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127
EFFECTIVE METHODS AND TOOLS FOR ORGANIZING THE ACTIVITIES OF AN
INFORMATICS CIRCLE BASED ON THE ACMEOLOGICAL APPROACH.
3rd year doctoral student of Kokand State University
Botiraliyeva Maftuna Botirali kizi
Abstract
: Scientific and pedagogical research aimed at improving the mechanism for organizing
the activities of an informatics club based on an acmeological approach is suitable for creating
creative projects in small groups under the leadership of the club leader in experimental work
aimed at finding a solution to the problem.
Keywords
: Students, Acmeological approach, computer science, circle, information
technologies, small groups
Аннотация:
Научно-педагогическое исследование, направленное на совершенствование
механизма
организации
деятельности
информационного
клуба
на
основе
акмеологического подхода, пригодно для создания творческих проектов в малых группах
под руководством руководителя клуба, в опытно-экспериментальной работе,
направленной на поиск решения проблемы.
Ключевые слова
: Студенты, акмеологический подход, информатика, кружок,
информационные технологии, малые группы.
Annotatsiya:
Akmеologik yondashuv asosida informatika bo‘yicha to‘garak faoliyatini tashkil
qilish mеxanizmini takomillashtirishga qaratilgan ilmiy-pedagogik tadqiqot muammoning
yechimini topishga yo‘naltirilgan tajriba-sinov ishida kichik guruhlar to‘garak rahbari
boshchiligida ijodiy loyihalarni yaratish maqsadida muvofiq bo’ladi.
Kalit so’zlari
: O‘quvchilar, Akmеologik yondashuv, informatika, to‘garak, axborot
texnologiyalari, kichik guruhlar.
In the activities of the “Interesting Informatics” circle, relying on the creative potential of student
members gives good results. The formation of creative collaboration between students, relying
on the qualified instructions of the circle leaders, was based on working in small groups.
Working in small groups is one of the interactive methods widely used in modern education,
which serves to establish mutual cooperation between students. This method forms in students
“an important “weapon” of pedagogy - scientific thinking, increases the ability to work
effectively together in various situations, develops communicative and intellectual skills, which
are an important factor in thinking”[]. A small group, organized to create active interaction
between students and achieve their activeness, includes two or more, in most cases, 4-6 students.
Keeping the number of small group members as small as possible helps each participant to be
active in finding a solution, creating a presentation that represents the solution, bringing the
solution to the group discussion, and also in the question-and-answer process during the learning
task.
Today, “collaborative teaching in small groups is widely used in Western Europe,
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128
as well as in Australia and Japan. For general secondary schools, this model has been relatively
fully studied and its descriptive aspects have been revealed”[].
In the teaching process, the organization of teaching using the method of working in small
groups based on cooperation is carried out in accordance with the following principles:
psychological compatibility (the psychological compatibility of students with each other can be
determined by the group leader at the initial stage of activity, and by subject teachers at the
beginning of the period of teaching the educational module using special tests; group leaders can
determine the psychological compatibility of students with each other based on the information
available to class leaders and subject teachers); taking into account the individual psychological
characteristics of students (the pace of learning material, the client (sanguine - active, energetic,
curious, diligent; phlegmatic - cold-blooded, indifferent; unwavering, calm, slow-moving, prone
to overcoming difficulties; melancholic - always sad, sad, irritable, prone to fear and anxiety,
relaxed; shy and anxious, manifesting their talents due to the spiritual support of others; choleric
- curious, militant, unstable, nervous, aggressive, energetic, hot-tempered, initiative-taking, one-
word, energetic, unstable, combative, sometimes unable to control themselves), psychological
type (photographer or talkative) that is important in learning knowledge; the presence of a leader
in the group; taking into account the nature of the topic and the type of training; students'
knowledge, skills, qualifications, as well as work based on experience in working in small
groups (achieving as much as possible equality between "excellent", "average" and "not good"
students in each group; creating an opportunity for the student's personality to fully express his
or her potential within a small group[].
A study conducted by Claire Scoular, Daniel Duckworth, Jonathan Hurd, Dara Ramalingam[.]
developed a system for developing cooperative learning skills in students. The system consists of
three main elements, each of which has its own specific elements. For example:
Hamkorlikka asoslangan faoliyat ko‘nikmalarini rivojlantirish tizimi
№ Asosiy
unsur
(element)lar
Asosiy unsur (element)larga taalluqli xususiy unsur (element)lar
1.
Faoliyat
haqida
umumiy
tasavvurlarga ega
bo‘lish
1. Kichik guruh a’zolarining o‘zaro muloqoti
2. Mavjud resurslar va axborot (bilim, ko‘nikma, malaka, tajriba)
almashinuvi
3. Rollar va majburiyatlarning taqsimlanishi
2.
Jamoaviy ulush
1. Har bir a’zoning guruh ishiga qo‘shadigan hissasi
2. Boshqalarning guruh ishiga qo‘shadigan hissasini e’tirof etish
(tan olish)
3. Har bir a’zoning o‘z oldiga qo‘yilgan vazifalarni bajarishda
mas’uliyatni his qilishi va boshqalarning rolini tushuni
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3.
Boshqarish
1. Har bir a’zoning guruh ishiga qo‘shadigan hissasining teng
bo‘lishiga erishish
2. Guruh faoliyatida yuzagakeladigan ziddiyat va nizo
(konfrontatsiya)larning hal qilinishi
3. Guruh faoliyatida uning har bir a’zosiga alohida yondashish
usullarini topish
When solving the problem of improving the mechanism of organizing the activities of the
computer science circle based on the acmeological approach, the method of working with small
groups was used, taking into account not only its educational, but also its socio-pedagogical
potential. Consequently, by using this method, students can fulfill various social roles according
to their distribution and, as a result, actively socialize; exchange ideas, listen to others and
support their opinions; if there is an objection to the expressed opinion, then calmly explain their
opinion based on evidence; do not directly express the objection, but first recognize the
achievements of the group member, expressing critical opinions as suggestions (for example, “I
think it would be better if it were like this”, “I think others would have expressed the same
opinion”); “fight” for the benefit of the group; achieve consensus, unity in making decisions and
presenting solutions; eliminate the mistakes and shortcomings made by studying and discussing
them together.
Scientific and pedagogical research aimed at improving the mechanism of organizing the
activities of the computer science circle based on the acmeological approach was organized in
small groups under the leadership of the circle leader in the experimental work aimed at finding
a solution to the problem in order to create creative projects. When organizing small groups, in
addition, students' ability to work effectively with computer technology, the Internet, mobile
phone devices, to search for, collect, process and analyze information with their help, to create
creative products with their help, as well as to transfer, store, reproduce and distribute them.
After all, it is these abilities that help students develop computer, information, digital
competencies. Therefore, attention was also paid to the equal distribution of students with such
abilities into small groups.
The small group activity had the following technological characteristics: forming small groups
based on the total number of respondent students involved in the experimental groups in each
experimental area; giving small groups tasks related to the field of informatics and information
technologies (briefly explaining the essence of the tasks); setting a time for working on the tasks;
creating conditions for small groups to work on the task; ensuring that small groups present a
creative product - educational projects - that illuminates the essence of the task solution;
organizing discussions in the student community on the acceptability of educational projects
(content, complete coverage of the educational material, formalization, practical applicability,
etc.); correcting and re-submitting shortcomings and errors identified during the team discussion
of educational projects; conducting an examination of educational projects by forming an expert
group consisting of teachers of mathematics, physics, and "Informatics and Information
Technologies" in an educational institution; to draw a final conclusion on the use of educational
projects in educational practice based on the results of the examination.
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Directing the creative potential of small groups of students to the formation of methodological
support in the field of informatics and information technologies is a complex pedagogical
process. Therefore, this process requires methodologically correct organization. In the rational
organization of the mentioned process, it is advisable to determine the requirements that are
important for pedagogical activity. In this case, it is important that the content of creative
projects is equally understandable to all students, that the content of the topic being studied is
fully disclosed, and that students thoroughly master the topic. Preparing creative projects
requires students to have not only concepts on the relevant topic, but also imagination.
By its nature, preparing creative projects in the field of informatics and information technologies
does not happen by itself. Creative projectsgraphics (simple and line graphics) in preparation;
diagram (pie chart, column chart (simple column chart and summary column chart (where
columns are combined with a graph), geographic chart, bubble chart, point chart and time chart
(Gantt chart); flowchart (organizational and genealogical flowcharts); table (tables created in
Microsoft Excel, Microsoft Word); matrix (square, zero (all elements are zero), diagonal, unit-
based, step, row vector, column vector, triangular matrices with top and bottom triangles);
infographics; dashboard (interactive analytical panel (Google Analytics, Google Data Studio,
Power BI, Oracle Business Intelligence, "Foresight", Klipfolio, Tableau, Qlik, SAS, DataFan,
Cyfe, Leftronic, Ducksboard); graphical operational interface (Yandex Metrics); strategic
interface (CoinMarketCap), map (roadmap, geographic map, strategic map, perception map);
metric (representing the process of change); Java metrics in projects: System Complexity View,
Class and Package Dependency View), interactive methods, graphic organizers, educational
strategies, Internet resources (Canva Visual Suite, VistaCreate), etc. can be used.
The following principles of information visualization are presented in the study conducted by
N.V. Derbak[]: to briefly and concisely describe the issue being studied in a way that is
understandable to the reader (it is impossible to provide too much additional information); it is
advisable to use graphic information (diagrams, infographics, histograms, tables, images, maps,
etc.) in information visualization (they are perceived better than text, pictograms, symbolic signs
can be used to express words; graphic information must be consistent with textual information);
in information visualization, information must be clearly, clearly used, and correctly formalized
(in order for visual information to be free from errors, educational information should be
presented in various materials, educational and methodological it is necessary to clarify with the
help of literature, to make sure of its accuracy); visual information should be presented
objectively, clearly, and instructively; when visualizing textual educational information, it is
necessary to pay attention to the correct choice of style and design, and to ensure that it
corresponds to the topic of the lesson (it is recommended not to use excessively bright objects:
background, writing or images; they distract the student's attention and quickly tire him, as a
result of which he cannot adequately absorb the educational material); visual elements and
information should be presented in a unified manner, without a large amount (excessive graphic
information also makes it difficult to understand them; the presented graphics should not prevent
the adequate and correct perception of information); graphic information can be presented in the
form of a video; when visualizing legal information, it is first necessary to familiarize yourself
with the software of computer technology, therefore, some programs serve directly for
visualizing textual information; when visualizing information must be logically and structurally
compatible with each other
