KIRISH: ushbu maqolada biologiya darslarida, xususan, zoologiya kursida o‘qitiladigan “sudralib yuruvchilar ” sinfini o‘rganishda zamonaviy va ilg‘or pedagogik texnologiyalarni qo‘llashning afzalliklari va samaradorligi yoritilgan. Maqolada “Tchizma”, “Venn diagrammasi”, “Ierarxik klaster”, “Keys study”, “Baliq skeleti” kabi metodlarni qo‘llash orqali ta’lim sifatini oshirish yo‘llari ko‘rsatib o ‘tilgan. Maqola biologiya fani o‘qituvchilari uchun dars mashg‘ulotlarini interaktiv shaklda tashkil etish uchun metodik tavsiya bo‘lib xizmat qiladi. MAQSAD: ushbu maqolaning maqsadi sudralib yuruvchilar mavzusini o‘qitishda ilg‘or pedagogik texnologiyalarni qo‘llashning metodik asoslarini ko‘rsatib berish, shuningdek o‘qituvchilarga metodik tavsiyalar berish. MATERIAL VA METODLAR: maqolada biologiyaning zoologiya kursida o‘qitiladigan “sudralib yuruvchilar ” sinfini, qolaversa boshqa mavzularni ham o‘qitishda keng foydalanish mumkin bo‘lgan “T-chizma”, “Venn diagrammasi”, “Ierarxik klaster”, “Keys study”, “Baliq skeleti” kabi interaktiv metodlardan foydalanilgan. MUHOKAMA VA NATIJALAR: olib borilgan tahlil natijalariga ko‘ra biologiya darslarida “sudralib yuruvchilar” sinfini an’anaviy o‘qitish usuli ko‘pincha ham ijobiy natija bermaydi, ya’ni ta’lim samaradorligi yuqori bo‘lmaydi. Aksincha ta’lim jarayonida ilg‘or pedagogik texnologiyalarni qo‘llaganda esa ijobiy ko‘rsatkichlarga erishildi. Bunda o‘quvchilarning o‘zlashtirish ko‘rsatkichlari yuqori bo‘ldi. XULOSA: natijalar shuni ko‘rsatadiki, interaktiv metodlar faqatgina bilim berish bilan cheklanib qolmay, o‘quvchining kognitiv (bilish) qobiliyatlarini ham rivojlantiradi. Sudralib yuruvchilarning murakkab ichki tuzilishini vizuallashtirish orqali o‘quvchilarda biologik jarayonlarning yaxlitligi haqida ilmiy dunyoqarash kengaydi. Tajribalar shuni tasdiqladiki, vizual sxemalar (klaster, baliq skeleti) matnli ma’lumotga qaraganda miyada 6 barobar tezroq qayta ishlanadi va mustahkam saqlanadi.
INTRODUCTION: this article discusses the advantages and effectiveness of using modern and advanced pedagogical technologies in biology lessons, in particular, in the study of the “reptiles” class taught in the zoology course. The article shows ways to improve the quality of education by using such methods as “T-chart”, “Venn diagram”, “Hierarchical cluster”, “Case study”, “Fish skeleton”. The article serves as a methodological recommendation for biology teachers to organize lessons in an interactive form. AIM: the purpose of this article is to demonstrate the methodological foundations of using advanced pedagogical technologies in teaching the subject of reptiles, as well as to provide methodological recommendations to teachers. MATERIAL AND METHODS: the article uses interactive methods such as “Tchart”, “Venn diagram”, “Hierarchical cluster”, “Case study”, “Fish skeleton”, which can be widely used in teaching the “reptiles” class taught in the zoology course of biology, as well as other topics. DISCUSSION AND RESULTS: according to the results of the analysis, the traditional method of teaching the “reptiles” class in biology lessons often does not give positive results, that is, educational efficiency is not high. On the contrary, when using advanced pedagogical technologies in the educational process, positive indicators were achieved. In this case, students' mastery indicators were high. CONCLUSION: the results show that interactive methods are not limited only to imparting knowledge, but also develop the cognitive (cognitive) abilities of the student. Visualizing the complex internal structure of reptiles broadened students' scientific understanding of the integrity of biological processes. Experiments have shown that visual schemas (clusters, fish skeletons) are processed and stored in the brain 6 times faster than textual information. This article highlights the advantages and effectiveness of using modern and advanced pedagogical technologies in biology lessons, specifically in studying the class of "Reptiles" within the zoology curriculum. It demonstrates ways to improve the quality of education by implementing interactive methods such as "T-chart," "Venn diagram," "Hierarchical cluster," and the "Fishbon diagram. The article serves as a methodical recommendation for biology teachers to organize classroom activities in an interactive format, fostering deeper understanding and critical thinking among students.
ResearcherUz