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DEVELOPMENT OF DIVERGENT THINKING IN STUDENTS BY TEACHING METHODOLOGY
OF STUDY LESSONS
Adizova Nigora Bakhtiorovna
Associate Professor of Bukhara State Pedagogical Instituti, Uzbekistan
AB O U T ART I CL E
Key words:
Divergent, creative thinking, critical
thinking, attention, perception, association
process, thinking, motive, activity, creative
thinking, independent, heuristic, learning, didactic
games, pedagogical technology.
Received:
02.11.2024
Accepted
: 07.11.2024
Published
: 12.11.2024
Abstract:
In this article, we were able to
determine the specific features of the purpose,
content and process of students' creative activities.
Specific forms, methods, and means of developing
students' creative activities were determined in
the course of individual-oriented education. The
content of the process of developing students'
creative activity skills is manifested as the content
of individual-oriented learning situations, which
serves to develop students' creative activity. The
process of formation of creative activity in
elementary school students is organized as
specific educational situations and embodies the
mechanisms of student personality development.
As a result of introducing students to educational
situations that develop creative activity skills, it is
noted that they experience the formation of a
positive attitude towards the educational process.
INTRODUCTION
Creative, that is, creative activity, is a broad concept that ensures the development of
the society as well as the individual. Creative activity of a person is manifested in his daily life. Creativity
in the life of society science and ensures the emergence of new findings and inventions in art. As a result,
new social programs will be created. Creativity (creativity) (lat. creation - creativity, creativity) - the
ability to create something new, unique, create an artistic form, a mental process that leads to thinking,
ideas and solutions; creative ability, which describes a person's readiness to create and accept new
ideas.
Creativity is directly related to the creative abilities of a person. 2 types of methods are used in the study
of creativity: 1. Study of a person's creative abilities using less developed methods of diagnosis. Among
them, observation, conversation, analysis of the results of creative activity, and biographical methods
VOLUME04 ISSUE11
DOI:
https://doi.org/10.55640/eijp-04-11-08
Pages:31-35
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can be included. 2. Researching creativity using rigorously developed methods. Dj. Gilford distinguished
16 signs of creativity in the 50s of the last century. The following signs are not determined by
intellectual tests: 1. Speed of thought - ideas that arise in harmony with time, the ability to move from
one idea to another unique idea, the ability to create ideas that are different from standard ideas. 2. The
ability to develop hypotheses and logically insignificant situations that do not motivate its creation. 3.
Curiosity - sensitivity to problems in the world. Dj. Gilford based all this as a description of divergent
thinking [3.191-204-b]. Divergent thinking occurs when problems are discovered and discovered, but
the person does not have the ability to solve them. Convergent thinking consists of simple logical
solutions that rely on already known solutions. In this case, the teacher brings the tasks into a certain
form. Many specialists have researched the problems of creative ability and the development of creative
abilities of a person. However, almost no scientific research has been done in the field of creativity
diagnosis. Only D.B. Bogoyavlenskaya's research has put forward some ideas in this direction. He
singled out "intellectual initiative" as the main indicator of creative ability. Bogoyavlenskaya evaluated
the intellectual initiative as an intellectual ability and the motivational composition of the individual.
This ability is manifested in solving the tasks that a creative person has set for himself in the process of
continuous mental operations. Based on the ideas of D. B. Bogoyavlenskaya, the concept of the scope of
creative thinking was created. This creates an opportunity for students to generate creative ideas
without external influences and to generalize them theoretically. Today, when the scope of information
is expanding, the need to form creative thinking and creative activity in students is increasing.
Undoubtedly, in the process of carrying out any activity, it is important not only to acquire a certain
amount of knowledge, but also to acquire the competencies of using them in practice. Most scientists
have evaluated creativity as a factor that evaluates individual independence. Creative activity arises as
a result of teaching students. The creative abilities of elementary school students have the following
components: creative thinking, creative perception, and the use of methods of organizing creative
activities.
The development of creative activity in students takes place in the pedagogical process. For this, first of
all, it is necessary to enrich the personal experience of students. The transition of a person from
emotions to creative activity is realized as a result of identification of creative thinking and behavioral
patterns. Also, the student's personal development represents his creative activation. The result of such
activity is reflected in the creative works of students organized on the basis of their own initiative. The
formation of creative activity in students depends on certain conditions: the conditions belonging to the
first group are conditions related to the student's development and self-development. The conditions
that belong to the second group are pedagogical activities aimed at forming the creative activity of
elementary school students, that is, conditions related to the work experience of the teacher. Conditions
belonging to the third group are of a social nature, and include family conditions, developmental
situations, the environment and social realities that serve the formation of creativity in students. In
order for the specified conditions to acquire a pedagogical character, it is necessary to bring them into
the educational process, directing them to the goal, to solve educational, educational and developmental
tasks, and to use these conditions effectively in the organization of pedagogical relations [1.54 - p. 59].
Conditions belonging to the first group are selected based on the unique characteristics of the student:
1) psychophysiological characteristics of students as the leading representative system; 2) students'
abilities, as well as their innate characteristics as creativity; 3) sensitive stages of the development of
creativity in connection with the age characteristics of students. The uniqueness of the conditions
belonging to the first group is shown in the following: 1) It is known that people differ from each other
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in their levels of vision, hearing, hearing and sensitivity. Such characteristics of students are manifested
through their actions, and it is difficult to change them even in highly organized pedagogical processes.
The uniqueness of each person's experience determines the level of his perception of the world. This is
explained by differences in information perception, thinking and behavior. Undoubtedly, such
differences can be seen in practice on the basis of increasing the effectiveness of the pedagogical
process. For this, it is important to facilitate the learning process for students, to ensure that they
perceive the world with the help of educational materials. It should be emphasized that the person-
oriented approach not only improves the level of knowledge acquisition of students, but also expands
the possibilities of creativity by increasing creative activity. 2) In pedagogical activity, it should be taken
into account that innate talent, that is, talent, has a special effect on the development process and
guarantees the student's future achievements. New pedagogical technologies serve to form creative
activity in students. However, it does not fully ensure the development of this activity. It is somewhat
difficult to separate the influence of social and natural factors in specific pedagogical conditions of
formation of creative activity among students. 3) Along with individual characteristics, age
characteristics are also important in the formation of creative activity in students. That is why it is
necessary to develop logical thinking in creative students.
The formation of creative activity of a verbal character in elementary school students is mostly based
on figurative thinking. As a whole, the integration of image perception in a child serves the development
of connected perception and thinking in them. A child's need and interest in creativity arises from
preschool age. In primary classes, it stabilizes as a result of systematic pedagogical activity. Creativity
related to the age characteristics of students has directions related to the educational subject. During
the sensitive period, students develop a certain level of individuality and creative abilities. During this
period, the progress or lag behind the personal development of the pedagogical influence has a negative
effect on his development. That is why teachers should use the means of forming creative activity in
students, knowing well the specific features of the sensitive period. Conditions belonging to the second
group depend on goal-oriented pedagogical activity. Two important directions of such activity can be
distinguished. Firstly, the pedagogical activity in this direction consists in forming creative activity in
order to develop creativity in students. Secondly, methodologically ensuring the pedagogical process
aimed at the formation of creativity in students, that is, the content of educational programs, teaching
methods, tools, forms, measures aimed at the formation of creative activity in students enrichment with.
Both pedagogical directions should be provided with the following pedagogical conditions: 1) Directing
the pedagogical process to the personality of the student in order to ensure freedom of creativity.
Including creating a positive image of creative thinking and forming relationships, teacher's creativity,
creating a comfortable creative environment. 2) To ensure students' independent activity in the
educational process in order to form creative activity in students. That is, in order to strengthen the
existing level of creative activity, to expand the possibilities of identification of students, to create
conditions for their creative self-development, to accelerate the development processes of students. 3)
Creating a safe creative environment for students. For this purpose, establishing relationships based on
mutual trust in the classroom, achieving positive results, creating success situations, etc. [5.13-15-b].
We will analyze the following conditions from a pedagogical point of view: 1) Experts who thought
about the freedom of creativity paid special attention to the following: freedom and discipline. If
students' creative activity is encouraged, they will carry out learning activities based on their personal
initiative. Students take objects and ideas and describe different approaches. If they strive for
independent learning as opposed to group thinking, they develop a tolerance for ideas. In such a
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situation, there are no special problems related to behavior. Behavioral styles are formed by
themselves, in this place creativity arises in students and they do not have moral problems. It is known
that the teacher's reputation is important for elementary school students. They follow the teacher, look
up to him with confidence, and perform each of his tasks with determination. That is why the teacher's
creativity is an important factor for students to show their creative potential. 2) The analyzed
theoretical cases are of particular importance for ensuring students' development opportunities and
creative activities. In order to ensure students' creative activity, it is necessary to effectively use the
possibilities of modern pedagogical technologies in addition to relying on historical experiences. 3) A
child is formed as a person in the process of education.
The role of the teacher in the formation of creative activity in elementary school students is
incomparable. According to the requirements of personalized education, the primary school teacher
acts as an equal partner and facilitator with students in the learning process. In the process of primary
education, the teacher's intervention in the work of students can reduce their creative potential in rare
cases. Basically, the pedagogue's cooperation with a group of students, a class team or each student
serves to form creative activity in them. As a result of the teacher's humane attitude towards students,
mutual trust, respect, and cooperation are formed among them [4. 15]. As a result of mutual cooperation
and strengthening of trust between students and teachers on the basis of mutual respect and trust,
certain personal qualities, including activity, are formed in learners. As a result of cooperation between
students and teachers, parents, people in the environment, creative activity is formed in elementary
school students. If the educational activity in the classroom is not formed on the basis of the
requirements of a person-oriented education, students' desire for relationships outside the educational
process will increase. They start looking for partners from outside. Facial expression, speech, artistic
ability, clarity and expressiveness of movements, eye gaze, spiritual closeness and mutual
understanding, trust, readiness for creative cooperation, which are observed in students, contribute to
the formation of creative activity.
It is important to create pedagogically supportive relationships that help to form creative activity in
primary school students. In pedagogical processes encouraging creative activity, the teacher cannot
give orders and instructions, make demands, or force students. The student's search for ways of creative
self-expression should be supported by the teacher. All examples of works created by students should
be accepted regardless of their content, form, and aesthetic equipment. During the formation of creative
activity, students' work should not be compared and evaluated, and they should not be punished for
mistakes. It is desirable to create a pedagogically and psychologically comfortable environment based
on mutual trust and respect for the formation of creative activity in students.
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