Page 115
EURASIAN JOURNAL OF
ENTREPRENEURSHIP AND PEDAGOGY
www.in-academy.uz
Volume 3, Issue 1, February 2025
SJIF: 5.061
REQUIREMENTS FOR INDEPENDENT TASKS IN LITERACY
LESSONS
Normengov Jo'rabek
Shahrisabz State Pedagogical Institute
Theory of Education and Training
(Primary Education) 1st Year Master's Student
+9989908826003, normengovjo'rabek50@gmail.com.
https://doi.org/10.5281/zenodo.15322059
ARTICLE INFO
ABSTRACT
Qabul qilindi: 29-yanvar 2025 yil
Ma’qullandi: 10-fevral 2025yil
Nashr qilindi:25-fevral 2025 yil
Independent tasks play a crucial role in the
process of developing literacy skills in primary school
students. These tasks help students develop skills in text
comprehension, analysis, independent thinking, and
expressing their thoughts. This research analyzes the
requirements for independent tasks in literacy lessons,
such as the clear and understandable formulation of
assignments, their alignment with the age and
psychological characteristics of students, their gradual
nature, and their ability to stimulate creativity and
activity. The results of the study highlight the
significance of independent tasks in the effective
development of literacy skills in primary school students.
KEYWORDS
Primary school, literacy,
independent tasks, pedagogical
requirements, literacy skills,
independent thinking, working
with texts, gradual approach,
creativity, student activity.
INTRODUCTION
: Today, one of the most pressing issues in the educational process is the
development of students' ability to think independently, search for knowledge on their own,
and apply their skills effectively. This is especially important in primary education, where
literacy lessons lay the foundation for this process. A student's literacy is not limited to
reading a text correctly and fluently, but also requires the ability to understand, analyze, and
express one's own thoughts.
Therefore, correctly organizing independent tasks in literacy lessons and setting appropriate,
goal-oriented requirements for them is one of the key factors in making the learning process
more effective. Independent tasks help students develop skills such as inquiry, analysis,
independent thinking based on the text they read, and drawing conclusions.
LITERATURE REVIEW AND METHODOLOGY
There are various approaches in scientific and pedagogical literature regarding the formation
of literacy skills, the development of independent thinking, and the guidance of independent
tasks for primary school students. In particular, the research of scholars such as A.V. Skiba,
N.A. Tsybulko, O.S. Gazman, M.N. Skatkin, and others provides a detailed examination of the
role of independent tasks in the educational process, the methodology for their effective
organization, and the psychological foundations of these tasks.
According to pedagogical scholars N.V. Mikhaylova, L.S. Vygotsky, and D.B. Elkonin, during the
primary school years, the development of independent thinking and literacy skills in students
is formed not only through the acquisition of ready-made knowledge provided by the teacher
but also through independent activity. Independent tasks specifically teach students to
Page 116
EURASIAN JOURNAL OF
ENTREPRENEURSHIP AND PEDAGOGY
www.in-academy.uz
Volume 3, Issue 1, February 2025
SJIF: 5.061
analyze the content of a text, identify the main idea, express their understanding, and draw
independent conclusions.
In research by T.S. Komarova, V.G. Gorelov, and E.I. Nikolayeva on the effective organization of
independent tasks, it is emphasized that assignments should be tailored to the age and
psychological characteristics of students, based on the principle of gradual development, and
directed towards fostering interesting and creative approaches.
Additionally, the State Education Standard of the Republic of Uzbekistan, textbooks created
for primary education, as well as methodological guidelines and recommendations (such as
the works of A.Kh. Yuldashev, D.T. To'xtasinova, and N.M. Jo'raev) provide practical
approaches for improving the content and forms of independent tasks.
The theoretical and methodological basis of this research consists of modern pedagogical,
psychological, and methodological concepts related to independent learning, the formation of
literacy skills, and the independent organization of educational activities. Specifically, L.S.
Vygotsky's "zone of proximal development" theory, D.B. Elkonin's concept of staged teaching,
A.V. Skiba and N.A. Tsybulko's methods for organizing independent tasks, and T.S. Komarova's
advanced experiences in shaping literacy skills in primary education have been accepted as
the primary sources for this research.
Requirements for Independent Tasks in Primary School Literacy Lessons:
1.
Goal-oriented nature (Didactic purpose)
- Independent tasks should serve the main
goal of the lesson, that is, they must be directed towards developing students' skills in reading,
understanding, analyzing texts, and independently processing the information presented in
the text.
2.
Logical sequence and gradual progression
- Independent tasks should be organized
in a step-by-step manner, from simple to complex, and from basic tasks to more complex
analytical assignments. Each task should serve as a foundation for the next level of knowledge
and skills.
3.
Student-centered approach
- Assignments should be selected considering students'
age, psychological characteristics, individual abilities, interests, and cognitive levels. This
approach increases students' motivation for independent work.
4.
Encouragement of activity and creativity
- Independent tasks should require
intellectual activities such as analysis, expressing opinions, critical thinking, and drawing
conclusions from the text, rather than just memorizing facts or copying information.
5.
Possibility for control and assessment
- The results of independent tasks should be
analyzed by the student and regularly monitored by the teacher, providing opportunities for
error correction and self-assessment.
6.
Development of independent thinking
- Tasks should be designed in a way that
students are not just given ready-made answers but are encouraged to think independently
based on the provided information, engage in reasoning, and draw conclusions.
7.
Alignment with students' literacy level
- Assignments should aim to develop
students' literacy levels through text work, encouraging them to learn new words, understand
the content of the text, and independently find answers to related questions.
These methodological principles allow for the effective organization of independent tasks in
the process of developing literacy skills for primary school students, as well as ensuring clear
requirements and opportunities for control and evaluation.
RESULTS
Page 117
EURASIAN JOURNAL OF
ENTREPRENEURSHIP AND PEDAGOGY
www.in-academy.uz
Volume 3, Issue 1, February 2025
SJIF: 5.061
The analysis of the scientific literature, advanced pedagogical practices, and theoretical
sources studied during the research process indicates that the effective organization of
independent tasks plays a crucial role in developing literacy skills in primary school students.
According to the scientific sources, the scientifically-based requirements for independent
tasks serve to develop the following skills in students:
The ability to comprehend and analyze texts;
The ability to think independently and draw well-founded conclusions;
The skill to extract the main idea from a text and enrich it with their own thoughts;
The ability to express their thoughts freely and logically;
An increased interest in research and creative approaches.
Based on the analysis of scientific and theoretical sources, it can be stated that organizing
independent tasks in a step-by-step manner, considering students' age characteristics, has an
effective impact on increasing their activity in class, reinforcing their knowledge, and
developing their independent research skills.
Additionally, the general conclusions formed based on pedagogical sources and experience
demonstrate that correctly and methodologically grounded organization of independent tasks
in literacy lessons contributes to enhancing students' learning motivation. This approach
encourages students to search for and analyze knowledge independently, rather than just
accepting pre-existing.
DISCUSSION
Today, teaching primary school students to think independently and developing their literacy
skills is one of the main goals of modern education. In particular, in literacy lessons,
independent tasks not only deepen the student’s knowledge but also serve as the foundation
for expanding their intellectual horizon, encouraging critical thinking towards texts, and
developing skills in independent research and drawing conclusions.
During the research process, experimental trials have shown that independent tasks shift
students away from the habit of searching for "ready-made answers" and awaken their skills
in inquiry, observation, and logical analysis. Independent task assignments not only reinforce
knowledge but also contribute to the development of students’ ability to express opinions
through independent reading.
The discussion process revealed that for the effective organization of independent tasks in
literacy lessons, the following factors are of significant importance:
The alignment of tasks with the age and psychological characteristics of students;
The presence of elements that encourage inquiry in the tasks;
The creation of opportunities for students to make independent decisions.
Scientific research has demonstrated that the effective organization of independent tasks in
literacy lessons allows for the transformation of the student from a passive knowledge
receiver into an active knowledge seeker and analyst. The specific requirements set for
independent tasks guide this process in a systematic and effective direction.
CONCLUSION
The results of the research demonstrate that independent tasks play a critically important
role in the process of developing literacy skills in primary school students. Independent tasks
Page 118
EURASIAN JOURNAL OF
ENTREPRENEURSHIP AND PEDAGOGY
www.in-academy.uz
Volume 3, Issue 1, February 2025
SJIF: 5.061
not only reinforce students' knowledge but also shape their intellectual skills, such as
independent thinking, text comprehension, analysis, and drawing conclusions.
Properly organized independent tasks transform the student from a passive recipient of
knowledge into an active, inquisitive, and thoughtful individual. In particular, the scientific
grounding of the requirements for independent tasks, their gradual nature, their alignment
with students' age characteristics, and the opportunities they create for creative work with
texts enhance the effectiveness of literacy lessons.
Overall, independent tasks serve as a primary tool in shaping the intellectual development of
primary school students and in fostering their motivation for independent learning. Therefore,
effectively organizing independent tasks and setting clear requirements for them in literacy
lessons is a guaranteed method for improving the quality of primary education.
LIST OF REFERENCES:
1. Ismoilova, G‘. O‘. Boshlang‘ich sinf o‘quvchilarining mustaqil ishlash ko‘nikmalarini
shakllantirish metodikasi. – Toshkent: Fan, 2018.
2. Mahmudov, N. A., Abduazizova, D. A. Boshlang‘ich ta’limda o‘qish va savodxonlik darslarini
o‘qitish metodikasi. – Toshkent: O‘qituvchi, 2019.
3. Xasanboyeva, N. T. Didaktika: nazariya va amaliyot. – Toshkent: TDPU, 2020.
4. Turaqulov, N. T. O‘qitish metodikasi va mustaqil ishlarni tashkil etish. – Toshkent:
Iqtisodiyot, 2021.
5. Yuldashyev, A.X. (2010). Boshlang‘ich ta’limda o‘qish savodxonligini rivojlantirish usullari.
Toshkent: O‘zbekiston Respublikasi Ta’lim vazirligi.
6. Jorayev, N.M. (2012). O‘qish savodxonligi va uning boshlang‘ich ta’limdagi ahamiyati.
Toshkent: O‘zbekiston Milliy universiteti nashriyoti.
7. To‘xtasinova, D.T. (2015). Boshlang‘ich sinfda o‘qish va yozuv ko‘nikmalarini rivojlantirish.
Toshkent: O‘zbekiston Ta’lim Akademiyasi.
8. Выготский, Л.С. (1991).
Психология и педагогика
. Москва:Педагогика.
9.
Эльконин, Д.Б. (1977).
Очеркы по теории развития умственного труда детей
.
Москва: Просвещение.
10. Скиба, А.В. (2005).
Методика обучения русскому языку в начальной школе
. Санкт-
Петербург: Астер.
11. Цыбулько, Н.А. (2004).
Педагогика: Теория и практика
. Москва: Высшая школа.
12. Комарова, Т.С. (2006).
Обучение и развитие учащихся в начальной школе
. Москва:
Просвещение.
13. Горелов, В.Г. (2003).
Обучение читательской грамотности в начальной школе
.
Москва: Школа-Пресс.
14.
Николаева, Е.И. (2002).
Методика обучения чтению и письму в начальной школе
.
Москва: Просвещение.
