Multidisciplinary development of sustainable education Fatma Khanim Bunyatova

CHEC-Control Healthy Education Class and CC-Control Class

CHEC and CC teachers demonstrated their lessons through active training, working with government programs. In these lessons:

1. The knowledge-oriented questions posed by the teacher in the center of the lesson are aimed at revealing the acquisition of a large number of students' academic knowledge.
2. Cognitively passive students mechanically answered knowledge-oriented questions posed by the teacher with the knowledge they had memorized. At this time, students showed their level of knowledge by working with the acquired knowledge.
3. It was observed that teachers transfer new knowledge in a convenient way using technical means as a ready-made knowledge. The study of knowledge as a didactic unit, when students' past knowledge is not used in this learning, knowledge gradually becomes passive.
4. In order to acquire and memorize knowledge in the classroom, teachers gave knowledge-oriented tasks of the same type at different stages of the lesson. The students who completed these tasks worked with knowledge and tried to master it well.
5. The success of a group in large and small group work in active learning depends on the leader of the group. In addition to the responsibilities of one person, other members of the group were less active.
6. Comparing the structure of questions and assignments in the lessons with the questions of B. Bloom's cognitive taxonomy [12], the cognitive development of HEC and CC students studying in the state program was seen at the primary level, ie at the level of "knew, understood, applied".

Comparison of results.

An extensive discussion of the lessons in both formats led to the following conclusion:

1. The main goal of state programs is to master the data and apply it knowingly and correctly. That is, "I know, understand and apply." Fulfillment of these criteria was observed in the lessons of CHEC and CC.
2. Since most of the questions asked in the CHEC and CC were knowledge-oriented, the students only demonstrated their academic knowledge and skills in answering these questions. This demonstration was a demonstration of a kind of thinking.
3. PC and pilot HEC The structure of the questions and tasks asked by teachers and students in the teaching process depends on high cognitive skills - the acquisition of knowledge, their analysis and synthesis, practical continuous change, their " animation ”.
4. During the discussion of the questions in a cooperative way, students of different forms of thinking shared their ways of thinking. During this sharing, their ways of thinking are enriched and developed in a multidisciplinary format of thinking.
5. Why and how are most of the questions asked by students and teachers? There were open-ended questions. And from the answers to these questions, it was possible to clearly see at what level the students think: intuitive, concrete and formal. In the process of researching an issue from several levels, the boundaries of the knowledge created by the students were removed and re-established. This dismantling and creation was evident in their answers. This process of creation is psychologically considered one of the highest abilities of the human mind.