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EFFECTIVE TEACHING METHODS IN PRIMARY EDUCATION
Yuldasheva Gavkharoy
Primary school teacher of the
23rd school, Pakhtaabad district, Andijan region
Abstract:
The term teaching method refers to the general principles, pedagogy and management
strategies used for classroom instruction. The paper presents partial results of a comparison in
educational approaches at primary schools in Uzbekistan. The attention is devoted to the use of
teaching methods in practice.
Key words:
transmissive approach, educator, organisational forms, Networking, small group,
problem-based learning.
currently many educational systems around the world are undergoing transformation. In addition
to finding the optimal way to an efficient educational process based on curriculum innovation
at all levels, one of the main features is also a transformation of the real educational process.
One of the main principles is the implementation of constructivist elements into teaching, which
gradually replace the traditional transmissive approach to education. This is mainly reflected in the
transformation of teaching methods utilisation in education, which in lay far more emphasis on the
co-operative elements in education and preference of a pupil’s individuality. [1]
Modern pedagogy supports and promotes a teaching methodology that is both diversified
and flexible, providing a very wide range of teaching-learning methods. The large number and
the great diversity of teaching methods used in modern pedagogy provide opportunities for the
enrichment and development of the teachers’ teaching and educational expertise. A teaching
method is an effective way of organising and guiding learning, a common way of procedure that
unites a teacher’s and students’ efforts. A teacher’s creativeness and personal development level
determine how these teaching methods are used and combined. [2]
The teacher is the basic instigator of interaction with his/her pupils and he/ she can be such
an instigator only with well organised teaching. Interactive teaching, a promising approach,
represents a challenge not only for the teachers but for the professional service as well. The
traditional teaching, dominated by a verbal approach and memorising of the teaching material,
is entirely replaced with other activities, both in the process of following the teaching and in the
process of learning the material. Application of interactive teaching within a class also dictates a
change of the teacher’s role. Such a change requires the teacher to possess knowledge, to be an
educator, advisor, friend, organiser, coordinator, associate, assessor, in a word, to be a versatile
person. More specifically, the teacher has a wider and more versatile role in interactive teaching.
[3]
According to Maňák and Švec [4], a teaching method represents “a dynamic element” in
teaching, which compared with the content and organisational forms changes relatively rapidly
and adapt to new circumstances and objectives. The teaching methods, however, are not the
decisive determinant of teaching, but only one of the elements of the educational system, and
therefore cannot replace the missing content and compensate the indistinct target.
With interactive teaching, the pupil is positioned in the role of a subject and equal partner
of the teacher. Teachers who respect their pupils and the pupils’ opinion organise the teaching
process in a way in which the pupils acquire knowledge more easily and at the same time, they
instigate pleasure and curiosity in them during the implementation of the programme contents.
[3]
«Networks» or «cluster» method. In primary school, it is necessary to use the “Networks”
method to determine interdisciplinary knowledge through an integrated lesson or to determine
what concepts they have understood in the previous lesson. This method is important in increas
-
ing students’ learning activities. Usually, some students are slow listeners because the teacher
explains the text to them, so there is a belief that the teacher is responsible for their knowledge.
Through the “network” method, he or she tries not only to rely on the knowledge of others,
but also to express their opinions. Networking (clustering) is a strategy of networking ideas,
which helps students to play freely and actively on a particular topic. Networking is a strategy
for working individually or in groups. It only requires the identification of connections between
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ideas, a structure that allows thinking. It is not a simple form of thinking, but is associated with
brain activity.
The “small group” method can be used in a variety of ways, depending on the teacher’s
experience, skills, and creative approach. When dividing into groups, try not to offend or
discriminate against students, to divide them into groups from the point of view of aesthetic
taste, without disagreement. for this purpose, pre-made cross-sections (circles, triangles,
rectangles, pentagons) are used on the basis of various games or, for example, colored paper in
different shapes, in small volumes, taking into account the total number of students in the class.
Interactive. - Student-student ‖, - Teacher-student‖ communication method. helps to increase
lesson effectiveness through collaborative work which encourages pupils to think independently.
Q&A is done in pairs and in groups.
Problem-based learning is the effective study and management of the knowledge that is
imparted to a student at what age and in what ways. In problem-based learning lessons, the
teacher and the student work together at the same time, the student develops the ability to think
creatively - a sign of human importance. The problem-solving teacher gets clear actions, the
textbooks get the result every minute, creating an opportunity for useful and effective use. An
important condition for solving this problem. Teachers entering into problem-based learning
face a number of challenges. The importance of the teacher’s innovative creative activity in
overcoming these difficulties is great.
We conclude by emphasizing that the teacher’s creative behavior is actually one of the factors
that ensure the development of the students’ creative potential. Applying the new innovative
methods in teaching process like networking or cluster, small group method and problem-based
learning will lead to effective way of learning, and also it will encourage students to develop
knowledge and stimulate collaborative interaction between students.
References:
1.
Teaching methods in primary school, Comparison of approach in the Czech Republic and
Spain, Martin Skutil, 2nd International Conference on Education Reform and Modern Manage-
ment (ERMM 2015).
2. Teaching methods in primary education from the teacher’s point of view, Martin Skutil,
Renata Matějíčková, ShS Web of conferences.
3.
THE ROLE OF THE TEACHER IN INTERACTIVE TEACHING, MSc Arbona Xhemaj-
li, (IJCRSEE) International Journal of Cognitive Research in Science, Engineering and Education
Vol. 4, No.1, 2016.
4. J. Maňák and V. Švec, Teacing methods [Výukové metody]. brno: Paido, 2003.
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