Abstract
Nowadays, the focus on education is to radically reform professional education, that is, to develop e-learning tools based on the concept of learning outcomes. A distinctive feature of the cognitive-visual approach to the development of electronic didactics is the concentration of attention through visual support, as the formation of visual models of objects studied taking into account human psychophysiology and demonstration of practical skills of learners, effective organization of the interface with the learning object. Providing feedback on electronic didactic tools, mobile desktop and console platforms, as well as in the browser, based on the principles of design, plays an important role in preparing future engineers for professional activities. Therefore, interactive software was developed through the cognitive visualization of a simple oil distillation laboratory. This virtual learning lab was developed using the Microsoft Visual Studio software package. This, in turn, provides a certain degree of convenience in the introduction of electronic didactic tools in engineering education.
Highlights
The constant changes in the education system of Uzbekistan require the introduction of new tasks for modernization
The following main results were obtained during the research: This article discusses the transition from didactic tools that contribute to the development of cognitive abilities and critical thinking to an effective type of mental thinking, cognitive activity; He justified the relevance of the use of cognitive-visual means in the context of integration
In the development of e-didactics, an interactive program with cognitive visualization in e-learning has been developed, which takes into account the possibility of using the laboratory using Allway.Sync, the modernization of information and learning environments and systems
Summary
The constant changes in the education system of Uzbekistan require the introduction of new tasks for modernization. The following different methods of visual structure are used in teaching practice block diagrams, graphs, reference signals, logicalsemantic models, meta-plans, etc.: the amount of knowledge provided, the complexity of working with them, the level of detail of subject concepts, etc This differentiation of cognitive visualization tools allows them to be introduced into education. Logical-semantic models can be used both in the acquisition of new material and in generalization to reflect what allows students to understand the level of mastery of the material studied Their use is to develop modeling skills, build knowledge, analyze objects by identifying properties, synthesize by filling in missing components, systematize based zation, compare and conclude based on concepts, establish cause-and-effect www.psychologyandeducation.net relationships, and more. Schematic of the software structure of the control of the animation laboratory using the program Allway.Sync-19.1.5 necessary skills in teaching
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