Nizomiy nomidagi toshkent davlat pedagogika universiteti zamonaviy uzluksiz ta

“Let’s play together!” There are various forms of learning-game activities that motivate 
pupils’ interest in learning. 
Punch card (Latin perforo – punch, charta – papyrus leaf; paper). This unit presents usual 
tasks on a particular topic based on a sequential solution or a demonstration algorithm. Solution 
control is carried out with the help of a punch card. 
Facet tests. In fact, the facet is a conditional unit and represents the surface area of the 
insect’s eye. Facet test tasks combine many types of assignments on a particular topic. Tasks are 
based on individual elements and are divided into three levels according to their complexity. They 
are a “light” form of knowledge control that reduces anxiety. 
Formation of a sequence. A sequential algorithm is introduced for solving complex tasks, 
but the sequence of steps is jumbled. Pupils are required to find the right sequence of actions (which 
can be difficult for them to perform independently). 
Intellectual ability. This unit contains illustrative tasks aimed at summarizing knowledge and 
skills on themes, as well as developing intellectual activity skills based on the choice of certain time 
intervals, and uses questions to clarify factors. For example, use of formulas, graphics, 
symbolization, laws and modeling, etc. 
Educational mosaic. This unit is aimed at systematizing and summarizing theoretical 
knowledge on large themes or sections. It is used to compare and integrate signs and features of 
objects under study. 
Field of knowledge. Field of knowledge is the first step towards formalizing knowledge in 
the field of science. Pupils are given test questions in factors. On the basis of the results, a diagram, 
i.e. “a field of knowledge” is made. 
Formula of knowledge. It is based on the relevance of other academic disciplines to logic, 
and performs an important propaedeutic function. Sentences related to the concept under study are 
made based on the use of logical operation symbols. 
IV. Result 
The criteria for assessing textbook quality were systematized in the research taking into 
account their functional load. Level 1 is scientific assessment of the main text (their compliance 
with the requirements of the State Education Standards (K
0
), provision of correct definition for 
scientific terms (K
1
)). Level 2 is assessment of the level of reflection of the subject methodology 
under study in textbook content (K
2
). Level 3 is assessment of textbook structure: supplementary 
and explanatory texts, illustrative materials, content of visual elements (K
3
). Level 4 is assessment 
of the methodological apparatus of the textbook (K
4
). Level 5 is assessment of the didactic and 
methodological support of the textbook (K
5
). 

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