МЕТОДИКА ИСПОЛЬЗОВАНИЯ ИНТЕГРАТИВНОГО ПОДХОДА В ПРЕПОДАВАНИИ ПРЕДМЕТА «ЗООЛОГИЯ» В ВЫСШИХ ПЕДАГОГИЧЕСКИХ УЧЕБНЫХ ЗАВЕДЕНИЯХ

Аннотация

The article presents effective methods of teaching natural sciences using modern pedagogical approaches, interactive methods and technologies. It also discusses the impact of integration methods on students' motivation and their role in increasing their ability to apply knowledge in practice. Keywords: Natural sciences, integration methods, teaching methods, modern pedagogy, interactive education, science teaching, critical thinking; Аннотация:В данной статье освещаются эффективные методы преподавания естественных наук с использованием современных педагогических подходов, интерактивных методов и технологий. Также рассматривается влияние интегративных методов на мотивацию учащихся и их роль в повышении способности применять знания на практике. Ключевые слова: Естественные науки, интегративные методы, методы преподавания, современная педагогика, интерактивное обучение, преподавание наук, критическое мышление. Annotatsiya:Ushbu maqolada tabiiy fanlarni zamonaviy pedagogik yondashuvlar, interaktiv usullar va texnologiyalar asosida o‘qitishning samarali usullari bayon etilgan. Shuningdek, integratsiyalashgan usullarning o‘quvchilarning o‘quvga bo‘lgan motivatsiyasiga ta’siri va ularning bilimni amaliyotda qo‘llash qobiliyatini oshirishdagi roli muhokama qilingan. Kalit so‘zlar: Tabiiy fanlar, integratsiyalashgan usullar, o‘qitish usullari, zamonaviy pedagogika, interaktiv ta’lim, fanlarni o‘qitish, tanqidiy fikrlash. The functions of pedagogical integration are the ways of manifestation of its activity in the performance of a certain task. In pedagogical works there are direct indications of the presence of integrative functions, M. N. Berulava describes the methodological, system-forming, polytechnical, organizational and other functions of the content of education; V. S. Bezrukova identifies the functions of pedagogical integration based on the attitude to the relationship [1]. Implicit (hidden, latent, ostensive) indicators of the presence of pedagogical integration functions include provisions that reveal its role and significance for pedagogical science and practice. In this case, special attention is paid to the developing role of integration. "Integration," notes A. P. Belyaeva, "accelerating the pace of development of productive forces and production relations, creates conditions for the formation of a creative personality, requires future workers to have diverse knowledge" [2]. In her opinion, integration "is a lever for optimizing the final result of professional training, serves as a condition, a means of increasing efficiency and reducing the time it takes for future workers to master the basics of professional skills in educational institutions" . In light of the above, we can conclude that there is no generally accepted list of integration functions. Consequently, there are grounds to talk about the possibility of identifying the most general, invariant functions of pedagogical integration, which will be relevant to all of its varieties: methodological, developmental, technological. Each of them is capable of accumulating a number of smaller functions. 1. Methodological function. Based on the provisions of the article by V. S. Bezrukova “The Theory of Pedagogical Integration as Methodological Knowledge” [3], we will adu.uz universaljurnal.uz 754 “ZAMONAVIY BIOLOGIYANING DOLZARB MUAMMOLARI VA RIVOJLANISH ISTIQBOLLARI” xalqaro ilmiy-amaliy anjuman materiallari highlight three aspects of the methodological function of pedagogical integration: heuristic, ideological-axiological, instrumental The heuristic aspect is associated with the ability of pedagogical integration to serve as a starting point for developing new pedagogical concepts. For example, M. A. Choshanov points out that "the integration of didactic theories and methodological ideas underlying the problem-modular approach determines the integrative approach to the methods of designing the content of education" The ideological-axiological aspect manifests itself primarily in the fact that pedagogical integration is a means of intellectual and spiritual enrichment of participants in the pedagogical process. An integrative worldview is the most important component of modern "critical thinking", the main properties of which are dialecticism and alternativeness, i.e. the ability to find consensus between different, including opposing, points of view [4]. The instrumental aspect expresses the ability of pedagogical integration to play the role of an instrument: a) knowledge and transformation of pedagogical science (as a result of the rapid development of integration processes, it is turning into one of the leading scientific constellations that determine the further movement of science in general and the humanities in particular; pedagogy occupies a central position in the structure of modern human studies); b) knowledge and transformation of educational practice, which is confirmed by the intensification of the processes of development and actua