Cutting- edge science

August | 2020
CUTTING- EDGE SCIENCE
In the ideological field, the teacher is required to have a scientific outlook and
beliefs, social needs, understanding of civic duty, social activism. In the professional
and pedagogical sphere, a teacher should love children, their profession and be interested
in working with them. He must also be alert and observant, and have such qualities as
pedagogical tact, pedagogical imagination, creativity, organization, honesty, assertiveness,
perseverance, purposefulness.
The field of knowledge requires a wide range of scientific potential, spiritual needs
and interests, the ability to feel innovation, the desire to increase pedagogical knowledge.
In the process of education, the teacher uses his reputation wisely and fairly, to
develop in students such qualities as diligence, diligence, a positive attitude to learning,
self-control, overcoming difficulties. To do this, it is necessary to use the method of all-
round influence.
In short, a good knowledge of the psychology of youth determines the success of the
teacher-student relationshi p, has a positive impact on the quality and effectiveness of
education.
References:
1.Goziyev E.Psychology.-T., 1999.
2."People's Education" magazine, 2014, issue 6.
3.Journal "Methods of general education", 2014, No. 3.

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CUTTING- EDGE SCIENCE
August | 2020
EFFECTIVE TEACHING METHODS IN PRIMARY EDUCATION
Yuldasheva Gavkharoy
Primary school teacher of the 23rd school, Pakhtaabad district, Andijan region
Abstract: The term teaching method refers to the general principles, pedagogy and
management strategies used for classroom instruction. The paper presents partial results of
a comparison in educational approaches at primary schools in Uzbekistan. The attention
is devoted to the use of teaching methods in practice.
Key words: transmissive approach, educator, organisational forms, Networking, small
group, problem-based learning.
Currently many educational systems around the world are undergoing transformation.
In addition to finding the optimal way to an efficient educational process based on
curriculum innovation at all levels, one of the main features is also a transformation of
the real educational process. One of the main princi ples is the implementation of
constructivist elements into teaching, which gradually replace the traditional transmissive
approach to education. This is mainly reflected in the transformation of teaching methods
utilisation in education, which in lay far more emphasis on the co-operative elements
in education and preference of a pupil's individuality. [1]
Modern pedagogy supports and promotes a teaching methodology that is both diversified
and flexible, providing a very wide range of teaching-learning methods. The large number
and the great diversity of teaching methods used in modern pedagogy provide opportunities
for the enrichment and development of the teachers' teaching and educational expertise.
A teaching method is an effective way of organising and guiding learning, a common way
of procedure that unites a teacher's and students' efforts. A teacher's creativeness and
personal development level determine how these teaching methods are used and combined.
[2]
The teacher is the basic instigator of interaction with his/her pupils and he/ she can
be such an instigator only with well organised teaching. Interactive teaching, a promising
approach, represents a challenge not only for the teachers but for the professional
service as well. The traditional teaching, dominated by a verbal approach and memorising
of the teaching material, is entirely replaced with other activities, both in the process
of following the teaching and in the process of learning the material. Application of
interactive teaching within a class also dictates a change of the teacher's role. Such a
change requires the teacher to possess knowledge, to be an educator, advisor, friend,
organiser, coordinator, associate, assessor, in a word, to be a versatile person. More
specifically, the teacher has a wider and more versatile role in interactive teaching. [3]
According to Ma??k and ?vec [4], a teaching method represents "a dynamic element"
in teaching, which compared with the content and organisational forms changes relatively
rapidly and adapt to new circumstances and objectives. The teaching methods, however,
are not the decisive determinant of teaching, but only one of the elements of the
educational system, and therefore cannot replace the missing content and compensate
the indistinct target.
With interactive teaching, the pupil is positioned in the role of a subject and equal
partner of the teacher. Teachers who respect their pupils and the pupils' opinion organise
the teaching process in a way in which the pupils acquire knowledge more easily and at
the same time, they instigate pleasure and curiosity in them during the implementation
of the programme contents. [3]
"Networks" or "Cluster" method. In primary school, it is necessary to use the "Networks"

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