Volume 03 Issue 09-2023
303
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
303-310
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
The article describes the conditions associated with teaching elementary school students letter forms, the
rules of correct and beautiful spelling of words, processes up to writing letters, pen holding, posture and
hand movements. In primary school, the idea is put forward not only to consider learning to write as a tool
for weaving baskets, but also to approach it as a factor of mental improvement.
K
EYWORDS
Alphabet, letter, letter forms, syllable, word, preparation for writing, skills, qualifications, knowledge,
sanitary and hygienic
I
NTRODUCTION
Teaching a student to write letters in elementary
grades is one of the most complicated processes.
Today, preschools also teach a kindergarten child
to write letter forms, but there are problems with
this, because the main task of a preschool is
education, where the child is often taught to write
and read letters. In fact, it is necessary to pay
serious attention to the skillful writing of letter
forms and beautiful writing. Otherwise, the
reader will get used to ugly and incomprehensible
writing.
When initially learning to write with a single
ruler, when there is repeated restructuring of
writing skills, stable skills begin to form more
quickly than when switching from one type of
Journal
Website:
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Copyright:
Original
content from this work
may be used under the
terms of the creative
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attributes
4.0 licence.
Research Article
THE DEVELOPMENT OF WRITING SKILLS WITH THE HELP
OF HUSNIHAT IN PRIMARY SCHOOL STUDENTS AS A
PEDAGOGICAL PROBLEM
Submission Date:
September 20, 2023,
Accepted Date:
September 25, 2023,
Published Date:
September 30, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-09-48
Norova Iroda Mirzogolib kizi
Researcher at the Navoi State Pedagogical Institute, Uzbekistan
Volume 03 Issue 09-2023
304
International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
09
Pages:
303-310
SJIF
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FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
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1368736135
paper liner to another. E. Sokolova said that
mature writing was formed earlier in the classes
where children were initially taught to write
using this technique, there are more students
with a clear individual writing style. .
According to other authors, exercises should be
conducted on lined paper to control the
correctness of movements during writing. As
writing and motor skills develop, visual control
over individual movements is replaced by
proprioceptive control. Accordingly, the line is
changed, regulates the direction, shape and
length of the movements and allows visual
control of the correctness of the performed
movements. Thus, according to the method now
used in the first grade, instruction in writing is
done on paper covered with two horizontal and
one unique oblique ruler.
A writer with a horizontal line has the ability to
visually control the movements that ensure the
height of the letters. Oblique lines allow you to
control the direction of flexion and extensor
movements, which ensures writing with the
correct inclination. In the second grade, 8- and 9-
year-old students already have such a developed
motor analyzer that visual control of flexion
movements, which ensures the correct
inclination of letters, is replaced by muscles. In
the third grade, the teaching of writing on paper
in one meter continues. The writer does not have
additional instructions for visual control of the
actions he has taken. The main reference point in
the length of the movement is the initial letter of
the word.
All subsequent actions aimed at fulfilling the
word, the writer coordinates with what has
already been done. Therefore, in the first period
of learning to write on paper in one meter, if the
writer has not yet fully formed the motor analyzer
and he cannot perform movements under the
control of proprioceptive impulses instead of
visual control of movements, there is instability of
movements along the length. In manuscripts, this
is reflected in the difference in the size of the
handwriting, which creates different parts that
are on the same page, but written at different
times. By the end of the third year of study, long
stable movements are developed in the execution
of different letters. Therefore, it can be assumed
that by this time the engine analyzer was already
developed. Visual control during the writing
process is carried out only in the execution of
words and construction of lines. Visually focusing
on the ruler, the writer consistently performs
movements to write letters and words. In this
way, lines of text are written with strict
coordination of movements of individual joints of
the hand.
Regardless of whether writing notebooks are
taught in a single ruler or two horizontal and one
unique oblique ruler, the following errors are
common among students:
Distortion of slope leads to parallelism of adjacent
letter elements and even elements of the same
letter, and is often accompanied by curvature of
the elements. This group of errors is corrected
using special exercises to develop the correct
inclination based on the additional curved cover
of the notebook.
Volume 03 Issue 09-2023
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
09
Pages:
303-310
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
In stylistic science, the term "calligraphy" (Greek
- beautiful handwriting) is interpreted as "the
ability to write clearly, intelligibly and beautifully
according to approved patterns . " When teaching
calligraphy, it is important to observe the line, the
margins on the right and left of the page, and
uniformity in the size and inclination of the
letters.
modern methods of teaching calligraphy (modern
approaches to the formation of calligraphy skills):
Ilyukhina , E. Potapova (technology of teaching
writing) , etc.
In addition to the development of methods of
teaching calligraphy, M. Bezrukikh is developing
textbooks for teaching left-handed children to
write, and therefore he has developed recipes for
first graders and left-handed children who have
difficulty learning to write . When the recipes
developed for teaching children to write were
compared with the recipes for left-handed
children and first-graders who had difficulties
learning to write both by the traditional method
and by the method of teaching calligraphy,
significant differences were found in the spelling
of letters. The differences do not apply to all
letters, only some:
T/ r Unli in letters
Consonant in letters
1.
Word in the middle came some
vowels adding to write problem
of the letter Rr English form with confused stay
2.
Word At the beginning of came
some vowels adding to write
problem
y, h, sh , ch such as hinged of letters defined from
the lines out leaving
3.
Word At the end of came some
vowels adding to write problem
Q q in the letter in the letter g of the hook with
replacement
4.
letter I writing
Double consonant of letters writing
5.
of the letter O writing
Letter combinations writing
By analyzing the above letters according to the
elements in the traditional and specially designed
recipes used in teaching children today, and by
comparing the elements in the recipes with each
other, it is possible to distinguish the differences
in the number of elements of the letter, as well as
in their implementation.
It should be noted that the letters presented in
"recipes for first-graders and left-handed
children who have difficulty learning to write"
differ in the simplicity of execution, and this has
its own explanation: children with insufficiently
formed motor skills, visual and visual-spatial
perception have difficulties in organizing
attention . they face In addition, children who
write with their left hand, due to physiological
characteristics, may find it difficult to connect the
elements of the letter, which have the shape of a
loop, as well as the shape of a loop. There are
often difficulties in the direction of actions in the
execution of letters and their elements.
Volume 03 Issue 09-2023
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
09
Pages:
303-310
SJIF
I
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FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
Some mistakes that left-handed children make
when learning to write:
1. Mirror guess, the so-called "right-left" ([p], [b],
[z], [e], [s]) and "top-bottom" errors ([b], [d]).
2. The division of whole letters into parts, that is,
the separate spelling of letter elements (sh, ch,
ng).
All these factors led to the development, and then
the use of special recipes to teach such children to
write.
Students of the first and second grades learn to
write by imitating the "standard" recipes or
samples made by the teacher on the board or in
the student's notebook, and their letter must fully
correspond to the standards (recipes) and be the
same. There is a question about the standard of
prescriptions. What recipes are standard and how
is standard defined? On the one hand, it turned
out that the recipes for right-handed and left-
handed children are standard, and on the other
hand, their standard should be determined by the
methodology itself. In this case, there will be not
one, but several standard recipes.
In the future, if special prescriptions for teaching
children to write become widespread, a number
of questions and difficulties may arise in
connection with the examination of handwriting.
Also, in the near future, it may be necessary to
make adjustments to the methodology of
handwriting
examinations
when
solving
identification and diagnostic tasks.
These corrections may relate to aspects such as
the establishment of the handwriting executor's
leading writing hand, i.e. writing with either the
right or left hand. Based on this, further establish
the method by which it is trained or can be
trained. These aspects are of great importance,
because after receiving information about which
hand the child writes or how he learned, we can
talk with confidence about the importance and
individuality of the sign, because if the training
was conducted according to the recipes
developed for left-handed children, then the
child's individuality . the letter is "reflected". The
letter specified in the special prescription norms
for the right hand will be unique, while for the left
hand it will be provided with the prescription
norms intended for teaching the traditional
method and calligraphy writing method.
Therefore, identification signs (for example, the
complexity of actions during writing, the
direction of actions in the execution of written
signs and their elements, the number of actions in
the execution of written signs and their elements,
and the relative location of the beginning and end
points of actions), we must distinguish according
to the following. to conduct further research
considering the method of teaching writing and
the corresponding writing norms and certain
techniques.
It is the knowledge of teaching methods that
allows one to have an objective idea about the
nature of the forensic characteristics of writing,
identification and diagnostic signs, which in turn
gives a complete idea of the formation and
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VOLUME
03
ISSUE
09
Pages:
303-310
SJIF
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FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
functioning of a complex functional dynamic
system such as handwriting.
At the first stage, the student's main task is to
learn to sit properly, hold a pencil and notebook
correctly. Then writing the most important
elements of the letter, or rather studying the
writing algorithm. The next step is to write a
letter. In the fourth stage, the whole words are
written.
The sanitary-hygienic aspect of the student's
activity is very important for the acquisition of
writing skills.
Common mistakes in practice when children
write at school:
-
they sit squatting on the table, their legs are
raised up, and they lean on the table with their
chests;
-
they write verbatim;
-
the left shoulder is pushed forward and
protrudes at an angle, the left hand is tucked
under the right hand or supports the head;
-
the elbow of the right hand hangs sharply or
goes too far from the edge of the table to the
right, or is tightly pressed to the div;
-
during writing, the head has strong
inclinations to the left or right shoulder;
-
the whole image of the child expresses tension
and movement.
As a result of such placement, students
experience excessive fatigue, which is expressed
in motor anxiety, frequent changes in div
position, excitement. Regular violation of
sanitary-hygienic rules seriously harms the
health and normal development of the student's
div.
The formation of graphic skills in a first grader is
a conscious process. An important role is played
by the understanding of the goals and tasks of the
action that should be taken as a result of the
action and at its individual stages.
Clear distribution of tasks by the teacher, clear
understanding of them by the student seriously
affects the success of forming graphic skills.
Regularly finding landmarks, determining their
meaning, and applying them gives children the
ability to perform graphic movement early and
successfully.
In the early stages of training, movements are
performed in a slow rhythm: when moving from
one operation to another, a delay is necessary to
perform the next movement.
Guided learning ensures that the performed
action is rational and conscious, which leads to
the formation of complete graphic skills. When
leading a lesson, students should be given
complete instructions to perform the activity
correctly.
For this, the following is necessary:
-
pay attention to the pattern, that is, highlight
all the elements of the letter, their location in
the notebook rulers, the direction and
sequence of movements, the distribution of
movements when drawing lines;
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VOLUME
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Pages:
303-310
SJIF
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)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
-
analysis of movement materials and means:
the notebook must have the appropriate
arrangement;
-
analysis of the method of performing the
movement and the conditions of its
performance: sitting on a chair, position of the
div, position of the legs, distance from the
eyes to the notebook, the position of the hands
on the table in relation to the div, the
position of the hand on the table, the position
of the left hand, the position of the notebook
on the table, the position of the shoulders, the
head to the div relative position, absence of
arm tension and correct distribution of
pressure;
-
the force on the pen and the pen in the
notebook, the position of the pen in the hand
and the direction of its upper end to the
shoulder, the location of the letters in the
notebook relative to the trunk.
Each of these rules not only helps to develop
graphic skills, but also affects the student's health.
It is very important to analyze the performing
operations, that is, to reveal the method of
performing the action, to highlight the signs that
it must meet, at the same time, to separate the
moments that act as a whole in the formed skill:
the process of writing a letter and its final result
are important:
- drawing up a task execution plan, first analyzing
the task, material, tools, method of execution, and
then compiling a list of execution processes;
- providing students with self-control over the
performance of the task with simultaneous
analysis and correction.
There is a clear system of standards for
schoolchildren - algorithms for writing letters.
These algorithms must be well understood by the
students, that is, the actual knowledge of the
actions during writing will later become skills and
competence.
In the formation of the correct graphic skill, the
execution of the action is carried out by focusing
on the selected characters in three consecutive
ways: material, verbal and mental.
The tangible form includes the creation of a task
plan that ensures understanding of the algorithm
of actions (studying a graphic image of a letter,
distinguishing elements together with the
teacher, finding similar elements from already
studied letters, determining the sequence of
actions, etc.).
The form of speech is independent pronunciation.
The post-task process is carried out by pre-
pronunciation of letters, that is, the writing of a
letter is formed by the condition that all small
elements are pronounced in writing in a given
sequence. The speech expression of the
movement should be clear, that is, the student
should be able to describe the learned letter
writing algorithm.
The step-by-step speech guide is further reduced.
The teacher or the child reminds the main stages
of writing, he can imagine the whole movement
"in his mind" and move on to writing letters.
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Pages:
303-310
SJIF
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)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
It should be noted that as the number of learned
letters increases, the need for step-by-step
development disappears and all forms merge. The
following errors are observed when the control
work is taken from the students after the writing
exercises:
-
intervals between letters in words are not
observed, words are placed unevenly on the
line;
-
letters are written too wide or too narrow;
-
there is a multidirectional tilt or excessive tilt
to the right or left;
-
the location of the letters relative to the lines
is not observed, that is, there is no linearity in
the writing.
-
the required height of the letters is not
maintained;
-
the broken form of the letter is often
observed;
-
the line is angular, there is a grid;
-
letters are not consistent when writing;
-
there is a complete illegality, letter forms are
mixed up.
The above errors appear due to the insufficient
formation of the skill of correct and beautiful
writing. Not practiced diligently enough.
The classification of handwriting errors helps the
teacher to analyze the writings of students,
identify shortcomings and develop tactics for
correcting handwriting. Of course, the general
development of schoolchildren is also related to
the simple and complex organization of classes.
One of the pressing problems in mother tongue
teaching is to find effective ways to teach spelling
to elementary school students. A child's further
education at school, his spelling and speech
literacy, and his ability to learn his mother tongue
in writing depends on how well he has mastered
the skills of letters, cursive and spelling in
primary grades.
The initial training program in Uzbek for each
grade includes the acquisition of orthograms. But
how to teach correct and beautiful writing is one
of the problems waiting to be solved even for
today's methodology. This question naturally
worries many teachers. "Alphabet", "Mother
Tongue" textbooks for elementary grades often
teach spelling in texts where letters are missing.
Thus, the spelling task is determined not by the
student, but by the author of the textbook. The
student can only solve the task assigned to him,
and he will do it successfully. The knowledge and
skills acquired in graphics classes are checked by
writing a small dictation. Later, students make
mistakes because they cannot find the place in the
word where the rule should apply. So, students
face a lot of difficulties in dictation, creative works
and expositions.
Unlike reading, writing is a time-consuming
process. Writing involves clear, consistent
execution. the phonemic analysis of the word and
the correlation of the selected letters with the
corresponding
phonemes,
that
is,
the
implementation and generalization of phonemics.
Then the phonemes must be given in a strictly
defined manner.
Husnikhat is one of the most difficult and
enjoyable types of mental activities. Fingers,
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Pages:
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SJIF
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(2022:
5.636
)
(2023:
6.741
)
OCLC
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shoulders, back, neck are involved. If the child
holds a pencil, supports his wrists, moves it
correctly - all this will train the nerves, stimulate
the brain, and develop writing skills. In fact,
calligraphy - correct and beautiful writing - is a
form of meditation that develops cognitive
abilities. Organizing calligraphy classes for
students in primary grades will greatly help their
mental development. The issue of calligraphy in
the Uzbek language also requires a separate
study.
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L.Ya.,
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(data
obrashcheniya:
10.11.2016).
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Ilyukhina V.A. Pismo s "secret" (iz opyta
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navykov pisma uchashchikhsya). M.:
Novaya Shkola, 1994. 174 p.
4.
Potapova E.N. Radost Poznań: kniga dlya
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Bezrukikh
M.M.
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