PEDAGOGICAL INFLUENCE FACTORS OF INDEPENDENT MASTERING OF BIOLOGY LESSONS BY STUDENTS

Аннотация

In this article, the pedagogical influence factors of students' independent learning of Biology lessons, the stages of the student's own independent experience, the skills and qualifications of the student according to each subject program, as well as the sources of independent learning, Pedagogical possibilities of deep understanding and systematization, logical thinking, application of independently acquired knowledge based on moral values, formation ofeffective independent work skillsare highlighted. Key words:independent learning, observation, logical thinking, Pinus sulvestris, dome, botany, system, pine. Today, independent mastering in the educational process the choice of biological educational material for students is finally considered one of the complex issues in the methodology of teaching biology. It is decided by the cooperation of school teachers, educators, biological scientists. The difficulty of choosing educational content for students is inextricably linked with the abundance and rapid growth of scientific information. In the following period, it became known that biology consisted of an increasingly rapidly developing system of independent Sciences. It is made up of a complex of private disciplines including Biology, Zoology, Physiology, Anatomy, morphology, genetics, stitology, anthropology, Embryology, paleontology, microbiology, Hydrobiology, biogeography, biotechnology, bioethics, bioestetics, evolution doctrine and more. Such a rapid development of biology is explained on the one hand by the study of organisms in different ways, on the other hand by the study of different levels of life, and on the third hand by the integration of biology with other fields of Medicine - in particular mathematics, cybernetics, chemistry, physics. The stratification of Biological Science and cooperation with other natural sciences are the reason for the accumulation of New-new information. Knowledge about the structure of the ultrastructure of cellular organelles, its function, symbiogenesis theory about the origin of the cell, the structure and function of nucleic acids, material foundations of heredity and variability, polytypic species, populations, ecological genetic structure, cariosystematics, various levels of life structure are considered achievements ofBiology in the 20th century. The volume of knowledge, information accumulated in biology is incredibly large anddiverse. Independent education played an important role in increasing the student's knowledge and experience in education. In this regard, the following tasks stand: to increase the imagination and strength of students mastering knowledge; skills and competencies in the student in accordance with each subject program, as well as resources for mastering independent knowledge, their deep understanding and inclusion in the system; to be able to apply the knowledge, skills and qualifications acquired through solving the problem in life, including; establishing the development of cognitive abilities, observation, logical thinking, creative activity of students; the formation of a culture of mental and physical labor; the application of page12 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue02,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai independently acquired knowledge based on moral values, the formation of skills for effective independent work. These are also considered oneofthe maintasks of today's Science Education. Individualization and specialization of the educational process depends on the emergence of interest in learning in students. In turn, interest in acquiring knowledge is also directly related to the formation of educational motivation in students. Based on educational motives, students are divided into four groups. In the first group, only external negative motives predominate; internal instructional– cognitive motives are not observed. In the second Group, External motives are the main, and internal educational–cognitive motives are the second. In the third group, internal motives prevail, but educational–cognitive activity will be weakly developed. In the fourth group, internal motives predominate, cognitive activity becomes actively developed. Ways to introduce the personality-oriented technology of training into the educational process were developed by American psychologists B.Blum and Dj.Caroll researched. They consider the technology of complete assimilation of knowledge, M.V.Clarín based this technology on the theoretical side. The use of information resources in the organization of independent work of students in biology classes requires the organization of its methodological system. In particular, in the teaching of biology, it is necessary that the teacher, in order to develop students ' independent work skills, first of all, draw up educational tasks for students to work independently in the lesson, prepare in