Volume 05 Issue 10-2024
14
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
14-22
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
The article discusses the use of pedagogical technologies, interactive methods, educational games, and modern
information and communication technologies in teaching the subject of upbringing in grades 5-6 by teachers. These
approaches help students to think independently, expand their creative research and logical thinking, connect what
they have learned in the classroom with real life, and increase their interest.
KEYWORDS
Interactive methods, technical, informational, audiovisual, active citizenship position, responsibility, obligation, legal
awareness and culture, deep worldview, healthy faith, enlightenment, tolerance, spiritual, ideological, aesthetic
upbringing.
INTRODUCTION
The subject of "Upbringing" was introduced in general
secondary education institutions of the Republic of
Uzbekistan from the 2020-2021 academic year on the
initiative of the President of the Republic of
Uzbekistan. This subject, as part of the Continuous
Spiritual Upbringing Concept, aims to instill the idea of
"From National Revival to National Upliftment" in
students, prepare them for a socially successful life,
and form qualities such as active citizenship position,
responsibility, obligation, legal awareness and culture,
deep worldview, healthy faith, enlightenment,
tolerance.
Research Article
THE METHOD OF INCREASING THE ACTIVITY OF THE 5-
6 THЕ
GRADERS IN THE TEACHING OF "EDUCATION" SUBJECT
Submission Date:
Sep 30, 2024,
Accepted Date:
Oct 05, 2024,
Published Date:
Oct 10, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-10-03
Ibrat Atakov
Tashkent University of Applied Sciencese-Lecturer, Department of Pedagogy, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 10-2024
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
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VOLUME
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ISSUE
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Pages:
14-22
OCLC
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1242041055
Publisher:
Master Journals
For a person to live prosperously in society, they must
have received good education and upbringing. Indeed,
the head of our state emphasizes that "we mobilize all
the strength and capabilities of our state and society
for our youth to become individuals with independent
thinking, high intellectual and spiritual potential, who
do not yield to their peers in any field worldwide, and
become happy."
The use of didactic games and interactive methods in
teaching the subject of "Upbringing" is of great
importance in the educational process of teaching,
upbringing and developing students. Didactics is the
theory of education. Didactic games enhance the
creative activity of students, help to focus their
voluntary attention, and also improve memory. In the
process of a didactic game, students unconsciously
perform a large number of actions, exercises, and solve
various problems.
Improving the methodology of teaching the subject of
"Upbringing" includes the following:
Firstly, it is recommended that teachers use the
methods that are effective by discussing with students
and learning from them. Knowing how students learn
and striving to use it spiritually is helpful.
Secondly, the satisfactory use of computer
technologies, the Internet and multimedia resources
creates opportunities for students to participate in the
interactive learning process and master new
information.
Thirdly,
the
use
of
self-educational
subject
methodology, which allows students to self-study and
manage their learning methods, is recommended. This
provides additional influence on students' learning and
mastering.
Fourthly, it is proposed to move the teaching to more
interactive and practical methods by encouraging
students to create practices and learn the study
material through practices.
Fifthly, the use of team and group work in the
educational process among students helps to increase
their mutual understanding and learning of each
other's ideas.
Upbringing is a pedagogical process aimed at forming
certain physical, mental, moral and spiritual qualities in
a person. The set of measures applied to ensure that a
person has the qualities necessary for living in society
constitutes the organization of upbringing. Upbringing
is the most ancient and eternal value that ensures
human humanity. Neither an individual person nor
human society can exist without upbringing, because
the values that ensure the existence of a person and
society are passed down from one generation to
another through upbringing.
The use of modern curricula and manuals, the
organization of educational material, and additional
assistance
in
students'
independent
learning
contribute to the improvement of the methodology of
teaching the subject of "Upbringing". The improved
methodology of teaching the subject of "Upbringing"
encourages students to express their opinions,
analyze, think creatively and work in teams. This is of
great importance in preparing them as independent,
thoughtful and socially useful citizens.
In pedagogical literature, the term "upbringing" is used
in broad and narrow meanings. In a broad sense,
upbringing means the totality of all influences,
measures, actions and aspirations aimed at the
formation of the individual and ensuring their active
participation in the social, cultural and educational life
of society. In this understanding, upbringing includes
not only the educational work carried out in the family,
school, children's and youth organizations, but also the
entire social system, its guiding ideas and all types of
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Pages:
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Publisher:
Master Journals
art. The broad concept of upbringing also includes
education and enlightenment.
In a narrow sense, upbringing means pedagogical
activity aimed at the physical development of the
individual, the formation of their worldview, moral and
aesthetic qualities. In this case, the family, educational
institutions and public organizations carry out the work
of upbringing.
Education and enlightenment do not fall into the
narrow concept of upbringing. However, any
upbringing can only exist in inseparable connection
with education. Because in the process of acquiring
education and knowledge, not only the knowledge of
the individual increases, but also the formation of
moral and spiritual qualities is accelerated.
Upbringing is of crucial importance in the life of any
society and any country. A country that does not pay
sufficient attention to the upbringing of the younger
generation, in general, to the upbringing of members
of society, stagnates and falls into crisis. Because along
with material and spiritual wealth, upbringing also
develops in any society for its growth and
development.
The general features of the theory of upbringing are
determined by the following factors: These issues form
the basis of the new "Upbringing" subject established
in Uzbekistan. Therefore, the place, importance and
practice of upbringing in society are sufficiently
understood by people. On this issue, future primary
school teachers need to be armed with theoretical
knowledge,
professional
skills
and
practical
competencies.
The subject of "Upbringing" was formed by combining
the following existing subjects: As a result, a new
subject was formed. The methodological foundations
of this "Upbringing" subject are:
The need to master this subject and improve the
methodology of teaching it is determined by the
following: deep knowledge of the foundations of the
subject; mastering advanced and modern pedagogical,
innovative and information technologies of teaching
the subject; study of scientific research on the issues of
upbringing; full understanding of the role of
upbringing in the life of a person and society;
knowledge of methods and technologies of upbringing
students through the subject; having individual
pedagogical experience in teaching the subject. In this
regard, it is necessary to pay attention to and master
the following in teaching the subject of "Upbringing":
According to the requirements of the state education
standards, the main goals in teaching the subject of
"Upbringing" are:
- Achieving the complete mastery of moral conduct,
knowledge, skills and competencies by students;
- Developing students' independent and free thinking,
as well as their creative abilities;
- Forming students' scientific worldview and
competence in global thinking;
- Ensuring the continuity and consistency of upbringing
based on the fundamentally new methodology of
teaching general education subjects.
In teaching the subject of "Upbringing" in grades 5-6,
the use of interactive methods that encourage
students to work in groups and exchange ideas
increases the activity of the learning process and
improves the quality and effectiveness of this subject.
The lesson on upbringing should begin by explaining
important concepts such as conscience, honesty, and
truthfulness. Learning about truthfulness is an
important life skill for 6th grade students. Living with
conscience, being honest and truthful is extremely
important for a person.
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OCLC
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Publisher:
Master Journals
The main focus in teaching the subject of "Upbringing"
should be on:
- Achieving the complete mastery of moral conduct,
knowledge, skills and competencies by students in
accordance with the requirements of state education
standards;
- Developing students' independent and free thinking,
as well as their creative abilities;
- Forming students' scientific worldview and
competence in global thinking;
- Ensuring the continuity and consistency of upbringing
based on the fundamentally new methodology of
teaching general education subjects.
Lesson 1. Living with Conscience (Designed for 2
hours)
Lesson Objectives:
- Explain what it means to be truthful;
- Teach honesty and truthfulness towards others;
- Explain the importance of truthfulness.
Task 1. Read the text carefully.
Text
Imagine you have fallen into a country of distorted
mirrors. In this country, the people do not tell the truth
to themselves or to others. The life of this country
reflected in the distorted mirrors is complex,
incomprehensible, and full of problems. If you find
yourself in this land, you will not understand yourself
or others, and you will not be able to comprehend the
events you encounter. You will not even be able to see
your true self in the distorted mirrors, you will not be
able to understand your own identity.
However, there is one human quality that can not only
change your life in this country, but also your real life.
This is truthfulness. If a person always tells the truth,
their life becomes easy and simple. There is no need to
waste energy on self-deception and pretense. In fact,
only truthfulness reveals what is really happening,
shows the reality of life.
Truthfulness is one of the basic human qualities,
meaning being honest, sincere and fair in
communication with other people, not deceiving
others, not losing one's self, rejecting theft and fraud,
being reliable in keeping promises.
A truthful person admits their mistakes and faults,
does not justify themselves if they are wrong, and
evaluates themselves by the same standards as they
evaluate others. Such a person never departs from the
truth in any situation, directly expresses their point of
view and attitude, does not commit theft or fraud,
adheres to moral standards, and does not violate laws.
1. Write in the table the qualities of being truthful with
others and with oneself.
2. Can you be truthful with yourself but a liar with
others? Or, conversely, can you be truthful with others
but a liar with yourself? Express your opinion.
3. Which is more important for you: being truthful with
yourself or with others?
Situation 1
: Said was playing in the yard with his friends.
The game was exciting and fun. Time flew by, and
evening came. Said heard his mother's voice calling him
home. He immediately put down his ball, grabbed his
jacket and bag, and was about to run home, but Akmal
stopped him:
–
Where
are you going? Don’t go, we haven’t finished
the game yet! Our team is about to win!
–
I have to go. I promised my mother that I would come
as soon as you called me.
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–
Don’t go, stay, let's finish the game. Then you can say
that you didn't hear your mom calling you!
–
Sardor
suggested.
–
But I heard her, and you heard her too,
–
Said
answered.
–
But your mom doesn't know you heard her!
–
Yeah, you're right, she doesn't know, but I know, said
Said decisively and ran home.
1. What is honesty?
2. Who was Said honest to: himself or others? Justify
your answer.
3. Write synonyms and antonyms for the word
"honesty."
The concept of conscience goes hand in hand with the
concept of honesty. Everyone has a conscience.
Conscience can be compared to an inner barrier; when
we want to do something wrong or unfair, our
conscience interferes. It’s as if it’s an inner voice that
warns us against bad deeds and encourages us to live
according to moral and spiritual values. Conscience is
our powerful guide, it shows us which way we need to
go and whether we are walking the right or wrong
path.
A person who lives according to their conscience acts
with honesty, even if it’s not beneficial to them. The
phrases "my conscience is bothering me" and "the
pangs of conscience" are familiar to us all. These are
feelings of inner anxiety, guilt, and remorse that arise
as a result of lying, being deceitful, or committing
wrong and inappropriate actions. Sometimes, this
state is so powerful that a person cannot live
peacefully, study, or work. Our conscience should not
judge our past actions, but rather our future actions. In
other words, it should not make us feel sorry for our
past, but rather warn us against wrong actions, guide
us towards good, and prevent us from committing
them.
"The Lamplighter"
The dim, crooked street, bathed in the trembling rays
of a single lamp perched atop Tursunqul aka's
dilapidated shed, was illuminated only by the faint
flicker of that lamp. Every evening, a short, wrinkled-
faced old man would come and light it. We called him
"The Lamplighter." He was a very gentle, quiet person.
He would skillfully set up his little ladder, expertly climb
it, and take out a dusty cloth from under his arm to
carefully wipe the lamp's glass. After lighting the lamp,
he would descend, place the ladder on his hunched
shoulder, and disappear from view.
When the lamp was first installed, the whole
neighborhood rejoiced and looked upon it with great
fondness. But that fondness didn't last long. Soon,
everyone started to disregard it. Especially, there arose
an inexplicable hostility between the neighborhood
children and the lamp. We would gather, start by
throwing each other's caps, aiming at the lamp with
our friend's cap as a target. We would compete with
each other in our marksmanship. But that too, started
to bore us. The lamp, adorned with a cap studded with
beads or embroidered with various silks, would take on
a beautiful hue, as if mocking us. That's why we learned
to attack the lamp with stones and pebbles. It was very
vulnerable in this regard: a tiny pebble or a fragment of
a stone would smash the poor lamp's glass eyes. The
Lamplighter would be forced to put "new glasses" on
the lamp three or four times a week. As soon as he left,
we would knock out its "new eye." Despite this, The
Lamplighter never uttered a word, not even a "tsk."
We didn't like this behavior of his at all. We would say
that if he caught one of us and hit him, it would serve
us right. But none of those wishes ever materialized.
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Pages:
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OCLC
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Publisher:
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One day, at dusk, there were many children on the
street. Qosim the Lame, the most fearless and bold
among us, said,
"Children!"
We all looked at him, our dusty faces expecting
something new.
–
"The Lamplighter will be here soon.
Let's break it. Let's see what he'll do!" He said, and
started searching for something to throw.
Stones and pebbles flew from our hands, smashing all
the lamp's "eyes." The Lamplighter's bent, small figure
started approaching from a distance. He removed the
ladder from his shoulder and carefully leaned it against
the wall. The Lamplighter climbed the ladder and
"click" lit a match: the lamp, like a collapsed house,
stood crookedly, leaning to one side. We all stood
tensely. Some of us "giggled." The old man, like a sick
person, slowly descended. Under his bushy eyebrows,
his eyes, which seemed to be squeezed together,
looked at us all with a pleading expression and in a soft
voice:
"You naughty children, what is this? Will anything
happen if you don't touch the lamp? It's up there, and
you can play down below. The children were silent.
"You are all still young, your eyes are sharp. Both
darkness and light are equal. You all fall asleep in your
mother's arms without a worry, peaceful as can be. For
us old folks, a lamp is very important," he said.
The children's eyes were on the old man.
"Last night, it rained heavily. When I came here, the
street was pitch black. The wind had blown through
the broken glass of the lamp and extinguished it. Then,
as I was approaching the ditch, something was
splashing in the water. 'What is it?' I thought, and I
shined my lamp into the ditch. There was an old man,
even older than me, who couldn't get out of the ditch.
I grabbed his hand, and with some effort, helped him
out. He was covered in mud, and the water was murky.
One of the children said:
–
Wow, look at him, his beard, his face, all covered in
mud!
–
He was all covered in mud. Then I escorted him
home," said the old man.
My eyes saw what The Lamplighter was saying, but
Qosim the Lame shouted:
–
"You're lying!" The other
children suddenly shouted:
–
"He’s telling the truth!"
–
"If anyone breaks it again, we'll tell him," said Ahmad.
The Lamplighter said:
–
"Well done, so you won't break it anymore?"
–
"No, no," we all responded at once.
The old man placed his small ladder back on his
shoulder and disappeared into the darkness. Since that
day, no one has ever damaged the lamp. Now, in the
place of that lamp, a small, egg-sized, electric bulb,
surrounded by a wire mesh, shines brightly. It needs no
one to light it, no matches, no oil. None of the children
try to throw stones at it anymore. When I walk in its
light, I remember a piece of my childhood and only The
Lamplighter. (Oybek)
Questions:
1. Explain in your own words what conscience is.
2. What do you think: When should a person listen to
their conscience: before doing something wrong or
after doing it?
3. If you lied to someone close to you and your
conscience bothers you, how can you fix the situation?
4. Can Nastya "calm" her conscience? Why?
Honesty is also related to a trait called sensitivity.
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Publisher:
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Sensitivity is the ability to understand other people,
sense their mood, respect their feelings, and interact
with them according to their desires. There are
unspoken moral rules about when it’s necessary to
limit honest
y to avoid causing harm to a person’s
physical or mental well-being.
Situation 2
: A new girl came to our class. Her name was
Nigora. She was shy, quiet, and struggled to
communicate. Later, we realized she had a speech
impediment. Nigora would stutter and become
speechless when she was nervous. But Zamira and
Asal,
her
classmates
who
were
arrogant,
overconfident, and didn't hold back their words,
approached Nigora and bombarded her with
questions.
–
What’s your name? –
Asal asked.
–
Where did you come from? Are you an excellent
student? Or are you a bad student? Who put that
barrette in your hair, your mom?
One question after another was thrown at Nigora. She
tried to answer, but she just opened her mouth like a
fish out of water. She was nervous, in a strange place,
and lost her composure.
–
ooooh myyyyyyyy nammme is Nnigoooora.
–
woow , you stutter? Have you been stuttering for a
long time? Do you go to a speech therapist? Are you a
congenital stutterer? Or did you start stuttering later?
My mom is a speech therapist, and she says it's very
difficult to cure congenital stuttering. Should I
introduce you to your mom?
–
Zamira asked.
Nigora tried to answer again, opening her mouth, but
tears streamed down her face.
1. Did Zamira and Asal act correctly?
2. In this situation, what was more important: honesty
or sensitivity?
3. Was it necessary to be honest in this situation? Why?
Honesty is also related to a trait called sensitivity.
Sensitivity is the ability to understand other people,
sense their mood, respect their feelings, and interact
with them according to their desires. There are
unspoken moral rules about when it’s necessary to
limit honesty to avoid causing harm to a person’s
physical or mental well-being.
• “A liar is like
a thief, a thief steals your property, a liar
steals your mind.” –
Ibrohim Husri
• “The truthfulness and purity of speech are good, but
the words of truth are truly beautiful.” –
Alisher Navoi
• “A true word is authoritative –
a good word is
concise.”
• “Live such a life that when your children think about
truth and justice, they will think of you.” –
Jackson
Brown
• “If you know you are lying, it is never too late to stop
talking.” –
A. Dumas (son)
Independent Assignment
Write an essay on the topic "Truthfulness is my habit!"
Task 2. Read the story carefully. Think about and
complete the ending.
The long-awaited summer arrived. Fifth-grade students
Karim and Samir went to the mountain camp for the
first time. The children were very happy, but they did
not listen to all the instructions from their parents:
"Children, this is a mountain camp," said his father, "be
very careful, do what the counselor says, and most
importantly, have a good rest!"
The father's last words remained in the children's
memory, only the words about having a good rest
remained.
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After a few days in the camp, Karim and Samir's
detachment went on a hike to a high mountain. The
detachment woke up early in the morning, the children
packed all the necessary things and set off with the
counselor.
When the detachment stopped for lunch, the sun was
high in the sky. The counselor made a campfire, and the
children took the potatoes to cook. Meanwhile, Karim
decided to go for a walk. He went to a small mountain
river. It was very hot, and Karim decided to swim. The
boy did not realize the danger that was waiting for him.
Samir noticed that Karim was missing. He started
calling out, and the whole detachment began to search
for the boy, but no one thought about the campfire...
Savollar va topshiriqlar:
1. Find the place in the text where the children's father
gave them instructions on how to behave in the camp.
Why didn't the children listen to their parents' advice?
2. What mistake did the detachment of children and
their counselor make? What consequences could such
mistakes lead to?
The summer season is a time when all, especially school
students after a long academic year, aspire to spend as
much time as possible in the embrace of nature, to
breathe fresh air and replenish their energy. For this
purpose, some go to the countryside, some to the
natural environment, the mountains, and some to
health camps.
However, no matter where a person goes, they must
know and adhere to the rules of safety and ethics
during their rest time. Otherwise, an irreparable
disaster may occur.
Choose an image for the following names:
Don't pollute nature, don't break tree branches, don't
uproot plants with roots, don't eat unknown fruits,
don't touch wild animals, don't forget to put out the
campfire.
CONCLUSION
In conclusion, it can be said that through the subject of
"Ethics", a student can be transformed into a spiritually
mature individual. In general, it is recommended that
the teacher systematically teach students the most
important qualities necessary for a person to live a
prosperous life during the ethics lessons. After all, the
possibilities of this subject should create conditions for
the development of the moral qualities that a student
will need every minute of their life. This article focused
only on the concepts of conscience, truthfulness, and
honesty. Future research will investigate important
concepts such as ambition, envy, success, and
overcoming failure.
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6.M.E.Axmedova Pedagogika Darslik.T. Tibbiyot
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