|
292
METHODS OF TEACHING CARBONIC ACID THROUGH PEDAGOGICAL
TECHNOLOGIES
M. Sh. Norberdiyeva
Teacher of Chemistry and Methods of Teaching, Faculty of Natural Sciences,
Tashkent State Pedagogical University named after Nizami
Expanding the scope of introduction of new pedagogical and information
technologies in the educational process, the application of best practices in this area,
the development and implementation of specific plans in this area on each topic, the
use of modern pedagogical and the widespread introduction of information
technology is becoming a requirement of today. Pedagogical technology is the
optimal organization of the teaching process.
The technology of education also includes the selection of educational
materials, the processing of which changes the shape and size to suit the strength and
mastery of the student. According to VMMonakhov, pedagogical technology is a
model of joint pedagogical activity in which all the details of the design, organization
and conduct of the educational process to ensure unconditional favorable conditions
for students and teachers. .
Today's demand is to study the advanced pedagogical technologies
successfully used in a number of developed countries, to create a national
pedagogical technology of the republic based on the national pedagogical traditions
of our people and the current state of education. Currently, pedagogical technologies
such as "Networks", "Boomerang", "Brainstorming", "Fan", "Economist",
"Economist Leader", "Scarab" are widely used.
There are also different methods in the use of pedagogical technologies on the
topic of carbonic acid, and these pedagogical methods can lead to a significant shift
in education, of course.
Design technology can also be used effectively in teaching chemistry. The use
of design technology is especially useful in teaching topics related to the production
of chemicals. In this case, interdisciplinary educational projects will be developed.
Take, for example, the role play project on the production of acetic acid.
Interdisciplinary links - between organic chemistry, physics, mathematics, ecology.
Type of project - research, practice oriented. Project objectives:
1. The purpose of the educator is to develop skills and abilities to work with different
sources of information, to expand the polytechnic outlook, to study the technology of
acetic acid production, to get acquainted with the basics of safety of organic
synthesis.
2. The purpose of the educator is to educate students in the spirit of teamwork,
responsibility, care for nature.
3. Developmental goal - to develop students' creative, environmental thinking, the
ability to independently search for the necessary information.
The objectives of the project are to teach the methods of obtaining carbonic
acid, to know the various professions in the chemical industry and their job
293
responsibilities, to educate students to be active, to be ready for independent research,
to reveal their creative abilities through chemical processes. giving is the teaching of
active methods of speech communication during group discussion and decision-
making.
The issue of reducing the concentration of acetic acid leaving the reactor will
be discussed at an extended pre-director meeting of the project's simulation model.
The equipment will require acetic acid solutions of various concentrations, a set of
hydrometers, tables, diagrams, laboratory vessels. This project aims to expand
students' study of organic chemistry and career guidance. The student is required to
identify the topics and objectives of the project, set problems, plan work on the
project, assign roles, study the technology of the acetic acid production process,
select and interpret the literature, conduct experiments, formulate and formalize the
results, evaluate activities
Through the study of various modern pedagogical technologies in the scientific
and methodological literature, we can see that among them, design educational
technologies are considered to be the most effective, easy to use from an educational
point of view. In the lessons organized on the basis of this project, students exchange
ideas, search, find solutions together.
In the age of information society of the XXI century, every professional is
required to have a thorough knowledge of information technology. At the same time,
more effective and efficient organization of lessons with the help of ICT by teachers
in educational institutions remains a modern requirement. Of course, this is a
conscious necessity for humanity.
One of the most important methodological principles that allows the effective
use of information technology is the integration of computer technology with
traditional methods and forms. It is important for teachers to use modern e-books,
virtual chemistry labs, new teaching aids and the Internet. It also requires the teacher
to be able to use ICT tools correctly and appropriately, depending on the age and
psychological characteristics of the students and the nature of the lesson. The use of
ICT in education, unlike conventional technical means, provides students with a large
number of ready-made, carefully selected, appropriately organized knowledge.
The difference between these project-based lessons and other methods is that
students find, process, generalize, and defend information on their own. This method
plays an important role in developing students' creativity and research skills.
The school has developed guidelines for teaching the subject of organic
chemistry "Carbonic acids" on the basis of design educational technology. The
didactic materials on the topic are of great practical importance, and various
technologies have been recommended for chemistry teachers working in all areas of
continuing education to use in their work. An important task in the development of
chemistry education is to raise the status of the design method of teaching, and its
implementation requires more extensive research.
Do'stlaringiz bilan baham: |
