Toshkent davlat pedagogika universiteti ilmiy axborotlari ilmiy-nazariy jurnali

 
THE TECHNOLOGY OF FULL ASSIMILATION OF KNOWLEDGE IN MATH CLASSES 
 
Artikova G.A. - Academy of Armed Forces of the Republic of Uzbekistan 
Annotation. This article describes the goals and some possibilities of applying the technology of full 
assimilation of knowledge in conducting practical exercises in mathematics and the criteria for evaluating 
the results. 
Key words: mathematics, practical lesson, full assimilation, learning outcomes, assessment. 
ПРИМЕНЕНИЕ ТЕХНОЛОГИИ ПОЛНОГО УСВОЕНИЯ ЗНАНИЙ НА ПРАКТИЧЕСКИХ ЗАНЯТИЯХ ПО
МАТЕМАТИКЕ 
Артикова Г.А. - Академия Вооруженных Сил РУз. 
Аннотация. В статье приведены цели и некоторые возможности применения технологии 
полного усвоения знаний при проведении практических занятий по математике и критерии 
оценивания результатов. 
Ключевые слова: математика, практическое занятие, полное усвоение, результат обучения, 
оценивание. 
MАTEMАTIKАDАN АMАLIY MАSHGʼULOTLАRDА TOʼLIQ OʼZLАSHTIRISH TEXNOLOGIYASINI JORIY ETISH 
Аrtikova G.А. - OʼzR Qurolli Kuchlar Аkademiyasi katta oʼqituvchisi 
Annotatsiya. Maqolada matematikadan amaliy mashgʼulotlarda toʼla oʼzlashtirish texnologiyasini 
joriy etishning ayrim imkoniyatlari va maqsadlari hamda olingan natijalarni baholash mezonlari bayon 
etilgan. 
Kalit soʼzlar: matematika, amaliy mashgʼulot, toʼla oʼzlashtirish, taʼlim natijasi, baholash. 
The difficult problems of teaching mathematics is the reduction of students' interest in mathematics, 
the growth of underachievement, the drop in the quality of knowledge, skills, and the dissatisfaction of 
teachers with the results of their work. The success of the learning process depends on many factors, 
among which a huge role is played by learning, taking into account the abilities and abilities of students. 
The technology of "full assimilation" meets this condition to the greatest extent. 
According to observations of scientists, depending on the intellectual abilities of different students, 
different time is required for mastering the same teaching material. However, the traditionally organized 
educational process ignores this reality and requires that all trainees learn all the material for a given 
period of time, the same for all. It turns out that the rate of mastering each must have its own, which will 
eliminate the differences in knowledge and achieve full assimilation of knowledge. 
Stages of implementation of the technology of full assimilation of knowledge: 
1. Preparatory: 
(a) Thematic planning; 
b) development of a reference standard; 
c) Development of diagnostic and didactic materials. 
2. The internal 
a) organizational input of the teacher; 

---

62 
TDPU ILMIY AXBOROTLARI PEDAGOGIKA 2019/3(20)
b) information input of the teacher; 
c) study of new material: 
1) actualization. Explanation of the new material. 
2) solution of support tasks (minimum level). 
3) communication (collective form of work, in pairs, independent work). 
4) generalization. 
d) organization of diagnostic testing.
1
Organization of corrective - developing classes. 
After conducting the diagnosis, students are divided into those who have reached, and who have not 
reached full assimilation (90-100% completed test). A correction and deepening group appears. The main 
form of work is group work. The teacher explains the goals and objectives of the forthcoming work, divides 
the students into groups, and distributes didactic material. Instructs the groups on the sequence of work, 
establishes a schedule of work (time for collective discussion and protection of answers), collective analysis 
and evaluation. Explains how to make out the result of the work, reports the evaluation criteria, controls 
the progress of the group work. Alternately participates in the work of groups, not imposing their own, but 
encouraging them to search. Organizes a group report on the work performed, assesses the effectiveness 
and effectiveness of the work of the group or its individual members. When grouping groups, it is necessary 
to take into account the homogeneity of educational successes, the nature of interpersonal relations, the 
optimal number and other. The development group (5 people) works with additional material or under an 
individual program. Support group students help the laggards to reach the minimum level. After rendering 
assistance, they are transferred to the development group. Students of the development group 
independently study the material (enriched) and carry out the proposed tasks. In each group, the organizer 
is appointed. After the task is completed, the groups begin to discuss the answers and results under the 
guidance of the teacher, identifying rational solutions. The teacher encourages interesting statements, their 
findings, stimulates students to realize the errors, their causes, discusses the measures to eliminate them. A 
mandatory requirement for the work of groups is the fulfillment of assignments by each student. So, it is 
not known in advance who will answer. Everyone should be well prepared. 
Students who have achieved full mastery can work according to an individual plan, using time for 
self-education. Work with the correction group. While the development group works independently, the 
teacher pays time to the correction group. According to the results of diagnostic testing, typical mistakes 
made by the majority of students are revealed. For this part of the material, the teacher conducts classes 
with the whole group: the presentation of the material is repeated anew, but the method of submission is 
changed. When eliminating frequent gaps and difficulties, the individual work of the teacher with the 
student or the student consultant with the student is often used. The main form of work is the mutual 
learning of students in small groups (2 to 3 members) or with the participation of a consultant student from 
a support group. The auxiliary work ends with a re-diagnosis. 
Working with the correction group can be organized as follows: 
1) Explanation. 
2) Poll. 
3) Work on the model. 
4) Repeated diagnostic work. 
At the first step, either the teacher re-explains, or the student-consultant or student independently 
learns the reference material. At the second step the student - consultant conducts a student questioning 
on theoretical issues. At the third step the student independently or with the student - adviser studies 
exercises "Check yourself". At the fourth step the student independently performs the tasks of the section 
"Solve yourself" (re-diagnosis). Students who successfully coped with re-diagnosis tasks can continue to 
work with advanced materials. (Only 2 attempts at diagnosis). Then final control and study of a new topic. A 
further system of measures to correct the academic work of students: 
1
G.K.Selevko -The modern educational technologies: Tutorial. – M.:Public education, 1998. – p. 5-6. Селевко Г.К. Современные образовательные 
технологии: Учебное пособие. – М.: Народное образование, 1998. –с. 5-6. 

---

63 
TDPU ILMIY AXBOROTLARI PEDAGOGIKA 2019/3(20)
- Work to eliminate gaps is done through a system of individual homework assignments. They should 
be feasible, aimed at eliminating specific errors and must be evaluated. 
- Support service - play in self-management. Strong students additionally deal with laggards. 
- The teacher keeps a record of the main difficulties of students
1
. 
Independent work - the main form of organization of classes of this type - is the foundation for the 
successful course of the learning process. 80% of all time is spent on independent work of students. 
A system for monitoring and evaluating students. Monitoring and evaluation of knowledge is the 
main means by which the teacher reveals how students have learned the program material. There are two 
types of control - external and internal. The external control is exercised by the teacher, the internal one is 
the students among themselves (mutual control, self-control). The evaluation process always takes place 
twice - first the students themselves, only then the teacher's control. This is the basic requirement of 
evaluation. Allocate current and final estimates. Current grades the student receives at the first stages of 
studying the material. More often they do not reflect the actual level of knowledge, but perform the 
following functions: stimulate the learning process, correct the learning process. Give students to be 
convinced of the level of their knowledge. Current assessments encourage the student to self-
improvement. The final evaluation is made by the teacher at the stage of determining the results of the 
activity. Assessments must be in unity otherwise they cease to regulate the student's educational behavior. 
Evaluation of students at various stages of mastering the educational material: 
1. When studying a new material, priority is given to the non-marking method; here there is a 
qualitative assessment of the work - praise, approval, encouragement in case of failure. Priority is the 
current self-assessment - learned, not learned and why? 
2. Evaluation of the results of diagnostic testing. 
3. Evaluation. The mark is determined by the standard: 
- if the student has coped with the tasks of the obligatory level, then his work is evaluated by an 
assessment with mark "good" 
-if he did even tasks of advanced level – mark will be "5" 
-if you have done a deep-level task, an additional mark "5" is displayed or you can increase the score 
by 1 mark if there are non-significant errors in the previous tasks.