Ўзбекистон республикаси олий ва ўрта махсус таълим вазирлиги ўзбекистон республикаси соғЛИҚНИ

ACTIVE FORMS OF LEARNING, DOING LECTURES 
 
Mamatova D. J., Mamedova G. B., Nazarova N.B. 
The Department "Public health and health management" 
 
Problematic lecture. In contrast to the informative lectures, which are reported 
information intended for memorization, lectures knowledge is entered as 
"unknown" whom should "open". Problem lecture begins with questions, problem 
statements, which in the course of the presentation need to be addressed. Thus the 
proposed problem requires the same type decision ready scheme which is not. This 

---

142 
type of lecture is structured in such a way that the activities of student uptake 
approaching research. At these lectures is obligatory dialogue between the teacher 
and students.
Lecture-visualization teaches the student to convert oral and written 
information in visual form, highlighting the most significant and essential 
elements. The lecture diagrams, pictures, drawings, etc., the preparation of which 
involved students. The lecture is to contact your comment teacher-prepared visual 
AIDS. It is important to the logic and rhythm of the flow of educational material. 
This type of lecture is good to use in the process of introducing students to a new 
section, topic, and discipline. 
Lecture with planned mistakes, which must identify the students. The error 
list is transmitted to students only at the end of the lecture. Select the most 
common mistakes that make both students and lecturers during lectures. Students 
during the lecture must detect errors and record them in the notes. At the end of the 
lecture is discussion.
Lecture – press conference. The teacher announces the topic of the lecture and 
asks students in writing to ask him questions on the topic. The student is required 
to formulate questions for 5 minutes. Next, the teacher sorts the received notes and 
lectures in the form of a coherent topic, which provides answers to the questions. 
At the end of the lecture, the teacher conducts summative evaluation questions, 
identifying the knowledge and interests of students.
Lecture-consultation, in which up to 50% of time is spent to answer the 
questions of the students, including with the involvement of specialized 
consultants qualified specialists in the field of the problem being studied. Classes 
with the use of complicating conditions (time constraints; sudden prohibition on 
the use of specific methods, mechanisms, etc.; information failure; the method of 
absurdity, namely, a proposal to solve professional obviously an impossible task).