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SYSTEMATIC APPROACH IN ACTIVATING STUDENTS’ INDEPENDENT WORK
Hayitova Sh.D. – an independent researcher
of The department of “Professional Education”
of Jizzakh Polytechnical Institute
Аннотация:
Ушбу мақолада умумкасбий фанларни ўрганишда талабаларнинг мустақил
ишларини фаоллаштиришнинг концептуал асослари ҳақида сўз боради. Шунингдек, мустақил
ишларни ташкил қилишда тизимли ёндашувнинг аҳамияти очиб берилган.
Калит сўзлар:
тадқиқот, методология, тизим яхлитлиги, мустақил таълим, тизимли ёндашув,
мустақил иш, тизимни бошқариш, тизим элементларини танлаш
Аннотация:
В
статье
рассматриваются
концептуальные
основы
активизации
самостоятельной работы студентов при изучении общеобразовательных предметов. Выявлена
важность системного подхода в организации самостоятельной работы.
Ключевые слова:
исследование, методология, целостность системы, независимое обучение,
системный подход, самостоятельная работа, системное управление, выбор элементов системы.
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Annotation:
This article discusses the conceptual basis for activating students' independent work in
the study of general subjects. The importance of a systematic approach in the organization of independent
work is also revealed.
Keywords:
research, methodology, system integrity, independent learning, systematic approach,
independent work, system management, selection of system elements
It stems from the professional requirements for the specialist in determining the conceptual basis for
the activation of independent work of students in the study of general disciplines, the basic principles of
professional training. The problem of choosing the method and methodology of scientific research is
important in our research, the methodology is important in the organization of theoretical and experimental
work.
We know that in science, methodology serves as a method of general knowledge. It performs two
important functions in scientific research: as a method of learning and as a method of organizing the process
(in our case, the activation of independent work in the study of general sciences).
In pedagogy, the term “system” is used in two cases. The first is to show the qualitative state of
pedagogical phenomenon. Hence, the pedagogical process is a personal system of the student and the
teacher. Secondly, the term is used specifically to justify certain pedagogical structures.
The systematic approach is based on exploring the nature of objects as systems aimed at revealing
the various connections of a complex object and capturing them into a single holistic image.
The systematic approach is used to analyze objects that have many interrelated elements combined
with common functions and objectives, management and unit of activity. To analyze the activation of
independent work, to identify the main factors influencing the functioning of this system, to determine the
place and position of this system in the context of other events, to identify individual elements or groups that
exert transformational influence, to study management processes, to achieve goals and implement results.
A common feature of a system is the presence of a specific set of elements. An important feature of
system objects is the presence of certain relationships between the elements and the elements between them,
which form the integrity of the system.
Another important feature of the system is its structure. Studying the structure of a system means
revealing the connections between the elements of the system. The structure represents an integral
characteristic of the system by connecting all the elements of the system with a single thread.
The management cycle, as we know , it consists of several stages: goal formulation, program and
target planning, organization of learning activities, adjustment of activities, analysis of feedback, and
determination of the effectiveness of students’ learning activities. Aligning results with the intended goal is
the best option for the learning process and management content.
Thus, the systematic approach is characterized by the following rules that help to define the
properties of system objects and improve them:
system integrity.
selection of system elements;
establishing connections between system elements;
to determine the structure of the system;
to determine the functions of system elements;
system management.
Encouraging students to work independently in the study of the effectiveness of selected methods,
techniques, forms, the study of general disciplines is carried out through experimentation at each stage of
research, allowing to confirm, deny or clarify our theoretical positions.
In our view, a systematic approach to the construction of the activation of independent work of
students is to build a clear scientific and theoretical knowledge about various aspects of this system, for
which:
to identify the main elements of the system of activation of independent work of students;
to determine its structure;
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to identify the individual levels and elements of the system and the functions that ensure its
complete operation.
This problem is solved using the modeling method, which is an important component of the
systematic approach. Modeling is a theoretical and cognitive process based on abstract thinking. Different
models are used in pedagogy depending on the specific features of pedagogical reality, which is the subject
of pedagogical research.
The need for a model arises when the study of the object itself is impossible, difficult, and takes a
very long time [2]. However, modeling is a way of knowing reality that consists of reflecting and repeating
the object, event, and the process,which is being studied. There must be some similarity between the model
and the system under study.
Modeling as a general scientific method is widely used in scientific pedagogical research. “The
construction of pedagogical theory and the transition from it to teaching practice is associated with the
formation of idealized objects as models of pedagogical reality, that is, the reality obtained in terms of
pedagogical activity and reflected in two planes - existing and the like. In the system of scientific
substantiation of pedagogical practice, such a transition is manifested as a movement of knowledge from the
theoretical model to the normative field” [1].
The application of the modeling method in our research is as diverse and unique as the pedagogical
reality, and we assume that the diversity of the models found in the research is the same (Figure 1).
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