education and its goals, school-educational work, methods and means
of imparting knowledge, ways of educating enlightened people. Fitrat encouraged young people to
learn foreign languages. He knew that for the development of the country, it is necessary to be
aware of foreign science and culture . He was one of the initiators of sending students to Germany
and Turkey to study the secrets of advanced European science, medicine, and technology during his
tenure as the supervisor of public education . Fitrat says that physical training is important for a
person's maturity , and notes that a person will not live long if all his parts are not healthy and
strong. Along with the education of children, importance should be given to their physical
education. Speaking about the health and development of children, Fitrat recommends them to
enjoy fresh air from a young age. Fitrat's thoughts on moral education are very important. According
to Fitrat, children are like water. Children, like the color of the water in the container , will accept the
morals and customs of that environment in whatever environment they are in. He notes that in order
to become a cultured nation, great importance should be attached to the moral education of
children . Fitrat says that in moral education, ﬁrst of all, it is necessary for parents and teachers to
have good morals. Fitrat invites to acquire worldly knowledge for the prosperity of the country . It is
diﬃcult to imagine the pedagogy of Abduqadir Shakuri without the ﬁgure of Abduqadir Shakuri .
Because he was a mature scientist of his time, a devotee of education. Shakuri is the person who
established the ﬁrst school in Samarkand in a new way. Secular sciences are also taught in the
Shakuri school based on a speciﬁc program . In his book "On the Independent Path of Education",
the well-known scientist Zhora Yoldashev expresses his opinion about Shakuri's work: " The
signiﬁcance of A. Shakuri's innovation in the way of reading and teaching is that, ﬁrst of all, he Sha
doesn't use the old teaching methods of the era . Secondly, he introduced the method of teaching
young boys and girls together in school . Thirdly, he insisted on teaching children in their mother
tongue and encouraged them to learn foreign languages. Fourthly, he compiled and published
textbooks in very simple, understandable language for the schools of the new method . From the
ﬁfth, he introduced cocktails and arsliks to his schools. He introduced his students to agriculture
and gardening. Separate hours from the school program were set aside for this information. These
words are the shortest and at the same time detailed description of Shakuri's pedagogical activity.
As a result of the views and actions of the ancients on education, secular sciences in Uzbekistan,

including in Western Asia , stimulated the development of sciences related to natural sciences,
science and technology, and medicine. The views of the Jadids on education are characterized by
the fact that they combined the valuable thoughts of our ancestors on this subject with advanced,
modern views. Therefore, their pedagogic views, based on the social ground, still maintain their
importance. Questions to consolidate knowledge. 1. Which scientists contributed to the
development of education during the Renaissance? 2. Which scientists conducted scientiﬁc
research in the ﬁeld of natural sciences during the Renaissance ? What are Z. Al-Farabi's views on
education: 4. What ideas about education are put forward in Beruni's major works? 5. Why was
Farabi called "Second Teacher"? 6. List Ibn Sina's major works. 7. What are the views on education
in Ibn Sina's works? 8. What ideas did Ibn Sina give for the teacher? 9. What was the reason for the
Jadidshi movement? 10. Where did Jadidism ﬁrst appear and who was the founder? 11. What is the
main goal of the Jadidchilar movement? 12. What are the views of historians on education and
training? 13. Which scientists did a lot of work in the opening of new method schools? 14. What are
Munavvar Kori's views on education and training? 15. Explain Behbudi, Shakuri, Fitrat, Avloni's
Jadidist movement ? Lecture #4 Topic: Teaching methods, their classiﬁcation and active teaching
methods Plan: 1. General description of teaching methods. 2. Oral methods and their types. 3.
Variable methods and methods included in them. 4. Practical methods and their types. 5. Interactive
methods of teaching. 6. Problematic research methods. 7. Logical methods of teaching. 8.
Independent working methods. 9. Methods of motivating and justifying students' activities in
teaching. 10. Control and self-control methods in teaching. Basic concepts and key words: Teaching
methods, tasks of teaching methods, classiﬁcation and deﬁnition of teaching methods.
Reproductive methods of teaching. Interactive methods of teaching, problem-based research,
logical methods, independent work methods, methods of motivating and justifying students'
activities in teaching , methods of control and self- control in teaching. 1. General description of
teaching methods. It is known that the educational process is a mutual cooperation between the
teacher and the students aimed at acquiring knowledge, acquiring skills and abilities, developing
their scientiﬁc outlook, and creative research . In other words, it is to achieve mastery of educational
content using teaching methods. The word method, in a general sense, is a method of achieving a
certain goal. Teaching methods are literally a method of conveying the knowledge of the teacher to
the minds of the students and at the same time they are assimilated by the students. In didactics,
teaching methods are deﬁned based on the following methodological and theoretical rules : 1.
Teaching method is an expression of methods of knowing objective reality in the speciﬁc
pedagogical conditions of the teaching process , that is, teaching using teaching methods students'
cognitive activity is organized and controlled. 2. Teaching methods are used in order to teach,
educate and develop students . These are their main functions, as well as encouraging,
encouraging, organizing and controlling functions of these methods . 3. Teaching methods are two
subjects of a single educational process, a method of activity that harmonizes the pedagogical and
learning activities of the teacher and students, ensuring cooperation . 4. Teaching methods are
inextricably linked with textbooks, demonstration, didactic and distribution materials, which are
material means of teaching. 5. Teaching methods derive from speciﬁc teaching methods and are
applied to the pedagogical process. 6. Teaching methods as interconnected activity methods are all
stages of the lesson, organizational part, activation of students' cognitive motives, learning a new
topic, organizing and managing students' cognitive activities, combining students' knowledge used
for control and assessment, analysis of obtained results, homework . 7. Teaching methods are
always used in a certain combination. One or another combination of methods is used at each
stage of the lesson . The method that ensures the successful solution of the tasks at this stage is
the dominant leading system-forming method, the rest of the methods are subordinate to it. In most
cases, the demonstration method takes the leading place in the teaching of biology, other methods
are subordinated to it or absorbed . 8. The change in the methods of human activity leads to
enrichment and renewal of teaching methods . In the conditions of globalization of information,
programmed teaching, teaching with the help of EHM programs, etc. methods have appeared.
Classiﬁcation of teaching methods in didactics is a controversial issue, and the classiﬁcation was
made on different grounds. Academician IDZverev recommended the following classiﬁcation of
methods according to teaching resources and students' level of activity. According to this table, 9
groups of teaching methods can be selected. According to teaching resources, according to the
level of students' activity, Reproductive (retelling) Partial search research Oral + + + Demonstration

+ + + Practical + + + Famous didactic scientist YU.K. Babansky divided teaching methods into the
following groups: 1. Oral teaching methods (story, conversation, lecture). 2. Demonstration methods
of teaching. 3. Practical methods of teaching. 4. Problem-search methods of teaching. 5. Logical
methods of study. 6. Independent working methods. 7. Methods of motivating and justifying
student activity in teaching. 8. Teaching control and self-control methods. Below is a description of
oral methods of teaching (story, conversation, lecture), demonstrative, practical methods, which are
reproductive methods: Oral methods of teaching. A group of scientiﬁc methods of teaching. Verbal
methods were always and regularly used in the teaching process. There were times when these
methods were dominant among methods . Nowadays, oral methods prevail in the traditional
education system. In recent years, it has become a habit to criticize oral methods, to include them in
methods that do not actively affect students' activities . It is necessary to have an objective
approach to evaluating methods , its importance cannot be absolute, exaggerated, nor can it be
reduced. When oral teaching methods are used, the teacher's word is the main source for students
to learn, that is, the teacher gives knowledge to students through words, listening to students'
activities, thinking leads to ﬁnding answers to the given questions . That's why the teacher's words
should not be simple information, but should have a reliable, justifying, inﬂuencing power that
activates the students' activities. The teacher's bright, emotional, evidence-based, logically
structured, demonstrative story, conversation, lectures have not lost their value even now. Oral
methods make it possible to convey a large amount of educational material to the minds of
students in a short period of time, to create problem situations, to show ways to solve them, and to
develop students' speech. Also, most methods are used in the teaching process in combination
with oral methods. Successful use of oral methods, teacher's: • acquisition of speech culture,
including ﬂuency of speech, voice power, intonation, imagery of information, reliability, justiﬁcation,
proving, emotional, personal attitude; • in electronic textbooks created on the basis of information
technologies, it depends on the level of harmony of sound, animation, movements. The group of
oral presentation methods includes conversation, story, and lecture methods. The story method
involves telling the students the learning material as a whole without interrupting by asking
questions. When there are a lot of new concepts and scientiﬁc information in the content of a new
topic , and the teacher does not have the opportunity to have an active conversation about the
educational material, it is necessary to explain and explain, the volume of the educational material
is large. and uses the story method in cases where it is necessary to learn it at the time speciﬁed in
the program . The didactic purpose of the story method is different depending on the stage of the
lesson where the story method is used. The narrative method used in the introductory part of the
lesson is considered to prepare the students for the perception of the content of the new subject. In
this process, the method is focused on creating a need to master a new subject in students,
arousing stable interest, and ensuring understanding of the purpose of educational tasks that must
be completed during the lesson . In the process of learning a new topic, the content of the new topic
is developed in a logical sequence, in a coherent manner . In the narrative method used in the ﬁnal
part of the lesson, the teacher summarizes the main points about the content of the studied topic,
concludes, draws a conclusion, recommends independent work assignments to the students. The
method used to monitor and assess students' knowledge requires students to talk about speciﬁc
topics. Students' stories prepare the ground for the development of their scientiﬁc outlook, speech
and culture. In this, students learn the skills of distinguishing the main idea of the content of a new
topic, justifying and proving their opinion, and explaining it in a short and concise, logical sequence.
The effectiveness of using the story method requires the teacher to carefully prepare the lesson
plan, choose the most consistent way to cover the content of the topic, collect visual aids,
distribution and didactic materials, and ensure the upbeat spirit of the presentation at the
appropriate level . The composition of the narrative method includes methodological methods in
the following: vivid description of the learning material, speciﬁc features of the objects, scientiﬁcity
of information, consistency, comprehensibility, ﬂuency and expressiveness of speech. The
conversational method assumes that the teacher works with the help of well-thought-out questions
that ensure the students' active assimilation of the rules, concepts and terms of the new topic. With
the help of the interview method, the previously acquired knowledge and skills of the students are
activated, systematized, summarized, a conclusion is drawn, and their relationship with the newly
learned concept is highlighted. It should be noted that, on the basis of the students' previously
acquired knowledge, it is recommended to study the topics through the conversation method, which

allows students to master a new topic with the help of questions . The interview method aims to
ease the process of acquiring theoretical knowledge, prepare the ground for students to understand
the application of this knowledge to practice, using the knowledge and skills, life experiences of the
students, using a series of questions. holds. The level of complexity of the educational material is
average, it is possible to divide the content of the subject into logically completed parts, to create
questions about these parts, the students' preliminary knowledge is suﬃcient, they can express
their thoughts during the conversation, the interview method is used in cases where they can justify
and, at the same time, not just remember, but independently perceive, actively acquire new
knowledge. The conversation method not only helps students to acquire theoretical knowledge, but
also to expand their scientiﬁc outlook, develop their speech, compare, analyze, and develop their
logical thinking skills. The effectiveness of the conversation method is that the teacher divides the
subject content into logically complete parts, creates a chain of questions for each part, uses these
questions appropriately during the lesson, activates the cognitive activity of the students and leads
them to ﬁnd answers to the questions, it depends on the motivation of a student, and the level of
the students' ability to express their opinion clearly and concisely . This method includes the
methods of sequencing interview questions, asking auxiliary and additional questions at the right
time, activating students, correcting mistakes in students' answers, and creating conclusions and
generalizations. The lecture method is used in cases where the size of the educational material is
large, its logical structure is complex, and it is rich in concepts and terms. When using the lecture
method, one should pay attention to the following requirements: 1. The content of the lecture
should be explained in a deep scientiﬁc, ideological and logical sequence based on the
demonstration tools. 2. To be explained in a simple, emotional and understandable language for
students. Taking into account the youth and mental state of students , after 15-20 minutes , short
independent work or question-and-answer should be continued after students' cognitive activity is
activated. The use of a lecture in the educational process requires a serious effort from the teacher
, and he must: 1. Determine the topic, purpose and actual problems of the lesson. 2. Acquaintance
with textbooks, scientiﬁc and popular scientiﬁc literature on the chosen topic. 3. Compilation of the
lecture plan and content, taking into account the students' mental and psychological characteristics
and interests; 4. He should choose teaching tools and methods that are highly effective. The
success of the lecture depends ﬁrst of all on how the learning activities of the students are
organized. It includes the use of exhibition tools that activate students' cognitive activity - OTV,
multimedia, natural, visual equipment and other teaching tools, and during the lecture, students can
brieﬂy record its plan and content, ﬁnd answers to questions. The teacher should be in the center of
attention. The lecture method used in the introductory part of the lesson focuses students'
attention, activates cognitive activity, and prepares the ground for receiving knowledge. For this, at
the beginning of the lecture, interesting examples of its content, bright and characteristic events are
given, and students are presented with problems. The lecture method used in the main part of the
lesson, the educational material is based on didactic principles, the educational content is logically
coherent, using visual aids - OTV, multimedia, natural, visual equipment and other teaching aids.
requires a statement. In the conclusion part of the lesson, the knowledge of the students is
organized and summarized, conclusions are drawn. At the end of the lecture, the teacher once again
repeats the conclusions aimed at deepening and summarizing the students' knowledge . Then the
students' answers to the educational tasks are checked and the completion of the table is reviewed.
Question-and-answer, educational assessment will be held. The teacher's lecture can be structured
inductively or deductively according to the content and organization of students' activities . When
the lecture is structured inductively, students are ﬁrst introduced to events and objects , and then a
general conclusion is drawn. In a deductive lecture, it is the opposite, that is, ﬁrst general concepts
are given, and then its content is revealed with the help of objects and events. This method includes
teaching material in a logical sequence, setting problems, identifying objects, comparing, drawing
conclusions, summarizing, drawing students' attention. 3. Group of demonstrative methods. The
use of visual methods in the teaching process allows emotional perception of objects and events
based on the content of the educational material, their comparison, identiﬁcation of speciﬁc
characteristics, generalization, synthesis, and conclusion. Demonstration methods are used in the
teaching process in harmony with oral, practical, logical, problem-based methods . For example,
students are given oral tasks to study the educational material based on the exhibition by the
teacher. Demonstration is combined with practical methods in the process of completing

assignments, and problem-solving methods are combined with problem-solving methods that arise
in class. There are the following advantages of proper and effective use of visual methods in the
teaching process : • development of visual-image thinking in students, activation of cognitive
activity of students, acquisition of mental activity methods; • clarifying the studied theoretical
issues, modeling events and processes that cannot be directly observed in the lesson; • allows
observing biological objects, conducting experiments on them, applying theoretical knowledge to
practice, clarifying and classifying studied phenomena on the basis of schemes and tables .
Demonstration tools used in teaching biology include the following: • natural and living objects -
herbariums, collections, micro and wet preparations, indoor plants, animals kept in the corner of
living nature, etc.; • specially prepared visual tools depicting real objects - tables, schemes, pictures,
models, mock-ups, etc.; • conditional-symbolic tools of visualization - maps of biogeographic
regions, globes; • technical means of teaching - educational ﬁlms, slide ﬁlms, slides, videos, etc. •
multimedia means of teaching - educational programs of EHM , electronic version and textbooks,
sound, animation, dynamic movement and three-dimensional image The composition of multimedia
and hq exhibition methods includes natural and living objects, visual exhibition, screen tools,
exhibition programs of EHM, multimedia presentation methods, and in particular, the following
exhibition tools, illustration, demonstration, educational ﬁlms, video ﬁlms, educational and modeled
programs of EHM, electronic textbooks, multimedia presentation, meeting the taste and aesthetic
requirements of the exhibition , dissolving the content of the lesson, organizing students' activities
in a sequence ﬁnds 4. Group of practical methods. It allows students to apply their acquired
theoretical knowledge in practice, to form their study and work, skills and qualiﬁcations, to develop
their creative abilities, to apply them to life, and to guide them to the profession. This method is
used in the learning process in combination with visual, problem, and oral methods. Practical works
performed by students serve as a source of knowledge. For this, the teacher should determine the
scope of the practical work, choose the visual aids necessary to achieve the goal, and clearly
prepare the educational tasks. It is necessary to have clear, concise, understandable and goal-
oriented educational assignments for practical work . This group of methods includes methods
such as recognizing and identifying natural objects, observing, organizing and conducting biological
experiments, caring for plants and feeding animals, and they are appropriate for recognizing and
identifying objects, observing and conducting experiments, explaining the progress of practical
work to students, drawing up a work plan for practical work, monitoring the execution of practical
work tasks, analyzing the results of completing tasks, self- control, practical work, observation and
experiments will consist of methods of completion and formalization . The method of recognition
and identiﬁcation of natural objects has a leading position in the teaching of biology, because plant
organs, plant species, genus, family, and class are determined in botany lessons. For this purpose,
the teacher should prepare suﬃcient distribution and didactic materials, herbariums, collections
and use them effectively. Observational method This is the purposeful perception of students of the
processes and events that occur in living organisms . In this method, the data collected on the
observation of students is considered as a source of knowledge. The observation method is used in
all forms of teaching biology. When the observation method is used in the course of the lesson , the
students independently observe the exhibits related to the content of the lesson, as a result, they
get evidence that proves the speciﬁc characteristics of the objects of observation. Such
observation is short-term and serves to increase a certain goal. Observations such as spring and
autumn seasonal changes in plant life, observation of the life of incoming and outgoing birds, study
of the development of insects are considered long-term continuous observations. The method of
conducting biological experiments includes recognition and identiﬁcation of biological objects,
observations, but the content is different from them. Conducting biological experiments allows
students to understand the essence of the process or phenomenon being studied, to understand
the causal connections between them, to "rediscover" biological laws.
allows it to be done. Summarizing the results of the experiment, making a conclusion, formalizing it
develops research in students.
Biological experiments can be conducted in the classroom, in extracurricular activities, in the corner
of living nature, and on the educational experiment site. Biological
experiments can also be short-term or long-term, depending on the duration.

Experiments on "Determining the composition of seeds", "Plasmolysis and deplasmolysis in plant
cells",
"Effect of amylase on starch" are short-term, "
Necessary conditions for seed germination", "Seeds experiments such as respiration", "
Evaporation of water from leaves", "Formation of starch in leaves", "The role of earthworms in soil
formation ", "Study of the laws of inheritance of characters in plants" are long-term experiments.
The effectiveness of this method is the organization of the experiments carried out by the teacher
in a certain system, the determination of the topics of the experiment, the purpose, clear
instructions for each experiment, the preparation of educational tasks, the objects of the
experiment, the necessary equipment. and providing equipment, organization, management and
control of the activities of students conducting experiments, depends on the use of the obtained
results in the lesson. In the teaching of biology, practical methods are widely used in the care of
plants, feeding and breeding of animals . This method covers the students' acquired knowledge of
biology, observation and physical labor skills, and is of great importance in acquiring the basics of
agricultural work and sending them to the profession, as well as providing ecological and economic
education . In the teaching of biology, the topics of practical work on plant care and animal
husbandry are varied, depending on the local economic conditions and the specialization of
agricultural institutions . Depending on the purpose and content of the practical work, the biology
teacher should carefully plan it, fully explain the content of the work, and give clear instructions to
the students on how to formalize the results. 5. Interactive methods of teaching. Interactive is
derived from the English word interact, which means to act in inter-cooperation . Interactivity means
that the student interacts with the student or communicates with the computer in an interactive
mode. Interactive teaching is, ﬁrst of all, dialogic teaching, solving problems in cooperation by all
participants in the process of communication. The main essence of interactive teaching is that
during the teaching process, all students become active participants in the cognitive process, they
understand the discussed problems, the development of events and phenomena, understand
problematic situations, look for ways to solve them, and recommend the best option. In the learning
process based on studying the educational material, recommending different options for solving
the problem, the cooperation of students allows each student to contribute his share for the
success of the group, share ideas, information and experience between them. prepares the ground
for exchange. Since this cooperation takes place in a friendly, comfortable social-psychological,
mutual support environment, students not only acquire new knowledge, but also develop their
cognitive activities, raise it to a higher level, and allow to enter into cooperation. In the process of
using interactive methods in the teaching process , it is necessary to organize and manage the
interaction of students, in which students jointly search and solve a common problem that is
important for each student. mutual understanding, cooperation and harmony are created between
them . In lessons using interactive methods, one student is not allowed to dominate, he is not
allowed to express his opinion. When interactive methods are used, students acquire the skills of
critical thinking, analysis of information sources and situations, solving complex problem situations,
analyzing the opinions of their peers , drawing reasonable conclusions, participating in discussions,
and communicating with other people. Active teaching methods have the following features: •
Communication, which is an important vital human need, is used at all stages of the teaching
process. • In the course of teaching, students are given equal opportunities to demonstrate their
strength, knowledge, and talent . • In the cooperation of students in small groups , a favorable socio-
psychological environment is created, and the ground is prepared for gradual and effective
participation in communication. • In order to actively participate in communication, students
understand that it is not enough just to hear, but to analyze what they have heard, to think, to make
their thoughts reasonable and understandable . • In collaboration with the students, they should
perform the assigned tasks at the required level by working in small groups, analyze the obtained
results, check their correctness, present them and achieve their recognition by other groups. The
group of active methods used in teaching biology includes problem- search methods of teaching,
logical methods, independent learning methods, methods of encouraging and justifying student
activity, control and self-control methods. Active methods require active cognitive activities based
on the activation of knowledge and skills of analyzing individual objects, phenomena and laws in
the process of solving problems, ﬁnding answers to complex questions, creating problem
situations, working in cooperation in small groups of students . For this reason, it is important to

use problem-based research and logical methods in the teaching of biology, which are reproductive
methods of teaching, together with oral presentation, demonstration and practical methods . For
this purpose, the teacher should have a proper understanding of the speciﬁc features of these
methods, the methodical techniques included in them, and the skills to use them effectively.
Problem-based research methods serve to actively master the educational material by applying the
previously acquired knowledge and skills in new situations to problem situations created in a
consistent and goal-oriented manner during the lesson . This group of methods prepares the ground
for students' intellectual development, development of creative and independent thinking skills,
analysis of problem situations and ﬁnding the optimal way out of them, and getting the goal right.
When using the problem-research interview method belonging to the group of problem-based
research methods, problem situations are ﬁrst created, a chain of previously prepared problem
questions is described, students are encouraged to think logically together with the teacher, create
and prove educational hypotheses, problem-solving during the interview process it is possible to
ﬁnd answers to questions. In the problem story method, the teacher creates problem situations in
the process of learning a new topic , in cooperation with students , it is possible to ﬁnd answers to
problematic questions in the process of the story, to create and prove educational hypotheses, and
based on the answers of students, problems are solved. When using the problem-practical method,
problematic tasks are created, experiments are conducted on this basis , educational hypotheses
are formed for solving problematic situations, and educational-research experiments are
conducted, and problems are described by describing educational conclusions and generalizations.
will be resolved. In the following years, classes using problem-based methods were given a new
name ("Thought storm" BRKadirov), ("Brain attack", "Clash of ideas", "Battle of ideas" VMKarimova,
FAAkramova), ("Brain attack" JG'.Yo 'ldoshev) naming became a picture. The lesson using the
problem method ("Brainstorming") is organized on the basis of the following stage: I- basic. Forming
equal number of small groups of students who are psychologically close to each other . Phase II,
distribution of educational tasks consisting of problematic questions to small groups and
introducing them to the didactic purpose of the task. III stage. Directing students' cognitive activity
to solving educational problems. IV stage. Listening to students' information on solving problem
situations . Stage V. Conducting educational debate and discussion among small groups. VI stage.
Making a general conclusion. In "Brainstorming", students apply the previously acquired knowledge
in new situations, expand and deepen their knowledge, acquire methods of mental activity. These
methods include creating problem situations, creating a chain of problem questions, creating
problem assignments and conducting experiments, creating learning hypotheses for solving
problem situations, proving hypotheses, comparing objects, conducting logical reasoning,
conducting educational and research experiments. includes methods of describing transfer,
learning conclusions, and generalizations . 6. Group of logical methods of teaching. This method
determines the direction of the content of the educational material, students' ability to distinguish
the main idea, analyze the studied object, compare, generalize, acquire the methods of mental
activity, develop abstract thinking, cause and effect. makes it possible to understand connections .
The group of logical methods of teaching includes inductive, deductive, analysis, separation of the
main idea, comparison, generalization methods. In the inductive method, students' attention is ﬁrst
attracted to the study of speciﬁc facts, and then directed to draw general conclusions from the
speciﬁc. In the deductive method, students ﬁrst study general laws, and then are taught to draw
conclusions from the general to the particular. Pupils understand information with the help of
analysis method, determine the similarities and differences of the studied objects, divide the
studied objects into components, determine the beginnings, causes and consequences between
them. The method of separating the main idea has become important, separating and sorting the
main idea in the educational material, separating information into logically completed parts,
separating the main idea and secondary ideas, separating key words and concepts, main idea
prepares the ground for drawing conclusions about. By means of comparison method, students
learn to identify comparative objects given in educational tasks , to identify the main features of
objects, to compare, to identify similarities and differences, to formalize the results of comparison
with conditional symbols. The method of generalization prepares the ground for identiﬁcation of
typical facts in the educational material during problem solving , comparison, preliminary
conclusions, visualization of the dynamics of development of the phenomenon , formalization of
the results of generalization with the help of conditional signs, drawing a general conclusion . These

methods are appropriate: a) inductive method - problem statement of speciﬁc facts, encouraging
students' activity to draw general conclusions from speciﬁcs, methods of giving problematic
assignments; b) the deductive method is the method of explaining general laws, directing students'
activities to draw conclusions from the general to the speciﬁc; c) the method of analysis is to
understand information, to identify the similarities and differences of the studied objects, to divide
the studied objects into components, and to determine the beginnings between them; g) the
method of separating the main idea is to separate and sort the main idea in the educational
material, to separate information into logically completed parts, to separate the main idea and
secondary ideas, to separate basic words and concepts, to draw a conclusion about the main idea
methods; d) the method of comparison is to identify comparative objects, to identify the main
features of objects, to compare, to identify similarities and differences, to formalize the results of
comparison with conventional signs; g) the method of generalization includes the methods of
identifying, comparing, preliminary conclusions, imagining the dynamics of the development of the
phenomenon, formalizing the results of generalization using conditional symbols, drawing general
conclusions . 7. Independent working methods. The group of independent work methods includes
methods of independent work on textbooks, additional educational literature and exhibition tools.
One of the unique features of the independent work method is that the students perform the
educational tasks without the direct control of the teacher . The method of independent work
envisages the organization and management of independent learning activities of students . In this
method, textbooks, additional educational literature, results of independent observation and
experiments on exhibition tools, problems and exercises are considered as a source of knowledge.
Like all methods, the method of independent work has an educational, educational and
developmental function. As an educational task, it can be noted that it ensures students'
independent acquisition of knowledge and skills, deepening, strengthening and repetition of
knowledge. They are especially valuable in students' practical learning skills and mastery of skills,
because skills without independent action cannot be raised to the level of skills of an automated
and creative nature. Its task in the educational direction helps students to develop independence,
cognitive activity, spirituality, taking an active attitude, hard work and human qualities. Its task in the
developmental direction is to help develop students' scientiﬁc outlook, thinking, skills and abilities,
and to train their will. The methods of independent work include giving independent work
assignments, developing independence in educational activities, developing educational work skills,
organizing independent work according to the model, and giving creative assignments. 8. The group
of methods of motivating and justifying the activities of students in teaching creates positive
justiﬁcations that provide students with enthusiasm and activity in acquiring new educational
material through pedagogical stimulation in the educational process . These methods prepare the
ground for the development of students' interest in learning, mental activity, the need to acquire new
knowledge, communication culture, self-control and management, and evaluation skills. Also,
explaining the social importance of education creates conscious discipline, duty and responsibility
in students. The methods of increasing interest in reading, didactic games, educational discussions,
forming the duties and responsibilities of students in studying belong to the following methods: a)
increasing interest in reading methods of creating a positive feeling in students , using interesting
analogies, the effect of surprise, creating the joy of learning, encouraging and reprimanding
students . b) didactic-game method , the method of choosing a game plot, creating game situations
, choosing learning games, encouraging students . c) the method of educational debates is to
create a situation that causes academic debates , to create scientiﬁc debates. How to lead students
to success, how to express students' opinions, correct mistakes in their answers, and how to
motivate students. d) the method of forming the duties and responsibilities of students in education
includes methods such as explaining the social importance of education, explaining the personal
importance of studying, setting educational requirements, encouraging and reprimanding in
teaching. . 9. Control and self-control methods in teaching. Supervision is one of the integral parts
of the educational process. The regularity and consistency of supervision encourages active mental
work of students, prepares the ground for the development of responsibility, duty, attention,
memory, self-control and evaluation skills . The completeness, truthfulness, comprehensiveness,
and regularity of the control allow to realize the functions of these methods, such as educational,
educational, developmental and differential approach to students, under all methods. Examples of
this group of methods are oral and written control, control using laboratory and practical work , self-

control, control methods using mutual control sheets and tests , and are: a) oral and written control
methods are methods of teaching students to logically coherent presentation of knowledge ,
developing logic, identifying and eliminating typical errors in student responses. b) control methods
with the help of laboratory and practical work to determine educational and practical skills, to
determine students' skills in working with educational equipment and tools, to determine and
evaluate the quality of completed tasks , depending on the content of the work correct selection of
objects and tools, completion of the work and formalization of the result, method of determining the
correctness of the obtained results. c) methods of self-control, a short plan on the educational
material, creating questions, distinguishing the main idea, ﬁnding answers to questions, solving
problems and checking them according to the sample, comparing, correctness of the obtained
results method of checking rily. g) a chapter where control methods are studied with the help of a
cross-check sheet , creating control questions by topic, methodological correctness of questions,
logical sequence, accuracy of monitoring students' knowledge, wide range the style of laziness. d)
the chapter on the methods of control during the tests, the preparation of control tests on the
subject, the methodical correctness of the test questions and answers, the logical sequence, the
truthfulness and comprehensiveness of the control of the students' knowledge, etc. consists of
Control and self-control methods in teaching, like all methods, have an educational, educational and
developmental function. The teacher provides the educational task of control by asking all students
to listen to the answers of their classmates, to correct mistakes and shortcomings in the answers,
to make corrections and additions . Due to this, in this process, the acquired knowledge of students
is systematized, repeated and strengthened. The educational task of supervision is manifested in
the provision of motivation of students, the formation of responsibility and duty in education, and
the formation of feelings. The developmental function of control is evident in students' acquisition
of sustained attention, memory consolidation, self-control and evaluation skills . QUESTIONS FOR
STUDENT SELF-CONTROL: 1. Describe teaching methods. 2. Describe teaching methods based on
methodological and theoretical principles. 3. On what basis did ID Zverev classify teaching
methods? 4. Yu.K. What methods are included in the group of reproductive methods of teaching
according to Babansky's classiﬁcation ? 5. What methods of teaching are included in the group of
oral presentation methods? 6. Explain the essence of the story method. 7. How does the interview
method differ from the story method? 8. What should the teacher pay attention to in order to apply
the lecture method ? 9. Explain the speciﬁc features of visual methods. 10. Describe the methods
belonging to the group of practical methods. 10. Explain the essence of interactivity. 11. Deﬁne the
speciﬁc characteristics of active methods of teaching. 12. Determine the didactic tasks of problem-
based research methods. 13. Deﬁne the speciﬁc characteristics of logical methods of teaching. 14.
What features do independent work methods differ from practical methods ? 15. Determine which
methods are included in the group of methods of motivating and justifying the student's activity in
teaching . 16. Determine the educational, educational and developmental goals of control and self-
control methods in teaching . Lecture #5 Topic: Biology lessons. Biology teaching planning.
Organization of practical and laboratory work Plan: 1. General understanding of the school
textbook. 2. Basic requirements for school textbooks. 3. Content and structure of the school botany
textbook. 4. The content and structure of the school zoology textbook, 5. The content and structure
of the human and his health textbook. b. The content and structure of the school general biology
textbook. Basic understanding and background knowledge. Textbook and study guide. Task of the
textbook. Structure of the textbook. Equipment. School textbooks of botany, zoology, man and his
health, general biology. 1. General understanding of school textbooks. Among the tools used in
teaching the school biology course, the textbook has a special place . Textbook is considered the
main source of independent learning of students. Each textbook is written based on a syllabus as
opposed to a study guide. The size of the textbook and the system of knowledge are determined
depending on the goals and tasks of teaching, the age characteristics of the students, and the level
of preparation . 2. Basic requirements for school textbooks. First, the school textbook should be
scientiﬁc, that is, it should express the development and achievements of science ; Secondly, it is
understandable for students, that is, it should be suitable for their age and level of preparation;
Thirdly, the textbook should be interesting for the student, it should include colorful pictures,
diagrams, tables, additional interesting information, assignments, questions for each topic ; Fourth,
the textbook should be aimed at students' independent learning, creative development, and logical
thinking; Fifth, the textbook should be oriented to inculcate the ideology of national independence in

the minds of students ; Sixth, the textbook covers the external and internal structure of plants,
animals, people, life activities that are common in local conditions ; Seventh, the focus of the
textbook on student health care; Eighth, it should be focused on teaching students to protect nature
and use natural resources sparingly . 3. Content and structure of the school botany textbook.
Currently, botany is taught in the schools of our republic. Its main purpose is to acquaint students
with various representatives of the plant world, their external and internal structure, life activities,
and their role in nature and human life. 34 hours in the 5th grade, 68 hours in the 6th grade, it is
planned to provide students with botanical knowledge . The 5th grade botany textbook used in
schools consists of 95 pages and is decorated with 64 color pictures. It consists of 6 chapters and
34 paragraphs. In the introduction of the textbook , the main focus is on the dictionary meaning of
the word botany, branches of this science , information about the plant species of the Earth and
Uzbekistan, their importance in nature and human life. After that, students will learn about plant
cells, roots, stems, leaves, and vegetative reproduction of plants. At the end of the textbook , the list
of plants included in the preparation and textbook is presented in the form of an appendix. Each
paragraph contains basic concepts, questions at the end of the paragraphs, test tasks in some
cases, and detailed information. In general, it is possible to give a positive assessment to the 5th
grade botany textbook. Especially its design is very high. At the same time, there are some
shortcomings in the creation of textbooks: 1. As mentioned above, textbooks should be written
based on educational standards and curriculum requirements. The textbook should not be limited
only to imparting knowledge to students, but also to develop their learning skills and abilities. This
issue is not suﬃciently expressed in the 5th grade botany textbook . For example, we think that the
fact that 6 laboratory exercises are not done separately, and the methodical recommendations for
conducting them are not suﬃciently resolved, will have a negative effect on the development of
students' educational skills and qualiﬁcations . In some cases, the textbook does not pay attention
to the consistent development of concepts . For example, the movement of substances in plants is
given in the topic "stem". At the same time, he provided information on the movement of water and
mineral substances dissolved in water, as well as organic substances. The synthesis of organic
substances is inextricably linked with the topic of leaves. "Leaf" is followed by "stem". Also, it would
be appropriate to combine the topic "Changes that occur in the life of plants in autumn" from
paragraph 30 with the topic "Hazonrezgilik" given at the beginning of the textbook . 6th grade botany
textbook consists of 142 pages. It contains an introduction and 52 paragraphs, 85 color pictures.
Textbook Printed on high-quality white paper and with beautiful illustrations
set up. Each paragraph
is distinguished by botany, terms, plant names, and colored letters. Texts are written in a way that is
easy to understand for students.
If the 5th grade botany textbook
incorporates cytological, anatomical, morphological, physiological, ecological knowledge, the 6th
grade botany textbook
focuses on developing more systematic concepts. In the 4th chapter of the textbook, knowledge
about this
is presented consistently. Plant groups, bacteria, fungi, lichens, algae, mosses, arthropods,
ciliates, angiosperms, and echinoderms are presented in these chapters. In the textbook ,
knowledge about the families, genera, representatives of the species of ﬂowering plants and the
speciﬁc ﬂower structure
of each family is dissolved.
The ﬁfth chapter of the textbook is called "Plant richness of Uzbekistan
", the sixth chapter is called "Plants and the environment", and the seventh chapter is called "
Development of vegetation on earth".
The textbook contains paragraphs called "Development of botanical science in Uzbekistan" and
"Landscape plants". Basic
terms and questions are presented in the paragraphs. At the end of 30 paragraphs, there are tasks
that students should complete
, at the end of 19 paragraphs, there are practical works, at the end of 2 paragraphs, there are
additional information, test

questions, chainwords, crosswords.
All of these help students to master botanical knowledge, arouse interest in learning, and
connect theory with practice.
While emphasizing the positive aspects of the textbook,
it is permissible to dwell on some of its shortcomings. First of all, talking about the structure of the
textbook, it would be logical to combine the topics
"Plants as a Whole Organism" in Chapter III with "Plants and the Environment" in Chapter Six , as
well as " We believe that it would be appropriate to add the chapter called "The history of the
development of
botanical
science in Uzbekistan" to the subject of the introduction in the 5th grade
.
We think that it will be logical to give the chapter "Landscape plants" before the chapter
"Development of the world of plants on Earth ".
Regarding the scientiﬁc nature of the textbook, it should be said that
the inclusion of the section "Bacteria, fungi, lichens" in the botany textbook does not correspond to
the knowledge of the modern system of the organic world . Because they are fundamentally
different from
green plants in their structure and way of life . In the textbook of botany, instead of the systematic
unit "language", the concept of "section" is used, instead of the systematic unit "genus", the
systematic unit "category " is used. We believe that it confuses students' understanding , which in
turn leads to shallow acquisition of systematic concepts by students. A set of knowledge
recognized by all scientists should be included in the school textbook . Controversial issues should
not take place in it. 4. Content and structure of the school zoology textbook. The author of the
school zoology textbook is professor O. Mavlonov, it consists of 172 pages and 60 paragraphs. It
has 134 color pictures. At the end of each paragraph, questions and test tasks are given to control
knowledge. In the textbook , attention was paid to the formation of students' skills and
competencies along with imparting knowledge . This issue is expressed in 5 laboratory sessions. A
zoology textbook is fundamentally different from a botany textbook in terms of structure. If the
teaching materials for the 5th grade of the botany textbook are composed of morphological,
anatomical, physiological, ecological knowledge, and the 6th grade botany textbook focuses on the
acquisition of systematic concepts, then the zoology textbook systematic, anatomical,
morphological, physiological, ecological, hygienic knowledge is described in it. The second unique
aspect of the zoology textbook is that it is based on the evolutionary principle of getting to know
animals. Usually, a zoology textbook starts with introducing students to unicellular or simple
animals and ends with primates, the highest representatives of mammals . 5. Man and his health.
The authors of this textbook are professors B. Aminov, T. Tilovov. The textbook is based on a 68-
hour curriculum. It consists of Chapter XVI, 55 paragraphs. After the "Introduction" in the textbook,
general information about the human body , basic movement system, blood, circulatory system,
breathing, digestion , sphere and energy exchange, subtraction, endocrine glands, nervous system,
higher nervous activity, sensory organs, reproduction and development, and information on the
emergence of man. In the textbook, the structure of the cell, the structure of the tissues, the
structure of the bones, the dynamic movement and function of the muscles, the study of the shape
elements of the human blood, the ﬁrst aid for bleeding, the determination of the chest cavity, and
carbon dioxide during inhalation and exhalation are included in the textbook. the methodology of
conducting laboratory exercises related to the structure of subtractive organs , studying the
structure of the central nervous system, and determining visual acuity is explained. The textbook
contains 92 color pictures, subject test questions and conclusion at the end of the textbook.
Speaking about the positives of the revolution , it is written in full compliance with the curriculum,
the contributions of the scientists who worked in the past and the present to science, taking into
account the weather conditions in the republic. It should be noted that information about
widespread diseases is given . Regarding the negative side of the textbook, it should be noted that
the textbook contains too much information about human anatomy, physiology, and medicine,
especially about various diseases, their causes and treatment. At the same time, some paragraphs
(for example § 1, 33, § 42) have very little information, other paragraphs (2, 5, 24, 27, 24, 38) have a
lot of information, and some paragraphs are not included in the text ( § 24) it is also necessary to

indicate. Some topics, such as endocrine glands, are made very complicated. The number of
hormones listed in it has increased to 25. There are a lot of scientiﬁc mistakes in the textbook. "Due
to labor, primitive people ﬁrst learned to walk upright, and then to hold labor tools with their ﬁngers
(§ 1) 9th grade biology textbook. The main sections of the textbook are the diversity of the organic
world, the basics of cytology . The textbook consists of 14 chapters and 49 paragraphs. The
textbook provides information on the external structure of the cell, especially the structure and
function of organoids, the chemical composition of the cell - inorganic substances, organic
substances, proteins, carbohydrates, fats, nucleic acids, substances, organic substances, and
energy metabolism . In the division of reproduction and individual development of organisms,
knowledge about asexual, sexual, mitosis, meiosis division of cells, embryonic and post-embryonic
development of organisms is presented. Genetic concepts, laws of heredity, laws of variation,
human genetics, methods of its study, selection of plants, animals, and microorganisms are
included in the section of genetics and selection basics. There are 75 pictures in the textbook. Most
of them are color pictures. At the end of each paragraph, questions and test tasks are given to
check knowledge. Since the textbook is published for the ﬁrst time, there are some omissions in it .
First of all, it is worth mentioning whether its structure can be expressed in a monographic form.
There are conﬂicting opinions in the textbook. On the one hand, textbook authors recognize the
molecular level of life, take viruses as examples of non-cellular forms of life and explain their
structure and life cycle. On the other hand, they argue against themselves that "viruses are not
considered living organisms , because they do not show the characteristics of life." Other pages of
the textbook also contain scientiﬁc ﬂaws. Hereditary characters located in nucleotides (15 b)
usually have a simple structure without chivchin (15 b) plants determine the existence of the animal
world (22 6). All cells of enucleated organisms have a higher structure and are adapted to oxygen
nutrition (36 b) and other similar expressions are a clear example of this. Such shortcomings are
also found in other pages of the textbook. Apparently, the authors of the textbook made such a
mistake when they were translating the Russian textbooks into Uzbek . It is also wrong to divide the
teaching material of the textbook into 14 chapters. A clear example of this is that some chapters
are composed of one or two paragraphs . Generally, textbook chapters should cover logically related
study material. It would be appropriate if the textbook consisted of 4 chapters, such as "Diversity of
organisms", "Cell", "Reproduction and personal development of organisms ", "Basics of genetics and
selection". It was necessary to increase not the number of chapters, but rather the number of
paragraphs, bringing them to 59-60 . School biology textbooks . Textbooks. Number of pages.
Number of paragraphs. Number of pictures. Number of laboratory sessions. Botany , Zoology , Man
and his health . 2. What are the main components of the textbook ? 3. Explain the structure and
content of the botany textbook . 4. How does the zoology textbook differ from the botany textbook ?
What are the main topics covered in the biology textbook ? Optional lessons Plan: 1. Didactic
purpose, tasks and content of extracurricular activities. 2. Extracurricular activities with individual
students. 3. Extracurricular activities with a group of students. 4. Mass extracurricular activities. 5.
didactic purpose and tasks of facultative textbooks on biology and ecology. 6. Content and
importance of optional textbooks. 7. The content of the optional textbook "Life of plants" and a
recommendation on transfer. Basic concepts and key words. Extracurricular activities didactic
purpose, task, content, individual students, group of students, general extracurricular activities,
thematic evenings, conferences, holidays. Organization and management of students' cognitive
activities of the facultative textbook on biology . Extracurricular activities are a form of voluntary
education conducted by students outside of the classroom with the aim of expanding and
supplementing the topics covered by the biology curriculum under the guidance of the teacher. To
achieve deep and solid mastering of the fundamentals of science by students, to organize their
independent work with the help of additional educational literature, visual aids, to observe and
conduct experiments on speciﬁed topics, to learn the interests and knowledge of students. " to
organize differentiated education taking into account their learning needs , to develop their creative
abilities, independent and logical thinking, to expand their scientiﬁc outlook, to guide them to the
profession, to inculcate the idea of national independence in the minds and hearts of students, In
order to connect winter with productive physical and mental work, general biology extracurricular
activities are held. There are three types of extracurricular activities: 1. One-on-one activities with
individual students 2. Group activities. 3. Public training with students. The above-mentioned types
of extracurricular activities are interconnected, complement each other and require each other. Type

of extracurricular activities Content of extracurricular activities One-on-one activities with individual
students Studying additional educational literature in biology, testing knowledge of EHM with the
help of educational, modeled, control programs improvement of creative research in multimedia ,
seasonal changes in living organisms at school experiment sites , observing and conducting
experiments to study the heredity of characters , preparing lectures and demonstration materials on
various topics. exercises conducted with a group of students . Organization of "Bush botanists" in 5-
6th grade, "Esh zoologaar" in 7th grade, "Yosh physiologists" in 8th grade and "Yosh biologists" in 9-
11th grade. activities with students . Conducting evenings, holidays, lectures, "brainstorming
sessions", quizzes, "Greening Week", "Garden Week", "Harvest Festival" on various topics.
Extracurricular activities with individual students can be held in the biology classroom, living nature
corner, school experiment area, computer room, community and farm ﬁelds, taking into account
their wishes, desires, needs and interests. These activities are devoted to the study of additional
educational literature, organization of creative research, observation and experiments on speciﬁc
topics in experimental areas , preparation of lectures and demonstration materials. In particular, the
following issues can be studied in classes organized with some students from botany . Students
choose one of these topics according to their own will and interest and work on a plan in
cooperation with the teacher. The activities and their results are supervised by the biology teacher.
Classes organized with some students in botany. Subject of the class. Place of the class . The
person who performs it . Library, biology study room Students test their knowledge with the help of
educational, modeled, control programs of EHM, organize creative research by means of
multimedia . Informatics study room Pupils Organization of creative research of pupils with the help
of "Medicinal plants" multimedia . Informatics classroom Students study the biology of plants
included in the "Red Book" of Uzbekistan . Biology classroom Students study the biology of plants
planted in different periods . Field Students study the inﬂuence of environmental factors on the
growth and development of vegetable, citrus and other crops grown in greenhouses. School
experimental ﬁeld and greenhouses . School experiment site, corner of living nature. Pupils
Preparation of herbarium and collections from plants . It is important to strengthen the acquired
knowledge , apply it to practice, apply it to the profession, conduct experiments and observations,
develop logical, independent and creative thinking skills, and form a healthy lifestyle . In these
sessions, for the independent study of students, scientiﬁc and popular publications about a healthy
lifestyle, the causes of various diseases, the effect of sports and physical exercises on human
health, "Health", "Science and Life" and articles published in other magazine pages, multimedia
prepared on the structure of the human body, human health encyclopedias are recommended. It is
recommended to conduct observations on certain topics in order to protect the health of the
students and form a healthy lifestyle . In particular, students are recommended to observe the
"Study of the effect of sports and physical exercises on the human organ system" . It is necessary
to write the results of observation in this table and draw a conclusion . Study of the effect of sports
and physical exercises on the human organ system . Organ system In the morning In a normal
position When RUNNING When lifting a 10 kg dumbbell Summary 50 m | 100m 5min | 10 min Heart
rate (pulse count) Blood pressure Number of breaths taken in one minute Equipping the biology
classroom for extracurricular activities with a group of students , organizing thematic excursions to
nature, demonstration necessary for the educational process an example is the preparation of tools
and the work of the "Yosh Biologists" circle. The didactic purpose of this lesson is to increase
students' interest in academic subjects , to expand their scientiﬁc outlook, to work independently on
additional educational literature, to form a conscious attitude towards nature and society, to guide
them to consciously choose a profession, to independently and development of creative thinking,
experimentation and observational skills. The general name of the circle formed from biology is
called "Yosh biologists" and, taking into account the academic subject, youth and psychological
characteristics, interests, and needs of the students, it is called "Yosh botanists" in the 5th-6th
grade, and "Yosh botanists" in the 7th grade. "YOSH zoologists", "YOSH physiologists" in 8th grade
and "YOSH biologists" in 9-11th grades will be organized. It is recommended to pay attention to the
following issues in the "YOSH botanists" club organized with 5-6 graders . Development of botanical
science in Uzbekistan", "Learning the thoughts of the great Allama ibn Sina about medicinal plants",
learning wise stories and hadiths about the importance of plants and their preservation,
classiﬁcation of indoor plants, care making and breeding, studying the biological and ecological
properties of medicinal plants , plants included in the " Red Book " of Uzbekistan, etc. the work plan

can be completed and specially polished by the teacher based on his knowledge, pedagogical skills,
and appropriate training can be introduced and applied in practice, taking into account the local
conditions and the interest and needs of the students. Work plan of the group of young zoologists
No. Subjects Time spent Time spent Person 1 Organizational issues: A) Discussion and approval of
the work plan of the group "Young zoologists" . b) electing the circle organizational committee and
chairman. c) distribution of work and tasks on topics included in the circular work plan . September
Biology classroom Teacher and group members 2 Learning the legacy of the late Allama Ibn Sina
about disease -causing animals October Biology classroom Teacher and group members Garak
members 3 Preparing for the evening on the theme "Life in a drop of water" . a) preparation of the
script of the night and its discussion; g) biology study room and holiday November Biology study
room Teacher and members of the circle 4 Learning wise stories and hadiths about the importance
of animals and their preservation. December Biology classroom Teachers and members of the club
5 Feeding, care and breeding of animals in the corner of living nature January Biology classroom
Teachers and members of the club 6 To study the works of scientists who contributed to the
development of zoology in our republic . February Biology classroom Teacher and members of the
circle a) Information about the institute of zoology operating in the republic . b) To study the biology
of rare animals of Uzbekistan . 7 Preparing for the "Festival of Birds" . a) Holding the competition of
the best visual aids, wall newspapers, exhibitions ; b) preparation of lectures; c) preparation of the
holiday scenario and its discussion; g) decoration of the biology classroom and the place where the
celebration is held. March Biology classroom Teacher and members of the group 8 Preparation for
the evening on the topic "Achievements and future of zoology in Uzbekistan" . a) holding a
competition of the best wall newspapers and exhibitions dedicated to the night; b) preparation of
lectures; c) preparation of the night script and its discussion; g) decoration of the biology classroom
and the place where the holiday will be held . April Biology classroom Teacher and members of the
circle 9 Completing the work done in the circle and deﬁning future plans. Preparation of
micropreparations from cells and tissues , the structure and properties of blood, the structure of the
heart at the "Young Physiologists" club held with the students of the 8th grade. and his work, the
contribution of Abu Ali ibn Sina to the emergence and development of medical science, the study of
wise stories and hadiths on health care, "Smoking without smoking ", "The development and
achievements of the science of physiology in Uzbekistan It is appropriate to include issues of
preparation for holding evenings on topics such as » . The ﬁrst work plan of the 9th grade students
of Kuy is presented. Mass classes are distinguished from other types of classes by the fact that
they involve a large number of students. Mass training has a positive effect on the student body
with its educational, educational and developmental function. For this reason, the biology teacher
should pay attention to the organization of mass trainings in accordance with demand. In the
teaching of botany, "Festival of ﬂowers", "Festival of Mehrjon", "Plants speak", "We are Ibn Sina's
successors", "Birds' holiday", "Our winged friends", "Fishes of Uzbekistan" in teaching zoology . "The
smallest and largest representatives of the animal world", "The houseﬂy and its damage", "Parasitic
worms", "The restless bee", evenings, holidays, lectures on various topics in teaching people and
their health, "O' "The support of sharp minds" holding quizzes, organizing meetings with Heroes and
scientists of Uzbekistan, teaching general biology, " Contributions of environmental scientists of
Uzbekistan to the development of science", "Achievements of biotechnology and genetic
engineering in Uzbekistan , the future", It is recommended to hold evenings on the topics of
"Ecology in Allomalar Nazm", "Island Pain - World Pain" . In particular, a mass evening on the theme
of "Ecology in Allomalar's poetry" will be held based on the plan: Teacher's introduction. In his
speech, he noted the rich spiritual heritage of the great scholars Abu Rayhan Beruni, Abu Ali ibn
Sina, Alisher Navai, Sahib-Qiran Amir Temur, Mirza Ulughbek, Zahiriddin Muhammad Babur, and their
contributions to world civilization. and urges readers to become their worthy successors, and the
great attention paid to environmental problems in their works informs today that yesterday will be
devoted to the study of the ecological views of the great masters . Sample work plan of the "Yosh
biologists" circle N Topics Time of the meeting Place of the meeting Person performing 1.
Organizational issues: A) Discussion and approval of the work plan of the "Yosh biologists" circle. b)
to elect the organizational committee and chairman of the circle. c) place from circular work plan

distribution of work and tasks on the subjects received
.
September Biology
classroom
Teacher
2.
Studying the heritage of our ancestors who contributed to the development of natural science
October Biology classroom
Teacher
and members of
the
group 3. The
topic "Island pain - world pain"
to prepare for the night. a)
preparation of the script of the night and its discussion
;
g) decoration of the biology classroom and the place where the holiday will be held
November
Biology
classroom
Teacher and members of
the circle 4. Learning wise stories and hadiths about ecology and nature conservation. December
Biolognya study room Teacher and members of the circle 5. Preparation for the evening on the topic
"Ecology in poetry of scholars" in order to study the ecological views of Central Asian scholars.
January Living nature corner Circle members 6. Study of nature protection activities of the Republic
of Uzbekistan . a) Information about the "EKOSAN" fund operating in the republic . b) To study the
biology of rare plants and animals of Uzbekistan. February Biology study room Circle members 7
Preparing for the "Navroz holiday" . a) Holding the competition of the best visual aids, wall
newspapers, exhibitions; b) preparation of lectures. c) preparing the holiday script and discussing it;
g) decoration of the biology classroom and the place where the celebration is held . March Biology
classroom Teacher and group members 8 Preparing for the evening on the topic "Achievements and
future of biotechnology and genetic engineering in Uzbekistan" . a) holding a competition of the
best wall newspapers and exhibitions dedicated to the night; b) preparation of lectures; c)
preparation of the night script and its discussion; g) decorating the biology classroom and the place
where the celebration will be held April Biology classroom Teacher and members of the circle 9
Completing the work done in the circle and deﬁning future plans. May Biology classroom Circle
members 1. Ecology in the works of Abu Raykhan Beruni. 2. Environmental views of Abu Ali ibn
Sina. 3. Ecological problems in the works of Alisher Navoi. 4. The ecological outlook of the owner
Amir Temur. 5. Mirzo Ulugbek's contribution to world civilization. 6. The story of Zahiriddin
Muhammed Babur's contribution to the development of ecological science. In the evening, students
will give lectures on the above-mentioned topics, literary and artistic performances are planned. For
example, in the plot-role night on the theme "Island pain-world pain", the plot is taken from nature
and combined with the relationship to society. On this night, Arol is "mother", Amudarya and
Syrdarya are chained sons of "mother", rain, snow, dew embody the ﬁgure of "daughters" of
"mother". Arol - i.e., "mother" loves her sons Amudarya and Syrdarya , and expects a balm for her
pain from them, and expresses this with poetic pain. Chained sons who do not have their own name
are also in need of mother 's love, but no matter how hard they try, they cannot reach her. Even if the
rain, snow and dew that nature has given to the mother, they cannot ease her pain. This is how the
love and kindness between mother and child is expressed. To spend this night, the teacher should
do the following: 1. Collect information about the problems of the island; 2. Creating a lesson script
in cooperation with students and literature teachers; 3. Distribution of roles and tasks among
students; 4. It is necessary to determine ways to solve the problem. The biology teacher should
cooperate with the school's pedagogical team in order to meaningfully hold this thematic night ,
prepare scenes related to the topic, literary and artistic performances, collect wise stories,
narrations, hadiths and proverbs related to ecology, based on them he should prepare the script for
the night. "Contributions of environmental scientists of Uzbekistan to the development of science", "

Achievements and future of the science of biotechnology and genetic engineering in Uzbekistan",
work in cooperation with research institutes and their branches, scientists who contributed to the
development of science he should familiarize himself with his work, make a plan for spending the
night and choose the topic of lectures. At the same time, depending on the theme of the night, there
will be an exhibition of scientiﬁc works published by scientists, an exhibition of educational and
popular scientiﬁc literature, wall newspapers showing the achievements achieved during the period
of independence and future plans , the life activities of scientists participating in the night and it is
necessary to pay attention to the preparation of reports about their contributions to the
development of science . Mass classes are aimed at teaching biology ( increasing eﬃciency,
students' scientiﬁc outlook, broadening the scope of thinking, interests, independence, speech and
communication culture, development of academic and practical work skills, the consciousness of
young students and to inculcate the ideas of national independence into their hearts, to educate
them in the spirit of loyalty to the principles of the Motherland and independence , and respect for
national and universal values . It depends on the organization taking into account the logical
connections . in order to develop the interests and needs of students, to apply the acquired
knowledge in practice, to implement the orientation to the profession, to conduct experiments and
observations , to form the skills of independent work on additional literature, to form a conscious
attitude towards nature a new form of the teaching process is organized facultative training.
Optional classes are designed for at least 34 hours, 1 hour per week during the academic year or 2
hours per week during the semester, and these classes are held before or after class. The biology
teacher creates groups of optional classes based on the wishes of the students from one class or
two parallel classes based on the wishes of the students of the same class , the number of
students in the groups should not be less than 10. Study hours for optional activities are allocated
from the school discretionary hours in the current curriculum. In order to increase the effectiveness
of ﬁcultative training, the teacher is recommended to use teaching methods, tools and forms that
activate the students' cognitive activity and allow them to develop logical, independent and creative
thinking skills . Lectures, seminars, practical and laboratory exercises, and excursions are used in
optional classes, while providing a wide space for independent and creative work of students .
Didactic purpose of optional training: to deepen and expand the knowledge of students in various
ﬁelds of biological science , to develop their interest in studying biology, to help them choose to
continue their studies in the next types of continuous education system ; To expand students'
worldview, to scientiﬁcally imagine the material unity of nature and its integrity, to know the natural-
scientiﬁc causes of events occurring in nature , to create an opportunity to understand the cause-
and-effect relationships; Focusing on the scientiﬁc basis of plant care and animal husbandry ,
engaging students in seasonal ﬁeld work, school ﬁeld experiments , orchards, and ﬁeld crops to
help them choose their careers, including agriculture, medicine, create conditions for familiarization
with specialties such as veterinary medicine, etc .; Improvement of students' ecological culture,
formation of conscious and responsible attitude towards nature ; Expanding students' knowledge
about protecting their body, health, preventive measures, providing ﬁrst aid until the doctor arrives,
safety measures in industrial enterprises and agricultural production , organization of work on a
scientiﬁc basis; Carrying out hygienic education of students, helping to explain the harm of
hypodynamia (less movement), smoking, alcohol, poor diet, not following the daily routine ;
Formation of oriental manners, human qualities in students, inculcation of ideas of national
independence in their minds and hearts, respect for national and universal values, and upbringing in
the spirit of loyalty to the Motherland are considered. It is recommended to organize the following
elective courses in biology in general secondary schools . Optional lessons Hours classes Plant life
34 Grade VI Animal life 34 Grade VII Human physiology 68 Grade VIII Basics of ecology and nature
protection 34 Grade VIII Physiology of higher nervous activity 34 Grade VIII Physiology of farm
animals and basics of zootechnics 34 IX Class General biology 68 Class IX Fundamentals of
genetics and selection 68 Class IX It is recommended to organize facultative classes in biology in
special vocational education institutions . Optional courses Hours Levels Evolution of the organic
world 68 1st year Basics of genetics and selection 68 1st year Molecular biology 68 1st year Basics
of biotechnology 68 1st year The variety of optional classes fully meets the interests and needs of
students , allows to introduce the most promising directions of biological science, scientiﬁc
research methods of biology , to apply the knowledge of biology in practice and to cover the needs
of local conditions for personnel. Below is the content of the optional activity "Life of plants"

intended for VI-grades . Studying the optional training course "Life of plants" allows students to
familiarize themselves with the life processes of plants, the diversity of wild and cultural
representatives, their importance in human life and nature, and to deepen their knowledge of
interactions in natural biogeocenoses. . Knowledge of the historical development of plants, the
cellular structure of plant organisms, and the material basis of life processes serves as a basis for
forming the scientiﬁc outlook of students. Studying the importance of plants to nature and human
life, the impact of human activity on certain types of plants and the habitat of natural groups, to
teach students to treat nature responsibly, to give them ecological, economic, aesthetic, moral
education. makes it possible. Expanding knowledge about the scientiﬁc basis of planting, care and
reproduction of plants will help students' vocational training, labor and economic education . The
activities conducted during the course create a basis for the development of students' not only
biological knowledge, skills and abilities, but also the skills of observation and experimentation, and
practical educational work . The content of the course includes various forms and methods of
teaching: lecture, laboratory training, excursion, observation, experiment, practical work, educational
experience, effective use of socially useful labor in the ﬁeld. requires. In addition, during this course,
the students' knowledge of natural science, geography and botany in the 5th grade should be the
basis, and teachers should focus on making inter-disciplinary and inter-thematic connections. The
optional lesson "Plant Life" intended for 6th-grade students of general secondary schools is
designed for 34 hours, of which 2 hours are devoted to the "Introduction" topic, O' The topic
"structure and life activity of plants" covers such issues as the structure and life activity of plant
cells and tissues, nutrition, respiration of plants, movement of substances in plants, growth,
development and reproduction of plants. 20 hours for their study, "Variety of plants . 12 hours were
devoted to the study of the theme of their adaptation to the living environment, including such
issues as the diversity of the plant world, the life of plants in natural groups . It is recommended to
divide these topics into classes. Topic Laboratory session 1. Introduction (2 hours, including 1 hour
excursion) 1st excursion. Autumn in plant life. II. Structure and life activity of plants (20 hours),
Structure and life activity of plant cells and tissues (4 hours) Cellular structure of plants, its
difference from animal cells. Laboratory work 1. Microscopic examination of plant cells and
tissues. Chemical composition of a plant cell. Phytocides. Movement of the cytoplasm 2 laboratory
work. Movement of the cytoplasm. Cell growth and division 3 lab work. Viewing the phases of cell
division from a preparation made from onion root . Plant nutrition (5 hours) Features of plant
nutrition and its importance 4th laboratory work. Determination of the chemical composition of
plant ash . Growing plants without soil. Hydroponics. Photosynthesis. Importance of
photosynthesis in nature and economy . Regulation of the intensity of the photosynthesis process in
greenhouses . Laboratory work 5. Alcohol absorption of pigments and its separation. b-laboratory
work. Preparation of alcoholic absorption of chlorophyll. 7- laboratory work. Study of the formation
of starch in plant leaves . Determination of the role of mineral substances in the life of plants .
Excursion 2. Growing plants in greenhouses. Respiration of plants (3 hours) Respiration of plants
and its importance. Air pollution control measures. Scientiﬁc basis of seed and vegetable storage .
Movement of substances in plants (4 hours) Movement of water and mineral substances in plants
Development of the conduction system in higher plants . Organic substances, their importance in
plant life 8th laboratory work. Finding organic matter in different organs of plants . Storage of
organic substances in seeds, fruits and roots . Laboratory work 9. Determination of oxygen, oil,
carbohydrates in plants. Growth, development and reproduction of plants. (4 hours) Growth of
vegetative organs of plants . Methods of determining the growth of plants, laboratory work 10.
Observation of root geotropism . 11th laboratory work. Photo-tropical biases. Development of
plants. Stages of ontogeny 1 practical work. Learning to transplant plants . Case 2. Propagation of
indoor plants in different ways. III. Plant diversity and habitat adaptation. (12 hours). The diversity of
the plant world. (6 hours) Classiﬁcation of plants. Diversity of species and adaptation to habitat.
The inﬂuence of human activities on the diversity of plant species and habitats . Diversity of
cultivated plants. Plants, species and cultivars growing in different natural zones, under different
environmental conditions. Diversity of ﬂowering plants. 12th laboratory work. Identify plants
belonging to different families . Life of plants in natural groups. (6 hours) Interdependence of plant,
animal, fungal and bacterial life in natural groups. Diversity of plants in natural groups . In natural
groups, plants are adapted to live together with animals, fungi and bacteria . The inﬂuence of
human activity on the diversity of plant species in groups. Protection of plant habitats and natural

biocenoses. "Red Book" 3rd practical work. Building a food chain in natural groups . In conclusion,
facultative training is a necessary form of teaching biosciences and serves the above-mentioned
didactic goals. QUESTIONS FOR STUDENTS' SELF-CONTROL: 1. Determine the didactic purpose and
tasks of extracurricular activities . 2. What types of extracurricular activities are available? 3.
Explore the content and nature of extracurricular activities with individual students. 4. Study the
didactic purpose and tasks of biological circles. 5. Create a model work plan of the "Yosh
physiologists" circle. 6. Determine the content of mass extracurricular activities , held nights. 7.
Design the scenario of the party on the theme of your choice. 8. Determine the didactic goals and
objectives of optional biology classes . 9. Learn the content and nature of optional activities. 10.
Determine the laboratory, practical training and excursions in the content of the optional activity
"Plant Life" . 11. Prepare recommendations for conducting laboratory, practical training and
excursions. Create a sample work plan for the optional lesson "Fundamentals of Genetics and
Breeding" . Topic: Extracurricular work in biology Plan: 1. Features of extracurricular work. 2.
Extracurricular activities in the biology room and living nature corner. 3. Extracurricular activities in
nature. 4. Homework according to the textbook. 5. Tasks to be studied at home. 6. Description of
the excursion. 7. The role of biological excursions in gaining knowledge. 8. Educational importance
of biological excursions. 9. Excursion types. 10. Preparation for the excursion. 11. Excursion
methods. 12. Processing and use of excursion materials. Basic concepts and key words.
Importance of extracurricular activities, biology room, living nature corner, extracurricular activities
in the ﬁeld of educational experience, nature. Features of extracurricular activities . Extracurricular
work is a form of organization of mandatory practical work related to studying the extracurricular
course on the basis of individual or group assignments of the teacher. Extracurricular activities: are
carried out in the biology room, living nature corner, educational experiment area. The need for
extracurricular activities for students is such that many long-term observations of plants and
animals do not ﬁt into the curriculum. In some cases, the lack of various instruments and
microscopes prevents the completion of various assignments from the class. During the study of
the biology course, every student should be proﬁcient in the use of a microscope. That's why the
teacher should alternately teach 3-5 students to work with the microscope before or after the
lesson . Students, divided into groups of 3-5, conduct long-term biological observations and
experiments on small animals, which will be used later in the lessons, according to the teacher's
assignment . Each student does one or two extracurricular activities during the year, the teacher
evaluates their performance. Extracurricular activities are close to home experiences in terms of
content. But the difference is that the homework is much simpler, and it is given to the students at
the same time. The difference between extracurricular work and homework is that it is sometimes
early in nature, that is, it is given days, weeks, or even months before learning in the classroom. For
example, from botany: Experiments with aquatic plants -2 months Formation of starch marks on
leaves -2 months Rise of water along the stem -2-3 days Experiments conducted on animals are
long-term. Morphological, histological, and medical works from the course of Man and his health
are taught to strengthen knowledge after studying certain topics . Many physiological experiments,
formation of a conditioned reﬂex, avitaminosis, etc. are performed in advance. It will be possible to
show their results in class. The teacher, who is aware of the progress of all experiments conducted
by students outside of class, will have the opportunity to demonstrate the progress of the
experiment in the lesson, the changes at different stages, and to summarize the information of the
students about the experiments being conducted into a statement of new topics. . Extracurricular
activities in the oﬃce and living nature corner. Work is often done in late fall, winter, and early
spring. They are used in teaching botany . Botany extracurricular work can be given in all subjects of
the program. For example, on the topic "Seed", extracurricular students observe the bump of the
seed and determine its percentage of germination. Flowering plants observe biological properties.
In extracurricular activities in zoology, students reproduce simple animals in the corner of living
nature and study them under a microscope. When studying earthworms, they observe their
movement and impact on soil formation. Some insects can study the metamorphosis of the dome.
There are three main types of extracurricular activities on human health and living nature : 1)
creating conditioned reﬂexes in animals, conducting environmental and physiological experiments;
2) work with ergograph, tonometer, spirometer; 3) working with a microscope. Basic medical skills
such as ﬁrst aid for broken bones, bleeding, and artiﬁcial respiration are also taught outside of class
under the guidance of a teacher. In the living corner of general biology, students can be assigned to

work with botanical and zoological objects . The purpose of this is to observe the organic world
conditions studied in the lessons . If some students conduct experiments to study the effect of
various environmental factors on various plants in the living corner , others conduct experiments on
this topic with animals. For example, the effect of sunlight and artiﬁcial light on the growth of a
plant or the effect of sunlight and temperature on the growth and development of a seedling, to get
a clear understanding of heredity, from animals, Drosophila, on aquarium ﬁsh they put experiments
on crossbreeding. It is especially interesting to make experiments related to vegetative
reproduction, adaptation of organisms, creation of artiﬁcial biocenoses, study of day length,
development of plant and insect fungi. A single experiment can be used to study several topics. The
main thing is to make full use of students' extracurricular activities in lessons for pedagogical
purposes , that is, to implement reverse learning in a carefully coordinated manner . Extracurricular
activities in nature Extracurricular activities in nature are mainly assignments for observations that
help to identify phenomena related to morphology, ecology, and systematics, and to prepare
herbariums and collections . They are mostly done in the summer and are therefore often called
summer assignments. Collecting plants of various forms of stems, roots and leaves during the
summer for students of the 5th grade : collecting cultivated and wild plants and preparing a
herbarium for the students of the 6th grade; Students of class VII are given tasks such as observing
animals and making collections of insects. Biological collections showing plants and insects living
in them, the damage they cause, and their development phases are of great importance. Parents go
abroad in the summer at the discretion of the teacher
There is an opportunity to enrich the room with interesting objects
. The teacher knows in advance where the students will go, and in the oﬃce, such
assignments are made taking into account nature protection,
phenological observations, which are systematically conducted in classes V, VI and VII, have a
special place.
Students record seasonal changes in nature in their diaries every day . Phenological observations of
ﬂora and fauna
are related to weather conditions. Elementary
metrological observations are carried out. These observational data
are compared with the development and behavior of plants and animals.
Extracurricular activities performed in the corner of living nature, on the plot, and in nature
provide interesting material for learning in class,
educate students' learning and independent work skills, and develop interest in sports. To do such
work , students usually refer to
special literature, reference books, and encyclopedias about plants and animals that are shown in
the assignments .
With the help of these
extracurricular activities,
the need to constantly refer to books is brought up in students to deepen their knowledge.
Inextricably linked with the lesson, extracurricular activities
have become a mandatory form of teaching biology, they continue and strengthen the lesson.
Homework according to the textbook.
Homework for the textbook
is a form of organizing the teacher's practical and textbook tasks for the students to do
independently at home.
Most of the students do not know how to use the textbooks properly, some
students memorize the tasks and topics from the textbook, some
learn the topics superﬁcially.
The goal will be achieved only if the assignments given at home activate the student's thinking and
arouse interest in independent work. For this purpose , any task should be expressed in the form of
questions, and the students will select the necessary material from it and prepare answers to them
without memorizing the text of the textbook in order to
speak in class . To achieve this, it is necessary to abandon the phrase "memorize or study this topic"
in the textbook. The main goal of students' work with the textbook is to understand what they read,

to know how to read logically, to use emphasis correctly, to be able to clearly distinguish between
laws and regulations. The questions given at the end of the topics make the work of the students
much more active. The teacher himself creates questions and invites students to ﬁnd answers.
Among the given questions, the questions that require comparison are especially important and are
based on the personal observations of the students. Comparisons become more complex as you
move from class to class. Homework tasks that have the purpose of forcing the student to
introduce and compare, to identify similar and different characters, develop their reading
comprehension of the text. In accordance with such assignments, students are offered to ﬁll in a
small table. For example , the following tables can be given in the 6th grade. Families of ﬂowering
plants. Flower structure. Fruit types. Homework on the textbook can be about strengthening not
only the knowledge gained in the previous lesson, but also the knowledge acquired before it. In the
lesson, the teacher teaches the students how to use the textbook correctly at home with the help of
the system of working methods . These methods include: Getting an initial feel for the textbook
material by skimming. Read and analyze small sections of text, deﬁnitions, laws, regulations,
dictionaries, look at and understand the meaning of pictures, diagrams, tables, pay attention to
numerical data. When working with a textbook at home, students must identify the main rules of the
article or topic and distinguish them from other information before studying the text . It is useful for
high school students to take short notes while reading the textbook, which will help them remember
the text they have learned more. Making plans for textbook topics , writing theses and articles, all
help students to use the textbook more fully and in depth, and prepare homework with
understanding. Pictures are very important in strengthening knowledge. Pupils should not only
answer verbally, but also know the structure and schematic drawing of some ﬂowers, animals and
their organs. Also, they need to know how to draw the scheme of blood circulation, breathing, food-
digestion, metabolism. Practical work at home Various tasks that require independent practical
work with natural materials are of great importance. Thought tasks can be morphological and
physiological in nature. Tasks of a morphological nature, such as preparation of a herbarium,
separation of ﬂower parts, are given to strengthen knowledge after studying the relevant material in
the lesson . It is better to give tasks with physiological content in advance to use the relevant
lessons from the results of experience or observation. It is necessary to calculate the time of
handing over the preliminary experimental work to the students in order to use it in a given period of
time . Such homework may be more botanical. They are listed in the approximate number of days it
takes to complete them . Herbarium for drying - 7 days Seed germination under different conditions
- 7 days Root growth monitoring - 10 days For growing plants from cuttings and cuttings - 14 days
lead to relevant lessons . They provide information about experiences. They compare their
experience with the experience that the teacher is doing. Practical work in zoology is mainly about
observation. For example: birds build nests, lay eggs, cranes bring insects to chicks. Homework
from the Human and Health course can be both practical and research-based. These include
burning bones at home, acidifying them, creating conditioned reﬂexes in animals. From the general
biology course, there can be various independent assignments on working with natural objects .
Such tasks can be related to the study of the diversity of the forms of the organism, its variability
and the inﬂuence of various environmental factors on the organism . The herbarium and collections
where the results of experiments conducted at home are collected are used in the lessons. The
information of the students is included in the material to be explained by the teacher. So students'
homework can be different. 1. Working with the textbook: Answers to questions: Creating tables. 2.
Reading magazines and scientiﬁc literature. 3. Selection of articles and pictures for topics. 4.
Working with natural objects: Observing plants and animals: Experiments and experiments.
Excursion is derived from the Latin word "Excyrsio" - "excursion" and means a collectively organized
excursion to places of interest, enterprise or nature . An excursion organized in schools is a form of
education carried out with a class or a group of students, and it is called "visiting the studied
objects and events and directly perceiving them in their natural state or artiﬁcially special conditions
- an excursion" . Simply put, it is said to teach in the open air. Biological excursions are an
educational activity outside the classroom: in nature, in agricultural production facilities and in other
places (botanical garden, zoo, museum, research institutions, etc.) . Excursions Biological
excursions held mainly in the spring and autumn courses of botany, zoology, general biology are
devoted to learning and strengthening the program material. They are speciﬁed in the school
program and are mandatory for students. Direct knowledge of objects and phenomena of living

nature provides an opportunity to study in natural conditions. Pupils will see the studied plant and
animal in their living conditions. They clearly notice the adaptability of the organism's structure and
life activity to the living environment. Expands and strengthens students' knowledge. Students see
plants and animals in their natural environment, plants depend on the soil , and animals depend on
the plants, and it enhances students' interest in learning about nature. Organized excursions to
places such as agriculture, production, experimental stations, orchards, nurseries, etc. , arouse great
interest in students in various ﬁelds of production. During the biological and ecological excursion,
students will learn how biological knowledge is applied in practice . Such excursions also have a
positive effect on students' career choices. The educational signiﬁcance of the excursion. Excursion
also has educational signiﬁcance: 1. Conscious discipline in students; 2. Friendship and friendship;
3. Initiative and hobby qualities are cultivated. 4. Excursions provide an opportunity to get to know
the students better, ( to identify student characteristics that are not manifested in the classroom). 3.
Creates good feelings in students, which ensures easy and thorough learning of the studied
material. 6. During excursions, students feel aesthetic feelings. 7. Directly experiencing the beauty
of nature awakens feelings of love for this nature and the Motherland. 8. Various natural materials
for use in future lessons and extracurricular activities during the excursion : plants and animals,
some of their parts (seeds, roots, leaves, rhizomes, rhizomes, nodules, stalks, mollusk shells, birds
feathers, animal bones) are collected. Students develop the skills of collecting and formalizing
living and natural objects (herbarization, collection, preparation). Types of excursion. Biological
tours come in many forms; depending on the time, one hour, daily and multi- day. A one-hour tour is
held in the school yard or at the educational experiment site. The excursion plan is approved by the
chairman of the method association. ( Excursion on the topic "Flowering plant and its organs"). A
one-day excursion to nature, production enterprises, farms, a zoo or botanical garden, a ﬁshery or a
poultry farm is approved by the head of the school's scientiﬁc department. A multi-day excursion is
a complex excursion at the end of the academic year, which is conducted together with history,
geography, language, literature, physical education or military teachers. The plan of a multi-day
excursion is approved by the pedagogical council. Preparation for the excursion. The effectiveness
of the excursion largely depends on its careful preparation, and each excursion requires careful
preparation and a clear plan, both organizationally and theoretically . Preparatory work is carried out
as follows: 1. The topic and purpose of the excursion is determined, then the content of the
educational material intended to be mastered by students is determined. 2. A few days before going
on an excursion, the teacher will see the place and route of the excursion (that is, make an
approximate excursion). In this, the objects to be studied and a convenient route are selected,
where and what kind of material to collect and where explanations and conversations can be held,
and how much time will be spent on the excursion is determined. 3. Equipment and materials
necessary for the excursion will be prepared in advance (compass, magnifying glass, belt, spade,
ax, meter, thread, labels, folders for herbarium, jars). 4. The teacher prepares an actual excursion
plan based on an approximate excursion and determining the content of the educational material to
be studied . The plan is the sequence of the excursion and the working methods of the teacher and
students (explanation, conversation and independent practical work, observation, ﬁnding the object,
collecting material, etc.). 5. Students will be warned about the excursion a few days in advance . It
tells the students where the excursion is, when it will depart and how long it will last . In the pre-
excursion lesson, the teacher gives the students a task to read and repeat from the textbook and
other sources related to the topic of the excursion . Excursions in places such as agriculture,
manufacturing, museums and national research institutions require special preparation. First of all,
it is necessary to agree on the excursion and its time with the heads of the farm or institution .
Method of conducting the tour. When conducting an excursion from biology, you should pay
attention to those who are in tune. 1. The tour begins with an introductory interview of the teacher. It
explains the topic, purpose and procedure of the excursion. Then the students are divided into
groups, and each of them is given an appropriate task about independent work. Excursion
equipment is distributed to students under their responsibility. 2. Going on a ﬁeld trip at school can
be different. It is better for students to go in an organized way from urban and rural streets with a lot
of traﬃc . It is allowed to walk freely on country roads and trails. 3. The main part of the excursion is
to study the objects at the excursion site. First of all, the character of the excursion site (garden,
park, ﬁeld, meadow, reservoir, mountain, etc.) is determined. Students' attention is drawn to the
aesthetic aspects of nature, including the seasonality of plants and animals, and the unique beauty

of each place. Objects at the excursion site are studied by 2 different methods: illustration and
independent work . The illustration method involves the teacher's frontal presentation of objects at
the excursion site . In this, the teacher shows plants and animals, some of their parts, life events
one by one, explains the educational material, and some issues are solved through conversation.
Students study the excursion site by the method of organizing independent activities - students
independently study the target plant or animal, collect materials. Students should have received an
appropriate assignment regarding these works . The assignment should be clear, concise, and
manageable for students. These tasks can be as follows: 1. During the excursion, students need to
keep a special notebook. They write down the results of their observations in the notebook, the
names of the studied and collected plants or animals , their characteristic signs, the names of the
collected plants and animals, the conditions under which they met, and other details. 2. At the end
of the study of the objects of the excursion, a preliminary conclusion is made to the training, in
which the learned educational material is brieﬂy repeated, the information of the heads of the unit
(group) is heard about how the assignments for independent work were completed, Positive and
negative aspects of students' activities are recorded. 3. During the tour or at the end of the tour,
students can ask various questions that are not directly related to the topic. How to behave in such
cases ? If any questions are to be fully answered, it is necessary to digress from the main topic.
Keep the answer short and to the point. 4. Returning from the excursion will be in the order of going
to it; the end of the excursion must be organized. The teacher announces the end of the excursion .
Ideally, the ﬁeld trip should be completed after returning to school. 5. The materials collected from
the excursion are organized for future study . Processing and use of excursion materials. There are
2 ways to work on excursion materials: 1. Initial work: In this work, writing in time with the ﬁnding of
material, the date of the animal's name, the living conditions are brieﬂy written. On hot days, he
sews the animal in his mouth by soaking it in cotton wool. 2. Further work: - In this work, the
material is regulated. Diaries are organized here , labels are written. Reptiles are cut open and put in
formalin or alcohol. In the ﬁeld, the name of the unknown material is written in the center with a
marker . Materials brought from the excursion: A) Used as local materials during the lesson; B) It
will be a good material for circle works; V) It is used to enrich the biology cabinet; G) Used in the
organization of a photo exhibition; D) It is used for lecturing among students. Based on the
information noted above, it is possible to come to the following conclusion. 1. During the excursion,
the students will have a deeper understanding of the diversity of the world of plants and the
interconnections between them. 2. Allows understanding of nature from a scientiﬁc point of view. Z.
In addition, in the process of getting acquainted with natural landscapes, by becoming aware of the
beauties of nature , students will receive a lot of aesthetic education, they will be aware of the fact
that the seeds of various trees, bushes, and plants are food for birds wintering in our republic. they
said. 4. During the excursion, students will get an idea of the unity of natural biocenoses. They learn
about the relationship between plants and soil, water, and temperature, thus gaining initial
knowledge about food chains. 5. Acquaintance of teachers with plants and animals in natural
conditions, in addition to expanding and deepening their knowledge, increases their desire to study
the subject of biology . Questions to strengthen knowledge. 1. What are extracurricular activities? 2.
What are extracurricular activities for? 3. Where are extracurricular activities held? 4. What is the
educational value of extracurricular activities ? 5. What are the types of mental tasks? 6. What is
important when combining tasks. 7. What should be important when giving thought tasks according
to the textbook. 8. What are the practical things that are studied in thought. 9. What is the
educational and educational signiﬁcance of the excursion? 10. What should the teacher pay
attention to when preparing for the excursion? 11. What are the types of excursions? 12. What are
the methods of the excursion? 13. How to process the materials found during the excursion. Topic:
Material base of teaching biology. Biology cabinet, equipment, technical support Plan: 1.
Organization of school biology and ecology room 2. Overview of biology and ecology room. 3.
Requirements for biology and ecology room. 4. Equipment available in the biology and ecology
room. 5. The educational value of the corner of living nature. 6. Plants in the corner of living nature.
7. Animals in the corner of living nature. 8. Furnishing a corner of living nature. 9. The educational
and educational importance of the educational experience section. 10. Educational importance of
teaching tools 11. System of teaching tools. 12. Types of visual aids: Basic concepts and terms:
Education of the corner of living nature - educational value, its organization, equipment, plants and
animals in the corner of living nature. Aesthetic education. The educational and educational value

of the educational experience plot. The role of the educational experience plot in the material base .
The main sections of the educational experiment plot. Experiments and educational works carried
out in the plot . Educational tools. Types of teaching aids. Organization of the school biology and
ecology room According to the order of the President of the Republic of Uzbekistan "On measures
for the preparation of the school education development program in 2004-2008 ", schools should be
equipped with educational and laboratory equipment, computer equipment, textbooks and
textbooks. the need to provide teaching materials is indicated. By strengthening the material and
technical base of general secondary education schools, it is necessary to organize the biology room
based on the requirements of the time to provide practical support to the process of forming
knowledge, skills and competencies of students in accordance with the requirements of the
National Educational System. For the biology room, it would be appropriate to choose the last room
close to the corridor. Because nature museums and exhibitions can be organized in these places.
The biology room should consist of 2 classrooms, 2 laboratories, and a nature corner. The biology
teacher is responsible for the necessary equipment of the biology room . The biology room is
directed to perform the main tasks according to the regulation: to provide equipment necessary for
the organization of the educational process in order to increase the effectiveness of education ; use
of technical means of teaching in lessons and other forms of educational process ; use of EXM's
monitoring programs to identify, monitor and evaluate student learning ; provision of equipment
necessary for the conduct of classroom and extracurricular activities in biology ; The study room
should be around 70 m 2 on average. The laboratory room should be 35-40m 2 . Biology classrooms
are equipped with the necessary furniture and special equipment: blackboard, teacher's desk and
chair, display table, desk and chair for students, separate cabinets for storing preparations and
samples, subject ethics and aesthetic requirements should be given importance. It would be
appropriate if the history of evolutionary development of ﬂora and fauna , portraits of prominent
biologists are placed in the room . All the equipment of the biology room should be adapted to
conduct experiments, practical work and observations during the lesson, to show tables, video ﬁlm
slides in time, to distribute and collect materials and tools in practical work. This, in turn, allows you
to store educational materials in a speciﬁc system, quickly ﬁnd and prepare them for use in the
lesson. All this fosters the culture of externalizing academic work in students. The laboratory room
is an integral part of the biology room. It mainly stores educational and visual aids, tools, utensils,
that is, educational and visual manuals that are necessary to organize the teaching process. Audio
and videotapes, videodiscs, didactic materials, laboratory and hands-on instruction, and instructions
are all included in the bibliographic indexing system of a speciﬁc topic . In addition, materials
necessary for conducting experiments are prepared on the table in the laboratory room, exhibitions
are repaired. There will be a water faucet on the table . It is used for washing dishes. In addition to
the biology teaching room, the laboratory room, it is necessary to organize a corner of living nature.
Living nature corner is useful not only for keeping living nature and animals, conducting
experiments on them and showing them in classes, but also for activities outside of classes and
classes . If possible, a living nature corner can be organized in a ﬁeld near the biology room. When
organizing a special place, it is necessary to take into account the storage and placement of living
organisms and compliance with biological requirements. A passport is placed in front of each plant
and animal that is kept. It gives the opportunity to work , and allows observations with
measurement and recording of data on experimental and control objects . "skills" and careful
attitude to social-school property helps to form feelings of preservation and reproduction of plants
and animals by working with them. The effectiveness of biological education in general education
schools depends on the organization of lessons, extracurricular and extracurricular activities,
excursions, which are forms of educational process organization. depends on fully equipping
educational, laboratory, living nature corners. Biology classroom. One of the main tasks of
equipping the biology classroom and taking into account its enrichment throughout the year,
ensuring that it is always ready for use. The teaching subject of biology, which provides knowledge
about living organisms, is based on the requirements of DTS. requires organization . 2 biology
rooms: classroom, laboratory, necessary
it will consist of a "living nature corner" room where equipment, tools, objects, tables are stored
.

Educational and laboratory rooms are organized in special rooms equipped with the necessary
equipment . When the classroom is equipped, it should fully cover the content of the subject
. A blackboard is placed in front of the cabinet, a TV is placed on the right, and a computer
is placed on the left. On the left side of the board there is a plant and animal cell stand or model,
on the right side is the evolution of the organic world, on the mirror side there are
cabinets for the departments of biology, and
the equipment belonging to each department is in these cabinets. need to eat Portraits of scientists
who made a great contribution to the science of biology,
including EPKarovin, IARaykova, TZZohidov, AAMuzaffarov, YO.Kh.Torakulov,
BOToshmuhammedov, Jamusaev, A.Abdullaev, are placed on the upper side of the cabinet. Science
room
equipment should be placed in a speciﬁc system that meets the requirements of each biological
science
. The equipment intended for the experiment must be at the level of scientiﬁc and technical
achievements, meet
the requirements of technical aesthetics, safety equipment, and labor hygiene . For this reason ,
there are general requirements for the use of
educational equipment in classrooms and laboratories . 1. Pedagogical requirements: The teaching
and laboratory rooms, the equipment and tools in them help to illuminate the content of the subject
studied in the lesson, to help the students to fully imagine the structure of the objects, to remember
the knowledge and to apply it in practice. implementation of the principle of exhibitionism in the
process of biological education , as well as the use of advanced pedagogical and informational
techniques for students to thoroughly master the basics of biology , to develop their educational
and practical skills, to prepare them for independent life should help with training and career
choices. 2. Safety and hygiene requirements for the biology room: All educational equipment in the
room must meet the requirements of technical means of education and labor hygiene and safety
equipment. There should be reminders (notes) of the rules for using and storing technical
equipment (tools) in the classroom . Full compliance with safety techniques and hygiene
requirements is a sure guarantee of preventing accidents and various diseases. 3. Aesthetic
requirements: Each piece of equipment placed in the room, as well as their elements and general
appearance , should meet the laws of beauty, should cultivate the artistic taste of the students and
create a sense of satisfaction in both the student and the teacher. Visual resources in the room:
Optical instruments - biology classes use more optical instruments, namely microscopes and
magnifying glasses. They are used to study the anatomo-morphological structure of animals and
plants, as well as the structure of microorganisms, which are invisible to our eyes . Visual aids used
in biology lessons are divided into natural and visual aids. Natural prepared weapons include: from
botany - herbariums, herbarium tables and handouts prepared from dried plant and its organs for
practical work; from zoology - collections of insects and ﬁxed representatives of types of
invertebrates, loose preparations showing the development of animals, tupula (chuchela) and
skeletons of representatives of various systematic groups of vertebrates , handout - some parts of
animals, bones of ﬁsh, coins, feathers and others; human anatomy, physiology and hygiene -
includes human skeleton, some bones, micropreparations, etc. Visual aids: tables and pictures for
each course; the human body and brain and some organ systems, which are divided into parts for
the course of human anatomy, physiology and hygiene ; slides and micropreparations of monkey
skulls and brains for a general biology course. Schedules - special importance should be given to
the maintenance of educational schedules. It is convenient to store tables by hanging them on wire
hooks in the closet . All equipment of the biology room should be adapted to conduct experiments,
practical work observations, timely presentation of tables, video ﬁlms, slides, distribution and
collection of materials and tools during practical work . Storing teaching aids in a speciﬁc system
allows them to be quickly found and prepared for use . Correct and beautiful arrangement of all
objects in the biology room helps to develop aesthetic feelings in students. Corner of living nature.
The educational value of the corner of living nature. The main part of the material basis of teaching
biology is the living corner. The corner of living tt is not only a place to keep plants and animals, but
also a place to conduct experiments on them and perform extracurricular activities. It has rich
opportunities to express students' interest in biology and the range of knowledge . The corner of
living nature is initially organized by students in the biology room, on the windows of the classroom.

Pupils bring indoor plants or their cuttings from their homes, animals and wild plants from ﬁeld
trips. As a result, the corner of living nature expands very quickly and requires a special room. Its
organization, storage and placement of living organisms should be fully compatible with biological
requirements. Plants and animals are divided into groups by biocenoses. In aquariums there are
ﬁsh, molluscs, newts and plants adapted to the aquatic environment, in terrariums there are plants
that grow in wet places (shrimp, lichen, moss) and frog lizards, and in cages there are various
animals and plant branches. ladi It is important to systematically place plants and animals in the
corner in a comfortable and beautiful way . It is necessary to store living organisms in compliance
with the rules of agro and zootechnics . Have a label and a passport in front of each object, which
will allow you to get to know them better. Work culture on plant and animal care is brought up in the
corner of living nature; The school nurtures a cautious attitude towards wealth. There are also great
opportunities for aesthetic education: the plant teaches how to make aquariums and cages
beautiful and place them in relation to each other. Thus, the corner of living nature is not only a
place of study, but also a place of multifaceted educational activities. Plants of the corner of living
nature. The following plants are kept in the corner of living nature throughout the school year . 1.
Indoor plants. 2. Weedy plants with seeds and spores. 3. Cultivated and wild plants that reproduce
vegetatively. 4. Branches of trees and bushes. Indoor plants make up the main part of the living
corner. It is better to get representatives that allow you to put not one, but several experiments on
plants in the corner . Five to ten such plants provide material for classes in botany and general
biology courses without taking up much space. These include the following indoor plants: cactus
geranium, tradescantia, begonia, colonchoe, elodeas. The following example can make sure that
indoor plants can be used in various experiments . Tradeskantsiya plant is used for the following
purpose: preparing a preparation from pollen grains and pollen grains; movement of cytoplasm; the
appearance of additional roots; quick rooting of cuttings; welding, welding; can be used for
purposes such as conversion of land plants to aquatic plants. In the living corner, the study of
biological properties requires long-term careful observations and experiments. Such plants are dug
up with soil during the excursion and planted in smaller pots. Each plant in the living corner is
placed taking into account the light, heat and humidity . For example: plants that grow in aridity are
xerophytes, cactus, aloe, agave. to hygrophytes growing in the place - tradescantia, begonia, sedge,
sedge, moss. Plants that grow in places with moderate humidity are ﬁcus, lemon, wild plants ertut,
primula. Plants in the living corner can be divided into geographical groups. Tropical plants: cactus,
agave, aloe, begonia tradescantia, ﬁcus. Subtropical plants: lemon, orange, tolgul. Temperate plants:
primula, ivy. Local plants: wild and cultivated. Planted plants for the experiment should be placed in
a separate place. Several ecologically related plants are planted close to each other. As a result,
"biogeocenoses" such as deserts and tropical forests are formed. Each plant in the living corner
should have a name tag and a short characteristic passport. A catalog of plants in the living corner
is created from the passports, where the plant is described, and the recommended books on each
plant are indicated . The card must be understandable to those who take care of the plant and those
who want to get acquainted with it . Animals in the corner of living nature. For animals in the corner
of living nature, a place should be allocated for placing an aquarium, terraium, cages. The aquarium
is the best for keeping and feeding ﬁsh, hornets, water beetles, newts, some frogs, hydra and
daphnias . An aquarium is an artiﬁcial biogeocenosis of a water body, that is, a model of a
freshwater body . It shows the relationship of aquatic animal life with aquatic plants, elodea
valisneria, odestus, hornbeam, etc. In the living corner, it is necessary to have animals that can be
studied by visual and practical methods from zoology. The culture of the shoe from simple animals
should always be in the living corner for classes and extracurricular activities , for this, a little straw
should be two dried leaves of tomatoes . Starting from September, hydra, akam-tukam and other
snails are prepared in the aquarium. Raindrops can be stored in special boxes. The box is ﬁlled with
layers of fallen leaves, poly soil, and 50 worms are placed in it. It should be stored in a cool place.
Small mammals, aquatic and terrestrial reptiles are kept in terrariums. The terrarium is decorated in
the form of a meadow, desert, etc. To create a swamp, an iron or plastic tub is placed. Parrots,
parrots and other birds are kept in special cages. In the room dedicated to the living nature corner,
various animals can be kept , for example: aquarium and local ﬁsh species, aquatic and terrestrial,
reptiles, birds and mammals . It is recommended to feed animals such as chickens, nutria, mink,
and rabbits in the educational experiment area of the school . If the living room is small or cramped,
you can keep some large birds and animals. Other objects that do not distract the students during

the lesson can be placed directly in the biology room. Animals that emit different sounds and
smells are kept in a separate small room. The necessary experiments on zoology, man and his
health, general biology can be put on many animals in the corner of living nature . For example; On
the topic of "metabolism", it is possible to study the formation of vitamin B and C avitaminosis , the
effect of food quality on the weight of rabbits, the effect of soil color on the color of the body of
frogs, and metamorphosis in dogﬁsh. Living nature corner is also a workplace for young naturalists.
Here, young naturalists conduct observations, write down their results, prepare food for animals,
make and repair various devices. Each animal in the living nature corner should be labeled with its
name, care and feeding rules, and the name of the experimenter. Animals are grouped by type and
class in the corner, but grouping can also be by habitat and their associated vegetation. A "living
system" of plants can be described in any window of a class or a living corner, which is useful for
classes V, VI, X, XI. For this, domestic and wild plants are used, which are placed on the windows in
the order of species of one generation, generations of one family. The animal system can be shown
with pictures of living objects , sometimes with pictures. It is a visual tool for students . It is not
pedagogically appropriate to separate some parts for separate classes in the corner of the school's
living nature . In it, students should be educated in the spirit of understanding the natural unity of
society, ﬂora and fauna. Equipping living nature corner. When organizing a living corner, it is
necessary to take into account some necessary equipment. First of all, it is necessary to provide
plants with additional lighting experiments. For this, the corner should be provided with additional
light sources. If the temperature in the living corner is low, then there should be a light chamber. It
should provide enough light, allow the temperature to rise or fall, and maintain that temperature . In
the middle of winter, the inclusion of a light chamber among living corner equipment allows to
conduct various experiments on a light-loving and heat-loving plant. Plants are sprayed with water
in a pulverizer to maintain air humidity . A terrarium can be used for a humidity chamber . For this,
sand is placed under the terrarium and ﬂower pots are placed low and high. Plants that grow in wet
conditions, moss, etc. are transferred to them. In the middle, a hole is made to collect water or a
water bath is placed. For cuttings, you can make a humidity chamber or a greenhouse in the form of
a glass box with four windows, ﬁlled with soil or sand and taped corners . A dark chamber is
required for a number of experiments on growing a colony of fungi and bacteria . The inside of this
camera is dark and the outside is the color of the room furniture. Hydrophytes are placed in
aquariums or jars. For this, a little soil, 2 cm thick peat sand is placed under the jar. Aquarium,
terrarium, volera and cages are necessary to keep various animals in the corner of living nature .
The school should have aquariums and clear glass jars to observe aquatic animals . Terrariums are
installed to keep aquatic and dry animals and reptiles in consideration of their ecology . Cages of
different sizes should be available for keeping birds and mammals. Thus, the composition of the
living nature corner and the contents of the work in it are updated with the needs of education and
training in all biological courses. School educational experiment plot. 1. It is necessary to teach
students to work on the basis of a clear and logical plan . For this, there are great pedagogical
opportunities in the school's learning experience section. It is necessary to prioritize the creation of
a pedagogically thought-out plan of organization, planting of crops and seedlings on the territory of
the plot . Pupils work on the school site and consolidate their knowledge of biology with examples
of plants and animals. They develop an understanding of important agronomic methods of growing
agricultural crops and animal husbandry, as well as skills in a speciﬁc system of working with them.
Work on the site should educate students in organization, community skills, work culture, aesthetic
feelings, and the skills of reproducing nature with plant reproduction . Lessons and practical training
in botany, zoology and general biology in the fall and spring at the educational experiment site ,
conducting experiments and observations in the summer, autumn and spring, distribution and
demonstration materials for botany, zoology and general biology classes extracurricular activities
are conducted for preparation. Young naturalists work at the site and organize school,
extracurricular activities: harvest day, garden day, bird day, exhibitions, excursions for parents,
students from other schools , etc. On the school site, there should be plants to be studied at the
school : ﬁeld, polys, berries, decorative and wild plants. Accordingly, the plot is clearly demarcated:
it is necessary to have ﬁeld, ﬁeld, berry, ornamental, biological and zoological sections. It is
necessary to build a metrological station and an auditorium in the plot . Each section has a
collection of plants and space for experiments on them. The ﬁeld is divided into two parts:
collection and experience. The collection part is divided into the following ﬁelds: the ﬁrst ﬁeld - oats,

herbs; to the second ﬁeld - grain crops: rye, wheat, barley, millet, corn; to the third ﬁeld ~ leguminous
crops: peas, beans, soybeans and fodder grasses, alfalfa; to the fourth ﬁeld - ﬁber crops: ﬂax, hemp,
oil crops: sunﬂower, sesame, saﬄower; on the ﬁfth ﬁeld - crops with high demand: potatoes, sugar
beets and beets; the sixth ﬁeld - essential and medicinal plants mint; the seventh ﬁeld - technical
crops: cotton, hemp crops. In the experimental parts, the emergence and control of weeds in the
ﬁrst ﬁeld with a black plow, and the next year's grain planting on the land fertilized with green
manures and without. Determining a good method of planting in the second ﬁeld. In the third ﬁeld, a
crop of alfalfa and hay mixed with it. In the fourth ﬁeld, the production of above-ground nodules of
potatoes , the effect of mulching, ways of breeding potatoes, obtaining a high yield from potatoes.
In the section of vegetable crops - a collection of perennial crops is planted on a separate plot:
ernok shovel, rhubarb. The remaining area of the section is divided into 4 ﬁelds for vegetable
rotation . In the 1st ﬁeld: leafy crops on freshly fertilized land with manure, all kinds of cabbage:
mash and red cabbage, cauliﬂower, tomatoes, onions. In ﬁeld 2: fruit crops. In the 3rd ﬁeld: root
crops on the ground fertilized with mineral fertilizers: carrots, beets, turnips, radishes. 4- At the
dacha: legumes: beans, peas and tomorrow's potatoes are planted. Experiments conducted on
vegetable crops can be: the effect of additional tillage. propagation from cuttings, cross-breeding,
the effect of cutting branches, separation of good plants for seeds, high-yield cultivation of main
crops: cabbage, tomatoes, beets, onions, cucumbers, etc. All these experiences are used when
passing the topics of botany V-VI classes, general biology in the IX class "Reproduction and
individual development", "Genetics and selection basics" . A large part of the berry-fruit crops
section is allocated for the orchard, and a smaller part is allocated for berry-fruit crops and nursery.
Cherry, pear, hawthorn plants should be planted in the garden for collection. In the organization of
the berry-fruit section, adult fruit trees are less interesting to observe than young, rapidly changing
trees . That is why it is necessary to have a nursery on the school site. Experiments are conducted
on artiﬁcial pollination of berry-fruit ﬂowers, grafting of fruit trees by buds and cuttings, and
propagation of berry-fruits by grafting and cuttings . Special attention should be paid to the skills of
vegetative propagation. In the section of landscape plants, plants in the garden are annuals: velvet,
tobacco: biennials: potato, cauliﬂower. From the bushes:-., creeping plants - wild vine, ivy. With
landscape plants, V-VI and IX graders will learn about the cultivation of wild plants, cross-breeding,
propagation by grafting, the inﬂuence of day length, the effect of fertilizing and watering, and
weeding. They conduct experiments on changing the ﬂowering time of the plant . Department of
Plant Biology, Botany, Zoology, General Biology Courses, Department of Plant Biology, which is
important, should be in the school experiment plot. Experiments clarifying the most important laws
of biology are put here. Wild Plants focuses students' attention on learning about the nature around
them. Rabbits for experiments and practical work in the zoology department, and chickens in two
henhouses in the aviaries are a must. Different sections of the plot with plants are used to explain
the natural connection work of animals with a plant environment . Example: In the vegetable
section, students isolate some pests to observe their development . Observations on pests of fruit
trees are carried out in the berry-fruit department . Place the meteorological station away from land,
trees and buildings: preferably in front of the plant biology section or in the middle of the ﬁeld plant
section . The plot can be used in the process of teaching the human and his health course . It is
possible to conduct separate observations of students in their work activities in the eighth grade .
The level of fatigue can be considered when working in the correct and incorrect rhythm on the
school site . It is necessary to have a covered area in the plot, under which the students hide from
the rain, and in the fall it is used to dry the plants. There must be a tool store where tools are stored
on the school site , there must be a shovel, metal hashkash, saw, hammer, garden shears. It is
necessary to train students in the ﬁeld of work, organizational skills, community skills, aesthetic
feelings of culture, and the skills of reproduction of nature with the reproduction of plants . On the
school site, there should be plants that are studied at school : ﬁeld plants, berry-fruit, decorative and
wild plants. Teaching tools of biology. 1. Educational importance of teaching tools. Education based
on things that can be directly perceived is called visual education. The role of educational tools is
very important. The famous Russian pedagogue KDUshinsky, who wants something to stick ﬁrmly
in the child's memory, uses as many of the child's sensory organs as possible: eyes, ears, sound
organs, muscle senses, and even smell and touch, if possible. He said that he should try to involve
his senses in the process of remembering . Visual aids are extremely important in making
education conscious. Biology is the science of life. Therefore , it is natural to use natural visual aids

- plants, animals, fungi, prokaryotic organisms in the course of teaching biology . Guided education
is based not only on natural demonstration tools, but also on visual visual aids. Only if there is an
instructional tool, the student can compare things and dasas in nature , identify their similarities and
differences. With the help of visual aids, the student can perform mental operations such as
analysis, synthesis, abstraction, generalization, concretization, systematization, and conclusion of
the learned educational material . 2. System of teaching tools. Teaching tools: divided into natural,
visual and oral or verbal tools. The classiﬁcation of teaching tools into three types is consistent with
the theory of cognition and the developmental stages of students' thinking. The teaching of
subjects included in the biology course starts from the 5th grade. This corresponds to the period of
adolescence of students. In adolescence, visual activity dominates the cognitive activity of children.
In late adolescence, thinking on the basis of visual representation, that is, perception and
imagination based on their images, rather than on natural things, develops. Abstract-theoretical
thinking plays a leading role in the mental activity of high school students . All educational tools
represent the content of biology and methods of organization of educational activities . Natural
exhibition tools are micropreparations, living or ﬁxed plants, animals, some of their parts,
collections, tulips, herbariums, biosystems (forest, foothills, grassland desert) with them. students
get to know each other directly in class or during an excursion . Natural visual aids are perceived not
only by sight, but also by means of hearing, smell, and taste. Instead of natural visual aids, pictorial
visual aids are sometimes used, such as cell, organism, ecosystem structure, tables, schemes,
materials, photographs. A separate group of computer, multimedia, visual display tools is
considered. Verbal or verbal means are textbooks, popular scientiﬁc books, the teacher's speech,
the narrator's text on television or ﬁlm footage, computer programs (video frames, models,) tests,
didactic cards. The student's perception of natural or visual means is carried out by observing,
moving or acting on them. Special psychological and pedagogical studies conducted in schools
show that the increase in the effectiveness of teaching depends in many ways on the involvement
of the student's sensory organs in the course of the lesson.
is showing.
The more sensory organs of the student are involved in the perception of the educational material ,
the more thorough its acquisition will be. This process is already
expressed in the instructional principle of didactics.
It is not for nothing that Ya.A. Komensky said that the "Golden rule" of didactics is to involve all the
senses of the student in teaching .
It should not be forgotten that visualization is a teaching
tool at all stages of biology teaching in secondary general educational institutions. But the term
"visuality" should be approached in a differentiated way
, because it expresses various pedagogical concepts. For example, it is necessary to distinguish the
concepts of
"principle of demonstration", "tool of teaching demonstration", "visual tool" . The principle of
demonstrability is understood as a didactic principle applied by the teacher in the process of
teaching biology. Demonstration helps to develop abstract thinking by combining perception, logic,
concrete, abstract knowledge at the same time and is often its support. Demonstration as a
teaching tool is aimed at creating statistical and dynamic images from students . A visual teaching
tool is close to the concept of a visual tool in terms of its content , but wider than it in terms of size.
For example, an experiment on evaporation or a television show, a drawing on a classroom board is
not considered a visual aid . A visual aid is a concrete object used by the teacher in the lesson. It is
in the form of a tulip, a collection, a herbarium, a living plant, an animal, a picture on a tablet,
schemes, as well as mock-ups, slide ﬁlms, handouts, didactic cards. Learning visual aids that
express the biological content of things and phenomena are the main tools, various tools such as
beakers, ﬂasks, scales, etc. are additional tools. In particular, microscopes, magniﬁers, tripods,
reagents, heating devices, tweezers, preparation tubes, technical means of teaching - overhead
projectors, televisions, computers, sound recorders, and audio equipment, tape recorders are also
part of teaching tools. Among the technical means, audiovisual and other natural visual means are
dominant in that they can consistently show all stages of the studied phenomena and processes.
The use of television programs in teaching biology allows to increase the quality of learning events
in living nature in the classroom several times. The use of computers in the teaching process

makes it possible to independently master and control the educational material . Visual aids are
used in all processes of teaching biology, for example, when explaining new learning material,
reinforcing it, forming learning skills , performing tasks, and controlling learning material. Teaching
aids can rarely be used outside the classroom rather than in the classroom. Z. Types of visual aids.
According to their classiﬁcation and importance, visual aids used in teaching biology are divided
into basic and auxiliary types. The main group - assistants to natural, visual, verbal types - are
technical teaching aids and laboratory equipment. Natural visual aids, in turn, are divided into live,
dead and ﬁxed, visual visual aids are divided into ﬂat and volumetric types. Natural visual aids are
living animals-ﬁsh, insects, birds, indoor plants, hardened, dried, ﬁxed visual aids in the living corner
of the school, including tulips, invertebrate animal collections, dried bones, micropreparations,
handouts. In order to show living plants and animals during the lesson, it is necessary to prepare in
advance. Their selection should take into account curriculum requirements, local conditions and
conservation requirements. When displaying herbarium collections, it should be remembered that
they do not give a complete picture of living organisms, so they should be displayed together with
other exhibits. The same can be said about ﬁxed-dose preparations. Because they have lost their
colors for a long time. Micropreparations are one of the natural visual aids . They represent the
cellular structure of small organisms - bacteria, fungi, unicellular animals, and plants. All students
should acquire the skill of preparing temporary micropreparations. Many natural exhibits are
necessary for conducting laboratory and practical activities. Naturally, plants, animals and other
natural objects cannot be shown in all lessons. Development processes and laws of many animals,
plants, living nature are explained with the help of specially prepared visual display tools. Visual aids
are extremely diverse. It is appropriate to show mock-ups, static and dynamic models, color charts,
pictures, didactic cards. Additional visual aids include various tools, technical means of teaching.
QUESTIONS FOR STUDENTS' SELF-CONTROL: 1. What should be considered when organizing a
biology and ecology room? 2. Basic requirements for the biology and ecology room. 3. What
equipment is the biology and ecology classroom equipped with? 4. What visual instruments are
kept in the laboratory room? 5. What is the educational importance of living nature corner? 6. How
is the living nature corner organized? 7. Which plants take place in the corner of living nature? 8.
What animals are kept in the living nature corner? 9. What should be considered for furnishing the
living nature corner? 10. What is the educational and educational signiﬁcance of the school
educational experiment site? 11. What sections should there be in the experimental plot of the
school? 12. What parts does the ﬁeld plant department include? 13. What kind of plants are planted
in the berry-fruit section? 14. What kind of experiments can be conducted at the educational
experiment site? 15. What is the educational value of teaching tools? 16. What are the systems of
teaching tools? 17. What kind of concepts does the term performance express. 18. Visual aids are
divided into what types? 19. What is the difference between a visual teaching tool and a visual tool?
20. What are the main visual aids? 21. What about visual aids? 22. Explain natural visual aids. 23.
Give examples of visual aids. Topic: Application of new pedagogical and information technologies
in biology teaching Plan: 1. Understanding of pedagogical technologies. 2. Use of didactic game
lessons in teaching biology and ecology. 3. Use of problem-based educational technologies in
teaching biology and ecology. 4. Modular educational technologies and speciﬁc features of modular
lessons. 5. Use of collaborative teaching technologies in biology and ecology lessons . 6. Use of
information technology in biology and ecology lessons. The current second quality stage of the
national personnel training program envisages the provision of advanced pedagogical technologies
for all subjects taught in educational institutions . Therefore, the use of pedagogical technologies in
the teaching of biology, like all academic subjects, is considered the need of the hour. The term
pedagogical technology was deﬁned by each didactic scientist based on his own point of view . The
deﬁnition of this concept is not fully accepted. Among these deﬁnitions, the deﬁnition given by
UNESCO is the most appropriate. Pedagogical technology is a set of systematic methods that allow
to determine the interaction of human potential and technical resources in the process of teaching
and learning in order to optimize the forms of teaching. Here, when we say human potential, we
mean the teacher's pedagogic and students' educational activities, and the technical resources
mean teaching methods and tools. In our opinion, pedagogical technology is the organization of the
teacher's pedagogical and student's educational activities in order to increase the speed of the
educational process, in order to increase the speed of the educational process, effective teaching in
order to activate this activity. application of methods, means and forms, is a set of systems that

allows to determine their mutual inﬂuence. There are three levels of pedagogical technologies: 1.
General methodological level. At the general pedagogical (general didactic, general educational)
level, the general satisfactions, conceptual foundations of pedagogical technology, speciﬁc features
of the organization and management of the teacher's and student's cognitive activities are
developed . 2. At the special methodical level, a set of teaching methods, tools and forms used to
inculcate the educational content in the minds of students in order to realize the goals and tasks of
the teaching process of a speciﬁc subject, course is understood. 3. At the local (module) level , a
technology aimed at solving the speciﬁc didactic and educational purpose of this part is
understood in a certain part of the educational process . The above-mentioned three levels of
pedagogical technologies complement and require each other. Content renewal of traditional
education, which dominates the modern education system, and the organization of the educational
process can be divided into the following groups: 1. Pedagogical technology based on the
humanization and democratization of pedagogical relations ; 2. Pedagogical technology aimed at
activating the cognitive activity of students and increasing the eﬃciency of the education and
training process. 3. Pedagogical technologies aimed at increasing the effectiveness of organization
and management of the educational process . 4. Pedagogical technology based on didactic
improvement and processing of educational material . 5. Pedagogical technology based on the use
of folk pedagogy methods . We will brieﬂy touch on these technologies below. 1. Pedagogical
technology based on democratization of humanizing pedagogical relations ; This technology
implies the improvement of the relationship between the teacher and the student, an individual
approach to the student, democratization of the educational process, and enrichment of the
educational content with humanitarian ideas . 2. Pedagogical technology aimed at activating the
cognitive activity of students and increasing the eﬃciency of the educational process, this
technology makes it possible to activate the cognitive activity of students and increase the
eﬃciency of the educational process in the teaching of biology. This group of technologies includes
didactic-game, developmental problem-based, modular and communicative educational
technologies . 3. Pedagogical technologies aimed at increasing the effectiveness of organization
and management of the educational process . These technologies make it possible to increase
eﬃciency in teaching biology by organizing and managing the educational process. They include
programmed teaching, differentiated education, individualization of education, group and collective
cooperation, and integrated educational technologies. 4. Pedagogical technology based on didactic
improvement and processing of educational material . This technology implies the development of
independent and free thinking through the gradual formation of mental activity, increasing the
eﬃciency of the process of knowledge acquisition of students through didactic improvement and
processing of educational material. 5. Pedagogical technology based on the use of folk pedagogy
methods . This technology consists of educational technologies that are based on the integrity of
the educational process and the natural development of the individual. The use of these
technologies in the teaching of biology allows to educate students in the spirit of respect for the
principles of independence and loyalty to the Motherland, national and general human values, and
inculcate the ideas of national independence in their hearts and minds. Pedagogical technologies
are used in the educational process at the local (module) and special methodical level . In order to
improve the organization and management of students' cognitive activities, it is appropriate for the
biology teacher to use it at the local (modular) level at a certain stage of the lesson. First, a new
topic is studied, control tests, various game exercises, and training are conducted to control and
evaluate the acquired knowledge and skills of students . Pupils can engage in this activity and , after
acquiring certain skills and competencies , conduct lessons based on pedagogical technologies,
that is, apply them at a private methodical level. At the special methodological level, all stages of
the lesson are organized based on the requirements of pedagogical technology. Based on the
educational, educational and developmental goals of the subject being studied, the teacher should
decide which technology to use, the speciﬁc features of the organization of students' cognitive
activities based on this technology, and what the students should know. he should know how to
control and evaluate educational tasks, students' acquired knowledge. We have divided pedagogical
technologies into two groups according to their characteristics, essence and content : Pedagogical
technologies used to change the character, course and content of the pedagogical process . 1.
Technologies used in pedagogical classes. 2. Technologies used in biology classes. To the group of
pedagogical technologies used in changing the character, course and content of the pedagogical

process : Technology of humanization and democratization of the educational process. Proprietary
technologies; Developmental educational technologies; Differentiation and individualization of
education; The group of technologies used in biology classes includes: Didactic game technologies;
Problem-based educational technologies; Modular educational technologies; Teaching technologies
in education; Design technology; Traditional educational technologies are dying. Kuyida in biology
classes. a brief description of the used didactic game, interactive, modular education, collaborative
teaching and design technologies, speciﬁc features of lessons based on them, lesson
developments are provided. 2. Didactic game technologies. The use of didactic game technologies
in biology lessons makes it possible to increase the effectiveness of the lesson . There are types of
didactic game classes, such as plot-role, creative, business, conferences and game exercises. In
this methodical instruction, the ways of using the press conference in biology classes have been
developed. The press conference is characterized by the active learning and cognitive activity of all
students in the class . A teacher's preparation for a press conference lesson is somewhat more
complicated. A week before the press conference, the teacher divides the students into two groups.
About 30% of them are scientists working in the ﬁeld of poultry breeding and specialists of poultry
factories, and the rest are reporters of newspapers and magazines published in our republic.
Newspapers published in our republic include "Voice of Uzbekistan", "Rural Truth", "People's Word",
"Tashkent Evening", "Turkestan", "Tashkent Truth", magazines "Fan and Life", "Agriculture". ,
"Happiness", "Health" can be obtained. After that, the questions that the reporters of each
newspaper and magazine will ask at the press conference will be compiled with the help of the
students. These questions should comprehensively cover the problem under discussion . After the
discussion of the content of the questions, the roles of newspaper and magazine reporters and
selective scientists are distributed according to the students' preferences. The teacher conducts
separate preparatory work with students who play the role of scientists and specialists engaged in
poultry breeding . Instructs them to use additional literature and ﬁnd answers to questions. Answers
to the questions should be short, clear, scientiﬁcally based, and contain clear material . The teacher
instructs the students that they should check these answers beforehand, correct them and ﬁll them
in if they have speciﬁc ﬂaws. It should be ensured that students who play the role of reporters also
have suﬃcient knowledge to ﬁnd answers to questions and communicate with scientists and
experts . All students, regardless of their role, should prepare for this lesson. Subject of the lesson:
Poultry. Educational purpose of the lesson: To acquaint students with the variety of poultry breeds,
the poultry industry and its importance. The educational purpose of the lesson: to expand students '
worldview , to provide environmental and economic education by introducing them to the diversity
of poultry breeds, the importance of the poultry industry. Developmental goal of the lesson: To
develop students' knowledge of the variety and importance of birds , skills of independent work on
textbooks and additional literature, speech and communication culture. Equipping the lesson:
pictures of bird breeds, tulips. Technology used in the lesson: Didactic game technology (press
conference). Course of the lesson: 1. Organizational part. 2. To introduce students to the topic,
purpose and progress of the lesson. The press conference lesson opens with the teacher's
introduction. In the introductory speech, he introduced the students to the topic, purpose and
progress of the lesson, and noted that today's press conference will be devoted to poultry breeding,
an important branch of agriculture, and the participation of breeder scientists, specialists in the
poultry industry , and reporters of newspapers and magazines. is enough. 3. Holding a press
conference. Pupils playing the role of reporters at the press conference can address the following
questions to scientists and experts: 1. What branches of poultry farming exist in our republic? 2.
What breeds of chickens are bred in our country? 3. What kind of egg breeds are bred in our
republic? 4. What is the importance of poultry farming? 5. How are birds fed in poultry factories? 6.
Does chickens lay eggs dependent on day length? What measures are being taken to solve these
problems in poultry factories ? 1. How does the hatching process work? 2. Breeding of breeding
birds plays an important role in the development of poultry farming. Where do their chicks hatch? 3.
Ducks are raised along with chickens in poultry farming. What breeds do they have? 4. What breeds
of domestic geese and turkeys are bred and what products are obtained from them? Scientists and
experts answer these questions. For example, what kind of egg-laying breeds are raised in our
republic? they can answer the question: Russian white hens are raised from egg-laying poultry in our
republic. This breed was produced by the St. Petersburg Poultry Scientiﬁc-Research Institute by
infusing the blood of the Australhorn breed into white Leghorn chickens . Blood transfusion started

2.5 months before the collection of eggs for hatching. 2.5 ml of Austrian blood was poured into the
obtained hybrids at the expense of 1 kg of mass . In addition, every year breeding roosters and
chickens are selected and sorted to produce this breed with high productivity and vitality . The
average weight of chickens and roosters of this breed is 3.7 kg. In addition, chickens lay eggs in 5-6
months, the weight of one egg is 69 g. and chickens lay 200-300 eggs per year. Zagorsk,
Pervomaysk are examples of egg-meat chicken breeds. They were produced by repeatedly crossing
the Orlov chicken, the White Wyandot and Rhode Island breeds. For a long time, as a result of
selection and sorting, a breed that gives abundant and high-quality meat is produced. The average
weight of chickens and roosters of this breed is 2.5 - 4 kg, the weight of one egg is 69 g, and they lay
up to 250 eggs per year. The advantage of this breed is that it can be bred in our republic. In this
way, scientists give reasonable answers to reporters' questions. 1. Processing a NEW topic. The
teacher, together with the students , re-develops the main content of the topic and helps them to
draw general conclusions . 2. Motivating and evaluating students. "Scientists", "experts" and
"reporters" actively participating in the lesson are noted and encouraged. 3. General completion of
the lesson. 4. Giving homework. The problem of educational technology. The use of problem-based
learning technology is important in biology and ecology lessons . Problem lesson ("Brainstorming")
is organized on the basis of the following stage: Stage I. Forming equal number of small groups of
students who are psychologically close to each other . Stage II. Distribute educational assignments
consisting of problem questions to small groups and introduce them to the didactic purpose of the
assignment. III stage. Directing students' cognitive activity to solving educational problems . IV
stage. Listening to students' information on solving problem situations . V - stage. Conducting
educational debate and discussion among small groups. VI stage. Making a general conclusion. In
"Brainstorming", students apply the previously acquired knowledge in new situations, expand and
deepen their knowledge, acquire methods of mental activity. "Brainstorming" lessons are devoted to
the study of a speciﬁc topic in the program. The didactic purpose of this lesson: to increase
students' interest in learning and science by activating cognitive activity , expanding their
knowledge. Achieving acquisition of new knowledge by applying previously acquired knowledge,
skills and competencies of students in usual, familiar and unexpected new situations. Identifying
abstract concepts in students' knowledge and eliminating them and developing a desire to learn. To
develop students' speech, to express their thoughts clearly and logically, to form skills to prove
them. The structure of "Brainstorming" lessons is as follows: 1. Teacher's introduction. In this, the
teacher introduces the purpose and tasks of the lesson topic , the general details of the problems to
be discussed in the scientiﬁc discussion, and the educational tasks performed by the group of
students in the lesson . 2. Divide students into small groups of equal number. 3. Directing students'
activities to solving controversial and problematic issues ; 4. To externalize educational debate and
discussion among the group of students; 5. End of academic debate and discussion. During the
lesson, the teacher emphasizes the main ideas and concepts in the solution of the problems
caused by the educational debate and discussion , and makes conclusions. 6. Monitoring and
evaluation of students' knowledge. Students who actively participate in lectures and discussions
are encouraged and evaluated according to the rating system. 7. Giving homework. 1. General
completion of the lesson. "Concepts about the emergence of a person and their development " from
the chapter "Emergence of a person" in the subject of human and health education . The following
chain of discussion questions will be created for the use of "brainstorming" lessons when studying
the topics "Evidences about the emergence of man from animals ", "Similarities in the development
of human and animal embryos" . 1. Study the ideas of K. Linney, J. B. Lamarck, CH. Darwin about
the emergence of man . How do you react to these thoughts? 2. Why is man included in the primate
group in the scientiﬁc classiﬁcation of the organic world? 3. What are the similarities between
humans and monkeys? Complete the table below and use it to support your opinion. Comparable
Aspects Monkey Man
Skeletal sections.
The structure of the brain.
The structure of the lake.
General Aspects

What features of human embryonic development are similar to vertebrates?
Complete the table below and justify your opinion. Periods of
human embryo
development Fish Frog Monkey 18-20 days one month 5 months 7 months 1. Identify rudiments in
humans. In which organisms are they developed rudiments in humans Reptiles Birds Milk lactation
2. Deﬁne atavisms in humans. In which organisms have they not lost their function today ? 3.
Compare the physiological and biochemical processes in humans and monkeys. 4. Why do
monkeys have a low ability to generalize impressions of the external environment? Justify your
opinion. The organization of students' cognitive activity in this way makes it possible to ﬁnd content
for creative activity. 4. Modular educational technologies. The use of modular educational
technologies in teaching biology is of great importance . The characteristic of the modular
education technology is that the subject studied in the lesson is divided into logically completed
modules and a module program is created. The module program is the program for managing the
student's educational and cognitive activities in this lesson. It includes the didactic purpose of the
module program, the educational tasks to be performed by the students, and the instructions for
completing the tasks . Lesson projects are given below. The subject of the lesson: The family of
Ranadoza. The educational goal of the lesson: to introduce students to the family of rhododendrons
with the unique features of the structure of wild and cultivated plants. The educational goal of the
lesson: to form the attitude towards the world of plants, to educate from an ecological, economic,
aesthetic and spiritual point of view. Developmental goal of the lesson: To observe systematic
combinations of students' knowledge about the structure of plants, to identify and distinguish
plants, to develop independently on the basis of the textbook. Equipment for the lesson: a model of
the structure of ﬂowers, herbariums, table of rose, apple, rose. Technology used in the lesson:
Modular educational technology. ( module program intended for students to work in small groups.
Course of the lesson: I. The external part is to determine and evaluate the knowledge of the
students on the topic covered by the test questions . III. Students with the topic, purpose, progress
of the lesson familiarization and directing their activities to the completion of educational tasks. IV.
Learning a new topic: Didactic purpose of the module program. Using the module program, you will
work with students in small groups, in cooperation, the distinctive features of the family of friends,
wild and cultural representatives, you need to identify their role in human life and nature, in the
development of our profession, develop your skills of independent work on the textbook. tasks
Demonstrations for attempting tasks Assessment I. O'.FE Purpose: To study the characteristics of
the Rano family . work in cooperation with a group of miners 1 To the family of Ranadoshad.
determine how many species the species belongs to. Determine the uniqueness of the structure of
the vegetative organs of the rhododendrons . 2 Determine the uniqueness of the structure of the
vegetative organs of the rhododendrons. Actively participate in a question-and- answer session with
the student group . 3 Study the structure of the ﬂower and fruit of representatives belonging to the
Ranados family . Work collaboratively with a group of learners . 4 Complete table 1 based on your
knowledge. P. O'.FE Purpose: Study of wild and cultivated plants belonging to the Ranados family.
After carefully reading the text in the textbook, ﬁnd the answers to the questions and complete the
tasks: 1 Identify the groups belonging to the family of rhododendrons. Actively participate in a
question- and-answer session with the student group . 2 Study the structure of Namatak. 3 Identify
the wild representatives of the Ranadosha family and their importance. 4 Identify the cultural
representatives of the Ranadosha family and their importance. 5 Fill in table 2 based on your
knowledge . III. Completion of the O'.FE Module Program. 1 Read the didactic objective of the
module program. 2 How well did you achieve it? 3 Rate your learning activity on a ﬁve-point scale . 4
If you are satisﬁed with your learning activity, make a crossword using the names of plants
belonging to the rhododendron family . 5 If you are not satisﬁed with the result of your learning
activity , study the topic again using the module program. Table 1. Table 1 Name of the family Root
Leaf Stem Flower Fruit system Rana family Family 2 Table 2 representative of the Rana family Life
form Stem Leaf Flower Formula Fruit Signiﬁcance Fruit Apple Rose Pear Cherry Quince V.
Organization of students' independent work using the module program reach At the end of each
module, conduct a question-and-answer, learning discussion with a group of students. VI.
Completion of the module program. VII. Monitoring and evaluation of students' acquired knowledge
on a new subject with the help of test tasks . V. Processing and completion of a NEW topic. VI..

Giving homework. After the completion of the module program, the teacher recommends test tasks
on a new topic to the students. After the students have identiﬁed the answers to the test questions,
the teacher announces the correct answers. The student checks his own answers and puts his
mark in the appropriate graph of the module program. In this way, the student controls himself.
Controls the execution of the module program. Peer supervision among students also works well. 5.
Cooperative teaching technology. In the teaching of biology , it is possible to use the technology of
cooperative teaching, teaching in teams, teaching in small groups, "saw" or "zigzag", "Let's study
together" : when using the method of teaching in Somanda (R. Slavin) students are divided into two
equal teams. Both teams perform the same task. The members of the team work together to
complete the educational tasks, focusing on the acquisition of the knowledge, skills and skills
required by each student from the subject . R. Slavin, one of the authors of cooperative learning
technology , said that it is not enough to instruct students to complete tasks cooperatively . It is
necessary to create a proper social-psychological environment among students, to be happy with
the success achieved by each student , to sincerely give each other merit, and to create a
comfortable social- psychological environment. In this technology, when determining the quality of
students' knowledge acquisition, they are compared not with each other, but with the previous
results of each student. Only then, students, realizing that the results achieved during the lesson will
beneﬁt the team, feel responsible and strive to learn more, master knowledge, skills and abilities.
The subject of the lesson: Karamdosh family. The educational goal of the lesson: To acquaint
students with the characteristics of the dependent family, wild and cultural representatives and their
importance. The educational purpose of the lesson: to expand the scientiﬁc worldview of students
by explaining the diversity of plants, to provide ecological, economic, moral education.
Developmental goal of the lesson: Students' knowledge of the structure and variety of ﬂowering
plants , recognition and observation of objects, skills of independent work on the textbook,
development of speech and communication culture. Equipment for the lesson: herbariums of jag-
jag, kurtana, chitir, table "Karamdoshada family", models of tubers. Technology used in the lesson:
Collaborative teaching technology (team teaching method). The course of the lesson: 1. The
organizational part is to control and evaluate the students' acquired knowledge on the subject. III.
To introduce students to the topic, purpose, and course of the lesson. a) to organize several small
groups by dividing students into teams, and to achieve high-quality independent performance of
educational tasks set by the members of each team ; The didactic purpose of the assignment: to
study the speciﬁc features of the structure of representatives of the Karamdosh family, wild and
cultural representatives and their importance. No. Educational assignments regarding the materials
that students should master . Instructions for completing the task Explanation Read the textbook
text carefully and prepare answers to the following questions. Work collaboratively with a group of
students . 1 How many species belong to the cabbage family? 2 Determine the uniqueness in the
structure of the vegetative organs of representatives of the cabbage family . 3 Beat the structure of
the ﬂower and fruit of cabbage. 4 Study the structure and importance of the normal jaw . Actively
participate in the question- and- answer session with the students . 5 Identify cultivated plants
belonging to the cabbage family. 5 How many species of this family are included in the "Red Book"?
6 Find answers to the questions given at the end of the text in the textbook and complete the tasks.
7 Fill in the table based on the assignment. Fill in the following table based on your acquired
knowledge, using textbooks and herbariums . Comparable aspects Namatak Simple jaw-jaw Root
system Leaf Stem Flower Fruit Flower formula b) To carry out a holistic re-development of the
teaching material. V. .Question-and-answer between teams on a new topic, summarizing the
educational debate . VI.. Monitoring and evaluation of students' knowledge using test questions.
VII.. Processing and completion of a NEW topic. VIII. Homework assignment. The technological
map of the lesson using the team teaching method of cooperative teaching technology on the topic
"Family of Karamdoshka" Technology stages Students' activities Students' activities 1st stage
improvement part 2 minutes Introduces students to the subject, purpose, progress of the lesson .
Understands the topic, purpose, progress and tasks of the lesson . II stage. Assessment and
evaluation of students' knowledge on the previous topic 8 minutes Monitors and evaluates the
students' knowledge on the basis of the tasks prepared on the previous topic . Performs test
assignments based on the previous topic . III stage. Organization of students' speed of knowledge 2
minutes Introduces the didactic purpose of the curriculum and the tasks to be performed. The
didactic purpose of the curriculum includes instructions on the tasks to be performed . IV stage.

Learning a new topic 15 minutes. Organizes students' independent work in teams . Ensures
independent mastering of assignments from the curriculum . Organizes educational activities in
cooperation with students . Independently learns assignments from the curriculum . Stage V.
Question-and-answer, study discussion, discussion between the teams , 5 minutes. At the end of the
assignment, he conducts a question-and-answer session, educational debate, and discussion
among the teams . Actively participates in question-and-answer, educational debate, debate held
between teams . VI-stage assessment and evaluation of students' knowledge 8- minutes Test tasks,
questions and didactic tables are given on the studied topic. Performs test tasks, questions and
didactic tables . Stage VII Analysis of the achieved result and conclusion 5 minutes Analyzes the
activity of teams , gives students independent and creative tasks . Determines independent and
creative tasks . 2. "saw" or "zigzag" method of cooperative teaching. (E. Aronson) In pedagogical
practice, this method is brieﬂy called the "saw" method. In this method, small groups consist of 6-8
students. The topic studied during the lesson is divided into logically completed parts (blocks or
modules). Educational assignments are prepared for each part, which must be completed by the
students. Each group of students performs one of these tasks and becomes an "expert" in this part.
Then the groups are reorganized. Each part (block or module) must have an "expert" in these
groups, and these "experts" share their knowledge with their comrades in turn, just like the teeth of a
"saw". In these groups, the learning material is re-developed in a logical sequence. It should be
noted that students are divided into groups twice in this lesson. The ﬁrst group is the "specialists"
training group. Since the learning material on this topic consists of four parts with logically
completed ideas, the 32 students participating in the class are "experts" of equal number of four 8
students using cards of 4 different colors before the start of the class. divided into groups. They
complete their respective training tasks and become "experts" in this area. The second group is the
meeting group of "experts". The numbers from 1 to 8 are written on the back of each of the colored
cards , and the sum of the numbers on all the colored cards should be equal to the number of
students in the class. The meeting of "experts" is organized into 8 groups based on the numbers on
the back of the cards , and these groups include 4 students who have cards of the same number
and 4 different colors. It should be noted that each part (block or module) must be an "expert" in
these groups. At this meeting, the "experts" will explain their knowledge to their comrades in turn,
just like the teeth of a "saw". In these groups, 4 parts of the learning material are reworked in a
logical sequence. Then, the tasks created on the basis of the educational material will be integrated,
and a question-and-answer and discussion will be held between the groups. Students try to reason,
write the necessary information in a notebook, realizing that the only way to acquire knowledge
carefully is to listen carefully to the information of their partner . Here, the teacher acts as an
organizer who organizes the independent work of the students. At the end of the lesson, the teacher
determines the level of knowledge of the students with the help of test tasks. Growth in the quality
of each student's knowledge is taken into account. The subject of the lesson: Internal structure of
zhogora ﬁsh. The educational goal of the lesson: To familiarize students with the internal structure
of ﬁsh, digestion , respiration, blood circulation, excretory organs, and speciﬁc features of
metabolism . The educational purpose of the lesson: by introducing students to the internal
structure of ﬁsh, digestion, respiration, blood circulation, excretory organs and speciﬁc features of
metabolism, to expand their scientiﬁc worldview, to form a positive attitude towards nature, to
provide ecological education. Developmental goal of the lesson: To develop the students'
knowledge about the diversity of living organisms, signs of adaptation to the living environment,
and the skills of independent work on the lesson. Equipment for the lesson: Tables showing the
internal structure of the zhogora ﬁsh, macropreparations. Technology used in the lesson:
collaborative teaching technology, the "saw" method. Course of the lesson: I. Organizational part II.
To introduce the students to the topic, purpose, progress of the lesson and direct their activities to
the completion of educational tasks. III. Learning a NEW topic. a) to achieve high-quality
performance of educational tasks set by "experts". The text of this topic is divided into the following
parts with logically completed ideas: 1. Digestive system of the crucian carp. 2. Respiratory organs
of zogora ﬁsh. 3. Circulatory system of zogora ﬁsh. 4. Excretory system and metabolism of zhogora
ﬁsh. Educational tasks for the 1st group. № Educational tasks related to the materials to be
mastered by students 1 Carefully read the text in the textbook, ﬁnd answers to the following
questions and complete the tasks: Work in cooperation with a group of students 2 What are the
organs of the digestive system of zogora ﬁsh ? 3 Which organ performs the function of the stomach

in the zogora ﬁsh and which organs open to it? Actively participate in a question and answer
session with students . 4 Compare the digestive system of a ﬁsh with that of a lancelet . Similarities
and differences Read the text in the textbook carefully , ﬁnd answers to the following questions and
complete the assignments : Educational assignments for group 2 No. Educational assignments
regarding the materials that students should master . instructions Carefully read the text in the
textbook, ﬁnd answers to the following questions and complete the tasks: Work in cooperation with
a group of swimmers 1 Study the structure of the respiratory organs of the zogora ﬁsh . Question to
be discussed with students, active participation in the answer . 2 Identify the structure of Jabra . 3
Determine how the process of gas exchange occurs in the leaﬂets of Jabra . 4 Compare the
respiratory system of a ﬁsh with that of a lancelet . Identify the similarities and differences.
Educational tasks for group 3 No. Educational tasks related to the materials that students should
master. Instructions for completing the task. 1 Identify the organs of the circulatory system of the
ﬁsh . 2 Deﬁne artery and vein blood vessels. 3 Study the structure and circulatory system of a ﬁsh
heart. Compare the circulatory system of a ﬁsh with that of a lancelet . Identify the similarities and
differences Actively participate in the question-and-answer session with the students . 4 What is the
process of gas exchange in tissues? Educational tasks for group 4 No. Educational tasks related to
the materials that students should master. Instructions for completing the task . work 1 Study the
structure of the digestive organs of the goby ﬁsh. Actively participate in a question and answer
session with students . 2 Determine where the kidney of a ﬁsh is located. 3 Identify how harmful
substances formed as a result of metabolism are excreted . 4 Identify the speciﬁc characteristics of
metabolism . b) to organize a group of "meetings of experts" and carry out comprehensive
redevelopment of the educational material with the help of "experts" in these groups. V. Organizing
a question-and-answer session, educational debate among students on a new topic. VI. Control and
assessment of students' knowledge using test questions. VP. Processing and ﬁnalizing a NEW
topic. VSH. Giving homework. The technological map of the lesson using the "saw" method of
cooperative teaching technology on the topic "Internal structure of the ﬁsh" Technological stages
Teacher's activity Student's activity I-stage improvement part 2-minute Introduces students to the
topic, purpose, progress of the lesson . Understands the topic, purpose, progress and tasks of the
lesson . II stage. Assessment and evaluation of students' knowledge on the previous topic 5
minutes Controls and evaluates the students' knowledge with the help of test tasks created on the
previous topic . Performs test assignments based on the previous topic . III stage. Organization of
students' speed of knowledge 3 minutes Introduces the didactic purpose of the educational tasks ,
the educational tasks to be performed. The didactic purpose of the educational tasks includes the
instructions regarding the educational tasks to be performed . IV stage. Learning a new topic 20
minutes. "Experts" from students form training groups and their independent work . Ensures
independent mastering of assignments from the curriculum . Forms a meeting group of "experts" .
In each group , he implements the development of educational material as a whole . Organizes
educational activities . The "Expert" group performs tasks. Group 1. Digestion of the crucian carp
2nd group. breathing group 3. blood circulation group 4 subtraction system and metabolism . In the
group meeting of "experts", he explains the part he has mastered and participates in the
development of the educational material as a whole in the group. V-stage assessment and
evaluation of students' knowledge 10 minutes Test assignments, questions and didactic tables are
given on the studied topic . Performs test tasks, ﬁnds answers to questions and ﬁlls in didactic
tables . Stage VI Analysis of the achieved result and conclusion 5 minutes Analysis of the students'
activities and results, gives students independent and creative tasks . Analyzes and evaluates the
educational activity and the achieved result . Takes independent and creative work assignments . In
conclusion, the use of modern pedagogical technologies in biology lessons is highly effective, it
allows to develop students' interests and needs to learn the basics of science. Basic concepts and
basic terms: Pedagogical technologies, general didactic, special methodical, local level, didactic
game, problem-based education, modular education, collaborative teaching technologies, speciﬁc
features of lessons based on pedagogical technologies. Self-control questions of students: 1. Give
an understanding of pedagogical technologies. 2. Determine to what extent pedagogical
technologies are used in the educational process . 3 What technologies are recommended for
teaching biology ? 4. Determine the speciﬁc features of using didactic game lessons in teaching
biology . 5. How to use problem-based educational technologies in teaching biology

Are there advantages? 6. Determine the
speciﬁc characteristics of modular educational technologies and modular lessons . 7. Which
methods of cooperative teaching technology are recommended to be used in biology classes? 8..
Compare lessons based on different methods of cooperative learning technology . Identify
similarities and differences. 1.2. Practical work #1 PRACTICAL WORK Topic: Making annual and
periodic work plans for school biological sciences Procedure for passing the lesson. 1. The
importance of planning an annual perspective and thematic calendar from biology. 2. That the
chapters and topics in the curriculum are a system of forming biological concepts in students. 3.
The purpose, tasks, and role of laboratory and practical training in biology . It is known that biology
is the main form of teaching in secondary schools . In the lesson, the main educational material is
studied in relation to the academic subject, but it is inextricably linked with other forms of teaching ,
such as extracurricular activities, extracurricular activities and excursions . Extracurricular activities,
for example, the results of observations and experiments conducted in nature, at home and in the
corner of living nature, herbariums and collections taken on excursions are used in the lesson.
Extracurricular activities serve to strengthen, expand, develop the knowledge and skills of students
from biology subjects , and consciously prepare them for the profession. Therefore, in the teaching
of biology, it is necessary to plan and effectively organize lessons, extracurricular activities,
extracurricular activities and excursions, that is, to implement a systematic approach to teaching. In
the course of organizing these activities in a coherent manner, the teacher aims to achieve the
effectiveness of biological education, to form a scientiﬁc worldview in students, to consistently
develop general biological and speciﬁc concepts, as well as educational and practical skills , logical
thinking. refers to teaching to conduct. In order to implement a systematic approach to teaching
biology, the teacher should make a prospective plan at the beginning of the school year. This plan
should comprehensively cover all forms of teaching biology , the system of lessons on chapters and
topics included in the curriculum, terms of the academic year taking into account quarters and
vacations, interdisciplinary connections, excursions, extracurricular and extracurricular activities are
featured. In order for the biology teacher to make a prospective plan: to choose; • Clearly imagine
the didactic purpose of each chapter in the curriculum, as well as the educational, educational and
developmental goals of the topics in the chapter ; • Selection of teaching methods and exhibition
tools, taking into account the seasons of the year, the educational, educational and developmental
goals of the subject, the biological concepts formed by the students, the skills of the content . •
Determining the content and duration of observations and experiments conducted by students ; •
Setting the time limits for preparing experiments to be demonstrated in class; • Determination of the
coherence of education in each lesson, the ways of implementation of chapters, topics and

interdisciplinary connections; • Preparation of didactic and distribution materials for students'
independent work, selection of additional literature for independent reading; • It is necessary to
determine the necessary laboratory equipment and tools for the organization of practical and
laboratory training, excursions . In short, the teacher should consider the integrity of the teaching
process in the perspective plan , organize his pedagogical activities based on this plan, and the
deadlines for their implementation will be indicated while ensuring the integrity of all forms of
teaching. . The following table is given as an example for planning the perspective used in the
teaching of biology . Chapters and topics , hours, duration, inter-subjects, excursions ,
extracurricular activities. Transfer periods are subject to change. The teacher prepares a thematic
calendar to organize teaching based on the prospective plan . In the preparation of this plan: • The
content and essence of each subject program consists of chapters that are consistent; • Each
chapter of the program integrates learning materials that are logically integrated into each other ; •
That each chapter consists of a system of logically connected lessons ; • According to the content
of each subject, it should be assumed that students will prepare the ground for the formation of
certain biological concepts and skills . It is known that, according to the dominant concepts in the
subject text in the teaching of biology, morphological, anatomical, physiological, systematic,
hygaenic, ecological, embryological, cytological, etc. divided into content lessons. Dividing lessons
into such groups allows students to prioritize the process of formation of concepts and skills and
their organic development. The teacher chooses demonstration tools and teaching methods for
students to master the concepts and skills of the lesson content. Morphological, anatomical,
systematic concepts (identifying natural objects, distinguishing their organs, viewing
micropreparations with a microscope, determining which systematic group plants and animals
belong to, etc.), mainly laboratory equipment, exhibition and distribution materials, methods from
practical methods, physiological and ecological lessons, conducting experiments and observations,
exhibition tools, ﬁlm, video ﬁlm, multimedia from methods to demonstrative methods, to the
development of generalized, general biological concepts on topics intended topics require logical
methods (comparison, identiﬁcation of similarities and differences, generalization and conclusion,
etc.). In the summarizing lessons held at the end of each chapter, certain demonstration tools and
methods are used in accordance with the educational, educational and developmental goals of the
lesson. In biology lessons, it is desirable to use natural objects along with pictorial exhibits ,
therefore, the teacher, taking into account the periods necessary for long-term observations and
experiments, in time, for example, "Organic in a leaf" It is necessary to take into account the fact
that the experience of learning "formation of substances" should be done ten days before, the
experience of "Conditions of germination of seeds", the culture of infusoria-shoes should be
prepared one week before. Thus, the thematic plan includes the system of lessons in the academic
subject, the logical development of the content, types of methods, demonstration tools,
extracurricular activities, independent study of students. In addition, the teacher should determine
the content and nature of homework performed by students on the subject, extracurricular activities
, and additional literature for independent study. In each chapter, the teacher determines the
consistency of the development of concepts and educational-practical skills, as well as the ways to
implement the coherence of education, if necessary, makes appropriate changes to the thematic
calendar plan. Below is recommended as a sample the thematic plan prepared for the chapter
"Stem" from botany. No. Theme of the lesson, basic concepts Technology used Demonstration tools
Extracurricular activities Independent study 1 Stem. Noda. (morphological concepts) Modular
cultivation technology si Zvvoyi, cultural plants ger. vegetative and generative branches jad.
Comparison of stems of trees , grasses 2 Bud (anatomical, morphological, ecological, genetic
concepts) Collaborative teaching technology Budding branches, herbarium and tables Comparison
of vegetative, generative, internal and lateral branches 3 Different types of stems diversity
(morphological, anatomical concepts) Collaborative teaching technology Graph showing the
diversity of stems , Vol. Identiﬁcation of different types of plant stem, branches with changed shape
. 4 The internal structure of the stem (anatomical, cytological, ecological concepts) Traditional
cultivation technology The internal structure of the wooden stem ch. "The structure of the stem"
study c/f Completing the tasks given in the textbook 5 Growth of the stem. (anatomical,
morphological, ecological cytological concepts) Traditional cultivation technology Indoor plants,
herbarium and tables Finding the tip and side growth point of the stem, observing fast and slow
growing plants 6 Stem width growth. (anatomical , morphological, ecological, cytological) concepts)

Traditional cultivation technology Cross-section of the stem in width and length, structure of the
stem . Determining the relative and absolute age of plants, annual rings. 7 Movement of nutrients in
the stem . (anatomical, morphological, ecological, cytological) Traditional cultivation technology
Potato nodule, piez, iodine solution, herbarium and tables Comparison and determination of the
functions of bulbs, nodules, rhizomes Consolidation of the acquired knowledge of students in the
biology curriculum, Laboratory classes are included in order to develop biological, practical and
educational skills by applying them to practice. Below, examples of laboratory exercises from the
study subject "Man and his health" are given. Chapter topic Laboratory exercise Overview of the
human body Tissues . Epithelial, connective, muscle and nerve tissues 1st laboratory exercise.
Structure of tissues: skeletal, connective, muscle and nervous tissues . Musculoskeletal system .
Muscles and their function. Laboratory exercise 2.1. Observation of dynamic and static work of
muscles . 2. First aid in the case of damage to the musculoskeletal system Blood Shaped elements
of blood Laboratory activity 3. Studying the shaped elements of blood To conduct the teacher's
laboratory activities at the required level: • Laboratory activities identiﬁcation of the didactic
purpose; • Preparation of necessary equipment for laboratory training; • Determine the ways of
organizing students' cognitive activities in the laboratory session and design the course of the
session in this context; • Preparation of instructions for the tasks that will be necessary for the
students during the experiment and observation ; • It is necessary to identify the ways of formalizing
the information prepared by the students on the assignments of the laboratory training . • It is
necessary to conduct the laboratory training and analyze the obtained results, make appropriate
changes if necessary. In order to develop students' academic and practical work skills, practical
exercises were also included in the biology curriculum . The teacher should pay attention to the
following in order to improve the results of these practical sessions; • Identifying the place of the
practical exercises from the training program in the perspective and calendar- thematic plan and in
the educational process; • Determining the didactic purpose of practical training; • Preparation of
necessary equipment for practical training; • Determine the ways of organizing cognitive activity of
the students in the practical training and design the course of the training on this basis; •
Preparation of instructions for the tasks that will be necessary during the experiment and
observation of the students ; • It is necessary to analyze the progress of the practical training and
the obtained results, to make appropriate changes in necessary cases. In short, a biology teacher
should draw up a perspective plan for the planned and systematic implementation of the teaching
of the subject at the beginning of the academic year, in which he should determine interdisciplinary
connections, excursions and extracurricular activities, and on this basis draw up a thematic-
calendar plan. necessary. In this thematic-calendar plan, lessons, extracurricular activities,
laboratory and practical training should be completed, and lessons and training should be organized
and conducted at the required level. STUDENT SELF-CONTROL QUESTIONS: 1. Determine the
importance of planning a yearly perspective in biology. 2. What should the teacher consider when
making this plan? 3. Determine the essence of making a thematic-calendar plan from biology 4.
What do you think the teacher should pay attention to when making a thematic-calendar plan ? 5.
Determine that the chapters and topics in the curriculum are a system for forming biological
concepts in students. 6. Specify the purpose, tasks, and role of laboratory and practical training in
biology in the educational process. 7. Analyze the programs of biology subjects and make a
perspective, thematic-calendar plan. PRACTICAL WORK No. 2 Topic: Review and analysis of
recommended textbooks, teaching methods for school biological sciences . 1. Familiarity with the
botany program and its analysis. 2. Familiarity with the botany textbook and its analysis. 3.
Acquaintance with manuals on the methodology of teaching botany. 4. Familiarity with visual aids
from botany. 5. Giving tasks for the next training. Botany program. The sections "Plants" and
"Bacteria, fungi, lichens" are an important component of the subject "Botany" and are taught
throughout the year in the V class, and for almost three quarters in the VI class. Teaching botany
involves providing students with basic knowledge about plants and the vegetation cover of the
Earth . The content of botany in the program is extremely diverse and complex in nature. It includes
the ﬁelds of botany, morphology, anatomy, physiology, ecology, systematics, plant geography,
phylogeny, microbiology and agronomy. These areas are absolutely necessary to understand that
plants play a major role in nature and national economy , without which it is impossible to use plant
resources in a rational, scientiﬁcally based manner and to increase them. In grade VI, students gain
a general understanding of plants based on observation and simple experiments . In this case, the

study of botany begins with the topic "Introduction" intended for one lesson. In this lesson, biology
science is introduced, the importance of plants in nature and in human life, and the issue of their
protection is highlighted. The ﬁrst topic is "General introduction to ﬂowering plants". It covers
ﬂowering plants and their organs, composition, and basic concepts of plant life . The topic should
be studied on the basis of new bushes of ﬂowering plants, their fruits and seeds, and their
distribution in nature. The ﬁrst anatomical concepts are formed on the topic "Cellular structure of
the plant organism" . The main focus is on explaining the structure and vital activity of the cell, and
the fact that plants are made of cells. The next topics of the program ("Root", "Stem") are devoted to
the study of the vegetative organs of plants. When studying each organ, special attention is paid to
clarifying its external and cellular structures and functions. Students should familiarize themselves
with the phenomena of metabolism and organic matter, respiration and nutrition . The study of plant
vegetative organs is completed with the topic "Vegetative reproduction of ﬂowering plants". The
reproduction of plants from seeds is expressed in the theme "Flower and fruit". The fact that the
ﬂower is the organ of reproduction of the plant from the seed, the information about the formation
of the seed and the fruit are the main concepts of the subject. As a logical continuation of the
theme "Flower and Fruit", seeds are studied. The structure and composition of seeds , conditions of
germination, respiration, nutrition and growth of the plant, agrotechnics of sowing seeds constitute
the main content of the topic "Seed". The teaching of botany in the 5th grade ends with the topic
"Plants and the environment". A plant is a whole organism. The interrelationship of cells, tissues
and organs, the interaction of plants with living and inanimate natural factors is the leading part of
the topic of the impact of human activity on plant life. In the program, at the end of the academic
year , it is planned to give summer assignments on botany to students of the VI class . Students of
the 6th grade get acquainted with the variety and classiﬁcation of ﬂowering and spore plants, their
differences, the complexity of their structure and functions in the process of evolution, and their
adaptation to the environment. In accordance with the program , there will be two introductory
classes devoted to the completion of summer assignments and the introduction of systematics.
The next topic is "Division of indoor plants". It explores the diversity of ﬂowering plants , their
classes (dicotyledons and monocotyledons) and families. The program envisages the study of 5
families from the class of dicotyledons (including 3 families in detail), and 2 families from the class
of monocotyledons . In this, the main attention should be focused on highlighting the distinguishing
features of the listed families , their biological characteristics and importance in the national
economy. Another feature of the new program is that it has increased practical directions ,
polytechnic education and great opportunities to solve the tasks of directing students to the choice
of profession . The topic "Agricultural plants" is aimed at this goal. The topic "Main divisions of
plants" involves the study of spore-bearing and open-seeded plants in evolutionary order. In the VI
class, the study of plants ends with the topic "Development of the plant world". In the program,
bacteria, fungi and lichens are separated as a separate world of living organisms, and the
educational material about them is "Bacteria, Fungi, Lichens." is expressed in the section. The
program shows experiments and biological objects intended for demonstration, required laboratory
work and practical training, excursions, and phenological observations . It is also positive that the
program allocates separate time (hours) for the educational material studied in the classroom, for
excursions, for practical training and general lessons. Finally, the syllabus includes the knowledge
and learning requirements of each grade level, assessment recommendations, basic teaching
materials, and an annotated bibliography . Textbook of botany. The content of the textbook is
written in accordance with the school program. It describes the content of the study materials in
detail by chapter. Each chapter is a comprehensive description of the relevant topic in the program,
which in turn is divided into paragraphs. The textbook has color charts and diagrams, pictures and
tables that facilitate the understanding of the text content . At the end of each paragraph of the
textbook, questions are given to strengthen the knowledge of students. They correspond to the
content of the text being read. At the end of the textbook, instructions for preparation of
herbariums, Uzbek and scientiﬁc names of plants included in the text of the textbook are attached.
Manuals on the methodology of teaching botany. Methodological manuals play an important role in
students' learning of botanical teaching methods and in teacher's preparation for each lesson. The
list of the main methodical literature is given in the program. But this is not enough for students
studying botanical teaching methods. Accordingly, additional literature is listed at the end of the
"Plants" section teaching methodology. Visual aids from botany. A variety of visual aids are used in

the teaching of botany. They are the main equipment of the school biology room. On the subject of
visual aids in botany, natural objects: new plants, herbariums, wet preparations, collections,
micropreparations are extremely important. Demonstrating them in classes allows students to
develop concrete concepts. A complete list of visual aids to be used in teaching botany is given in
the high school biology syllabus. Assignments for the next session. 1. Familiarize yourself with the
school program and textbook on botany ; Determine how well the textbook meets the program
requirements. 2. Using the recommendations of methodological manuals, draw up an annual
thematic plan on the topic "Cellular structure of the plant organism" and a lesson plan-summary on
the topic "Introduction" for botany class V ; present them for discussion in the next session .
PRACTICAL WORK No. 3 Topic: Analysis of lessons on the 1st part of botany. Observation and
analysis of lessons . Method of training: system of concepts related to morphology from the
section "Plants" of class V. Concepts of morphology in the section occupy an important place. They
have a speciﬁc system. The study of the section "Plants" begins with the topic "General
acquaintance with ﬂowering plants" after "Introduction" . In this, the students will have a basic
understanding of the plant and its organs (root, leaf, stem, ﬂower, fruit and seed). The development
of morphological concepts is carried out in connection with the study of each vegetative organ and
its function. For example , studying educational materials about the appearance of the root, types of
the root system, external structure of the root, zones in the "Root topic" is aimed at developing
students' morphological concepts. The morphology of the leaf and stem is studied in the topic
"Sprig". Familiarity with the external structure and vasculature of the leaf, simple and complex
leaves, location of leaves on the branch, external structure of the stem, and stems with a changed
shape will further develop morphological concepts. The development of morphological concepts
continues when passing the topic "Flower and fruit". In this, the students will develop concrete
concepts about the structure of a ﬂower, i.e. its parts: calyx and sepals, seed and pollinator ﬂowers,
get acquainted with unisexual and bisexual ﬂowers and inﬂorescences. Materials on the structure
of dicotyledonous and monocotyledonous seeds of the topic "Seed" also serve to develop
morphological concepts. Lessons on morphology on the topics of "Root", "Stem" and "Seed". The
content of these topics consists of a complex of concepts. When dividing the teaching materials for
each topic into lessons, it becomes clear which of them is more related to morphology . Below we
present the approximate distribution of educational materials for these three subjects . Lessons on
the topic "Ildiz". Lesson 1. Appearance of the root. Types of root system. Lesson 2. More, its
importance for the plant. Lesson 3. Parts of the root, root bag, rhizomes. Lesson 4. Absorption of
water and mineral substances by the root. Lesson 5. Root respiration. Roots and their human use .
Lesson 6. Urges. Lesson 7. Generalization on the topic "Root and its functions. Agrotechnical
measures facilitating the growth of roots». Of these, lessons 1, 2, and partially 6 are related to
morphology. Lessons on the topic "Novda". Lesson 1. Noda. The development of a branch from a
bud. Lesson 2. Leaf and its external structure. Lessons 3-4. Microscopic structure of a leaf. Lesson
5. Absorption of carbon dioxide and release of oxygen by the leaf in the light. Lesson 6.
Photosynthesis. Lesson 7. Leaf respiration. Lesson 8. Water transpiration through the leaf. Lesson
9. Deformed leaves. Lesson 10. Khazonrezglik.
Lesson 11. The role of plants in nature and human life. Greening of residential
areas and rooms.
Lesson 12. Stem. Its growth and branching. The formation of antlers.
Lessons 13-14. The internal structure of the log.
Lesson 15. Stem width growth. Formation of annual rings.
Lesson 16. Movement of water and minerals in the stem.
Lesson 17. Movement and arrangement of organic matter in the stem.
Lesson 18. Deformed stems.
Lessons 19-20. Generalization on the topic.
Lessons 21-22. Excursion.
The 1st, 2nd, 9th and 18th lessons on the topic "Stem" are related to morphology.
Handouts used in morphology lessons.
Laboratory classes are often organized in botany and morphology classes.
A variety of natural materials should be prepared. Here we are thinking about the main handouts

required for each morphology lesson on the topics of "Root", "Branch", and "Seed" . When the
external appearance of the root and the types of the root system are studied (lesson 1) from two-
week-old shoots of bean seeds and wheat grain, cotton and corn cleaned roots, as well as two-
week-old sprouts of bean and wheat seeds, are also used as propagating material when root parts,
especially root sheaths and root hairs, are studied. Among the handouts used in the 1st lesson on
the topic "Stem", "Development of a stem from a bud" are the budded branches of plants such as
poplar, apple, siren, branches of trees or bushes, which have started to write leaf buds in room
conditions. For the 2nd lesson on the topic "Leaf and its external structure", simple and complex
leaves, arcuate and net veined leaves are prepared for each table. Since deformed leaves (Lesson 9)
are covered in the demonstration material, no handout is required for this. In the study of deformed
stems (in lesson 18), potato tubers, rhizomes of ajrik or gumai, onions, etc. are used as handouts.
For lesson 1 on the topic "Seeds", dry and frozen bean seeds and seeds, and dry and frozen wheat
grains for lesson 2 are considered the most appropriate handout materials. Lessons on
morphology. More practical methods, especially the method of object recognition and identiﬁcation,
are used in class V in the "Plants" section in morphology lessons. In this case, recognition and
determination of certain organs of the plant (root, leaf, stem, ﬂower and seed), which are
considered natural distribution material, is carried out by means of the frontal method. Here is an
example of such a lesson. Lesson on the topic "Structure of dicotyledonous seeds". Since the mock
lesson is the ﬁrst on the topic "Seed", it is appropriate to start it with an "Introduction" conversation.
In the interview, the students' knowledge about the development of plants from seeds, obtained
from the natural science course and from personal life, is determined. During the question-and-
answer session, the teacher summarizes the imagination of the students and emphasizes that any
ﬂowering plant begins its life from a seed, and the seeds are in the fruit of the plant . will
demonstrate a cotton ball. The called reader shows where the cotton boll is located. They then look
at the chart to see what the bean plant looks like and see the seeds in its fruit. The teacher points
out that both cotton and bean plants develop from seeds, and challenges the students to determine
which of the ﬂowering plant organs develop from which part of the seed . He says that in order to
solve this problem, it is necessary to know the structure of the seed. A laboratory session is
organized to study the structure of the seed. Students will ﬁrst independently study the structure of
the bean seed and then the seed. For this, dry fruits of beans and cotton plants are distributed to 2-
3 students. In addition, each student will receive one piece of dry and frozen bean sprouts, a
preparaval nina, and a hand magniﬁer. Although not required in the program, it is a good idea to
start the lab work by looking at beans. Because students need to know that the seed is closely
related to the fruit and through it to the whole plant. After that, the external and internal structure of
the bean seed will be studied. At the end of the 12th paragraph of the textbook, instructions are
given about this work. At the suggestion of the teacher, the students read the ﬁrst three paragraphs
of this paragraph, and then, based on the given instructions, they do the laboratory work
consistently. The next laboratory work is to separate the seed from the pods and examine its
external structure. When the work is done, the students answer the questions given by the teacher
and tell about what they saw, that is, the structure of the bean seed and the seedling, in which they
use the table pictures. At the end of the lesson, students' performance is assessed and homework
is given. Assignments for the next session. 1. Analyze the system of anatomical concepts related to
the section "Plants" of class V. 2. Determine the lessons on anatomy for the ﬁfth grade . 3. Develop
a teaching methodology that includes working with a microscope. PRACTICAL WORK No. 4 Topic:
Observation and analysis of students' lessons on the topics of Botany, part 2. The structure and
technological map of the module lesson. The purpose of the lesson. Learning the technological
aspects of using the "module program designed for students to work in small groups " as well as
teaching how to structure the lesson. Results of the training. 1. They will have ideas about the
lessons of the module. 2. The module they will learn to make a program. 3. They will be able to use
the modular program method in the lessons. Necessary materials: Overhead projector, ruler, lecture
texts. The course of the lesson. The use of modular educational technologies in the teaching of
biology . that is, it is divided into modules, and learning tasks are created so that students master
each part. In lessons based on modular education technology, students ' learning performance is
organized in the form of module programs. learn and become the subjects of their learning
activities, thus the two subjects of the single educational process are the teacher and the teacher.
will achieve the desired goal. The technology of modular education ( a modular program designed

for students to work in small groups) can be explained as follows. The subject of the lesson: The
family of Ranodos. The educational goal of the lesson: to familiarize students with the unique
characteristics of wild and cultivated plants belonging to the family of rhododendrons . The
educational purpose of the lesson: to form a conscious attitude towards the world of plants, to
provide ecological, economic, aesthetic and moral education. Developmental goal of the lesson: to
develop the students' knowledge of systematic units, the structure of plants , observation,
identiﬁcation and separation of plants, and the ability to work independently on the lesson. The
lesson is equipped with a ﬂower arrangement of marigolds, roses, apples, peaches, cherries, and
apricots, herbariums, and "Ranodosh family" tablature. The technology used in the lesson: Modular
educational technology ( module program intended for students to work in small groups) Course of
the lesson: I. Organizational part 2. Identiﬁcation of students' knowledge of the previous topic with
the help of test questions m assessment. 3. To introduce the students to the subject, purpose,
course of the lesson, and to direct their activities to the completion of educational tasks. IV.
Learning a new topic: a) distributing the module program based on the new topic and introducing
students to the didactic purpose of the module program; b) directing students' activities to
complete the study tasks in the module program ; v) to control the full implementation of the tasks
of each work element , to give appropriate instructions; g) conduct a question-and-answer session
or discussion at the end of each learning element. The teacher divides the study material studied in
this lesson into the following two logically completed parts, i.e. modules: 1. Symbols of family
members. 2. Wild and cultural representatives of the family. Based on this, the following module
program is created. A module program designed for students to work in small groups on the topic
"Family of Friends" . The didactic purpose of the module program: you will work with students in
small groups, with the help of the module program , to get to know the distinctive features of the
family of farmers, wild and cultural representatives, their human life and nature, and the
development of our economy. you need to identify your position, develop your skills to work on the
lesson. Tasks related to the educational material that the students should master, card 1. The goal.
Studying the characteristics of the Ranoguldosha family. 1. Determine how many genera belong to
the family of rhododendrons. 2. determine the uniqueness of the "vegetative organs" of the family.
3. study the structure of the ﬂower and fruit of the representatives of the family 4. ﬁll in 1 table in
the collection of acquired knowledge. Family Name Root System Leaf Stem Flower Fruit
Rhododendron Family Card 2; Study of wild and cultivated plants belonging to the genus
Ranogulodshlar. 1. Identify the categories that belong to the family. 2. Learn about the nature of
animals. 3. Wild representatives and their importance. 4. cultural representatives and their
signiﬁcance. 5. ﬁll in the table: Representatives of the family of rhododendrons Life form stem leaf
Flower formula fruit importance apple rose pear cherry beech 4. Organization of students' work
using the module program. At the end of each module, conduct a question-and-answer, study
discussion with a group of students. Completion of the module program. 5. Monitoring and
evaluation of students' acquired knowledge on a new topic with the help of test tasks . 6.
Processing and completion of a new topic. 7. Giving homework to the house. After the completion
of the module program, the teacher will recommend a test task on a new topic to the students. After
the students check the answers to the test questions, the teacher announces the correct answers.
The student checks his answers and marks them in the appropriate column of the module program.
In this way, the learner controls himself. When monitoring the implementation of the module
program, the use of mutual supervision between students also gives good results. PRACTICAL
WORK No. 5 Topic: Part 1 of Zoology, observation and analysis of lessons on topics Procedure for
conducting lessons 1. Familiarization with the content of the "Animals" section intended in the
program . 2. Analysis of the annual calendar plan for the "Animals" department. 3. Analysis of
thematic plans for the "Animals" section. 4. Analyzing the plan-summary of the lesson. 5. Giving
tasks for the next training. The main content of the "Animals" section. The section "Animals" studied
in classes VI and VII (according to the school reform in classes VII and VIII) occupies an
intermediate place in the general biological education system. "Plants" and "Bacteria. Fungi. After
passing the sections "lichens", the students acquired concrete knowledge about plants , and even
some general biological knowledge (in particular, the unity of the plant organism, interrelationship,
historical development of the plant world ) who have concepts. The content of the department is
composed of elements of various zoological sciences - animal morphology, anatomy, physiology,
ecology, systematics, embryology . These data are studied in ascending order in the systematic

group of animals that are related to each other . Acquaintance with animals is not limited to the
study of their external and internal structure; at the same time, the animal's life functions are also
studied, based on the unity of form and function. Physiological functions of animals are studied in
detail when chordates are studied . In this, issues such as the digestion of food, absorption of
nutrients into the blood, distribution to all organs, and absorption are studied. Also, the oxygen
entering the blood and its delivery to all organs is checked. When the organs of elimination are
studied, it is emphasized that the kidneys separate unnecessary substances from the blood, so the
external aspects of metabolism are considered. When representatives of groups of multicellular
animals are studied, the functions of the nervous system, which ensure the coordinated functioning
of all organs in them , are also determined, and the reﬂexes are correctly concepts are developed. In
the content of the "Animals" department, embryological materials have a signiﬁcant place . They
provide an opportunity to develop understanding of animal behavior and individual development .
During the study of the section, students will get acquainted with the ways of asexual and sexual
reproduction, they will look at the structure of the reproductive organs in general . Embryonic
development is covered brieﬂy, postembryonic development somewhat more fully. The basic
principles of ecology are a constant element in the content of the "animals" section. Studying each
animal in relation to its environment , emphasizing that they are adapted to the environment in
different ways, and at the end of the chapter, the topic "Natural communities" its passage indicates
increased ecological orientation in education . Students begin to get acquainted with the
classiﬁcation of animals in the topic "Introduction". In this, the concepts of species, genus, family,
class and type (department) are developed. Because the ﬁrst ideas about species and other
taxonomic categories were acquired by students in the "plants" section. In the section, an overview
of the animal world is given by types in accordance with the principles of systematics. Special
attention is paid to phylogeny issues in the "Animals" section. Euglena, which combines plant and
animal characters, the unicellular stage in the development of hydra, the similarity in the
development of arthropods and ringworms , the lancet as an organism close to the ancestor of
vertebrates, the water h A study of the origins of land dwellers, reptiles, and mammals prepares
students to understand the process of historical development of the animal kingdom . Annual
calendar plan for "Animals" section. The annual calendar plan is prepared separately for classes VI
and VII by department . The general guidelines of the structure of the annual plan were considered
in the 2nd session on the methodology of teaching botany. With this in mind, we will limit ourselves
to giving a sample calendar plan for the VI class on the "animals" section. Table 2. Calendar plan for
class VI on the section "Animals". The subject of the program The subject of the lesson is the past
tense . Note 1. General information about the animal world . (2 p.) 1. Characteristics of animals,
their variety and importance 2. The main systematic categories of the animal kingdom. 27.02 2.
One-celled animals are the simplest. (2 p.) 1. Normal amoeba, its structure and life characteristics.
2. Green euglena, its nutritional properties . 3. Infusoria-shoes 4 The diversity of the simplest is a
general characteristic of unicellular animals. 6.03 11.03 13.03 13.03 3. Kovakichli. (5s.) 1. Fresh
water hydra. Its habitat, external structure. 2. The internal structure of the hydra. 3. Regeneration.
Reproduction and development of hydra. 4. Diversity and importance of Kovakichli. 5. The general
lesson is the structure and life characteristics of the crustaceans as multicellular benthic animals ,
their importance. 30.03 05.03 07.03. 1.04. 3.04. 4. types of ﬂat, round, ringworms . 7s.) 1. Type of
ﬂatworms. Liverworm. 2. type of roundworms. A human soldier. 3.. Different types of parasitic
worms and measures against them. 4. Type of ringworms. External structure and movement of the
earthworm . 5. The internal structure of an earthworm . 6. Earthworm's nervous system,
reproduction, role in nature. 7. summary lesson: general characteristics of types of ﬂat, round,
ringed worms, their role in nature and human life. 9.04. 10.04. 15.04. 16.04. 22.04. 24.04. 29.04. 5
types of molluscs. (5 s). summer assignments (1s). 1. Habitat, structure and survival
characteristics of water slime. 2. Characteristics of the nursery depending on the living
environment. 3. Diversity of molluscs, their role in nature and human life. 4. Summary lesson:
structure and life characteristics of animals of the studied type, nature and man 6.05. 9.05. 13.05.
role in life. Protection of animals . 5. Excursion. to study the diversity of plants and animals , the
relationship between them and inanimate natural factors. Study program requirements for
completing SUMMER assignments . 15.05. 2. Plan of some topics in the section "Animals". We will
limit ourselves to giving an example of such a plan for the "animals" section, taking into account the
ideas discussed in the 2nd lesson on the methodology of teaching botany . Creating a plan-

summary for the lesson on the "Animals" section. A detailed opinion on the guidelines for creating a
plan-summary for the lesson is given in the section "Methodology of Botany Teaching" (session 2).
Here is a sample plan-summary for a sheep zoology lesson . The subject of the plan. Lesson topic:
Infusoria-shoes. The purpose of the lesson: to reveal the speciﬁc aspects of the structure and life
activity of infusoria as a highly improved one-celled animal , to clarify the general characteristics of
the class of infusoria. Teaching equipment: infusoria-shoe culture, microscope, object and cover
glass, dropper, stained preparation of infusoria-shoe, slides and ﬁlm. Lesson plan: I Check (inquiry)
students' knowledge about the habitat, structure and nutrition of green euglena . Studying the topic
of the II lesson. 1. The habitat, external structure and distribution of the infusoria-slipper (teacher's
story, show from the table). 2. The structure of infusoria and features of life, nutrition, respiration,
subtraction, inﬂuence, reproduction (teacher's story, table and slide demonstration). 3. Carrying out
laboratory work on observing the structure and movement of the infusoria-shoe . III. Consolidation
of knowledge about infusoria-shoes (ﬁlm showing, closing conversation). IV. Giving homework. The
progress of the lesson. I. Questions to check knowledge 1. Which classes of the simplest type have
you studied 2. List the representatives of these classes. 3. How does Euglena differ from ordinary
amoeba. 4. What is the similarity between Euglena and ordinary amoeba. 5. What does the
similarity of Euglena to plants and animals indicate ? I. Thus, you got acquainted with the habitat
and structural features of simple amoeba and green euglena, representatives of the classes of
rhizopods and chives of the simplest type . Now we will study the third class of this type - the class
of infu-zoria (written on the board). A representative of this class is infusoria-shoes (written on the
board). 1. In polluted water bodies, along with common amoeba, green euglena, a fast-growing
single-celled animal with a length of 0.1-0.3 mm, similar to the sole of a shoe - infusoria-shoe cell
am turns off. (the table is hung and the image on it is shown.) The entire body of the shoe is
covered with rows of tiny cilia. The cilia move in a wave-like manner and help the shoe point forward
with the pointy side. From the front end of the body of the infusoria-shoe to the middle part, there is
a ridge with large cilia. At the posterior end of this tubercle there is a mouth opening connected with
a tube-like larynx (shown in the table). The cilia of Tarnovcha are constantly moving. In this case,
water ﬂows into the infusoria. Along with the water, the bacteria from the main mouth of the shoe
enters its mouth and enters the body of the animal through the pharynx. A digestive vacuole is
formed around the bacteria, in which there is a digestive juice separated from the cytoplasm. The
cytoplasm of the infusoria moves continuously. 2. Now the laboratory work will be done in order to
observe the structure and movement of the infusoria-shoe . 2. Prepare a micropreparation. To do
this, drop a drop of infusoria-slipper culture on the object glass using a dropper and put a few
cotton ﬁbers on it, cover it with a cover glass. 1. Place the microscope slide on the stage of the
microscope and lower the tube by turning the screw of the microscope. In this case, the lower edge
of the lens should be close to the object glass, but not touch it. 2. Find the infusoria-shoe in the ﬁeld
of view of the microscope. To do this, raise the tube up with the help of a screw until the infusoria-
shoe in the drug is well visible. 3. Pay attention to the shape of the infusoria-shoe, ﬁnd its anterior
and posterior sharp sides, and the pre-mouth pile. 5. Draw a picture of an infusoria-shoe in a
notebook, write down the names of the identiﬁed parts under the picture. I. Now you watch a ﬁlm
about the structure and life of an infusoria-shoe and answer the following questions: a) what is the
complexity of the infusoria-shoe compared to a simple amoeba? b) What is the signiﬁcance of the
shoe in nature. c) how the shoe responds to environmental inﬂuences. II. Homework Read the text
of paragraph 4 of the textbook, draw picture 9 in the notebook. Assignments for the next session. 1.
Analyze the content of the topic "Unicellular animals are the simplest". 2. Observe the
demonstration and laboratory work performed in classes on this topic , study their methodology. 3.
Develop a lesson methodology on the topic. PRACTICAL WORK No. 6 Topic: observation and
analysis of lessons on the topics of the 2nd part of zoology, structure and technological map of the
"module program designed for the cooperation of two students" Purpose of the lesson. Learning the
technological aspects of using the "module program designed for two students to work in
cooperation" as well as teaching the lesson development. Results of the training. 1. They will have
ideas about the module lessons. 2. The module program 3. They will be able to use the module
program method in lessons. Necessary materials Overhead projector, ruler, lecture texts. Course of
training. Module program designed for two students to work together - students learn each other,
perform tasks of life in mutual cooperation, solve problems, and mutual control is carried out . To
acquaint the students with the diversity of people living on dry land , the characteristics,

representatives and importance of the tailless and tailed species . To expand the scientiﬁc
worldview, to provide ecological and economic education by introducing the unique characteristics,
representatives and importance .
Developmental goal of the lesson: To develop students'
knowledge about the variety of aquatic and terrestrial inhabitants, the speciﬁc characteristics of the
tailless and tailed species,
the skills of working on the lesson, and the culture of speech and communication . Equipping the
lesson: Tables showing the diversity of people living in water and on land, the characteristics and
representatives of the tailed family . Technology used in the lesson: Modular education technology (
module program designed for two students to work in cooperation) Course of the lesson: 1.
Organizational part 2. Veriﬁcation of students' knowledge of the previous topic with the help of test
questions. evaluation. 3. To introduce the students to the subject, purpose, course of the lesson,
and to direct their activities to the completion of educational tasks. IV Learning a new topic: a)
distributing the module program based on the new topic and introducing students to the didactic
purpose of the module program; b) direct the activity of students to complete the tasks in the
module program ; v) to control the full implementation of the tasks of each work element, to give
appropriate instructions; 1) holding a question-and-answer session or discussion at the end of each
work item. 4. The teacher divides the learning material studied in this lesson into four logically
completed parts, i.e. modules: 1. Tailless series. 2. Tailed family. 3. The importance of those who
live on dry land. 4. General description of those who live in water and on dry land. Based on this, the
following module program is created. The module program is intended for the cooperation of two
groups under the theme "Diversity and importance of people living in water and on land " . The
didactic purpose of the module program: you and your partner will work together to get to know the
groups of animals that live in water and on land, their characteristics, representatives of the tailless
and tailed groups, and their importance, and work on the lesson . you need to develop your skills,
speech and communication culture. 5. Organizing students' daily work using the module program.
At the end of each module, conduct a question-and-answer, study discussion with a group of
students. 6. Complete the module program. Monitoring and evaluation of students' acquired
knowledge with the help of test tasks under the new theme . 7. Processing and completion of a new
topic. 8. Giving homework to the house. After the completion of the module program, the teacher
will recommend a test task on a new topic to the students. After the students check the answers to
the test questions, the teacher announces the correct answers. The student checks his answers
and marks them in the appropriate column of the module program. In this way, the learner controls
himself. When monitoring the implementation of the module program, the use of mutual
supervision between students also gives good results. Assignment. 1. Compare modular education
technology with traditional education. 2. Design a modular lesson plan based on your chosen topic.
Questions 1. Speciﬁc features of modular education technology. 2. Set of didactic goals, ways of
determining speciﬁc didactic goals. 3. Types of module programs and their characteristics. 4. Using
modular lessons in teaching biology. Ways to effectively organize students' personal learning
activities. PRACTICAL WORK No. 7 Topic: Observing and analyzing lessons on the subjects of the
science of man and his health Procedure for conducting the lesson 1. Analyzing the content of the
topic "Introduction" and discussing the methodology of the lesson. 2. Analysis of the content of the
topic "General overview of the human organism" from the point of view of the theory of development
of biological concepts. 3. Discussing the methodology of some lessons in cytological and
histological content on the topic "General overview of the human organism" . 4. Giving tasks for the
next training. An introduction to human anatomy, physiology and hygiene. The study of human
anatomy, physiology and hygiene begins with the topic "Introduction". The main task of the lesson is
to create an idea of anatomy, physiology and hygiene in students , to arouse their interest in learning
this new subject. At the beginning of the lesson, the teacher explains what they have learned in
botany and zoology in grades V-VII, what is the importance of these sciences , and then in grade
VIII, they learn the structure and functions (work) of the human body. he mentions the names of
subjects dealing with these issues and writes them on the board, saying that they need to learn.
During the lesson, there are many opportunities to interest students in learning these subjects . One

is to ask students questions about how knowledge of human anatomy, physiology, and hygiene is
important to health . For example, questions such as "How to be healthy, strong and resilient" and
"How knowledge about the structure and function of the body can help to strengthen your health"
can be asked. In this case, the teacher emphasizes to the students in simple life examples that they
still do not understand the scientiﬁc basis of the most important hygienic rules , and illuminates
how important the knowledge of anatomy and physiology is for each person. studying the structure
and vital activity of a person to create the best conditions for work and rest, as well as the correct
formation of stature, healthy heart and lungs, good eyes , good ears emphasizes that having good
hearing helps to ensure that the whole body is strong and able to work. A second way to get
students interested in a course is to introduce them to the advanced perspectives of anatomy,
physiology, and medicine. In particular, issues related to space medicine are of great interest. In
explaining the achievements and prospects of science, the teacher uses clear and interesting
factual and examples selected from scientiﬁc and popular literature sources in addition to the
textbook . Finally, in the introductory class, covering historical information about human anatomy
and physiology is another important opportunity to interest students in the study of these subjects.
In his story, the teacher focuses on the history of studying the structure of the human body. It is
emphasized that the need to treat the sick and wounded created the need to study the structure of
the human body and the vital processes that take place in it ; It is said that the sciences of anatomy
and physiology have always been developed in relation to religion, and religion has been an obstacle
to dissecting a human corpse and studying the structure of organs . It focuses on the works of
Sechenov, I.P. Pavlov and others . They ﬁrst studied the nervous system, muscles, blood circulation,
digestion and other systems in animals (frogs and dogs), and then in patients being treated in
hospitals, and achieved great success. At the end of the lesson, the teacher gives homework and
introduces the students to the textbook, focuses their attention on self-examination tasks in the
textbook, pictures and color charts , and emphasizes the students' note-taking. The content of the
topic "General overview of the human organism". The blind study of human anatomy, physiology and
hygiene begins with a funny topic. The main task of the subject is to create an appropriate ground in
the minds of students to understand the structure and functions of the human body . The content of
the subject consists of a complex of a number of (morphological- anatomical, cytohistological,
physiological and other) concepts, aimed at developing some general biological concepts in
students. As a result of teaching the subject, students' knowledge about the structure and life
activity of living organisms, about the structure of plant and animal cells, obtained from the courses
of botany and zoology, is summarized. In the lessons on the topic "Overview of the human
organism", students learn morphological-anatomical (organs and organ systems, including the
central and peripheral nervous systems, etc.), cytological (parts of the cell, surface membrane,
mitochondria, ribosome, cell center and others), chemical (amino acids, nucleic acids and others),
histological (epithelial, connective, muscle and nervous tissues, neurons and nervous systems, gray
and white matter of the brain), physiological (excitability, centripetal and learn the concepts of
centrifugal nerves, receptors, reﬂex arc, development of reﬂexes , inhibition, etc.). Many of these
concepts are new to students. Lessons on cytology and histology on the topic "Overview of the
human body" . Lessons on the topics "Cell structure and division", "Concept of tissue", "Epithelial
and connective tissues", "Muscle and nerve tissues" will help students to form and develop
cytological and histological concepts. is directed. Different teaching methods and styles are used in
these classes. In the lessons, the teacher's explanation is accompanied by the demonstration of
various visualization tools. For example, see "Concept of tissue. We explain the methodology of the
lesson on the topic "Epithelial and connective tissues". It is appropriate to start the lesson with a
review of the information learned in the previous lesson about the structure of the cell, its chemical
composition, and life activities. will give. It is emphasized that a tissue is a group of cells that are
similar in terms of their structure and function, and that in addition to the cells, the tissue contains
more or less intercellular substances that ﬁll the spaces between them . It is also said that organs
are formed from tissues, organ systems are formed from organs, and the whole organism is formed
from them. It can be expressed in this schematic formula written on the board ``Cells and
intercellular substances, tissues, organs, organ systems, organism.'' Then it is emphasized that
there is 1 type of tissue (epithelial, connective, muscle and nerve tissue) . demonstrates a
preparation made from frog skin epithelial tissue under a microscope (if available, in 2-3
microscopes). In this, the teachers' attention is focused on the fact that the cells of the epithelial

tissue are multifaceted and ﬂat, and densely located. During the demonstration, it is appropriate to
ask students the question: " What are the cells that make up the epithelial tissue of the frog's skin
and how are they located in relation to each other? " This question helps students understand the
function of frog skin epithelial tissue. At the end of the demonstration of the drug, a conclusion is
made that the epithelial tissue of the frog's skin performs a protective function . After that, other
types of epithelial tissues, structural features depending on their functions, and where they are
located in the body are explained in the table. In the second half of the lesson, the structure and
functions of connective tissues are studied. In this case, the teacher ﬁrst shows from the table and
emphasizes that the cells of the connective tissue are far from each other and between them are
ﬁlled with the appropriate intercellular substances . It then covers the types of connective tissue
and their functions, and information on which organs they are found in. The explanation is carried
out along with showing the relevant images from the table . In order to clarify the students'
understanding of connective tissues, ready-made histological preparations are demonstrated under
several (2-3) microscopes. At this time, the students are offered to determine what kind of
connective tissue is under which microscope by comparing what they see with the views 5-7 in
picture 14 of the textbook (page 17) . At the end, the target students will be evaluated by taking into
account their activity in the conversation. Reading the text entitled " Epithelial and connective
tissues" (pages 16-17) will consist of preparing oral answers to the questions at the end of the text
using pictures 13 and 14. Tasks for the next training session. 1. Carefully study the content of the
program and textbook of the topic "Basic movement system" and analyze it from the point of view
of the theory of development of biological concepts. 2. In your calendar plan for the entire course
(quarterly or half-yearly) , look at how the teaching materials of the topic "Moving system" are
distributed among the lessons ( make changes if necessary), and then determine which lessons on
the topic will be anatomical. 3. Using the recommended methodical manuals, the methodology of
some lessons in anatomical content (on the topics of "The importance of the musculoskeletal
system", " The structure of the skeleton", "The structure and growth of bones", "The structure and
functions of muscles"). work PRACTICAL WORK No. 8-9 Topic: Observation and analysis of lessons
on topics of general biology. Ways of using didactic game lessons in teaching biology.
Technological map of the theme " Adaptation of organisms and their relativity". Purpose of training.
teaching to make a technological map of the theme "Adaptation of organisms and their relativity"
through the use of didactic game technology . Training results. 1. He will have ideas about the
"Creative game" method. 2. They learn to create technological campaigns. 3. Can use the "Creative
game" method in lessons. Necessary materials. Overhead, text, ruler. The course of the training.
Didactic thinking technologies are used in the educational process in the form of didactic game
lessons. In these lessons, the learning process of the students is combined with the activity of the
game. For this reason, the lessons combined with the learning activity of the students and the game
skills are called didactic game lessons. Lesson topic: Adaptation of organisms and their relativity.
The educational goal of the lesson: to acquaint students with the adaptation of living organisms,
viability, competition, reproduction, adaptations in the animal and plant world. The educational
purpose of the lesson: to expand the scientiﬁc worldview of the students by explaining the
adaptations in the world of animals and plants, to educate them ecologically, to guide them to the
profession. Developmental goal of the lesson: To develop students' knowledge of the relationship
between living organisms and the external environment , to work independently on the lesson, and
to develop creative thinking skills. Equipping the lesson: Tables showing adaptations in plants and
animals. Technology used in the lesson: Didactic game technology (creative game). Basic concepts
and basic knowledge: Adaptation of organisms, viability, competition, adaptations in the animal and
plant world, their relativity. Course of the lesson: 1. Organizational part. 2. To introduce students to
the topic, purpose and course of the lesson. Learning a new topic: 3. Before learning a new topic,
the teacher divides the students into 4 groups of ten and gives them the status of "scientists"
working in a certain ﬁeld. In particular, scientists of the ﬁrst group, having the status of "Biologists",
study the information in the text about adaptation, viability, competition, reproduction and prepare a
lecture and ﬁll in the following table: Characteristics of living organisms Importance of living
organisms in life Adaptation Viability Competition Reproduction The scientists of the 1st group
have the status of "zoologists" and prepare a lecture after studying the materials in the text about
adaptations in the animal world, protective color, masking, and warning color, and ﬁll in the table
below: Adaptations in the animal world. special features and importance Protective color Masking

Warning color mimicry Scientists of the 3rd group, taking the status of "botanists", prepare a lecture
on adaptations in the plant world and ﬁll in the table below: Types of adaptations in the plant world
These adaptations speciﬁc characteristics and importance High temperature Moisture deﬁciency
Cross-pollination Self-pollination Scientists of the 4th group, taking the status of "evolutionists",
depend on the origin of the adaptations in the text, the relativity of the adaptations in organisms
prepare data. After "scholars" have studied the relevant part of the topic assigned to them, they
present their lectures in front of demonstration tools. A question-and-answer, reading debate will be
held between the groups. 4. Monitoring and evaluation of students' acquired knowledge on a new
topic is carried out in the classroom. 5. Completion of the lesson. 6. Paying for the house. The
technological map of the theme "Adaptation of organisms and their relativity" Technological
editions Educational eﬃciency Educational eﬃciency 1 organizational part 5-minute II - edition
Students' knowledge organization of activities. 5-minute to introduce the students to the topic,
purpose , course of the lesson . Understands the didactic purpose of the 'learning tasks', the
instructions related to the learning tasks to be performed . Organizes own learning activities. III -
pressing Learning a new topic. 60-minute 1V – press Analysis of the achieved result and
conclusion. 10 minutes Students form groups of "scientists" and organize their own work. It ensures
proper mastering of assignments from the curriculum . The meeting of "Scientists" forms a group.
Each group listens to lectures prepared on the subject of study material. He analyzes the students'
activities, gives his own personal and creative work assignments to the students . The group of
"scientists" performs tasks. Group 1. Biologists. Group 2. Zoologists. Group 3. Botanists. Group 4.
Evolutionists . Each group prepares lectures on the study material . He evaluates and analyzes the
results of his studies . takes personal and creative tasks. Assignment. 1. Develop a technological
map of any subject using the didactic game technology "Game exercises" method. 2. Compare the
technological map of the traditional lesson with the map of didactic technology and ﬁll in the table.
Lessons. Lessons with didactic games. Traditional lessons. Questions. 1. Deﬁne didactic game
lessons. 2. List the functions of didactic game lessons. 3. Determine didactic requirements for
didactic game lessons. 4. How do you think a teacher should prepare for organizing didactic game
lessons ? II. Learning the "Cluster" method of didactic game technologies. Purpose of training. To
teach students how to map the technological steps of using the "Cluster" game. Training results. 1.
They will have ideas about the cluster method. 2. They learn to create technological campaigns. 3.
They can use the Cluster method in lessons. Necessary materials Overhead projector, ruler, lecture
texts. The course of the training. The cluster method is a speciﬁc form of pedagogical, didactic
games, which allows students to freely and openly think about arbitrary problems (topics) and
express personal opinions . A relaxed narrative helps create that environment. This method requires
identifying a structure that allows thinking about the connections between different ideas . The
"cluster" method is considered a form of thinking that is not focused on a speciﬁc object. Its use
depends on the principle of human brain activity. This method serves to ensure that the activity of
thinking is in harmony until a speciﬁc topic is mastered by the students in depth and thoroughly .
The "Cluster" method, developed according to the idea of style, is a well-thought-out game that can
be used in the process of training organized by students individually or in a group . The method is
manifested in the form of a set of ideas expressed by the students in the training organized in the
group . This makes it possible to generalize the presented ideas and ﬁnd connections between
them . Technological map of the "Cluster" method. Work steps and content Activity teacher learning
Step 1: Introduction Determines the topic, formulates the goal, results, evaluation criteria Step 2:
Introduce ideas Capture ideas on tape or videotape, paper organizes writing on a sheet or
blackboard. To speed up the discussion , ask some prepared questions . He writes whatever he
thinks on paper, without thinking about the quality of his thoughts , he just writes them down . He
doesn't stop writing until the end of the given time. It does not pay attention to spelling or other
aspects of writing. Step 3: Analysis This involves analyzing the previously presented ideas .
Analyzes the expressed ideas and suggestions in a group . They determine the most convenient and
purposeful choice. Step 4: Finishing. Concludes the activities performed by the students . They can
judge themselves. Assignment.. 1. Create a lesson plan using this method. 2. Identify the speciﬁc
features of the businessmen's game. Create a lesson development and technology map. Questions.
1. What are the functions of gaming in human life. 2. What are the speciﬁc features of game
exercises? 3. Speciﬁc features of scientiﬁc conference and press conference. Ways of using
problem lessons in teaching biology Purpose of the lesson. To teach students how to use

problematic lessons and map out technological trends. Training results. 1. They have ideas about
problematic lessons. 2. They learn to create technological campaigns. 3. They can use problem
method in lessons. Necessary materials Overhead projector, ruler, lecture texts. The course of the
training. Problem-based education is the development of students' ability to think in the process of
acquiring knowledge with the help of the most suitable option of pedagogical inﬂuence by the
teacher , relying on the rules of thinking. It refers to the process aimed at satisfying the need for
knowledge , which prepares the ground for the general and special development of the individual . In
recent years, problem-based education has become a new name ("Storm of thought" BR. Kodirov),
("Brain attack" "Clash of ideas", "Battle of ideas" VJKarimova, FAAkramova), ("Actual attack" JG.
Iuldoshev) naming became a painting. According to the content and essence of the discussion
lessons: 1. Lessons with scientiﬁc discussion 2. Lessons of free thinking . Conjectures and their
development from the chapter "Emergence of Man". Arguments about " the emergence of man from
animals", " similarities in the development of human and animal embryos", the use of controversial
lessons in the study of topics, a chain of controversial questions will be created. Learn the ideas of
K. Linnaeus, J. Lamarck, and Ch. Darwin about the emergence of man. You
How do you respond to these thoughts?
Why is man included in the primate group in the scientiﬁc classiﬁcation of the organic world?
What are the similarities between man and monkey? Fill in the table below
and use it to support your opinion.
Comparative Aspects Ape Man
Skeletal Divisions
Structure of the Brain
Structure of the Arms
General Aspects
What features of human embryonic development are similar to vertebrates?
Fill in the table below and justify your opinion.
Human embryo
development periods
ﬁsh frog
monkey
18-20 days
One month
5 months
7 months
5. Identify rudiments in humans. In which organisms did they develop and
what do they indicate?
Rudiments in humans Reptiles Birds Mammals
6. Identify atavisms in humans. In which organisms have they not lost their function today
?
7. Compare physiological and biochemical processes in humans and monkeys.
8. Why do monkeys have a low ability to generalize external impressions and think
? Justify your opinion.
Assignment.
Compare the progress of problem lessons with the progress of traditional lessons,
identify similarities and differences and ﬁll in the table.
Lesson
Plans
Problem Lessons Conventional Lessons

2. Work out the lesson development of any topic of choice using the "discussion lesson" method
.
Questions.
1. Determine the speciﬁc characteristics of problematic educational technologies.
2. In which stages of the educational process, problematic situations can be created.
3. Find out which methods belong to the group of problem-based research methods.
Describe each method.
Ways to use problem-based lessons in teaching biology,
and a map of the technological implications of the "Brainstorming" method.
Purpose of training. Learning how to use the "Brainstorming" method and
how to make a technological map of it.
Training results.
1. They will have ideas about the brainstorming method.
2. They can apply the brainstorming method in practice.
Necessary materials. Overhead projector.
The course of the training. Brainstorming is a way of generating ideas.
Pupils try to solve a diﬃcult problem together, and
put forward their personal ideas to solve it. Brainstorming
is a method that can be used in intergroup work to generate many ideas. From this fact,
it is the active participation of students in the learning process, the fact that
they send others to work while expressing different ideas, and it allows them to work with
inspiration.
is a stimulating method. Brainstorming is an important method of activation because it is
impossible to work alone, one idea attracts
all the participants of the group equally .
The teacher needs to select a topic or question, and then the learning activity
is facilitated for 5-10 minutes. Brainstorming can be used in different ways
: for example, to discuss a topic, ask a new question. yish or
to solve any problem.
The following are the rules of disclaimer:
1. All ideas are of equal importance to each other.
2. Absence of criticism of the introduced ideas.
3. Not interrupting the speaker while presenting the idea.
4. There is no evaluative component in relation to the speaker.
Method 1. 1. One topic and one question will be given to all participants of the group. The teacher
takes the initiative in the learning process in such a way; he asks all
the students in the class a question and
asks them to share their thoughts on a particular topic.
2. Any ideas, even stupid ones, are allowed to be expressed, and
only one taboo topic must be kept in the expressed ideas.
3. No one's opinion will be interpreted, criticized or evaluated.
4. The teacher writes down the objections on the board or shows them on the screen.
5. After brainstorming, all ideas
can be gathered, grouped, or categorized.
Method 2.
1. all topics and questions are presented to small groups within the larger group, keeping the
general direction .
2. The teacher can prepare several or 4-6 questions on the topic. 3. The large group is divided into
small groups and each group is asked a separate question for
brainstorming . 4. Each group is assigned one person to record the product of brainstorming, and
then, after the process is completed, it is presented to all members of the groups. 5. Ideas can be
written by each group on a large sheet of paper. Prepared questions are written on top of such a
sheet-poster. At the end of the sheet-poster process, it is posted so that everyone can see what is

written and summarized . 6. This method of brainstorming is especially useful when it is necessary
to develop several aspects of a question in a short period of time . 7. The teacher acts as a
facilitator and passes from one group to another during brainstorming. Important ideas should be
developed during brainstorming and discussed in discussions . Technological map of brainstorming
method. Tasks and content Activity teacher learning Step 1. Preparation Determines the topic,
formulates the goal, results, evaluation criteria Step 2. Introduction Announces the purpose of the
topic, results and evaluation criteria explains that brainstorming is a means to an end . An order to
start is given by stating the given problem . Press 3. Inputting ideas involves recording ideas on
tape or video tapes, paper Problem-solving ideas and suggestions on a sheet of paper, or on the
board . reﬂects. Press 4. The analysis consists of the analysis of the proposed ideas based on the
proposed evaluation criteria . They analyze the presented ideas and proposals as a group . 5 - click.
Conclusion , analysis and assessment. Completion, analysis and evaluation of activities performed
by students . They can judge themselves . Assignment. 1. Use the "Brainstorming" method to
develop a lesson plan for any topic. Questions. 1. What factors depend on the successful
application of problem-based education? 2. Determine which methods belong to the group of
reproductive methods 3. Determine the goals and advantages of free thinking lessons. 4. Determine
the didactic purpose of scientiﬁc discussion lessons. II. Independent education No. Content of
topics hours 1 Unique aspects of biological and ecological education for schools, lyceums, colleges
14 2 Organization of biology room 12 3 Issues of organization of a young environmentalist group 14
4 Issues of environmental education in biology textbooks 14 Total 54 hours Independent topics
abstracts will be prepared by the students and their presentation will be organized. IV. Attachments
4.1. Science program MINISTRY OF HIGHER AND WRTA SPECIAL EDUCATION OF THE REPUBLIC
OF WZBEKISTAN Registered: No. BD-5630100-3.16 201 ___ year "___" ____ Ministry of Higher and
WRTA Special Education _________________________ 201 __ year "__" _____ ECOLOGICAL SCIENCE
TEACHING METHODOLOGY SCIENCE PROGRAM Field of knowledge .....................600000-Service
sector Education sector................... .630000-Environmental Protection, Education ...............5630100-
Ecology and Environmental Protection (Science and Education) Tashkent - 201_ Higher University of
the Republic of Uzbekistan and the list of science programs was approved by Annex ____ of the
Order No. The science program was approved by the report of the Coordinating Council for the
Activities of Educational and Methodological Associations in the areas of higher and lower special,
vocational education, dated 201__, dated ___, dated ___. The science program was developed at the
National University of Uzbekistan. Developer: Egamberdieva L.Sh. - Associate Professor of the
Department of Botany, Plant Physiology and Ecology Reviewers: Shamsuvalieva LA - Head of the
Department of Environmental Protection of Tashkent State Technical University, Associate
Professor, PhD TURakhimova - Professor of the Department of Botany, Physiology of Plants and
Ecology, Science Curriculum National of Uzbekistan named after Mirzo Ulug'bek reviewed and
recommended by the University's Methodological Council ( protocol No. I. Relevance of education
and its role in higher professional education On November 7, 2005, the Ministry of Higher and
Special, Public Education of the Republic of Uzbekistan and the State Committee for Nature
Protection issued a joint decision "Development of ecological education and training and retraining
of ecological personnel in the Republic. " "Prospects for further improvement of the system of
professional development" Program and Concept was adopted. In accordance with these, higher
and lower special education received in December 2010 by the Ministries of Public Education in
accordance with the UN Education Program for Sustainable Development in the 2011-2012
academic year in higher education institutions in the ﬁeld of ecology, nature use and nature
protection . The task of improving and implementing educational-methodological complexes related
to Ecological education and upbringing is considered an integral part of the process of forming a
person of the 21st century. Ensuring the stable development of Uzbekistan depends on the young
people who are currently studying . The importance of the development of ecological education in
the formation of a mature, highly cultured person is incomparable. The course "Methodology of
teaching biology and ecology" introduces students to the general teaching issues, methods,
methods, teaching tools of these subjects, as well as information about the organization of
educational work, the integrity of education, as well as the speciﬁc methodology of teaching
ecology. II. The purpose and task of education The purpose of teaching science is to introduce
students to the content of science, general teaching issues, methods, teaching tools, as well as
information about the organization of educational work, the integrity of education, as well as the

speciﬁc methodology of teaching . Tasks of teaching science: School , in special vocational
colleges, as well as in academic lyceums, training pedagogues who can teach in connection with
environmental protection based on a certain plan and program , can conduct extracurricular and
extracurricular activities , and can organize various environmental activities . "Methodology of
teaching ecological sciences" history and scientiﬁc basis of bachelor's teaching methodology in the
process of mastering the subject ; methods and means of environmental education as a future
pedagogue , new pedagogical technologies that can be used in the educational process , as well as
interactive methods; to be able to practice the teaching of ecological education, to give independent
knowledge; Ability to work with educational programs, textbooks, educational programs created on
the basis of DTS and their practical implementation; to be able to introduce the unique aspects of
the organization of teaching environmental sciences in schools, lyceums and special vocational
institutions ; Must have scientiﬁc knowledge, practical knowledge and skills to use teaching
methods and tools . The role of science in the production of our Republic has been paying special
attention to environmental problems and their elimination since independence . The most important
of the tasks to be performed in this regard is education, which is of great importance in the
education of a healthy generation. In the preparation of teachers of general and special, vocational
education, ecology, biology and geography, teaching methodology is extremely important. To use
modern pedagogical technologies in teaching pupils and students, to expand their scope of
independent thinking, to inculcate the ideas of national pride and patriotism, to educate them in the
spirit of national and universal values, to have a conscious attitude towards the motherland and
especially mother nature , as well as special attention is paid to the formation of methodical
knowledge and skills in pedagogues . It is important to use advanced and modern methods of
teaching, to apply new informational and pedagogical technologies in order for students to master
the subject "Methodology of teaching ecological sciences" . Textbooks, educational and methodical
applications, explanatory texts, handouts, electronic materials, virtual stands, and herbariums are
used in learning the science. Types of teaching of science are carried out in the form of laboratory
exercises, exposing the topics speciﬁed in the program. Also, in order to ensure comprehensive
knowledge, students are given independent work topics. Science is also taught in modern
pedagogical methods - "Cluster", "Boomerang", "Debates". Information is provided with the help of
visual educational tools, multimedia, microscope, total and sectional preparations . Appropriate
advanced pedagogical technologies are used in lectures, practical and laboratory classes. The
following requirements are set for the knowledge, skills and qualiﬁcations of students in this
subject. Student: - To have an idea about the subject "Methodology of teaching ecological sciences"
and its role in the system of sciences, its breadth, complexity , diversity and other ﬁelds with its
speciﬁc features ; - The relevance of the methodology of teaching environmental sciences, knowing
how to describe them based on ecological laws and being able to use them; - Based on the tasks of
the methodology of teaching ecological sciences, one should have skills based on ecological laws.
III. The main theoretical part (lecture exercises) Introduction. The subject, purpose and tasks of the
teaching methodology of ecology. Ecology teaching methodology-pedagogical science. The subject
of ecology teaching methodology. The object, purpose and task of studying science. Scientiﬁc
research methods of teaching ecology. The methodology of teaching ecology is related to other
subjects: biology, ecology, pedagogy, psychology, philosophy . The structure of ecology teaching
methodology: general and speciﬁc methods. The content and essence of ecological education - the
organizational basis of ecological education in general education schools, special and vocational
colleges . Areas of ecological education. The content of ecology. Ecological education. Continuity
of environmental education. Stages of continuous environmental education and training. Basic
requirements of environmental education for students of general education schools. The goals and
tasks of education, the issues of education and upbringing during the Eastern Renaissance, the
development of science and culture in Central Asia in the VII-XII centuries. Abu Nasr Farabi's views
on education. Abu Rayhan Beruni on education and upbringing . Ibn Sina's socio-philosophical views
on education. The history of the development of the methodology of teaching natural science .
Famous pedagogic scientists - Mahmudkhwja Behbudi, Munavvar Qori Abdurashidkhan Wgli,
Abdulla Avloni, Abdurauf Fitrat. The ﬁrst period of natural science teaching methodology. teaching
of natural science in schools and its methodology. The state of teaching methodology in the 20th
century. Methods of teaching biology and ecology in Uzbekistan. Teaching methods and their
classiﬁcation. Classiﬁcation of methods and their variety. General description of teaching methods.

Oral methods and their forms: conversation, explanation, presentation, seminar. Methodological
recommendations for the use of these methods. Visual, practical methods and their uniqueness.
Methodological guidelines for conducting observations, experiences and experiments . Concepts of
interactive methods. Independent working methods. Organization of practical and laboratory work.
Preparation and organization of laboratory work. Transfer methodology. Work carried out by the
teacher in the preparation of practical work . Extracurricular activities in environmental sciences.
Excursions. Students' homework, their types. Requirements for this job, volume. Effectiveness of
homework. Extracurricular activities and their wrni. A variety of extracurricular activities: summer
tasks, phenological observation, work in the oﬃce and living nature corner. Extracurricular activities
and their forms: individual, group and public. Individual work: reading outside the classroom,
experience, observation, preparation of reports, preparation of visual aids. Group work. Promoting
the work of the ecological community. Optional lessons. Public events: fairs, environmental dates,
parties, conferences, exhibitions. The material base of ecology teaching is the Ecology cabinet. Its
equipment. Forms and variety of visual aids . Basic teaching tools: real, symbolic and verbal.
Additional teaching tools: technical teaching tools, laboratory equipment, their description.
Classiﬁcation and description of visual aids . A corner of living nature and things to do there.
Student activity. The corner of living nature and the basics of education. Experimental plot. Works
on the site. IV. Instructions and recommendations on the organization of practical, seminar and
laboratory work . The practical training requires the student to strengthen, deepen and generalize
the theoretical knowledge of ecotourism in a practical way , and the student is required to be able to
think independently and analyze reality from an ecological point of view, and the following topics
are recommended: 1. School , lyceums, colleges to create annual and periodic work plans for
environmental sciences . 2. Review and analysis of recommended textbooks, teaching methods for
schools, lyceums, colleges on environmental sciences . 3. Analyzing lessons from the ecological
point of view on the 1st part of botany . Observation and analysis of lessons. 4. Observing and
analyzing the lesson of students from the ecological point of view on the topics of the 2nd part of
botany . 5. Observing and analyzing the lessons of the 1st part of Zoology from an ecological point
of view . 6. Observation and analysis of lessons on the topics of the 2nd part of zoology from an
ecological point of view . 7. Observing and analyzing lessons on the subjects of the science of man
and his health from an ecological point of view . 8. Observing and analyzing lessons on the topics of
general biology from an ecological point of view . Explanation: In the process of forming the
working program of the subject, topics are selected according to the number of hours speciﬁed in
the curriculum. V. The form and content of independent study and independent work. Students
independently master the topics speciﬁed for independent work, with the help of the indicated
literature, in the form of a current, mid-term control or extracurricular time, in the form of a report,
presentation or dialogue. If the student takes into account the features of the subject when
preparing independent work, it is recommended to use the following forms: Preparation for practical
training; Learning the chapters and subjects of textbooks and textbooks; Development of the
exposure section of the distribution materials; Work on subjects or subjects of special literature;
In-depth study of subjects and topics related to the student's academic and research activities ;
Educational activities using active and problem-based teaching methods; The list of topics of
recommended independent work: 1. Speciﬁc aspects of environmental education in the curriculum
of schools, lyceums, colleges. 2. Organization of ecology room 3. Issues of organization of "Young
ecologists" group 4. Issues of ecological education. Note: In the process of forming the working
program of the subject, subjects are selected according to the number of hours speciﬁed in the
study plan. Additions and changes are possible. List of used literature Main literature 1.
GVSLakshmi. Methods of teaching environmental science. DiscoveryPublishingHouse. USA, 2010.
2. Guillermo Foladori. A Methodological Proposal for Environmental Education. Universidad
Autonoma de Zacatecas, Mexico. Canadian Journal of Environmental Education, 10, Spring 2005. 3.
Gafurov AT, Tolipova J., Faizullaev SS, Azimov I.T., Ah'madalieva B. General methodology of teaching
biology. Tashkent, 2005. 152b. 4. Haydarova H., Bah'odirova Z., Yakubjonova Sh. Methodology of
teaching ecology. Tashkent, 2009. 217p. 5. Verzilin NM, Korsunskaya VM General methodology of
teaching biology. Tashkent, 1983. 375p. Additional literature: 1. Mirziyoev Sh.M. We will build our
great future together with our brave and noble people. Tashkent, Uzbekistan publishing house, 2017.
2. Mirziyoev Sh.M. Ensuring the rule of law and human interests is the guarantee of the country's
development and people's well-being. Tashkent, Uzbekistan publishing house, 2017. 3. Mirziyoev

Sh.M. Together we will build a free and prosperous, democratic Uzbekistan. Tashkent, Uzbekistan
publishing house, 2016. 4. Mirziyoev Sh.M. Critical analysis, strict discipline and personal
responsibility are the daily rules of every leader's activity. Tashkent, Uzbekistan publishing house,
2017. 5. Action strategy for the ﬁve priority directions of the development of the Republic of
Uzbekistan in 2017-20121 6. From ecological education to sustainable development
education./Under the general editorship of ANNigmatov. Tashkent, 2007. 7. Azizkhodjaeva NN
Pedagogical technologies and pedagogical skills. Tashkent, 2006. 8. JOTolipova, ATGafurov.
Technologies of biological education. Tashkent, 2002. 9. J. Tolipova, ATGafurov. Biology teaching
methodology. Methodical application. For academic lyceums and colleges. Tashkent, 2004. 10. I.
Ponomareva et al. General methodology of teaching biology. Moscow, 2003. Internet sites: 11.
www.ziyonet.uz 12. www.natl.uz 13. www.nature.uz 14. www.uznature.uz; 15.www.eso.uz;
16.www.Lex.uz. 4.2. Work science program MINISTRY OF HIGHER AND SECONDARY SPECIAL
EDUCATION OF THE REPUBLIC OF UZBEKISTAN KARAKALPAK STATE UNIVERSITY NAMED
BERDAQ Registered: №___________________ 2018. "___" _________ "Approved" Vice-rector for stream
affairs _______ M.Ibragimov "___" ___________2018 volume WORKING CURRICULUM of teaching
methodology of ecological sciences Field of knowledge: 600000 - Services ﬁeld Field of education:
600000 - Environmental protection Educational program: 5630100-Ecology and environmental
protection (science and education) Total hours of study - 126 hours, Including lectures - 28 hours (7
semesters - 28 hours) Practical - 44 hours, (7 semesters - 44 hours) Independent education - 54
hours (7 semesters - 54 hours) Nukus 2018 The working curriculum of science of the Ministry of
Higher and Secondary Special Education of the Republic of Uzbekistan was approved by the order
numbered _____ of "____" ______ of 201___ (annex to the order_______) It was prepared on the basis
of the program of the subject "Methodology of teaching ecological sciences" . The science program
was approved by the Bayun No. _____ of "____" ______, 201__ of the Council of Karakalpak State
University named after Berdak . Compilers: Begjanova G Berdak Karakalpok State University,
assistant of the department of "Ecology and Soil Science", Bekmuratova D Berdak Karakalpok State
University, assistant of the department of Ecology and Soil Science, Reviewers:
Davletmuratova V. Berdak, Karakalpak State University,
associate professor of "Biology" department, bfn;
Baltabaev M. Nukus State Pedagogical Institute,
associate professor of the "Biology Teaching Methodology" department, bfn;
Dean of the Faculty of Natural Sciences of QQSU
:
2018 volume "______" _________________________________A. Esimbetov
(signature) Head of the
"Ecology and Soil Science"
department:
2018 volume "______" _________________________________Ya. Ametov
(signature)
I. Methodological guidelines for the teaching of the academic subject
"Methodology of the teaching of environmental sciences" the subject fulﬁlls the tasks of forming
theoretical knowledge, practical
skills, a methodological approach to ecological phenomena and processes, and a scientiﬁc
worldview . The following requirements are imposed on the knowledge, skills and qualiﬁcations of
students in science. - he should know the main basis of new pedagogical technologies, methods
and forms of teaching biology and use his knowledge in the processing of biological material ,
methods of conducting lessons, excursions, extracurricular activities ; - applying the knowledge
acquired in the process of mastering the subject to the ways of applying new pedagogical
technologies during pedagogical practice, applying the lessons in biology classes conducted

according to the school program, organizing practical and laboratory exercises, conducting
excursions it is necessary to get acquainted with the ways of organizing, setting up extracurricular
activities, increasing the activity of mastering, and getting acquainted with the variety of materials
in the educational process, ways of illuminating science with the help of educational and technical
means, and you need to have the skills to organize these things. 2. Lecture sessions No. Topics of
lectures 1. Introduction, the subject, purpose and duties of the science of ecological teaching
methodology 2 2 The content and essence of ecological education Teaching principles and laws of
the educational process 4 3 During the period of Eastern renaissance, Educational issues. The
history of the development of the methodology of teaching natural science 4 4 Teaching methods
and their classiﬁcation 2 5 Biology textbooks 2 6 Organization of practical and laboratory training 2
7 Extracurricular activities in ecological sciences 4 8 Excursions in ecological sciences 2 9 The
material basis of teaching ecology 2 10 New in teaching ecological sciences use of pedagogical
and information technologies . 4 A total of 28 hours of lecture sessions are held in an auditorium
equipped with multimedia devices for the ﬂow of academic groups. 3. Practical lessons No.
Subjects of practical lessons hours 1 Annual and calendar plan on environmental science for
schools, lyceums, colleges 4 2 Analysis of review of textbooks, educational and methodological
manuals on environmental sciences for schools, lyceums, colleges 6 3 Analyzing from an
ecological point of view on the 1st part of Botany . Observing and analyzing the textbook. 6 4
Analyzing from the ecological point of view on the 2nd part of Botany . Observing and analyzing the
textbook. 6 5 Analysis from the ecological point of view on the 1st part of zoology . Observing and
analyzing the textbook. 4 6 Analysis from the ecological point of view on the 2nd part of zoology .
Observing and analyzing the textbook. 6 7 Observation and analysis of the textbook with an
ecological approach on the subjects of the science of man and his health . 6 8 Observation and
analysis of the textbook on the topics of general biology from an ecological point of view . 6 A total
of 44 hours of practical training is given to each academic group separately in an auditorium
equipped with multimedia devices. Lessons are taught using active and interactive methods. "Case-
study" technology is used, the content of the cases is determined by the teacher. Visual materials
and information are transmitted using multimedia devices. 4. Independent education. No. Content
of topics hours 1 Speciﬁc aspects of biological and environmental education for schools, lyceums,
colleges 14 2 Organization of biology room 12 3 Issues of organization of a young environmentalist
group 14 4 Issues of environmental education in biology textbooks 14 Total 54 hours Abstracts by
students on independently coordinated topics will be prepared and its presentation will be
organized. 5. Criteria for evaluation and control of students' knowledge in this subject. Evaluation
methods Express tests, written works, oral questions, presentations Evaluation criteria 86-100
points "excellent" - ability to fully reconcile theoretical and methodological concepts related to
science - ability to think creatively when analyzing lessons related to science - independent
observation of studied processes conduct - to determine the factors inﬂuencing the process being
studied and to evaluate them - to make an accurate and objective assessment of the situation
based on the results of the analysis - to have an idea about the environmental phenomenon and
process being studied - to analyze the process being studied through tables and to make
appropriate decisions 71 - 85 points "good" - independent observation of the processes being
studied - being able to accurately reﬂect the results of the analysis - having insight into the
environmental phenomenon and process being studied - identifying the factors affecting the
process being studied and evaluating them - tables for the process being studied analyzing and
making appropriate decisions 55-70 points "satisfactory" - identifying the factors affecting the
process being studied and evaluating them - gaining insight into the environmental phenomenon
and process being studied - analyzing the process being studied using tables 0-54 points
"unsatisﬁed" - not knowing the theoretical and methodological foundations of the lost science - not
having the initiative to analyze environmental phenomena and processes - not being able to apply
methods to the processes being studied Types of rating assessment Max score time Current
control 40 points Knowledge and practical skills of students on science topics during the semester
level determination and evaluation method. Verbal 13 points If the current control is based on the
nature of the subject, oral questioning, interviews, 13 points Homework check and other similar
forms can be conducted in practical training . Written work 14 points Midterm control 30 points
Method of determining and evaluating the level of theoretical and practical skills of students after
completion of the relevant (including several topics ) section of the curriculum 15 points 7 weeks

during the semester . Test Midterm control is held twice in one semester and the form (in writing) is
determined based on the total number of hours devoted to the subject 15 points 13 weeks Final
control 30 points At the end of the semester Oral 30 points Total 100 points List of recommended
literature Main literature: 1.GVSLakshmi. Methods of teaching environmental science.
DiscoveryPublishingHouse. USA, 2010. 2. Guillermo Foladori. A Methodological Proposal for
Environmental Education. Universidad Autonoma de Zacatecas, Mexico. Canadian Journal of
Environmental Education, 10, Spring 2005. 3. Gafurov AT, Tolipova J., Faizullaev SS, Azimov IT,
Ahmadalieva B. General methodology of teaching biology. Tashkent, 2005. 152b. 4. Haydarova H.,
Bahodirova Z., Yakubjonova SH. Ecology teaching methodology. Tashkent, 2009. 217p. 5. Verzilin
NM, Korsunskaya VM General methodology of teaching biology. Tashkent, 1983. 375p. Additional
literature: 6. From ecological education to sustainable development education./under the general
editorship of ANNigmatov. Tashkent, 2007. 7. Azizkhodjaeva NN Pedagogical technologies and
pedagogical skills. Tashkent, 2006 8. JOTolipova, ATGafurov. Biology educational technologies.
Tashkent, 2002. 9. J. Tolipova, ATGafurov. Biology teaching methodology. Methodical guide. For
academic lyceums and colleges. Tashkent, 2004. 10. I. Ponomareva et al. General methodology of
teaching biology. Moscow, 2003. Internet sites: 11. www.ziyonet.uz 12. www.natl.uz 13.
www.nature.uz 14. www.uznature.uz; 15.www.eso.uz; 16.www.Lex.uz. Note: 1. Entered on the basis
of a foreign book or program 1. 4.3. Distributed materials Principles of organization and
development of education and integration between teaching principles Table 1 Main principles of
State policy in the ﬁeld of education (selection) Principles of organization and development of
continuous education Principles of education 1 . 2 Humanistic, democratic nature of education and
training Continuity and consistency of education The secular character of the education system
Uniﬁed and stratiﬁed approach to the selection of the educational program Encouraging knowledge
and talent Democratization of education, humanization of education, priority of education,
education socialization, national orientation, interdependence of education and upbringing ,
identiﬁcation of talented young people , creation of conditions for them to consistently receive
basic and special education at the highest level of education, democratization and humanization of
the educational process, scientiﬁcity, systematicity, fundamentality demonstration, eﬃciency,
comprehensibility, awareness, independence, unity of theory and practice, logical sequence and
coherence, Methodological principle of socio -economic development , differentiation of education,
harmonization of individual and group teaching , the purpose, content, means and forms of teaching
dependence on the social environment , unity of educational goals, means and results, evaluation
and self- evaluation, the principle of self-evaluation and self- evaluation . Analysis of biology
textbooks. School biology textbooks . Textbooks . Number of pages . Number of paragraphs .
Number of pictures . Digestive system. Circulation Breathing Dilution. Nervous system. Sensory
Organs Reproduction Aspects of Comparison Centipedes Angiosperms Angiosperms Life Form.
The root. Stem. Leaf Reproductive organs. Dependence of the reproduction process on external
environmental factors 2. Determine why angiosperms dominate the plant world. Task II 1. Compare
the structure of aquatic and terrestrial inhabitants, reptiles and birds . Identify the similarities and
differences between them. Comparable Aspects Aquatic and Terrestrial Reptiles Birds Body Cover
Digestive System . Blood circulation. Heart. Breathing. Subtraction. Nervous system. Sense organs.
Increase. Educational tasks related to the materials that students should master. Instructions for
completing the task. Carefully read the text in the textbook, ﬁnd answers to the following questions
and complete the tasks : With a group of students h' work at Amkorlik . Identify the characteristics
of monocots . Identify which families belong to the class of monocots . Identify the characteristics
of the tulip family . Explore the ﬂower structure and formula of members of the tulip family .
Compare the tulip blossom with the apple blossom. Identify similarities and differences. Compare
the structure of a tulip with the structure of a mat and complete the table below. Actively participate
in the question-and-answer session with the students . Comparative Aspects Tulip Namatak Life
Form Root Stem Leaf Flower Formula Calyx Pollination Type Fruit Cell Organoids Structure Function
Methods Used in Teaching Biology. According to this table, 9 groups of teaching methods can be
selected. According to the sources of learning Students according to the level of activity
Reproductive (retelling) Partial search research Oral + + + Demonstration + + + Practical + + +
Interconnection of teaching forms can be seen in the following table: Form of teaching "Seed" topic
"Root" topic Lesson (Practical work) Identiﬁcation of seeds of dicotyledonous and
monocotyledonous plants. Determination of the structure, composition, fertility of the seed.

Comparison of seed parts Identiﬁcation of root systems. Comparison of roots. Microscopic
examination of root hairs and parts. Excursion Observation and collection of seeds of Euvoy and
cultivated plants. Monitoring root growth. Collection of roots of monocotyledons and dicotyledons.
Housework. Observation of seed germination. Collecting seeds under different conditions. Growing
plants in water. Observing the formation of small roots . Work in the corner of living nature
Determining the depth of planting seeds . Fruit stratiﬁcation. Determining the percentage of
uniqueness . Monitoring root development under different conditions . Comparison of root crops .
Field work Determining the best methods of planting . Planting seeds thickly and sparsely,
observing the results. Observing the root development of plants in hydroponics . Determination of
soil fertility. The following table is given as an example for planning the perspective used in the
teaching of biology . Chapters and topics, hours, duration, interdisciplinary excursion, extracurricular
activities No. The subject of the lesson, basic concepts, the technology to be used , demonstration
tools , extracurricular activities, Musta kyl talim 1 Stem. Noda. (morphological concepts) Modular
cultivation technology si Zvvoyi, cultural plants ger. vegetative and generative branches jad.
Comparison of stems of trees , herbs 2 Bud (anatomical, morphological, ecological, genetic
concepts) Collaborative teaching technology Budding branches, herbarium and tables Comparison
of vegetative, generative , internal and lateral branches 3 Different types of stems diversity
(morphological, anatomical concepts) Collaborative teaching technology Graph showing the
diversity of stems , vol. Identifying the variety of the plant stem , branches that have changed shape.
4 The internal structure of the stem (anatomical, cytological, ecological concepts) Traditional
cultivation technology The internal structure of the wooden stem ch. "The structure of the stem"
study c/f Completing the tasks given in the textbook 5 Growth of the stem. (anatomical,
morphological, ecological cytological concepts) Traditional cultivation technology Indoor plants,
herbarium and tables Finding the tip and side growth point of the stem, observing fast and slow
growing plants 6 Stem width growth. (anatomical , morphological, ecological, cytological) concepts)
Traditional cultivation technology Cross-section of the stem in width and length, structure of the
stem . Determining relative and absolute age of plants , annual rings. 7 Movement of nutrients in the
stem . (anatomical, morphological, ecological, cytological) Ananavi y talim technology Potato
nodule, piez, iodine solution, herbarium and tables Comparison and determination of the functions
of bulbs, nodules, rhizomes Chapter Topic Laboratory activity Overview of the human body Tissues.
Epithelial, connective, muscle and nerve tissues 1st laboratory exercise. Structure of tissues :
skeletal, connective, muscle and nervous tissues. Musculoskeletal system . Muscles and their
function. Laboratory exercise 2.1. Observation of dynamic and static work of muscles . 2. First aid
in case of damage to the musculoskeletal system. Blood Shaped elements of blood . Laboratory
exercise 3. Study of shaped elements of blood. Use of modern pedagogical and information
technologies in biology lessons. The structure of "Brainstorming" lessons is as follows: 1. Teacher's
introduction. In this, the teacher introduces the purpose and tasks of the subject of the lesson , the
general details of the problems to be discussed in the scientiﬁc discussion, and the educational
tasks performed by the group of students in the lesson. 2. Divide students into equal number of
small groups. 3. Directing students' activities to solving controversial and problematic issues ; 4. To
externalize academic discussion and debate among the group of students; 5. End of academic
debate and discussion. During the lesson, the teacher emphasizes the main ideas and concepts in
the solution of the problems caused by the educational debate and discussion , and makes
conclusions. 6. Monitoring and evaluation of students' knowledge. Students who actively
participate in lectures and discussions are encouraged and evaluated according to the rating
system. 7. Giving homework. 8. General completion of the lesson. "Concepts about the emergence
of a person and their development " from the chapter "Emergence of a person" in the subject of
human and health education . The following chain of controversial questions will be created for the
use of brainstorming lessons in studying the topics of "Evidences about the origin of man from
animals", "Similarities in the development of human and animal embryos" . 1. Study the views of K.
Linnaeus, J. B. Lamarck, Ch. Darwin on the origin of man . How do you react to these thoughts? 2.
Why is man included in the primate group in the scientiﬁc classiﬁcation of the organic world? 3.
What are the similarities between humans and monkeys? Complete the table below and use it to
support your opinion. Comparable Aspects Ape Human Skeletal Sections. The structure of the
brain. The structure of the lake. General aspects 4. Which features of human embryonic
development are similar to vertebrates ? Complete the table below and justify your opinion. Periods

of human embryo development Fish Frog Monkey 18-20 days one month 5 months 7 months 1.
Identify rudiments in humans. In which organisms are they developed rudiments in humans Reptiles
Birds Milk lactation 2. Deﬁne atavisms in humans. In which organisms have they not lost their
function today ? 3. Compare the physiological and biochemical processes in humans and monkeys.
4. Why do monkeys have a low ability to generalize impressions of the external environment?
Justify your opinion. The organization of students' cognitive activity in this way makes it possible to
ﬁnd content for creative activity. Didactic purpose of the module program. With the help of the
module program, you can work with the students in small groups, in cooperation, to get to know the
distinctive features of the family of ranodash, wild and cultural representatives, to identify their
place in human life and nature, in the development of our economy, on the textbook you need to
develop your independent work skills. Educational elements Tasks related to the learning material
that students should master. Demonstrations of task attempts Grade I.O'.F .E. Purpose: to study the
characteristics of the Ranadoshad family . After carefully reading the text in the textbook , ﬁnd the
answers to the following questions and complete the task: Work in cooperation with a group of
students 1 To the family of Ranadozha. determine how many species the species belongs to.
Determine the uniqueness of the structure of the vegetative organs of the beetles . 2 Determine the
uniqueness of the structure of the vegetative organs of the beetles. Actively participate in a
question-and-answer session with a group of students . 3 Study the structure of the ﬂower and fruit
of representatives belonging to the ranodos family. Work collaboratively with a group of learners . 4
Complete table 1 based on your knowledge. P. O'.F. E. Purpose: Study of wild and cultivated plants
belonging to the family of Ranadosza. After carefully reading the text in the textbook, ﬁnd answers
to the following questions and complete the tasks: 1 Identify the genera belonging to the family of
rhododendrons. Actively participate in a question-and-answer session with the student group . 2
Study the structure of Namatak. 3 Identify the wild members of the ranodos family and their
importance. 4 Identify the cultural representatives of the Ranodash family and their importance. 5
Fill in table 2 based on your knowledge . III. O'.F. E. Completion of the module program. 1 Read the
didactic objective of the module program. 2 How well did you achieve it? 3 Rate your learning
activity on a ﬁve-point scale. 4 If you are satisﬁed with your learning activity, make a crossword
puzzle using the names of plants belonging to the family of rhododendrons . 5 If you are not
satisﬁed with the result of your learning activity , study the topic again using the module program.
Table 1. Family name Root system Leaf Stem Flower Fruit Ranadoza family Table 2 representative
of Ranadoza family Life form Stem Leaf Flower formula Fruit Signiﬁcance Namatak Apple Rose 4.4.
Tests 1. Which scientists contributed to the development of education during the Renaissance?
٭ a)
Abu Nasr Farabi, Abu Raikhan Beruni, Abu Ali Ibn Sina c) NM Verzilin, M. Karsunskaya, Abu Raykhan
Beruni c ) Abu Ali Ibn Sina, E. Belskaya d) Abu Nasr Farabi, M. Karsunskaya

2. Which scientists contributed to the development of education during the Renaissance?
a) Zakaria ar-Razi, I. Azimov
٭v) al-Khorazimi, Ahmad Farabi, Zakaria ar-Razi, Ibn Sina, Beruni Jurjani
s) AT Gafurov, al-Khorazimi
d) Ibn Sina, Jurjani
3. Why was Farabi called the "second teacher"?
a) He developed the science of mathematics
٭v) Due to the spread and development of Greek science in the East
c) He contributed signiﬁcantly to the development of secular sciences
d) Due to his thoughts on education
4. What ideas did Ibn Sina give for the teacher?
1. use of different methods and forms in education
2. paying attention to how students acquire the given knowledge
3. children's memory, ability to acquire knowledge, knowledge of personal characteristics
4. ability to interest in science.
5. To give knowledge in a comprehensible manner, in accordance with his age and intellectual level.
6. To achieve that every word is
absorbed at the level of awakening children's temperament.
a) 1, 2, 3, 7, 4, 5 c) 2, 4, 5, 7, 3, 6
٭ s) 5, 6, 4, 3, 2, 1 d) 6, 7, 5, 4, 3, 2
5. What is Ibn Sina's opinion on teaching children?
1) when giving education to a child, don't get busy with a book at once
2) give knowledge by going from new to diﬃcult in education
3) pay attention to teaching as a team at school when teaching
4) interest in new topics
6. increase the interest and ability of children in education 7. Training
in a profession.
a) 1, 2, 4, 6, 7
٭v) 1, 2, 3, 5, 6 c) 2, 4, 7, 3, 5 d) 1, 3, 4, 6, 7 6. Study
biology What technologies are recommended for use in teaching?
1. Didactic home technologies
2. Problem-based learning technologies
3. Modular learning technologies
4. Cooperative learning technologies
5. Design technologies
6. Traditional learning technologies include
a) 1, 3, 4, 5, 2 c) 2, 4, 5 , 6, 3
٭s) 1, 4, 5, 2, 3, 6 d) 4, 2, 5, 6, 3 7. What
methods of collaborative teaching technology
are recommended to be used in biology classes?
1. Teaching in a team
2. Teaching in small groups
3. Zigzag
4. We study together
5. Dispute
a) 1, 3, 4, 5 c) 2, 3, 4, 5 c) 3, 1 , 2, 5
٭d) 1, 2, 3, 4
8. What are the types of excursions?
٭a) one-hour, one-day and multi-day
c) two-hour, one-day, multi-day
c) one-hour, four-day
d) two-hour multi-day
9. What types of extracurricular activities are there?

1. Lessons conducted individually with individual students
2. Lessons conducted with a group of students
3. Lessons conducted with students en masse
4. Deep and solid development of the fundamentals of science
. ) 1, 2, 4
*
c) 1, 2, 3 c) 2, 3, 4 d) 1, 2, 3
10. Which plants are located in the living nature corner?
1. Indoor plants.
2. plants with wild grass seeds and spores
3. cultivated and wild plants that reproduce vegetatively
4. branches of trees and shrubs
5. mosses
a) 1, 2, 4, 5 c) 2, 3, 4 .
_
_ task poured?
a) Creative ability is molded
c) Highly cultured agile
c) Staff with mature specialists
*d) a, v, s
12. How does a person's change of home opinion lead to work?
*a) Good marriage, mental maturity
c) humanity
c) Intelligent, broad-minded
d) highly cultured 13. Where does the cultivation of specialists with mature and broad-minded skills
start
at present ? a) from the society *c) from the threshold of study places c) from the family d) from
working with the computer 14. Who crushed the methodical manual on natural science? a)
MVLomonosov *v) VFZuev c) AMTeraev d) I.I. Martanov 15. What are the main sections of the ﬁrst
methodological manual? a) 1) fossils 2) plants c) 1. Plants 2. animals c) Animals plants body from
30 *d) fossils plants, animals, human body 16. Materials of natural science textbooks given by
whom and in what order? *a) dead nature, plant world, animal world, human history (A.Ya. Gerd) c)
dead nature, plant, animal (APBogdonov) c) dead nature, plant, animal, human (BERaikov) d) History
of plant, animal and earth (VFZuev) 17. Why is botany taught ﬁrst? a) medicine is obtained from
plants *v) animals depend on plants c) It is diﬃcult to explain the organism of animals d) a, b 18.
What is included in the content of the general biology course and its sequence ? *a) personality
traits c) ability c) intelligence d) psychological symptoms 19. Methodist scientists who made a
signiﬁcant contribution to the development of biology teaching methodology in the Republic of
Uzbekistan? a) T.Odilov, U.Paratov, I.O.Sadikova c) B.Aminov, VVPlopevtsev c) Sh.Kurbanov,
VVG'afurov *d) T.Odilov, U.Paratov, U.Tashmukhamedov 20. Content of the lesson, What must the
method and form of teaching ensure the development of students? a) knowledge *c) ability to think
c) understanding d) mastery 21. What is the most basic principle in orientation and creating a
textbook? a) convenience c) systematicity *c) systematicity, convenience d) scientiﬁcity,
comprehensibility 22. What is the principle of systematicity based on? a) to the psychological
indicators of the adolescent c) to the sequence of materials c) to the peculiarities of the work *d) to
the system of the content of biological science 23. What is the convenience principle based on? a)
to the achievements of the biological science c) to the methods of observing nature c) to the trail of
reading materials *d) to the psychological differences of the adolescent 24. What do we mean by
the scientiﬁc principle? *a) assessment of the educational material at the level of development of
biological science c) assessment of students' comprehensibility c) assessment of the
achievements of biology d) assessment of the consistency of the study material 25. What do we
mean by the principle of comprehensibility? a) determining the sequence of the reading material *v)
determining the biological educational material taking into account the students' comprehensibility,
knowledge, and readiness c) determining the biological concepts d) determining the achievements
of the science 26 How many different subject conjunctions are there? a) 5 c) 3 *c) 2 d) 1 27. What
connection is a horizontal connection? a) subjects studied outside of class *c) subjects studied

simultaneously in class c) subjects studied in lower classes d) connection with biology in the
course of physics, chemistry 28. What kind of connection is vertical connection? a) connection
between other subjects and biology c) connection of subjects studied outside of class *s) related to
subjects studied in lower classes in the past time d) related to subjects studied in class at this time
29. What is your understanding of knowledge? *a) from the concepts shown by science about the
properties and main signs of objects, processes c) the way between knowing and not knowing c)
knowing the world of a person d) sensing objects and processes 30. What is your understanding of
the general concept? *a) A person's dune is useful for familiar service. They will have the urge to
settle in the ground c) Envisioned on the basis of acceptance c) Knowledge of the external
environment d) The path between not knowing and knowing 31. What measures should be taken to
master the concept? a) To know the adaptation form of organisms c) to prepare preparations, to
work with a microscope *s) to observe, solve problems related to experiments d) to know how to
observe the process of life 32. What is the reason why the student cannot master the educational
materials? a) remains only at the stage of visualization c) knowledge remains only at the stage of
recall c) the concepts that appear on the topic are not developed by linking them to other concepts
in the next lessons *d) a, v , p 33. What is your understanding of general biological concepts? *a) the
concept of biological laws related to general living organisms, the whole nature c) the concept of
individual plants and animals c) the concept of physiology d) the functional processes that take
place in the entire organism system concept 34. What is the educational signiﬁcance of the
excursion? a) not only learning, it has educational importance c) deepens knowledge, acquires an
understanding of biocenosis c) increases love for the homeland *d) a, v, c 35. General secondary
education o What is the main task of biological education in secondary schools? 1. Introducing
knowledge related to the formation of organic matter 2. Arming students with knowledge about the
basic laws of individual and historical development in the organism, species, cells, population 3.
Conscious attitude to natural resources 4. To educate in the spirit of love for the country 5. To
develop biological experiments 6. To develop creativity and interest in biology a) 1, 2, 3, 5, 4 c) 2, 3,
4, 5, 6 ) 1, 3, 5, 6, 4 *d) 1, 2, 3, 4, 6 36. What are the current tasks? 1. Determining the role and
importance of biology 2. Determining the content of teaching taking into account the differences 3.
Determining the types of educational objects 4. Re-developing teaching methods and
methodological methods based on new pedagogical technology 5. Preparing the biology teaching
process a) 1 2, 3, 4 *c) 1, 2, 4, 5 c) 1, 3, 4, 5 d) 2, 3, 4, 5 37. Each What questions does the teacher
seek answers to in his daily life? 1. How can the students learn the culture of the people of the
world today 2. How to organize the student's active research in the lesson 3. Showing the sequence
of events 4. Knowing the psychological differences of teenagers is the truth of knowledge,
connecting with justice processes a) 1, 2, 3 c) 1, 2, 4 *c) 1, 2, 5 d) 1, 3, 4 38. On what issues does
each biology teacher does he carry out investigation, research work in his pedagogical experience?
1. Which methods should be used to better explain student materials 2. What sequence should pure
materials be presented 3. How to connect theoretical knowledge with practice 4. Practical work
experiences 5. Repetition should be planned 6. Methods how should methodological methods be
adapted to the content a) 1, 2, 3, 4 c) 1, 2, 3, 5 c) 2, 3, 4, 5 *d) 1, 2, 3, 6 39. Botany in the educational
process What are the requirements? 1. It is necessary for students to understand the diversity of
plants, to acquire information about the evolution of livelihoods 2. To understand the importance of
plants in the national economy 3. To learn by observing and experimenting with plants learning to
know 4. Mastering knowledge about conservation 5. Must be able to distinguish the forms of
adaptation of organisms, ecological signs 6. Must know the basic rules of cell theory a) 1, 2, 3, 5 c)
2, 3, 4, 6 *s) 1, 2, 3, 4 d) 1, 2, 4, 5 40. In what logical order is it suggested to study each topic? 1.
Asking a problem 2. Experimenting with plants and animals 3. Looking at this problem 4. Drawing a
conclusion on the topic 5. Repeating the previous lessons *a) 1, 3, 4 c) 1 . _ _ 1. To increase the
connection between the study of biology and production 2. To connect the study of biology with the
agricultural work of students 3. To connect with the similarities and differences of living and non-
living nature lash 4. Use of living natural resources in the study of biology and their connection with
conservation issues 5. Connection with health issues 6. Identiﬁcation of types of natural objects a)
2, 3, 4, 5 *v) 1, 2, 4, 5 c) 3, 4, 5, 6 d) 1, 2, 3, 4 42. Why should you study natural science? 1. To
understand the external environment 2. To understand the structure of our own organism 3. To
organize and develop thinking methods 4. To know the connection of other sciences with biology 5.
To give humane education to students a) 1, 2, 4 v) 2, 3, 4 c) 3, 4. 5 *d) 1, 2, 3 43. What is necessary

for the organization of educational work? 1. A speciﬁc composition of students 2. A speciﬁc place
and time of educational work 3. Identiﬁcation of natural objects 4. Work performed by students in a
sequential order and the teacher's guidance to them a) 2, 3, 4 v) 1, 2, 3 c) 1, 3, 4 *d) 1, 2, 4 44. What
scientiﬁc and methodical requirements should be met in each lesson? 1. The lesson should have a
speciﬁc purpose, with a content corresponding to the term of its concrete topic, aimed at solving
the issue of general education and upbringing. It is necessary to develop the attitude, home-thought,
and educate to love the Motherland. 3. The lesson should be organized in such a way as to give the
students a certain amount of knowledge and to learn it in a quick and conscious manner . 4. Only
some plants and animals should be understood *a) 1, 2, 3 v) 1, 3, 4 c) 2, 3, 4 d) 1, 2, 4 45. What
speciﬁc tasks are assigned to biological education according to the "Law on Education" along with
all educational subjects ? 1. Re-development of the concept of biology education of general
secondary schools 2. Learning of common experiences 3. Development of the standard of biology
education based on the concept of biology education of general secondary schools . 4.
Development of the program of biological science, teaching-methodical tools in accordance with
the concept and standard of biology education . 5. The importance of questions for the
development of students' homework a) 1, 2, 4 c) 1, 3, 5 *s) 1, 3, 4 d) 2, 3, 4 46. The teacher himself
How should it be in order to behave well in front of students and teach conﬁdently ? 1) must be
interested in the scientiﬁc materials to be explained 2) must be passionate about the student's
knowledge 3) the choice of methods is speciﬁc to the content 4) must have a good knowledge of
the form of adaptation of the organism *a) 1, 2, 3 c) 1, 2, 4 s ) 2, 3, 4 d) 1, 3, 4 47. From the entire
process of "Teaching" and "Flow", show the signs that clarify the interdependent service of the
"teacher" and the student? 1. Sources of students' knowledge improvement 2. Movement of the
teacher's service 3. Movement of the students' services during the study process 4. Teaching to do
independent work 5. Education from a scientiﬁc point of view *a) 1, 2, 3 c) 1, 2, 4 c) 2, 3, 5 d) 3, 4, 5
48. In the new pedagogical technology, which of the oral methods require to be used in biology
classes as much as possible? 1) discussion 2) dispute 3) competition 4) conversation a) 1, 3, 4 *c)
1, 2, 3 c) 2, 3, 4 d) 1, 2, 4 49. What method is discussion? 1. The method of persuasion 2. Inculcating
scientiﬁc ideas in the minds of students 3. Opinions 4. Getting opinions a) 1, 3 *c) 1, 2 c) 2, 3 d) 2, 4
50. The importance of the discussion method how? 1. Students' concepts are interpreted in the
collective 2. Mistakes are found and solid-deep knowledge is gained 3. Truth is born from
controversy 4. Learns the culture of exchange of ideas 5. Arouses interest in biology 6. Opposite
there will be a) 1, 2, 3, 6, 4 c) 2, 3, 6, 5, 1 *s) 1, 2, 3, 4, 5 d) 3, 4, 5, 6, 2 51 Importance of selected
materials according to the age of the students and the content of the subjects ? 1. Determines the
high quality of knowledge 2. Develops the concept 3. Affects education 4. Explains the sequence of
the content of the lesson a) 1, 3, 4 c) 2, 3, 5 *s) 1, 2, 3 d) 3, 4, 5 52. What is your understanding of the
teaching method? 1) Way, method for research 2) Theoretical and practical method focused on
studying the object 3) Teacher imparting his knowledge to students 4) Students' mastery 5)
Recognizing the world a) 2, 3, 5 c) 1, 2, 5 c) 1, 4, 5 *d) 1, 2, 3 53. The basis of knowledge? *a) The
content of the leading educational materials in the learning process c) the teacher's conversation c)
a good explanation by the teacher d) The use of visual aids 54. What are the types of
methodological methods? a) oral, demonstration c) demonstration, practical c) teacher's statement
*d) oral, practical, demonstration 55. What are the types of oral method? a) conversation, lecture c)
explanation, teacher's statement *s) conversation, explanation, teacher's statement d) lecture,
conversation 56. In what areas is conversation used? 1. When it comes to the history of great
people in the biology lesson 2. When it comes to the biogeography of scientists 3. When it comes to
the events in nature's life 4. When using the demonstration tool 5. When the experiment works *a )
1, 2, 3 c) 2, 4, 5 c) 2, 3, 4 d) 1, 3, 4 57. What is the importance of the demonstration method? a) the
teacher conﬁrms the word *v) the teacher conﬁrms the word and strengthens the ﬁgurativeness of
the conversation c) examines and identiﬁes the objects d) a, b 58. What is the importance of the
practical method? 1. Students solve problems based on their familiar knowledge. 2. Strengthens
students' acquired knowledge . 3. Develops students' understanding . 4. Strengthens thinking ability
. 5 c) 1, 3, 5 *c) 1, 2, 3 d) 2, 4, 5 59. The correct upbringing given to the young generation ……….. a) It
is a "foundation" for a clear future life. 'ladi c) Awakens an eye to the outside world c) Teaches only
to be educated *d) a, v 60. What method is considered a teaching method? *a) The way of
interaction between the teacher and the student to achieve the goal c) Acceptance c) Checking the
results d) Formation of curiosity 61. Law of learning in pedagogical psychology? a) accept, apply,

check *v) accept, reconsider, remember, stay, apply check the results c) think, remember, check d)
accept, re-think think, remember 62. How to increase teaching activity? a) the teacher must be strict
c) examine the student every day *c) the teacher must work together with the student d) a, v 63. To
conduct each lesson thoroughly How should a teacher prepare ? a) selection of educational
materials c) selection of methods c) determination of lesson content, preparation of visual aids * d)
a, v, c 64. What are the main tasks of the science of ecology at present? 1. Studying the laws of the
relationship of various groups of organisms with external environmental factors. 2. Studying the
impact of people on the living environment of the organism. 3. Appropriate use of biological
resources . 4. Developing ways to ﬁght against pests. output 5. Development of waste-free
technology in industries a) 1, 2, 3, 4 c) 3, 4, 2, 5 c) 4, 5,3, 1 *d) all are correct 65. In what ways are the
tasks of ecological science carried out? *a) environmental-ecological experiments c) physical,
laboratory methods c) chemical method d) biological method 66. What are the events of human life
dependent on? *a) thinking and thinking model c) thinking c) lowering d) secular outlook 67. What
qualities should we instill in young people for the formation of a perfect and mature person? a)
good thinking, patience, kindness c) good speech, ﬂexibility c) good activity broad verb *d) a, v, s 68.
What is it for us to maintain mother nature and our own health do we need to do? a) maintaining our
inner peace and inner cleanliness c) preserving and appreciating the environment c) living in
obedience to the laws of nature *d) a, v, c 69. What is the guarantee of world peace and abundance?
a) inner peace of every person c) spiritual maturity by acquiring knowledge and science c) love of
the country, cherishing every inch of land *d) a, v, s 70. What kind of person is a person who has the
light of green in his heart mature? 1. A person's heart always strives for a bright future 2. He strives
for a happy and joyful marriage 3. He has a strong feeling of love for all humanity, his people, his
country, and his country 4. He deeply understands his place in life 5. He only thinks about himself a)
1, 2, 4, 5 c) 2, 3, 4, 5 c) 3, 4, 1, 5 *d) 1, 2, 3, 4 71. What virtues do people with knowledge have ? 1)
polite, generous, kind-hearted 2) the greatest wealth in the transient world - reputation, honor and
respect - is expensive 3) evil is not seen by anyone, people does not blindly hurt his heart and touch
his honor 4) has his own goal in life and lives in harmony with his inner world 5) ﬁghts only for
himself. *a) 1, 2, 3, 4 c) 1, 3, 4, 5 c) 1, 5, 2, 4 d) 3, 4, 5, 2 72. How to educate a young teenager ? 1)
education in the spirit of love for the motherland 2) teaching to love the nature of one's Motherland,
to increase its wealth 3) to protect nature 4) to restore and rational use of natural resources 5) to
think only about one's own reputation ) 1, 2, 4, 5 c) 1, 2, 3, 5 *s) 1, 2, 3, 4 d) 1, 3, 5, 2 73. How A.Ya.
Gerd organizes the material of science in schools offered on the way ? a) 1. Earth history 2. plants
and animals 3. man c) 1. Inorganic world 2. plants 3. animals c) 1. Earth history 2. dead nature 3.
dead plants, animals 4. man *d) 1. Inorganic world 2. plant world 3. animal world 4. man 5. earth
history 74. The most basic principles of teaching biology course? a) laboratory and design *c)
systematic and convenience c) scientiﬁcity and comprehensibility d) the principle of scientiﬁcity 75.
Which principle is considered to be the description of the educational material at the level of
development of modern biological science ? *a) scientiﬁcity c) comprehensibility c) systematicity d)
convenience 76. What is special about teaching biology? *a) to see the studied subject and check it
c) to give a clear description of the studied subject c) to match the studied subject to the age
difference of the child d) to give the child a practical and theoretical understanding of the studied
subject giving 77. The importance of teachers learning by giving various questions and systematic
knowledge? *a) increases students' thinking activity c) increases students' ability to memorize and
remember c) increases their interest in science d) correct understanding 78. What are the principles
of systematicity in creating programs and lessons based on? ? a) to the age differences of the child
*c) to the system of biological sciences c) to the system of interdisciplinary connection d) to the
psychological differences of the child 79. What is the reason why students cannot master reading
materials? a) the condition of correct acceptance is not fulﬁlled *v) the concept that began to
appear in one lesson does not connect with other concepts and does not develop in the next lesson
c) the initial concept does not develop d) the reading of the teacher's reading materials depends on
the logic of 80. Why do 11-12-year-old students often change the method without using the same
method for a long time when delivering materials to students ? a) their psychology is not suﬃciently
developed, and the same method is tiring *c) because they are tired of the same method during the
transition period. s) Age differences are not correct d) the child is not tired of work 81. Who
developed the State educational standards for biology, which were the basis of biology teaching
methodology in the Republic of Uzbekistan in the previous period? *a) ATGafurov, H. Shakirov, M.

Nishonboev, S. Tolipov v) B. Aminov, T. Tleuov, U. Pratov
s) U. Tashmuhamedov, T. Odilov
d) Kh. Shakirov, S. Tolipov
82. In the period of implementation of the national program of personnel training,
show the authors worthy of the requirements of the time?
a) T. Odilov, U. Pratov, U. Tashmuhammedov
b) B. Aminov, T. Tileuov
c) APGafurov
*d) a, v
83. What is your understanding of homework? *a) a form of work organized by
the teacher for independent work in the form of practical work according to the textbook c) a
system of directing educational work to a certain goal c) joint work of students under the leadership
of the teacher d) ) Work done together with the group in order to get to know the natural objects 84.
For the quality of homework... a) If it is clearly given in the form of assignment questions, it will give
good results if the student looks for the answer c) Similarity and Homework that forces students to
indicate the signs of their differences gives good results s) It is necessary to activate the students'
thinking service, direct them to independent work *d) a, v, s 85. Which principle of biology teacher
considered the main guide in practical work? a) Unity of theory and practice b) Unity of science and
understanding c) Principle of convenience *d) a, v 86. What measures should the teacher take to
develop the student's creativity ? a) Lesson should be well organized *v) Active teaching methods
should be used, teacher and student should work together c) Teacher should be active d) Teacher
should be sought 87. Newly built schools of the Republic of Uzbekistan What is the main feature of
a democratic society ? 1. Understanding this world 2. Everyone should search freely to ﬁnd their
place 3. The teacher should take the lead in the active principle 4. Convey interesting materials to
the students 5. Master the lesson well a) 1 , 3, 4 *v) 1, 2, 3 c) 3, 4, 5 d) 2, 3, 4 88. What is the quality
of the work of an active person measured? *a) Work eﬃciency, responsibility, honesty c) Explaining
the lesson c) Being able to convey new knowledge d) There is no correct answer 89. With the
interaction of words, demonstrations and practical work, the teacher 's What are the methods of
organized service aimed at developing thinking skills in students called? a) demonstration method
c) oral method *s) practical method d) brainstorming 90. Which method can be used to create
conﬁdence in the quality of students in science and inculcate scientiﬁc ideas? a) concrete situation
method *c) discussion c) demonstration method d) conversation 91. What requirements should
each lesson meet? 1) It is necessary to apply various methods and methodical methods of teaching
the lesson, adapting it to the age difference of the students, the purpose and content of the lesson
2) Enriching the student with new knowledge 3) Identifying natural objects 4) General familiarization
with the organized object * a) 1, 2 c) 2, 3 c) 3,4 d) 1, 3 92. Why is it necessary to connect the
principle of convenience of teaching material? 1. Arouses interest in learning 2. Makes you think 3.
Makes you make comparisons, draw conclusions and solve practical problems 4. It is necessary to
give a tariff to the biological concept. *v) 1, 2, 3 c) 3, 4, 5 d) 1, 3, 4 93. How can the level of
environmental literacy be achieved? *a) by creating and developing a continuous ecological
education and training system c) by creating the relationship between nature and society c) by
preventing ecological disasters d) by training specialists 94. The reason for the deterioration of the
environment in nature? a) Humans possess the highest intelligence from nature *v) Humans are
historically connected to nature for thousands of centuries c) Living space of natural people d)
Changes in gas content in the air 95. One of the most important tasks today? a) environmental
education for schoolchildren and the young generation c) the development of the inner world of our
young generations, the formation of their sincere feelings towards nature and the environment c)
the creation of the relationship between nature and society achievement *d) a, v 96. To create an
ecological concept? 1) to teach the young generation to have a conscious attitude to nature 2) to
teach to love the beauty of nature 3) to educate as a lover of nature 4) to strengthen the student's
thinking activity a) 1, 3, 4 *v) 1 , 2, 3 c) 2, 3, 4 d) 1, 2, 4 97. What poses a great danger to nature? 1.
Human activity in agriculture 2. Increased demand for chemicals in many industries 3. Air pollution
4. Disruption of industrial enterprises a) 1, 3 c) 2, 4 *s) 1, 2 d) 2, 3 98. Impact on nature as a result of
human activity? *a) anthropogenic c) biotic c) abiotic d) environmental 99. What is the purpose of
facultative discharge? 1) teaching schoolchildren to work independently creatively 2) broadening
and deepening of students' knowledge with the help of scientiﬁc testing methods 3) providing

professional programs 4) providing training a) 1.3 c) 2.3 *s) 1 ,2 d) 3,4 100. Where are
extracurricular activities performed? 1) in the biology room 2) in the bosom of living nature 3) in the
training area 4) in nature 5) in the museum *a) 1, 2, 3, 4 c) 2, 3, 4, 5 c) 1, 3, 4, 5, d) 1, 2, 5, 4 4.5.
Evaluation criteria 5. Criteria for evaluation and control of students' knowledge of the subject.
Evaluation methods Express tests, written works, oral questions, presentations Evaluation criteria
86-100 points "excellent" - ability to fully reconcile theoretical and methodological concepts related
to science - ability to think creatively when analyzing lessons related to science - independent
observation of studied processes conduct - to determine the factors inﬂuencing the process being
studied and to evaluate them - to make an accurate and objective assessment of the situation
based on the results of the analysis - to have an idea about the environmental phenomenon and
process being studied - to analyze the process being studied through tables and to make
appropriate decisions 71 - 85 points "good" - independent observation of the processes being
studied - being able to accurately reﬂect the results of the analysis - having insight into the
environmental phenomenon and process being studied - identifying the factors affecting the
process being studied and evaluating them - tables for the process being studied analyzing and
making appropriate decisions 55-70 points "satisfactory" - identifying the factors affecting the
process being studied and evaluating them - gaining insight into the environmental phenomenon
and process being studied - analyzing the process being studied using tables 0-54 points
"unsatisﬁed" - not knowing the theoretical and methodological foundations of the lost science - not
having the initiative to analyze environmental phenomena and processes - not being able to apply
methods to the processes being studied Types of rating assessment Max score time Current
control 40 points Knowledge and practical skills of students on science topics during the semester
level determination and evaluation method. Verbal 13 points If the current control is based on the
nature of the subject, oral questioning, interviews, 13 points Homework check and other similar
forms can be conducted in practical training . Written work 14 points Midterm control 30 points The
method of determining and evaluating the level of theoretical and practical skills of students after
the completion of the relevant (including several topics ) section of the academic program during
the semester . Test 15 points 7 weeks Mid-term control is held twice in one semester and the form
(in writing) is determined based on the total number of hours devoted to the subject 15 points 13
weeks Final control 30 points At the end of the semester Oral type 30 points Total 100 points
Recommended list of references Main references: 1.GVSLakshmi. Methods of teaching
environmental science. DiscoveryPublishingHouse. USA, 2010. 2. Guillermo Foladori. A
Methodological Proposal for Environmental Education. Universidad Autonoma de Zacatecas,
Mexico. Canadian Journal of Environmental Education, 10, Spring 2005. 3. Gafurov AT, Tolipova J.,
Faizullaev SS, Azimov IT, Ahmadalieva B. General methodology of teaching biology. Tashkent, 2005.
152b. 4. Haydarova H., Bahodirova Z., Yakubjonova SH. Ecology teaching methodology. Tashkent,
2009. 217p. 5. Verzilin NM, Korsunskaya VM General methodology of teaching biology. Tashkent,
1983. 375p. Additional literature: 6. From ecological education to sustainable development
education./under the general editorship of ANNigmatov. Tashkent, 2007. 7. Azizkhodjaeva NN
Pedagogical technologies and pedagogical skills. Tashkent, 2006 8. JOTolipova, ATGafurov. Biology
educational technologies. Tashkent, 2002. 9. J. Tolipova, ATGafurov. Biology teaching methodology.
Methodical guide. For academic lyceums and colleges. Tashkent, 2004. 10. I. Ponomareva et al.
General methodology of teaching biology. Moscow, 2003. Internet sites: 11. www.ziyonet.uz 12.
www.natl.uz 13. www.nature.uz 14. www.uznature.uz; 15.www.eso.uz; 16.www.Lex.uz. Explanation:
1. Entered on the basis of a foreign book or program

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