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DIDACTIC TOOLS OF FORMING CREATIVE ACTIVITY IN PRIMARY CLASS STUDENTS
Adizova Nigora Bakhtiorovna
Associate Professor of Bukhara State Pedagogical Instituti, 1st year graduate student, Muqimova is the
daughter of Gulrukh Ilyas, Uzbekistan
AB O U T ART I CL E
Key words:
Education, upbringing, creative
thinking, didactics, critical thinking, divergent
thinking, convergent thinking.
Received:
02.11.2024
Accepted
: 07.11.2024
Published
: 12.11.2024
Abstract:
This article discusses the need to use a
divergent type of activity to develop the creative
thinking of elementary school students.
INTRODUCTION
A set of didactic tools presented to young students based on the traditional
educational process based on imparting knowledge has been expressed. They appear in the form of
educational programs, textbooks, training manuals. Educational materials as redeveloped forms of
culture are presented to students within the framework of educational subjects. The knowledge, skills
and competences provided for in the DTS are expressed within the educational subject. Pupils can form
thoughts in relation to material existence. A person develops his thoughts independently, he cannot
master them ready-made. Thoughts are formed with the help of aspirations, experiences, emotions,
which are formed with the help of productive methods. Also, materials that allow the transfer of
information and direct cooperation also help students to form an objective opinion. External
requirements that are not based on values and mechanisms of independent thinking do not serve to
expand the possibilities of creative thinking of students. Only personal thoughts can help students
develop creative skills. Personality formation is a socially dependent process of self-development. It
represents the inner striving of the student from a low to a high level of development. In such
conditions, external causes move through internal conditions. In the same conditions, the emergence of
creative activity is observed in a particular student.
In another group of students, such a situation is not observed. In this process, the student's attitude
towards educational activities is important. The question of what this attitude looks like can be
answered as active, passive or indifferent. In the same way, it is possible to predict the prospects for the
development of creative activity in students. The development of such activity takes place through the
management of various forms of reflection. They are motion-based, object-oriented, and personal.
Psychological mechanisms of action-based and object-based forms of reflection, action-based and
VOLUME04 ISSUE11
DOI:
https://doi.org/10.55640/eijp-04-11-15
Pages:65-70
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content-based parts of creative activity show imbalances between the new needs of a person and
knowledge, skills and competencies. The impact of personal reflection on the worldview and emotional
states of a person is formed as a result of the elimination of opposite conflicts, the loss of previous
thoughts about studying. The emergence of creative activity in students requires the acquisition of
knowledge related to the development of its special parts. Examples of this are the willing, worldview,
emotional-voluntary, meaningful-action and reflexive parts. Their interaction and connection is
manifested as a set of harmonious units. It should be taken into account that the habit characteristic of
each person is the possession of the rules and conditions of development in a unique way. One of the
characteristic aspects is to determine the levels of development of parts of students' creative activities.
Such an approach allows students to choose tools that develop creative activity skills in a purposeful
way, helps to direct their creative energies to a specific goal. Accordingly, it is possible to distinguish 3
levels of development of students' creative activity skills. They are low level, medium level and high
level. As a result of modeling such a system, it is possible to ensure the didactic consistency of individual
pedagogical situations. This, in turn, allows students to focus on the problem under study. Under the
concept of didactic conditions, we understand the conditions for managing the educational process.
This directly means the content and unity of education, the harmony of the process, and the teacher's
management point of view in this process. Knowledge of the didactic conditions for creating
pedagogical situations - these are goals and their application, sources of their construction, ways of
using educational materials in this process, tasks of different types of situations, their place in the
process of learning the educational subject, methods of their organization, methods of checking the
results. . When thinking about the educational situation, the external conditions that represent the
attitude towards the student are understood. These conditions stimulate the student's activity and
encourage him to move quickly.
From a psychological point of view, the student's activity is interpreted as his attitude to his work.
Activity is a specific state of coordinated actions of students. It appears as an expression of diligence.
The student's activity is manifested as his academic work, the speed and enthusiasm he shows in the
process of acquiring knowledge. The unique aspect of activity has been revealed by many experts. They
are V. A. Petrovsky, A. G. Asmolov, R. Safarova, B. Adizov, G. Najmiddinova, E. Goziev, M. Davletshin. As
an activity related to the educational situation, based on the activity that is not adapted within the initial
situations, based on indiscriminate, erratic actions, the student not only strives to improve his activity,
but also designs new, interesting goals and abandons the previously existing activity style. As part of
our research, we will focus on the pedagogical possibilities of directing students' intellectual and
creative activities to a specific goal during the educational process. This, in turn, allows students to
develop reflection and to search for the logic of the educational process, to direct them to actively act in
pedagogical situations aimed at creating reflection content. The theoretical model of the person-
oriented pedagogical situation embodies the following:
- the content of activity aimed at a specific goal, this activity embodies the fulfillment of tasks and
solutions related to the social and cultural sphere;
- the composition of the students who entered into pedagogical cooperation and the tasks they perform,
their real, organizational relations and positions;
- forms and methods of business and interpersonal cooperation;
- personal tasks of students, situations that require them to perform certain tasks in this situation;
- views of situation development;
- driving forces forming the situation;
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- inclinations and methods of activity of the participants of the situation.
The same didactic units allow students to properly equip the processes of performing creative tasks.
First of all, it is manifested in the information field in the form of personal creative tasks, special
relationships and life activities. Second, the person-centered learning situation embodies the
development of two trends. The influence of external conditions on the personality of the student, the
influence of the way of activity on the personality, is formed in the process of determining his
personality, on the one hand, the internal active point of view of the personality of the student, and on
the other hand, in the process of self-expression and behavior. Thirdly, in the educational situation, the
personality of the teacher and the student meet and enter into cooperation. In this, the purposeful,
meaningful, procedural aspects of the educational process arise. In this way, favorable conditions are
created for the implementation of a full-fledged didactic process. The goal of the learning situation
proposed by the teacher can be recognized as a person-oriented goal. The purpose of the learning
situation is such that it does not directly arise from the demand of the situation. Its practical application
implies achieving the set goal (V.A.Petrovsky (146, S.91)). Thus, the goal of the learning situation is the
specific goal of the learner and the students in the situation. As a result of such an educational situation,
in addition to mastering the required knowledge and methods of activity, students will have new
opportunities for them. They will have the opportunity to increase their personal experiences, organize
their life situations, and change depending on the social environment that surrounds them. Pupils have
the potential to set new demands on themselves by being active in solving the tasks envisaged within
the framework of the situation. This is reflected in their independence in solving tasks. As a result, they
help the manifestation of the acceleration of the student's personality in cognitive activities. The
student's cognitive inclinations are based on the above-mentioned cognitive states. It is of particular
importance what tasks the student solves in the implementation of his activity. While the desire to know
forms its basis, in the processes of solving the essence of these tasks, the student creates his image,
performs self-knowledge. This is reflected in his independent aspirations to work. Solving such internal
issues will help you realize that you are capable of these tasks. Success in solving problems is also an
opportunity for self-expression. It also depends on the student's own requirements. We try to identify
3 stages of cognitive performance: The first stage is an assessment of one's situational capabilities. The
student works on the basis of solving the tasks facing such a situation. For this purpose, the student
asks the following questions and answers them. Am I ready to accomplish my goals? Am I capable of
accomplishing the tasks I have set for myself? In such circumstances, the evaluation of one's own
abilities is not always important for the student. The assessment of his situational capabilities may also
be of incidental importance to him. The second stage is a self-assessment, in which the student emerges
as a specific person with cognitive abilities. In this case, the person's cognitive capabilities cannot be
the object of evaluation. It operates as an entity that occupies these opportunities. That is why he tries
to accept solutions. In this place, the activity is distinguished by the unique aspects of the person.
Unsolved problems, as well as solved ones, appear as an existing sign, which is important in assessing
the student's personality. The third stage is an assessment of the student's existing capabilities, parts,
and depth. In this process, it is assumed that the student determines his position. When the student
solves some educational task, he thinks about the possibilities of solving it and in this process shows
his identity. In this situation, the student's attitude towards his work is revealed. The student makes a
conclusion about his own knowledge and creative abilities in solving the tasks set before him. The
ability to solve the tasks set before him shows the identity of the student.
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The formation of reflexive skills in the student takes place in all the above-mentioned stages. In this
case: 1) To be able to take the right direction in relation to general relations in the information society,
using computer technologies effectively; 2) To master the technology of using a computer during the
educational process, to understand the essence of concepts, to solve problems, to acquire the skills of
using information in game and dialogue situations; 3) Accumulation of creative experiences, analysis of
valuable capacities, selection of learning methods within educational subjects, having information
about the possibilities of ensuring the efficiency of human activity, being able to perceive modern
science and technology achievements; 4) Evaluating one's capabilities, determining ways to develop
them, having an active personal point of view, looking for ways to activate the educational process,
seeing the essence of teaching, getting acquainted with new achievements of the culture of information
acquisition. In this process, students' independent learning, self-development, experience of using
programmed tools, rational organization of their personal life activities, interests, creative abilities,
formation of a responsible attitude to their activities occupy the main place in this process. It is known
that students' interests are formed when they have the ability to reflect. This is done in the process of
assimilation of information. In this way, the student's interests develop gradually. During the transition
from one stage to another, the student begins to solve specific internal tasks. The main essence of these
tasks is that the student solves them for the purpose of self-management, self-fulfillment and internal
self-affirmation. These tasks differ according to the nature of the initial conditions. According to the
type of occurrence of reflexive situations, it is manifested as the student's demands on himself.
In situations where there is a possibility of self-management, two types of experiences are combined:
a) concrete-emotional points of view defining his identity are determined; b) vague-emotional doubts,
premonitions, expectations, awareness and identification (exactly simile), such simile cannot be carried
out within reflexive processes. It is manifested in the process of communication and concrete actions.
Exact-emotional experiences depend on traditional conscious states, while ambiguous-emotional
experiences occur in unconscious or incomplete states of the learner. Specific emotional experiences
are expressed as experiences that serve to understand in similar situations. Ambiguous emotional
experiences require an approach within the framework of a person's self-awareness in the direct
understanding of processes. The student's demands to solve tasks related to the manifestation of his
activity are manifested in the desire to get rid of ambiguous-emotional experiences. And it is carried
out by transferring them to the field of concrete-emotional experiences. Thus, the manifestation of one's
activity is interpreted in the way of showing one's identity as a separate personal task. It enriches the
accuracy in it. The manifestation of individuality is recognized as a characteristic feature of these tasks.
When solving problems of application of practical activities, the student works based on the idea of
himself and his capabilities. As the student applies his abilities to the activity, he acts within the
framework of his ideas and manifests himself in a wide range.
Tasks related to self-affirmation of a person serve as a state of external self-affirmation. In this case, the
student strives to be evaluated by those around him according to his maturity. For this, his abilities
must be demonstrated in front of the eyes of the people around him. External self-affirmation cannot
appear as a task of self-knowledge. In this process, the student acts based on a number of his
possibilities. He does not question their similarity and equality and does not seek to change them.
Another form of self-affirmation is internal self-affirmation.
According to psychologists, the formation of creative activity is not regular. Its development takes place
in two stages. The first stage is expressed in the creative activity of 9-10-year-old students. In this
process, students communicate directly with adults. They initially interpret their actions through
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words. In this place, the speech of students appears as a component of their personal actions. It is at
this stage that the first parts of analytical activity are realized in students. This is an initial indicator of
analytical activity, which cannot match the analytical activity skills found in 14-16-year-old students.
According to psychologists, the formation of creative activity is not regular. Its development takes place
in two stages. The first stage is expressed in the creative activity of 9-10-year-old students. In this
process, students communicate directly with adults. They initially interpret their actions through
words. In this place, the speech of students appears as a component of their personal actions. It is at
this stage that the first parts of analytical activity are realized in students. This is an initial indicator of
analytical activity, which cannot match the analytical activity skills found in 14-16-year-old students.
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