CC BY
6BecmnuK Maeucmpamypu. 2020. № 4-1 (103)
ISSN 2223-4047
UDC 378
O.A. Yuldasheva
THE TECHNOLOGY OF FORMATION OF INDEPENDENCE OF STUDENTS IN EDUCATION
The article describes the technology of formation of independence of students in education.
Key words: the technology, formation, independence, students, education.
The formation of independence in educational activities is a prerequisite for the manifestation of this quality in other types of activities, not only in those in which the student is currently involved, but also those that are ahead of him in the future. In this regard, the task of forming students' creative potentials is of particular importance.
It is known that the educational activity of schoolchildren in mastering the system of knowledge and skills is determined by two interrelated processes: reproductive and creative. The reproductive type of activity consists in "that a person reproduces or repeats previously created and developed methods of behavior or resurrects traces of previous impressions" (Vygotsky LS. Imagination and creativity in childhood. Psychological essay. M., 1967. S. 3.).
The creative type of activity is characterized by the fact that it is aimed at creating something new, "it doesn't matter whether it is created by creative activity by some thing of the outside world or by a known building of the mind or feeling that lives and is found only in the person himself'.
Emphasizing the need for students to form creative activities, it is important to keep in mind that productive and reproductive elements of activity are always closely interconnected, since reproductive elements form the basis of creative activity, acting as its building material. The new takes shape on the basis of the previously known, and the latter acts as a building material not only in terms of the content of activities, but also the operational structure, the relationships that develop between the subjects of training.
Elements of creativity and reproduction in the activities of students, as well as in the activities of a mature person, should be distinguished by two characteristic signs: 1) by the result (product) of the activity; 2) by the way it proceeds (the process). It is obvious that in the educational activity, the elements of students' creativity are primarily manifested in the peculiarities of its course, namely: the ability to see the problem, find new ways to solve specific practical and educational problems in unusual situations.
The unity of the reproductive and productive nature of educational activity is indeed a necessary condition for the consistent formation of the student as a subject of educational activity.
The formation of educational activity in the unity of its structural components is achieved due to the fact that as we move from reproductive to creative methods, a transition from seeing a specific action to a general one, from individual process components of solving educational problems to the holistic structure of educational activity, is necessarily made. From a single motive to a system of relationships. Moving from reproductive activity to creative involves the mandatory implementation of intersubject communications, since they create favorable conditions for the development of cognitive abilities of schoolchildren and allow them to form creative thinking with the help of various objects. The formation of the creative potential of schoolchildren is achieved by a deliberate change in the measure of concrete and general in mastering them by practical and cognitive actions. This is one of the important conditions for this process. A feature of this condition is that it acts as an internal side of the process of formation of these actions and improvement of the content of education, i.e. systematic construction of educational material, and compliance with the unity of the specific and invariant capabilities of each academic subject in encouraging students to take creative actions, and their awareness of all the formed components of this activity, and increasing the degree of students' independence in the very process of forming their creative potential. Finally, this condition plays an important role in maintaining a reasonable combination of the reproductive and productive nature of learning activities. Indeed, if we are talking about the systematic construction of each academic subject, it is very important to determine the measure of a specific material, on the basis of which one can rise to the next stage of generalization.
It should be noted that it will not be beneficial either to switch to generalization too quickly without a sufficient amount of specific material (since in this case the generalization will be formal), and too much delay on a specific material.
An increase in the degree of independence in the process of the formation of educational activity can go in different directions, however, the success of their implementation depends on how reasonable a measure of concrete and general organization of students' activities in each of these areas will be.
© Yuldasheva O.A., 2020.
ISSN 2223-4047
BecmnuK Maeucmpamypu. 2020. № 4-1 (103)
The didactic conditions briefly described above form the basis of students learning to learn. We illustrate this with a specific example of increasing the degree of independence of primary schoolchildren in the process of forming educational activities. So, speaking of a deliberate change in the measure of concrete and general in their educational activities, it is assumed that the set of tasks and methodological methods offered by the students will directly entail a change in the student's position, its transformation from a passive performer of someone else's will into an active creator, creator of this process. It is in such a position that the scope of application by students of previously acquired knowledge and skills expands, independence manifests itself in the choice of a method for solving a problem and its transfer from one discipline to another, which allows the student to master meta-methods, heuristics - experience, and learning skills. Independence stimulates the development of initiative. And the latter acts as the most important condition for the personal development of the student in the learning process, which manifests itself in any judgment, initiative aspiration, clothed in the appropriate acts (word, colors, movement, etc.).
YULDASHEVA OYNURA ABDURAZZAQOVNA - teacher of secondary school No 2 of Namangan district, Namangan, Uzbekistan.
