CC BY
32BecmnuK Maeucmpamypu. 2020. № 5-3 (104)
ISSN 2223-4047
UDC 378
S.I. Umarhojaeva
FEATURES OF COGNITIVE INTERESTS AND THEIR DEVELOPMENT IN PRIMARY SCHOOL AGE
The article highlights the features of cognitive interests and their development in primary school age. The interests of cognitive activity become higher when teachers purposefully organize the interaction of students in knowledge.
Key words: cognition, process, Junior school student, teacher, interaction.
Today, global educational trends are: taking into account the internal potential of the student, developing his personality and focusing on the active development of younger students not only knowledge, skills, but also ways of cognitive activity. In our opinion, the formation of cognitive activity of younger students is possible if the educational process creates conditions for the actualization of students ' cognitive interests in educational and extracurricular activities and training is built in accordance with the stages of cognitive activity of younger students; a mutually coordinated work of the teacher, psychologist, students and their parents will be organized, which contributes to the development of cognitive motivation.
According to V.V. Davydov, it is at primary school age that the foundations of conscious cognitive activity are laid: arbitrariness, an internal plan of action, analysis, and reflection are developed. Educational and cognitive activity is, as we know, the leading activity of a Junior school student. The main condition that contributes to the formation of an active cognitive position is the humanistic, creative, positive, emotional, and comfortable nature of the educational environment at school.
For the formation and development of cognitive interests of schoolchildren, there are many different means, among which not the last place belongs to its entertainment. However, we should not forget that in the application of entertainment in the classroom, you need to know the measure so that this important didactic tool does not play a negative role in the educational process. According to K.D. Ushinsky, you need to be able to correctly combine the entertaining and non-entertaining, "without tilting either way." Different types of didactic games that affect younger students in different ways will help in this. Tools that provide entertaining learning can be used at different stages of literacy training in primary schools, including when generalizing and consolidating the knowledge, skills and abilities of students on a particular topic or section of the subject being studied. Various entertaining games help to develop cognitive interest. Among the techniques that activate the cognitive activity of students can be distinguished:
1) Speech warm-UPS - "Ask each other", "a Minute for something", dialogue-dramatization of the poem, formulation of questions to the drawing, acting out dialogues (dialogues of real persons, dialogues of plants and animals, dialogues of animated objects), acting out pantomime scenes.
2) Logical tasks-guessing riddles; reading a logical story-riddles and the answer to a question; selection of riddles, solving problem questions, test questions; solving a logical problem in the form of a picture-riddles, rebus
3) Creative tasks:
Creative stories - a story based on direct perception, a story and descriptive story based on generalized knowledge, a descriptive story based on comparison of different phenomena, a story-study, a story-composition, a story-dialogue. Their distinctive features-the transfer of the student's own opinion, the content goes beyond the studied, the theme of the story requires reflection.
Educational role-playing games - creating an imaginary situation and playing it out, games - dialogues using dolls, remaking fairy tales and playing them out.
4) Creating problem situations
When using entertainment in the learning process, you should take into account the degree of difficulty of questions and tasks, individual characteristics of students, their attitude to the subject. The teacher should carefully approach the selection of entertaining material, take into account in practice that some entertaining tasks affect the child's imagination, imaginative representations, feelings, others-sharpen and deepen observation, require intelligence, the ability to attract the studied material, use reference and other literature.
The interests of cognitive activity become higher when teachers purposefully organize the interaction of students in knowledge, subject-practical activity, play and communication, that is, organize cognitive activity in the classroom so that everyone has the opportunity and desire to become its subject. It is necessary that the content and forms create conditions to meet the needs that are the sources of activity of the individual.
© Umarhojaeva S.I., 2020.
ISSN 2223-4047
BecmnuK Maeucmpamypu. 2020. № 5-3 (104)
In the process of work, the following are widely used:
Games-competitions (contests of fairy tales, riddles "Who is truer and faster?", " Do not yawn!» etc.)
* Task games ("Find...")
* Games-assumptions ("What happens if...")
* Story-role-playing games (they Differ in the presence of a certain role that each of the students and the teacher takes on, a given plot and actions of participants determined by the role).
Techniques of visual, auditory, motor clarity, entertaining and accessible to children questions, riddles, moments of surprise, surprise, mystery, competitions contribute to the activation of mental activity.
The value of games lies in the fact that children largely learn independently, actively helping each other and mutually checking themselves.
It is well known that the beginning of a child's education at school is a difficult and responsible stage in his life. Children of six or seven years old are experiencing a psychological crisis associated with the need to adapt to school. The child has a change of leading activity: before school, children are mainly engaged in play, and when they come to school, they begin to master educational activities.
UMARHOJAEVA SABOHATIBADULLAEVNA - teacher of Uychi district 1 general secondary school, Namangan region, Uzbekistan.
