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POSSIBILITIES OF REFORMING THE LOGICAL AND
METHODOLOGICAL TRAINING OF PRIMARY EDUCATION
TEACHERS
Ganieva Maftuna Abduaziz kizi
Basic doctoral student of the theory and methodology of education
(primary education) of Gulistan State University
https://doi.org/10.5281/zenodo.14275802
Abstract.
The article is devoted to the solution of the problem of training
teachers to develop general logical skills in mathematics in primary school
students. Based on the constructed system of groups of general logical skills, the
author finds his own approach to solving the problem, which became the basis
of the author's model of logical and methodological training of university
students majoring in "Pedagogy and Methodology of Primary Education" in the
process of studying the course "Methodology of Teaching Mathematics".
Kеywоrds:
model of training teachers, methods of teaching mathematics,
professional and pedagogical competence, logical and methodological skills
INTRОDUСTIОN
The goal of modern education is the general cultural, personal and
cognitive development of students, ensuring such a key competence as the
ability to learn. In this case, knowledge, skills and abilities are considered as
derivatives of the corresponding types of targeted actions, i.e. they are formed,
applied and maintained in close connection with the active actions of the
students themselves. The quality of knowledge acquisition is determined by the
diversity and nature of the types of universal actions [1].
MАTЕRIАLS АND MЕTHОDS
An analysis of psychological, pedagogical and educational-methodical
literature has shown that the teacher training system does not pay due attention
to such skills, although there are certain achievements in this area. Beginning in
the XX century, the work of N. F. Talyzina, P. A. Shevarev, and P. Ya. Galperin
raised the issue of the importance of general logical skills as a type of general
skills in teaching any subject. N. F. Talyzina proves that when organizing the
process of acquiring knowledge, much attention should be paid to the actions
that students use as a means of acquiring this knowledge. If the learning
objectives involve the use of knowledge in actions that students do not possess,
then learning should simultaneously ensure the acquisition of these actions and
knowledge.
RЕSULTS АND DISСUSSIОN
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Thus, the contradiction between the requirements of modern society for
the training of primary education teachers (in the area of developing general
logical skills in mathematics in primary school students in the educational
process of a pedagogical university) and the insufficient development of the
scientific and methodological foundations of this process in practice is becoming
increasingly obvious. Overcoming this contradiction determines the research
problem: how to ensure the training of primary education teachers to develop
general logical skills in mathematics in primary school students in the process of
their professional training. To solve this problem, it is necessary to theoretically
substantiate, design and implement in practice a model for training teachers to
develop general logical skills in mathematics in primary school students and to
identify the pedagogical conditions for its effective functioning [2].
In order to implement the model of training primary education teachers to
develop general logical skills in primary school students, developed in the
theoretical part of the study, three stages of the experiment were identified in
the logic of the competence approach: ascertaining, formative, and control and
evaluation. The experiment was attended by full-time students - two groups of
18 people (experimental groups) and correspondence students - two groups of
18 people (experimental and control groups); an experimental group of working
teachers who are students of the correspondence department - 18 people. Thus,
a total of 90 people took part in the experiment. The experiment was conducted
within the framework of the developed model, in the amount of academic hours
allocated according to the compiled program of the course "Methodology of
Teaching Mathematics" and during the passage of pedagogical practices by
students. To identify the level of preparation of students (future primary
education teachers) to develop general logical skills in mathematics, the criteria
were used as generalized indicators.
The 1st criterion shows the level of methodological skills and includes the
following indicators [3]:
- identification of a group of general logical skills, which is the focus of
each mathematical task;
- determination of the type of error made by the student (or possible
error), its methodological description; possible difficulties in completing tasks
by the student;
- description of methodological work to prevent errors.
The 2nd criterion shows the level of cognitive activity: representation;
reproduction; skills and abilities; creativity.
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At the formative stage of the experiment, the process of testing the model
was carried out, the process of training teachers took place on the basis of the
principles of goal-setting, integration, functional completeness, systematicity,
personal orientation. An important component of the model is the content of the
course "Methodology of Teaching Mathematics", each section of which ends with
research assignments for students, developed on the basis of groups of general
logical skills. In general, at the formative stage of work with students, both
traditional technologies and problem-oriented and project-organized ones were
used. Periodically monitoring the formation of competencies of independent
cognitive activity of students as a characteristic of professional growth, it was
necessary to make adjustments to the content of the course, to the developed
teaching methods, and also to search for new forms, teaching methods, and
methodological techniques.
СОNСLUSIОN
Considering that the conducted research is a part of a long process of training
primary education teachers to develop general logical skills in primary school
students, and considering the positive results of the research, the proposed
model can be considered effective. The completed research allows us to
conclude that the goal set at the beginning of the work has been achieved
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