XIII Международная студенческая научная конференция Студенческий научный форум - 2021

The object of chemistry teaching methodology is the activity of teaching the subject, which is closely related to research methods and allows students to gain a deeper understanding in chemistry objects. There are three inseparable goals in chemistry teaching, as in other disciplines, such as interrelated learning, education, and development. These goals are directed at providing students with deep and understandable knowledge through the logical and didactic processing of the teachers' vast experience in chemical secondary education.

Our great thinkers such as Al-Farabi, Zh.Balasagun and Abai, wrote that the main purpose of teaching and upbringing is the development and formation of students’ creativity in general at school.

Prominent teachers K.Kh. Ushinsky, A.S. Makarenko,Y.Altynsarin, M. Zhumabayev in their methodological works, considered ways to engage in action and introduced the orientation of student creativity in the education content [1].

The works of A.S. Makarenko clearly describe the role of relationships in the team formation, business issues, and personal relationships in the team, aspects of interaction with the team. Thus, communication is, firstly, a means of solving educational problems, secondly, a condition of socio-psychological support of the educational process, and thirdly, a way to organize the interaction of students with the teacher in such a way as to make learning and education more effective. A. S. Makarenko believes that special lectures should be taught in higher education to improve the need to be taught during student life [2].

The priority is to take into account the problems of cognitive students’ creativity, deep theoretical knowledge, and the principles of didactic activity in the learning process, necessary modern conceptual approaches for secondary education.

Therefore, today the main task is to address the issue of teaching process technology in the development of creativity in schools, to train a well-educated, well-mannered individual who can make the right decisions in any difficulties.

When each teacher effectively uses modern new teaching technologies and creative teaching methods in everyday lessons, students will be able to acquire a systematic and in-depth knowledge of chemistry to be able to use their creative knowledge in the future.

In this regard, President Kassym-Jomart Tokayev said in his message: "Our children should receive a quality education, wherever they live or study in any language." [3].

First of all, the student's interest and activity in the subject increases through the use of modern information technologies, the ability to work independently and creatively, relying on theoretical knowledge of chemistry at school. Creativity is a very complex psychological process. This is a form of action, which is unique to humans. Creativity is a manifestation of a deep, undiscovered essence of a person, a striving for self-knowledge, a search, and the fulfillment of one's goal. To do this, students are taught to think creatively, make non-standard decisions, and be ready for practical action. The textbook provides for a system of creative work in the process of repetition, editing, approval of texts, fairy tales, proverbs, riddles, oratory, general materials. New technologies allow creative people to strive for heights in life, achieve results, and science has proved that the sooner they deal with this issue, the more effective it will be. Educator-methodologist A.Baitursynov, who was able to understand the role of creative work in the development of the child and wrote many methodological works in this area. At the same time, Baitursynov says that "the child should receive additional knowledge through experience".

Creative tasks - a system of work that forms the social outlook of students, inspire curiosity, thoughtfully performed from easy to difficult. Creative tasks include crossword puzzles, picture stories, tests, situational questions, logic tasks, and games. Research has been conducted in the works of a number of scientists on the pedagogical and psychological processes and abilities that teach and perform creative tasks. K. Zharykbayev, GK Nurgaliyeva, M.A. Kudaikulov, and others. According to scientists, the requirements for the preparation of creative tasks are taken into account. As an example, the following requirements: - study; - invent a rule; - draw conclusions; - give your opinion; - solve and find; - rebuild; - perform in several versions.

During the performance of creative tasks, students develop skills, agility, knowledge, and thinking skills. S. Rakhmetova, T. Abdykarimova, B. Kabataeva. Materials in the textbook "Mother tongue" published by "Atamura" in Almaty are presented in a large chapter "My homeland, my motherland." Here students deeply understand the great love and interest in their country, the beautiful nature, and the richness of their homeland. In the creative tasks, students were shown to draw according to their preferences in relation to autumn and were asked to compare autumn with summer. From the examples of oral literature, students learn to read and analyze interesting fairy tales, characterize and compare each character. Students' interest in the subject increases through the use of creative tasks adapted to the subject. Creativity is the knowledge of life, the world around us, the self, so in everyday life, the student's actions are monitored and directed in the tendency [5].

The main parameters of a child's personal development are his orientation to universal human values, kindness, intelligence, creativity, activism, a sense of personal honor, independence of thought. Considering that the level of development of these qualities is an indicator of a person's social formation and social qualifications, we must recognize that the development of his/her leadership qualities is in our hands. Spiritual sensitivity, warmth, care for the children's joy - the moral qualities that determine the norms of the teacher's relationship with children. They must be real, natural, and reflected in all situations of life. The teacher must trust the views of the student body, consult with them regularly, get acquainted with their views on the activities, and promote the development of leadership skills of each student by supporting them. Factors influencing the patriotic virtues formation are national feelings, national pride, national consciousness, good traditions, national duty, unity, and responsibility. If we look at the meaning of a leader in different ways, a leader is a member of the group who understands the dignity of the group members and can influence them in this relationship, has the right to make responsible decisions in addressing the wishes, interests, and directions of the whole group, as an influence on the decision-making of the whole group in solving the tasks and directions. Qualities found in a child with a desire for leadership:

Balance. Uncontrollable, irritable, can put his/her leader classmates in a difficult position.

Therefore, he/she must always be patient.

Ability to express oneself. Striving to achieve the goal. She/he must be able to set big goals, achieve them and set an example for others. For example, to complete the teacher's assignment before others and to do it correctly.

Making the right decision. He/she quickly assesses the situation and finds the right solution to a complex problem. He/she does not miss an opportunity to succeed both for himself/herself and the class.

Enthusiasm. He/she is a leader and does everything with great desire. He is a good model for others to follow.

Perseverance. The leader is always on the move and understands the essence of the issue. The leader doesn't stop until he gets an answer to his question. Also, the leader is sure to implement his/her plans.

Self-confidence. The leader listens to his heart and mind. At the same time, having emotional stability.

Psychological readiness. Takes into account the opinions of everyone in the class. Gathers new information by listening to others. Discuss problems with the class.

Realistic approach. Optimists always go ahead and dream, pessimists go later. And realists assess everything correctly.

Passion for knowledge. Searches independently and fully masters new technologies. He also uses his knowledge for managing class.

Honesty. Only when he is fair, he can gain the trust of others.

Calm. The leader is serious in any situation. He knows that anger and laughter are temporary emotions.

Striving for excellence. Everywhere he tries to be the best and forges ahead, but develops independently.

Thinks differently. He is quick in changing the mind and the plans depending on the situation. He wants everything to be special.

According to S.Sabyrov, one of the features of cognitive activity is its teaching structure. If we consider that cognitive activity and creative activity are interconnected, we can say that its structure also includes components related to any activity. However, the purposeful and programmatic nature of this activity necessarily requires a system, a sequence that provides the acquired knowledge, skills and abilities. In particular, cognitive and creative activity depends on the structure of the entire educational process [6].

In organizing students' creative activities in chemistry lessons, along with the content, methods, forms and tools of teaching, the role of practical creative tasks is assigned in the implementation of educational materials on a business basis.

The main task of teaching logical thinking in creativity development is explaining all the facts that students face on certain concepts and bringing all problems to certain ways to solve them, as well as teaching creative thinking, on the contrary, requires a critical assessment of all the concepts and methods that need to be learned.

Critical thinking is one of the most important skills of the 21st century, as communication, and teamwork skills. These skills are an integral part of students' readiness for the more complex situations of life and the environment in the 21st century. Critical thinking is a key factor that can be distinguished from students who can solve problems in mathematics and students who can really understand and solve problems [7].

Development of students' creativity in chemistry practical lessons, practical experiments, problem-solving, formulation of reaction equations according to formulas, exercises, control, and verification, work with textbooks, definitions and reports on various supplementary works, writing materials, cognitive work, practical work are carried out in the processing.

Individual work is also done with students who are more interested in the science of chemistry in order to develop their creativity. This includes individual assignments related to theoretical or practical work, preparation of scientific reports, abstracts, development of tools and visual aids for classroom equipment, research related to analysis, synthesis, preparation for Olympic tasks, preparation for competitions, etc. The student body can be divided into groups on the same topic and focus on practical work, joint problem-solving. At the same time, such students can be encouraged to organize exhibitions, solve Olympic tasks, and conduct research.

It teaches to see the limitations, beauty and incompleteness of the concepts and methods to be mastered in comparison with reality. Thus, creative thinking teaches students to see the difference between real facts and ideas.

At the same time, students learn to be careful, critical in the evaluation of new works, to look for evidence, to find new methods. In particular, creative thinking does not focus on ready-made concepts, but on verifying these concepts with facts; we must not invent an artificial world that can be understood, but it teaches us to explain the real world in a way that can be explained.

Several conditions must be met for the development of a child's creativity. They:

early development of creativity;

regularly be creative;

creation of conditions for creative activity.

Creating conditions for the child's actions is to teach the child to think. It is better to teach a child who has just entered the school before demanding creative activity. In order to learn to invent, it is necessary to stabilize the student's attention and develop his intellect. The development of children's thinking ability is possible only if the learning material is organized in a way that takes into account the age characteristics of children [8].

The use of information technology is also important in increasing the creativity of students in chemistry. It leads to the expansion of the quality of knowledge of students in chemistry, to increase their creativity. The use of video, audio equipment, and television, computers in the classroom not only expands the worldview of the student, but also collects additional materials to summarize the acquired knowledge, expands knowledge, increases cognitive activity, and develops logical thinking and creative thinking.

An important feature of the developmental function of the subject is the mental activity ability associated with various interrelated issues, i.e. independent learning of the intellectual specialist. To do this, the textbook should contain a lot of control questions, exercises, and tasks. The main criterion for the creation of training exercises is the complexity of the tasks, depending on the nature of the mental activity and the degree of independence of thinking. Tasks should be systematically stimulated by improving mental performance.

REFERENCES

1. Қ. Tokayev. Address to the people of Kazakhstan. Kazakhstan in the new situation: the stage of action. September 1, 2020.

2. Kurkbasova G. S. The effectiveness of pedagogical communication in the educational process. - 2018. -141 p.

3. Berdy D.K. The role of virtual chemical experiment in the learning process. Bulletin of Yasawi University. №3, 2018. - pp. 238-244.

4. Ibraeva O.Zh. Action research: The use of active teaching methods in chemistry lessons. 2016. № 10.4 (114.4). - pp. 62-64.

5. Omirbayeva K. O., Myrzataeva K. А. The structure of creative tasks and their importance in the activities of students // K. Zhubanov Aktobe Regional State University. - pp. 124-125.

6. Nurekeshova G. R., Serikovna L. Formation of leadership qualities of high school  students in modern education // BBK 72 I112. - 2019. - pp. 47- 49.

7. Zaitzhanova A. Development of critical thinking skills of schoolchildren // Proceedings of International Young Scholars Workshop. - 2020. - pp. 47 - 49.

8. LOGICAL M. С. O., DEVELOPMENT O. K. UDC 371.39 GO Balmaganbetova // BULLETIN of Atyrau State University named after Khalel Dosmukhamedov. - 2016. – 201 p.

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