TECHNOLOGY OF ORGANIZATION OF INTEGRATED LESSONS IN THE PROCESS OF PRIMARY EDUCATION

Authors

  • Abdujabbor Usmonov Teacher of the Jizzakh State Pedagogical Institute (ORCID-0000-0003-4401-8651)
  • Kadirova Matluba Botirovna Master of 1 Courses in The Specialty Education Theory and Methodology (Primary Education)

DOI:

https://doi.org/10.17605/OSF.IO/ZVQ6D

Keywords:

Integrated lesson, technology, problematic teaching method

Abstract

The integrated lesson concept itself remains controversial. This can be considered a lesson, which solves a specific and long-term problem and on this basis represents a new complex unit, which is located in a qualitatively different plane than the planned objects or objects. Therefore, both the availability of several teachers and the mechanical unification of instructional science materials is not an indicator of the level of integration. This level is determined only by the scope of tasks that are carried out through integration. First of all, this is a process of cognitive curiosity and the development of general educational skills and abilities.

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Published

2022-01-20

How to Cite

Abdujabbor Usmonov, & Kadirova Matluba Botirovna. (2022). TECHNOLOGY OF ORGANIZATION OF INTEGRATED LESSONS IN THE PROCESS OF PRIMARY EDUCATION. Web of Scientist: International Scientific Research Journal, 3(1), 621–628. https://doi.org/10.17605/OSF.IO/ZVQ6D

Issue

Vol. 3 No. 1 (2022): wos

Section

Articles