Международный научно-образовательный электронный журнал «образование и наука в XXI веке». Выпуск №19 (том 3)

LITERATURE ANALYSIS AND METHODOLOGY 
The formation and development of economic and social geography in 
Uzbekistan as a science was connected with the establishment of the Department of 
“economic and social geography” of the Faculty of geography and natural resources of 
the National Institute of Uzbekistan. Initially, it was founded in 1940 year under the 
name "Economic Geography", which was the only one in Central Asia. Later it was 
called" economic and social geography " (1978 y.) began to be referred to as. Since 
1998, it has been operating under the name" Social Geography and regional economy". 
Although later its name changed to several marotaba, today it is again referred to by 
the same name, namely "economic and social geography". 
At the moment, much is said and written about the study of the problem, but this 
technology is not new. It spread widely in 20-30-ies. Years of study in Soviet and 
foreign schools. This technology is an American philosopher, psychologist and teacher 
J. It is based on Devi's theoretical prints. At the moment, this technology is called the 
development of problems, its authors M.M. Makhmutov, N.G. Mashkin. 

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To the development of economic geography science G.M.Krjijanavsky, 
I.G.Alexandrov, Y.G.Seushkin and N.N.Baransky and a number of other scientists 
made a great contribution and created their own scientific schools. 
Results 
In the teaching of economic and social geography, a number of activities of 
students will be developed: 
1. In the 8th grade lessons of economic and social geography of Uzbekistan, the 
schoolchildren will have a clear idea of the structure of the national economy of 
Uzbekistan's natural resources, population and labor resources and will be provided 
with systematized knowledge on this basis. An example of this is that students will be 
able to know the initial concepts of the science of economic and social geography, 
determine the indicator of the population, density and expected life expectancy at birth 
by formulas, understand the specific geographic location of the territory in which they 
live, what sectors of the industry they specialize in at the level of 
2. When the teaching of economic and social geography is properly established, 
the students fall in love with the motherland, the main conditions of rational use of the 
country's depleted and irreplaceable fossil riches are explained, interest in production 
complexes is created, observability, Matic thinking and meaningful speech are 
developed. 
3. Economic and social geography by observing the economic indicators of our 
country provides various accurate information for comparison, generalization of the 
cases of the division of territorial labor between economic zones, oral and written 
statement of their impressions. 
4. The interaction of students with production complexes (collisions) opens up 
wide opportunities for their physical labor and aesthetic upbringing. Therefore, the 
more familiar the students are in the lessons of practice, the more positive their impact 
on their upbringing and mental development will be. 
Of course, in order to achieve these goals, it is necessary to further improve the teaching 
techniques. It is essential that teachers focus on the research method of working with 

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students because this method not only provides broad knowledge but also teaches 
children to acquire independent knowledge. 
Of course, in order to achieve these goals, it is necessary to further improve the teaching 
techniques. It is essential that teachers focus on the research method of working with 
students because this method not only provides broad knowledge but also teaches 
children to acquire independent knowledge. 
In the lessons that include problem teaching, students will be offered to sort out the 
issues in which new information is stored. It is planned that students will master the 
methods of mastering knowledge and applying them in practice independently. Such 
issues are used to determine the depth and consciousness of the assimilation in the 
examination of knowledge. 
Problematic teaching is increasingly attracting the attention of psychologist 
scientists, didactic Methodists, creative teachers in the following years. Scientists 
suggest that the problematic lesson should be divided into the following stages:: 
- Exposing an issue and its analysis 
- Problem solving izlash (to emphasize previous knowledge, to advance 
hypotheses, to choose the most correct hypothesis and to reveal it) 
- Problem teamwork; 
- Summarize and verify the correctness of the solution. 
Creating a problematic situation in the lesson is a complex interesting matter. 
Each lesson can be problematic and must. The peculiarity of the problem lesson in 
order for the teacher to pass the lesson, it is necessary to distinguish the problematic 
situations in it in advance, to determine the methodological tools that determine the 
performance of students in solving the problem posed on the basis of a collective 
opinion, to carefully consider all the details of the lesson. 
The current lessons should be structured in such a way that the problem posed 
in it is of great interest to the students, its importance in the system of acquisition of 
knowledge is indicated with the help of vital examples, the need to acquire new 
knowledge. 

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At the first stage of the problem lesson, it is necessary to determine on which 
base knowledge the students will be able to solve the issues they have received based 
on their collective agreement. At this stage, the work of the teacher should be aimed at 
helping them to learn the opinion of the students, focusing their activity on working 
with the teaching text and making the right choice of smart activity styles. Students 
analyze the problematic situation, directed by the teacher, by dividing it into teams, 
determine the task of their perception, analyze their knowledge and skills acquired in 
the lessons to solve it. 
The next stages of the problem lesson are the independent activities of the 
students under the guidance of the teacher. In the process of research work, a common 
problem can be divided into a number of tasks related to the observation of some 
important signs of a body (something) or condition or the identification of important 
and insignificant characteristics of the area under study. In the process of research, 
ideas activities such as comparison, analysis of anything, generalization are used very 
widely. 
The problematic statement of knowledge can be widely used especially in the 
lessons of economic and social geography, the problematic elements of instruction are 
very effective in teaching and practical.