STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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MNEMONICS AS A PEDAGOGICAL TECHNOLOGY
Karlibaeva Alfiya Yermekbayevna
Doctoral student of Karakalpak State University after named Berdakh
Annotation:
It should be mentioned that pedagogy actively incorporates psychological strategies,
tools, and tactics into the teaching and learning process. In contrast to psychological technology,
pedagogical mnemonics enable you to accomplish another goal, which is to assist students in
mastering the program material by employing different memory-building techniques and fostering a
positive group environment.
Keywords:
mnemonics, technology, formation, comparison, psychological methods, technique,
memory, memorized information, mnemonics technology
The history of mnemonics dates back to ancient times: its emergence is associated with the first
simple psychological ideas of the Greeks. Greek mythology knew the Titan Mnemosyne, the mother
of the nine muses, and revered her as the goddess of memory and recollection[3]. Perhaps this is where
the name "mnemonics" comes from. It is believed that the term was introduced by Pythagoras of
Samos (VI century BC). It is known that in ancient Greece people successfully used mnemonic
methods. Giordano Bruno studied, developed and taught it, Aristotle became interested in it and taught
this art to his student Alexander the Great. Julius Caesar and Napoleon Bonaparte had phenomenal
memories based on mnemonic techniques[3].
Mnemonics technology as a pedagogical direction was developed by M.A.Ziganov,
A.K.Kolechenko, Matyugin, T. B. Polyanskaya, I. Rybnikova, Ye. D. Safronova and others[3]. Along
with mnemonics technology, pedagogical mnemonics is a technology that allows us to solve the
problem of quick memorization of information, in other words, a convenient environment for helping
students master the program and creating various methods of developing memory[4].
Currently, there is a contradiction in science due to the fact that a number of authors, for example,
L.S.Vygotsky, S.Ya.Rubinshteyn, do not consider the use of mnemonics in the educational process to
be permissible, that is, they do not contribute to the development of the child. At the same time,
researchers M.A.Ziganov, V.A.Kozarenko, A.K.Kolechenko and others argue the opposite[2]. We
share the point of view of modern mnemonists.
It should be noted that pedagogy actively uses psychological methods, techniques and
technologies in the educational process. Pedagogical mnemonics, unlike psychological technology,
allows you to solve another task, helping students master the program material, using various methods
of developing memory, creating a favorable environment in the group [2]. Mnemonics as a
pedagogical technology was developed by M.A. Ziganov, A.K. Kolechenko, I. Yugin, T.B.
Polyanskaya, I. Rybnikova, E.D. Safronova and other mnemonists [1].
In mnemonics, all memorized information is divided into three types:
– figurative – these are visual images perceived by a person;
– verbal – these are perceived oral speech and readable texts;
– precise information – information that is not recommended to be memorized approximately,
but must be remembered with 100% accuracy: phone numbers, various dates, addresses, terms and
concepts, codes and surnames, surnames and first names, as well as other similar information[5].
In general, we can say that mnemonics is a set of various techniques that facilitate the
memorization of large and precise amounts of information[2]. One of the main advantages of
mnemonic techniques is that anyone can master them. The main goal of this art is to memorize
unmemorized information.
There is now a discrepancy in science since certain authors, like L.S. Vygotsky and S.Ya.
Rubinstein, do not believe that mnemonics may be used in the educational process; in other words,
they do not aid in a child's development. However, the reverse is argued by researchers M.A. Zyganov,
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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V.A. Kozarenko, A.K. Kolechenko, and others [1]. Our perspective is similar to that of contemporary
mnemonists.
Experimental studies by L.V. Zankov, A.N. Leontiev, V.Ya. Lyudis, A.A. Smirnov, V.D.
Shadrikov, L.V. Cheremushkina and other mnemonists allow us to identify the following main
mnemonic actions, or rather, systems or sets of actions that act as mnemonic devices. memorization
methods[1]:
techniques affecting the formation of perception, comparison, generalization functions - grouping
- dividing the material into groups on some basis (meaning, associations, etc.);
- methods affecting the formation of analysis and synthesis functions;
- highlighting strengths - identifying any multiple points that support a broad content (theses,
headings, questions, illustrations, examples, numerical data presented in the text); etc.).
- a set of support points; classification - the division of any objects, phenomena, concepts into
classes, groups, categories based on certain common features;
- structuring, establishing the relative location of the parts that make up the whole, the internal
structure of the remembered thing;
– a method that affects the formation of the function of abstraction
– schematization – a depiction or description of something in its main features or a simplified
representation of memorized information[1];
- a technique that affects the formation of the functions of comparison and generalization -
analogy - establishing similarity, similarity in certain relationships of objects, phenomena, concepts;
- a method that affects the development of speech - recoding - speech or pronunciation, naming,
presenting information in a figurative form, transforming information based on semantic, phonemic
and other properties;
- methods that affect the formation of the functions of perception, imagination, comparison -
association - establishing connections through similarity, proximity or contrast;
- supplementing the memorized material and including it in the memorization of the subject: using
verbal mediators, combining and including something according to the characteristics of the situation;
– techniques that affect the holistic formation of thinking – sequential organization of material –
establishing or building various sequences: distribution by volume, distribution by time, arrangement
in space, etc.;
- techniques that affect the formation of will – repetition – processes of consciously controlled
and uncontrolled information circulation.
As is known, the effective memorization and reproduction of a certain material by a person is
associated with the forms of memory. According to the nature of the participation of the will in the
processes of memorization and reproduction of material, memory is divided into voluntary and
involuntary. This can be seen as follows:
First, the student has the opportunity to automatically perform a specific mnemonic task
(memorization, recognition, storage or reproduction) without much effort. However, the most
effective way to memorize, retain this information, and improve the memory of students is to conduct
mnemonic exercises.
Mnemonics, the art of memorization, mnemonics - a set of tricks and methods that facilitate and
increase memory by creating artificial associations [6]. Thus, mnemonics are a kind of encoded
formulas that can easily evoke images associated with you in the subconscious mind or another link
in this chain.
To conclude, from the point of view of mnemonics, learning activity is the independence of efforts
to memorize the material, conscious attention to memorization of the material, and a consistent and
deep understanding of the educational material. Therefore, if this material is included in the target
structure of this action, it can be remembered involuntarily. But what is not included in the target
structure of the action, in which voluntary memorization is carried out, is remembered worse than
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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_____________________________________________________________________________________________
353
independent memorization directed at this material. All this depends, first of all, on how the action of
the subject, in which memorization is carried out, is organized and what it is aimed at. Therefore,
involuntarily, forced memorization may not be only a matter of work, it can be indirectly regulated.
Thus, from a pedagogical point of view, the most important task is to organize the learning process so
that important material is remembered by students, and he remembers it not only when working with
this material. The laws of memory activity described above are also reflected in the memorization of
lexical units of a foreign language.
References:
1.
Использование мнемотехники на уроках русского языка и литературы: . – Режим
доступа:
https://infourok.ru/ispolzovanie-
mnemotehniki-na-urokah-russkogo-yazika-i-
literaturi-s-prezentaciey-2297361.html. –
2.
Козаренко, В. А. Учебник мнемотехники. Система запоминания «Джордано». – М.:
Самиздат,
2007.
–
350
c.:
[Электронный
ресурс]
–
Режим
доступа:
http://mnemonikon.ru/uchebnik.htm. – Мнемотехнические приёмы запоминания: – Режим
доступа: https://nsportal.ru/detskiy-sad/logopediya/2014/10/25/mnemo. –Мнемотехника для
начинающих: советы и упражнения:
5.
Мнемотехника: – https://ru.wikipedia.org/wiki/Мнемотехника. –
6.Экспериментальная
психология:
.
–
Режим
доступа:
https://experimental-
psychic.ru/mnemotekhnika/. –
IMPLEMENTING INNOVATION IN EDUCATIONAL METHODOLOGIES
Kurbanbaeva Gulziyra Paxiratdin qizi
KSU, 1
st
year student of English language
and literature department
Atashova F.D., scientific advisor
Abstract.
The modern education system demands adaptation to rapidly developing technologies
and changes in the labor market. Traditional teaching methods are gradually losing their relevance,
giving way to innovative approaches. This article analyzes innovative methods widely used in
contemporary education, such as blended learning, the flipped classroom model, gamification,
adaptive learning, and project-based learning. It also examines ways to increase the effectiveness of
education by actively engaging students, creating a discussion-based environment, and enhancing
learning through competition. These methods aim to improve the quality of education, motivate
learners, and organize the learning process more effectively.
Keywords
: Innovative education, modern teaching methods, blended learning, flipped
classroom, gamification, adaptive learning, project-based learning, interactive learning, digital
technologies, student-centered approach, discussion-based education, peer learning.
Introduction.
In today’s world, the field of education requires constant renewal in response to
global challenges, technological advancements, and societal needs. Traditional teacher-centered
approaches no longer fully meet the needs of modern students. In the 21st century, skills such as
critical thinking, creativity, problem-solving, digital literacy, and teamwork have become essential.
This necessitates the integration of new, innovative methods into education. In recent years, methods
such as blended learning, the flipped classroom model, gamification, adaptive learning, and project-
based learning have been widely adopted. This article explores the potential, advantages, and
limitations of these innovative methods. The main goal is to identify effective approaches that enhance
educational quality and foster learners’ interest in knowledge.
