Integration and didactic equipment of history lessons Yursinboyev Jahongir Mehrojiddin o‘g‘li Chirchiq davlat pedagogika instituti talabasi

Results:
This important stage of preparation for a history lesson is not only the most responsible, but also the most difficult. Defining the main idea of ​​history lessons and its educational tasks is difficult, especially for young, inexperienced teachers. They often fail to clearly distinguish between the educational tasks of the lesson and the educational tasks, confuse one of them with the other, or limit themselves to the general definition of educational tasks, regardless of the specific course material and its content.
As the teacher narrates historical events and individual facts in class, he or she should seriously consider how important it is for students to know them, especially by speaking and analyzing the most important and characteristic historical facts in more detail; should reveal the essence of the event, its laws and historical significance. Only on the basis of an in-depth study of the essence of the historical event that formed the main content of history lessons, its causes, its laws, significance and consequences, it is possible to accurately and clearly define the ideological content of the lesson, educational tasks.
In the system of secondary education and secondary special education, one of the most important conditions for the implementation of educational tasks set by the course of history is to determine the educational tasks of each course, as well as its It consists of clearly defining one's place and carrying out these tasks. However, any educational task cannot be completely solved through one or more lessons or some extracurricular activities.
Discussion:
The teacher should work on the content of the history lesson, the definition of educational tasks based on historical works and government documents. State documents form the theoretical and methodological basis of teaching history.
The works, as shown in the above examples, serve as the main methodological resource for the teacher in defining the educational tasks, not only the content of some topics, but the whole history course. Their use in the classroom also helps to raise the ideological, scientific and theoretical level of teaching. The study of the topic in relation to the times helps to better understand its content, makes it more interesting to study the topic, actualizes it, increases the educational value of the lesson.
An important task of history teaching is to convincingly explain to students the scientific assessments of historical events and other conclusions drawn from the material being studied. Conclusions memorized without a good understanding of the meaning will not be convincing to the students, and conclusions that are understood and understood as a result of thinking, emotional experiences will be convincing.
The science of history arouses students ’emotional responses to historical facts, the activities of nations, members of social classes, social ideology, and so on. The emotionality of historical knowledge plays an important role in the acquisition of knowledge, interest in history, analysis and generalization of historical facts, the study of this knowledge, and the activation of students in general.