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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.
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