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NOVATEUR PUBLICATIONS
JournalNX- A Multidisciplinary Peer Reviewed Journal
ISSN No: 2581 - 4230
VOLUME 6, ISSUE 9, Sep. -2020
TEACHING STUDENTS THROUGH INTERACTIVE METHODS
MOKHIRAKHON TADJIYEVA
Lecturer at the Department of Western languages, Tashkent State University of Oriental Studies. E-
mail: mokhira.tadjiyeva@gmail.com;
ABSTRACT: and to refute erroneous ideas. In this way, the
Such lessons require a lot of debate can not only intellectual content -
creativity and activity from the teacher. A cognitive, theoretical questions, but also to
lesson in the form of telling what they have create productive collaborative activities,
read from a book that is known in advance transforming learning activities into
or that requires a lot of creativity and educational processes with their impact on the
activity takes place on a passive level. The personality of students.
interactive method is particularly effective In this way, the interactive teaching
not only in teaching but also in upbringing, method, the collaborative activity of students
from a scientific point of view the teacher becomes not only a collaborative activity of the
not only expresses an opinion when teaching process, but also a real creative
influencing the discussion, but also productive activity of the social relations of the
expresses his personal attitude, moral individual due to the participation of the
position and worldview to the problem. teacher in the discussions. Collaborative
KEYWORDS: discussion, teaching method, learning is a self-acquired knowledge that
exchange of ideas, brainstorming, logical directly affects their inner world and is a key
thinking, collect. educational function of the learning process.
Interactive teaching methods include: 1)
INTRODUCTION: heuristic conversation; 2) method of debate; 3)
When using the interactive method, the mental attack; 4) round table; 5) business
spirit of competition, competition, argument games method; 6)Practical . One method of
has a strong influence on the intellectual interactive teaching is everlastic conversation,
activity. This is manifested when people seek to
ò
á óä
solve a problem in an organized manner. conversation is method and the ancient Greek
Moreover, influenced by such psychological view is based on a teaching system called the
factors, it encourages the expression of a Socrates conversation. In this way it is
similar, close, or, conversely, completely necessary to skillfully compose questions and
opposite opinion to any opinion expressed by direct the reader to find the correct answer to
others. Teacher participation in student the question independently. The difference
competition may vary. But in any case, he between this method of teaching and Socrates'
should not let himself down. It is best to is its wide range of vitality. But there are also
manage a well-calculated method of debate aspects of its unequivocal similarity, the
management by asking problematic questions function of which, according to its description,
in a way that requires productive thinking, is to direct students to skillful questioning by
creative inquisitiveness in finding a solution. actively thinking about them. By the
The teacher expresses an opinion in his or her psychological nature of its direction - a
point of view, only to be proved by drawing heuristic conversation is a collective thinking
conclusions from the ï point of view or conversation, a conversation as a seeker of a
131 | P a g e
NOVATEUR PUBLICATIONS
JournalNX- A Multidisciplinary Peer Reviewed Journal
ISSN No: 2581 - 4230
VOLUME 6, ISSUE 9, Sep. -2020
solution to a problem. Therefore, in pedagogy, During the seminar: the student made an
this method is one of the methods of problem- essay on the experiment "Perception of time"
based learning, in which the herestic indicated in the syllabus, the research
conversation is psychologically no different conducted by psychologist, the perception of
from the problem-solving conversation. time in different situations on the value of time.
Pedagogy draws a personal quantitative gave information about. The teacher asks the
boundary between them. If a heuristic group: "How should the teacher use this
conversation concerns only one element of a information in practical work?".
topic, then in a meaningful search - there are Insecurity in the use of psychological
many problematic situations. Logically, this terms was observed in the majority of students,
method is considered as an interactive teaching confusion of mathematical terms (for example,
method. "algebraic" or "arithmetic" processes are often
The questions asked to turn a replaced in the direction of quick, complete
conversation into a heuristic conversation are thinking). Finally, they concluded that in all
also subject to conditions that other problem- áòóf
based teaching methods follow. In the process the concepts they believed in. Demonstrating
of becoming a heuristic conversation, however, such commonality allows the problem to be
it is nothing more than implementing one of solved quickly, since the weight of a brick or
the interactive teaching methods that caused fish, which consists of two equal parts of any
the problem situation. whole, does not matter here. A common way of
In recent studies, debate has begun to be solving similar problems is also a common way
used as an interactive teaching method. The of thinking.
method of discussion or learning debate The teacher then proceeded to interpret
manifests itself as a heuristic conversation, or the test data. Emphasizing that students are
rather discusses specially programmed free interested in determining the quality of
theoretical questions, usually beginning with a thinking rather than their mathematical
question as the beginning of a heuristic abilities in the present situation, the teacher
conversation. Turning it into a constant debate explains the phonological content of the test
is the norm in the classroom. What is the results obtained. Accordingly, he formally
nature of the debate from a psychological point
ã ò
of view? manifested in the solution of these three
First of all, debate is a dialogical form of problems can be described as logical thinking,
activity, which is the creation of a fierce but at the same time theoretical or empirical,
struggle, a dialogue, between the various ideas. creative or productive thinking. In the process
The exchange of ideas does not go as of practical use, this method is creative
consistently and weightily as in a normal thinking for you for the first time. If you have
conversation, while in the debate the clash of mastered this method, you will have enough
one idea with another has a somewhat nervous productivity in solving similar problems.
appearance. The peculiarity of the debate is Theoretical reasoning can be used to solve a
that the idea of the debate is that it evokes the variety of problems of any content, since it is of
active thinking of the debaters or proves the general importance. So when is this thinking
point with evidence. empirical? They try to solve the options
correctly. Later, this method found can be
132 | P a g e
NOVATEUR PUBLICATIONS
JournalNX- A Multidisciplinary Peer Reviewed Journal
ISSN No: 2581 - 4230
VOLUME 6, ISSUE 9, Sep. -2020
applied to other issues and can be used to draw should be noted that the range of possibilities
general conclusions. The empirical finding then is not sufficient to apply in the teaching of
leads to the conclusion that it has a theoretical psychology. But the method of mental attack
character, and that the general method of can be used to explain the difficulties of solving
reasoning used in solving other problems has a a problem. For example: some economic
theoretical character". The teacher came to the problems (salary arrears, voluntary tax
above conclusion based on the results of the payment of the enterprise, etc.) in sociology
research. (interpretation of the rating of political
"Brainstorming" has not yet been used as activity) in pedagogy (the contradiction
a method of teaching in the practice of higher between morality and immorality), in
education, this method is the result of the psychology, the laws of mental development
management system, as well as scientific and education practice, etc.
research. It is widely used in management, In mental attack, its use in the teaching of
especially in economic management activities. youth and pedagogical psychology, we consider
What is the essence of the method of mental the following. The seminar discusses the
attack without dependence on teaching? problem of crisis in the mental development of
According to experts, the thoughts that come adolescents was well acquainted. They also
directly to the brain in search of an answer to a knew the advice to be given when working
problem include assumptions, random with such teenagers. Individual
analogies, as well as the substantiation of recommendations were justified, and many of
sudden, existing, necessary, and unnecessary them did not achieve the expected results in
connections. A random sentence recorded on a education or upbringing. In general, they had a
dictaphone is then used to carefully analyze the lot of methods and different ideas when
thought, and those that are particularly working with a crisis-stricken teenager in
interesting, such as the mental attack method, transition. Aware of this, the teacher used the
are singled out and then used for a deeper method of mental attack: it allows the
question and discussion. There is a special expression of any opinion, including those that
golden rule of mental attack - it is necessary to
îï îïá
create complete freedom in the expression of and also prohibits the expression of any
any opinion, rather than doubting what the explicit or implicit critical opinion. In addition,
participants said during the conversation. Such
ò áó
psychological freedom allows one to behave òáó ä Such as in his own
á î words. So what happened? More than 40 views
ïá were expressed on how to work with
by throwing an unfortunate bite. In such a adolescents during the transition period of the
situation (especially when participants adapt to crisis. Some ideas were born here in connection
it), stupid, unexpected, but necessary, really with other ideas, others were just words
intense thoughts arise that are right to copy, spoken, but more often it is a personal skill,
useless (at the moment to solve the problem). ãò
ó
That is why a mental attack is organized. But advice qihb is simply a calculation of erroneous
this applies to the search for the right solution or inappropriate advice without critical
in management and scientific research. How comment, without even expressing one's
can this method be used in higher education? It attitude to it in any way.
133 | P a g e
NOVATEUR PUBLICATIONS
JournalNX- A Multidisciplinary Peer Reviewed Journal
ISSN No: 2581 - 4230
As we conclude our discussion of active VOLUME 6, ISSUE 9, Sep. -2020
teaching methods, we need to remind teachers
that the teaching methods discussed here have
their own unique examples. Also, the use of
these methods in the classroom allows
students to consciously and effectively acquire
knowledge, skills and abilities.
REFERENCES
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4) Badmaev B.S. Psychology and methods of
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5) Badmaev. Methods of teaching psychology
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6) Introduction to psychology: Uchebnik dlya
vyssh.shkoly / Under obshch.red. A. V.
Petrovskogo.-M., 1996. -p493.
7) Age and pedagogical psychology:
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8) Galperin P.Ya. Psychology as objective
science. Izbr. psychologicheskie trudy. -M .:
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knowledge and understanding on the basis
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umstvennyx deystviy. - M.: 1968.
10) Gippenreiter Yu.B. Introduction to general
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