SOLUTION OF PROBLEMS IN SEMINARS ON ORGANIZATION OF INDEPENDENT EDUCATIONAL ACTIVITY OF STUDENTS

Sultanova.U. N, A. Eshkarayev, B. Sokieva, S. Abdullaeva, G. Jumayeva and S. Sultonov. Termez branch of Tashkent State Technical University. ...................................................................................................................... Manuscript Info Abstract ......................... ........................................................................ Manuscript History Received: 18 August 2019 Final Accepted: 20 September 2019 Published: October 2019

This article provides an opportunity to observe the students' independent work during the workshop sessions, assimilate them and evaluate their work with additional literature. Interviews will be held before the workshop. The teacher will provide insights into this type of training and the requirements for preparation. Seminar sessions are an active form of students' independent work. It is in these sessions that a full implementation of the "student-teacher" interconnectedness is achieved, whereby students can consciously grasp the material they are learning and answer unnecessary questions. In a number of cases, there is class discussion, where students argue and persuade other students to come up with ideas. All of this expands the knowledge of students. During the seminar class, students' interest in learning will increase. Particularly during the workshop sessions, problematic issues give rise to new innovative ideas, with the use of graphic experimental issues and increased students' interest in physics.

Introduction:-
Seminar sessions are an active form of students' independent work. It is in these sessions that a full implementation of the "student-teacher" interconnectedness is achieved, whereby students can consciously grasp the material they are learning and answer unnecessary questions. In a number of cases, there is class discussion, where students argue and persuade others to put forward ideas. All of this expands the knowledge of students.
During the workshop, students will have the opportunity to observe the independent work of students, to assess their performance and work with additional literature. Interviews will be held before the workshop. The teacher will provide insights into this type of training and the requirements for preparation.
The issue of introducing a holistic lecture-seminar system for students' teaching is adequately covered in the scientific and methodological literature. NP Guzik skillfully combines lecture and seminar methods with other teaching methods. His work system includes the following five types of lessons: 1. Lecture notes. 2. Combined seminars with individual work on student learning materials. 3. Lessons on summarizing and systematizing knowledge, which are conducted in the form of tests on previously studied topics. 4. Courses on interdisciplinary synthesis of materials. 5. Practical lessons.
1291 Such a working system allows the bulk of the reading to take place in the classroom, with the exception of traditional reproduction homework and replaced with creative independent work. This system activates the process of working independently in the classroom for all students, helping them to develop as much mental as possible. Such methods of work help children to cooperate in the learning process. Students are given a special amount of time to repeat the subject matter several times in a variety of ways and in different ways. All of this will help students to fully and thoroughly master the learning material.
Physical experience and problematic issues play an important role in consolidating the students' theoretical knowledge, forming environmental beliefs, correct attitude to work and directing them to scientific research. Physical practices used in physical education practice are of two types: 1. Demonstrated experiences. They are mostly done by the teacher. 2. Learning practices (laboratory experiments), practical exercises, practice, solving experimental tasks are carried out by students themselves.
Demonstration experiments are conducted primarily because students are not familiar with the topics and events that are being studied in advance and are not ready to watch. In this case, the teacher not only demonstrates the subject to be studied, but also organizes the observation.
Student learning experiences are a form of independent work. The independent work of the students consists of laboratory experiments, practical exercises and solution of experimental tasks, which are carried out in whole or in groups, aimed at studying, researching and reinforcing the new topic. We recommend the following experimental procedure.
The lens is moving between the screen and the screen. What is the size of the item?
Provided Solutions h1 = h2 Since the lens has not been altered, its focus distance is the same in both cases. F=const; f1+d1=f2+d2 h=?
: (1) In this case, the distance between the object and the screen is the same as f_2 + d_1 = f_2 + d_2; (2) In the first case, the magnification of the lens in the second case; The value of f1vaf2 is given by the formula (1) and (2), where we find h.
(1) (2) Since the lens has not been altered, its focus distance is the same in both cases. Let us assume that the acceleration is upward along Let x be the coordinate axis in the acceleration direction, and the y-axis is perpendicular to it (see Figure 1). Then, and for these power projections: for example, we write the equation of motion for each body: The students are not interested in such problematic issues. Other students want to solve the issue in such a sequence. During the workshop lesson, students will gain knowledge. This will be especially interesting and meaningful since the issue is presented in practice. Also, graphic issues are important in the workshop sessions, and we recommend the following.
Graphical problems are the questions that the object of study consists of linkage graphs of physical sizes.
In some cases, these graphs are presented in the context of the problem, and in some cases, they need to be summarized.
When solving graphic problems: 1. Students should be given the skills to "read" graphs and to make simple graphs. 2. It is increasingly difficult to work with graphs and encourage students to find quantitative links between sizes, until they form equations.
The stages for solving graphic issues are: 1) If the graph of the links between the sizes is given, it is necessary to explain it, to study the nature of the links in each section; 2) use the scale to find the values (values of the abscess and ordinate axis) on the graph; 3) If no link graph is provided, a graph is generated based on the values obtained from specific tables or case conditions. To do this, draw the coordinate arrows, select a specific scale, draw tables, and then make points corresponding to the plane ordinances and abscisses with the coordinate arrows. By combining these points, a graph of the relationship between physical quantities is drawn, and then studied in the order described above.
As an example, we will see the following issue.