MODEL FOR THE DEVELOPMENT OF SYSTEMATIC THINKING OF BIOLOGY STUDENTS

Аннотация

В статье представлены результаты исследования модели развития системного мышления студентов биологического направления. Ключевые слова: системное мышление, развитие системного мышления, модель, моделирование, рефлексивная, информационно- коммуникативная деятельность, познавательная деятельность. Annotatsiya: Maqolada biоlоgiyа yо‘nаlishi tаlаbаlаrini tizimli tаfаkkurini rivojlаntirish modeli bo‘yicha tadqiqot natijalari keltirilgan. Kalit so‘zlar: tizimli tаfаkkur, tizimli tаfаkkurnini rivojlаntirish, model, modellashtirish, refleksiv, аxbоrоt-kоmmunikаtiv fаоliyаt, аnglаsh fаоliyаti. Abstrakt: The article presents the results of a study on the model for the development of systemic thinking of biology students. Key words: systemic thinking, development of systemic thinking, model, modeling, reflexive, information-communicative activity, cognitive activity. Intro. In our republic, special attention is paid to improving the methodological support of the educational process through the introduction of advanced educational technologies and information and communication tools in the training of future teachers. Biology plays a special role in this process. Because biology - as a science that studies complex systems, multi-stage biological processes, and their interrelationships - requires students not only to memorize facts, but also to be able to systematically analyze, identify cause-and-effect relationships, and find solutions to multifactorial problems. It is necessary to develop a model for the development of systemic thinking of future biology teachers, to improve the methodological conditions and didactic algorithm for its implementation [1]. We will use the information provided by a number of pedagogical scientists for the concept of a model: A model is understood as a system that reflects or processes the research object and implements its study, providing us with new information about the object through a mental representation or information. The specifics of the model and modeling as a research method were investigated in the works of C.I. Arkhangelsky, V.P. Bespalko, K.Ya. Vazina, V.V. Davydov, V.V. Kraevsky, C.M. Markova, and others within the framework of the 25 DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN MODERN SCIENCES International scientific-online conference activity approach in the works of V.V. Davydov, I.Ya. Lerner, and within the framework of the theory of professional and personal formation of a specialist - in the works of Yu.N. Petrov. A model, in a broad sense, is a similar object, process, or phenomenon (the "original" of this model), used as its "deputy," "representative." A didactic model is a system of signs that recreates the didactic process, revealing the integrity of its structure and activity. Modeling, as a method of studying objects based on their models, allows for the transformation of complex, simple, invisible, and imperceptible into visible and perceptible, unfamiliar, and recognizable. According to L.G. Shedrovsky, to build new models of pedagogical activity, it is necessary to know the type and nature of the necessary product, the type and nature of the initial material, the tools and means necessary for transformation, the nature of the actions that need to be performed separately, and the improvement of their order [7]. Modeling is a theoretical and cognitive process based on abstract thinking. The subject of pedagogical research is the use of various models in pedagogical science based on the specific characteristics of the pedagogical process. The need for a model arises only when the inability to analyze and study the object alone, albeit more difficult, requires a long time. Modeling is a comprehensive understanding of reality based on the interpretation and reproduction of the phenomenon, process, and object being studied. There should be a similarity between the model and the system being studied. Modeling is a general scientific method and is widely used in pedagogical research. The application of the modeling method in our research work is as diverse and unique as the pedagogical process. Modeling is carried out in several stages. These include: - updating the accumulated knowledge about the object of research; - selection of existing models that best reflect the main essence of the object under study. If such an object is difficult to isolate, then new modern models are created. In the next stage, this model is studied, culminating in the acquisition of new knowledge that illuminates the object under study. In many studies, it is noted that all models have the following clear common features: a systematic and structural approach to the modeled object; describing a genealogy corresponding to the object under study; is evaluated by the presence of a set of levels convenient for conducting research. 26 DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN MODERN SCIENCES International scientific-online conference Since a specific modeling object is always analyzed, it pos