Volume 03 Issue 12-2023
190
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
12
P
AGES
:
190-194
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Currently, mastering ready knowledge in primary education is not the main goal, but the most important thing is to
develop students' intellectual abilities, to create independent choice and decision-making skills. The realization of this
goal largely depends on the choice of teaching methods.
KEYWORDS
Independent vocabulary, primary education, interactive methods, lesson effectiveness, student activity, modeled
games.
INTRODUCTION
In primary education, various methods are used to
study the types of independent word groups and their
content. In elementary grades, nouns, adjectives,
numbers, verbs, and personal pronouns are taught
from independent word groups. The reason why we
use different methods for teaching vocabulary in
primary education is that, firstly, it makes the lesson
interesting, and the students' attention is focused on
mastering the taught topic. Taking into account that
teaching in the same method makes students bored, it
can be noted that conducting independent word
groups using new modern interactive methods is more
effective. Secondly, primary school students have
different abilities to master independent vocabulary
and receive knowledge about it, and by using different
methods, the students can learn the subject relatively
completely leads to mastery. Research shows that one
method helps some children to understand the topic
faster, while another method helps others. Thirdly,
teaching using different methods for teaching
independent word groups helps to form the
Research Article
METHODS OF USING INTERACTIVE METHODS IN TEACHING
INDEPENDENT VOCABULARY TO ELEMENTARY SCHOOL STUDENTS
Submission Date:
December 13, 2023,
Accepted Date:
December 18, 2023,
Published Date:
December 23, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue12-35
Omonillayeva Maxfuza
Teacher At The "Theory Of Primary Education" Department At The Uzbekistan-Finland Pedagogical Institute,
Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 12-2023
191
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
12
P
AGES
:
190-194
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
framework of thinking about independent word
groups of primary school students.
Therefore, most educators are in favor of the idea that
the most effective way to teach independent word
categories to elementary students is to use different
interactive techniques, but there is no single mold in
terms of which direction and which category of
independent word categories are suitable for students.
1. Individual, distinctive features of each elementary
student
–
are also expressed in information
perception. Their perception of information is closely
related to factors as well as personal characteristics.
Psychological researchers divide students into
introverted and extroverted groups: incoming
students in an introverted group like techniques that
require more individual participation. Examples include
lecturing, reading, literature synopsis, control work,
abstract, lecture writing.
Students in the extrovert group like active types of
teaching, methods performed in collaboration with
others. For example, working in small groups, doing
modeled games, participating in the teamwork of the
task.
2. The ability to process information received by
Primary School students also varies. In the process of
teaching independent word categories to elementary
students, the ability to remember, understand and
read independent word categories correctly and apply
them correctly in speech should be taught by the
teacher. Verbal (verbal implicit) information, such as
hearing a lecture or listening on the radio, is sufficient
for some readers to keep independent word
categories in mind. For others, visual (visual)
information is important. They quickly understand
independent word categories to the content of
independent word categories through visual weapons:
table, scheme, graph, diagram, etc. For students of the
third group, the information involved in the kinesthetic
itself is useful. They master information well in the
study of independent word categories through active
methods, role-playing in modeled games.
3. Elementary school students learn a lot from each
other. Therefore, in teaching independent vocabulary,
teaching methods based on influencing students and
cooperation are important. For example, some are
distinguished by their desire to be independent and the
first. They prefer to study separately. They like to hold
debates, debates, participate in competitions. Others
prefer to study collaboratively rather than alone. It is
better to use cooperative teaching methods for them.
Some students accept concrete facts and information
faster.
Some students learn better and more thoroughly when
learning independent vocabulary through visual
pictures and diagrams, others when discussing, and
still others when participating in practice.
In general, the methods of education are not frozen.
They change over time. It is possible to invent and use
different district methods for students to learn and
process the information they have received. Especially
at present, in order to successfully operate, it is
necessary to apply various methods of knowledge to
many areas, flexibility in imparting knowledge, and use
of various pedagogical methods.
It is extremely important for teachers to use various
methods and educational tasks in the course of the
lesson and to arouse enthusiasm for learning in
students. The use of different methods, taking into
Volume 03 Issue 12-2023
192
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
12
P
AGES
:
190-194
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
account the ability of students and their individuality,
will certainly increase the result of mastering.
Experience shows that the development of a student
into a well-rounded, well-educated, independent
thinking person does not depend only on individual
characteristics. One important influencing factor is the
organization of the educational process.
When interactive methods are used to teach
independent vocabulary in lessons, the teacher invites
the student to actively participate.
The student participates in classes based on interactive
methods during the entire lesson. For this reason,
there will be sufficient student participation and
practice to develop student knowledge and skills.
The organization of the educational process with the
student in the center brings a number of advantages,
and interactive methods serve to increase the
effectiveness of the educational process.
These methods are mainly implemented through
various forms of activity of the teacher. Interactive
methods of teaching are very diverse, including the
method of teaching by asking questions, the method
of discussion, the method of conversation, the method
of discussion in groups, the method of learning by
discovering new things, the method of cooperation in
a group, practical training team method, discussion
method, research method, role-playing method,
project method, independent study method, learning
by teaching others method, brainstorming method,
pinboard method, dictionary method , takes a number
of methods, such as the conference method, the pair
communication method, the voting method, the
"Charkhpalak" method, the "Fish skeleton" method,
and the "Sinquain" method.
"Brainstorming" method. A method of summarizing
and sorting ideas in order to solve a problem or find an
answer to a question related to the topics of
independent word groups. Together, the participants
try to solve an unknown problem or find an answer to
a question. They put forward their personal ideas on
finding the best solution. Stages: creating a
problematic situation; involve students to find its
solution; hear the presentation of different solutions;
compare and choose solutions; to conclude. This
method is used when discussing the subject of
"Personal Pronouns" in the 1st and 2nd person. You
cannot use a noun phrase instead of the pronouns "I
went to school." ), we can compare the two concepts
as a problem by explaining to the students that it can
be used instead of the pronoun u representing the
third person ("He is playing on the street", "The boy is
playing on the street").
"Pinboard" method. This method is a type of
brainstorming method, in which ideas for solving the
given problem are written on separate pieces of paper
and nailed to the board. In the second stage, they are
divided into classes according to various criteria,
sorted and placed on the board in a certain order.
"Peeboard's method" can be used to change noun,
adjective, number, and verb word groups.
"Learning by teaching others" method. In this way,
students exchange information on a given topic or
problem and teach others what they know. We can use
this verb to change nouns, personal pronouns, and
adjectives.
"Working with a dictionary (dictation)" method.
Current control form of knowledge assessment;
usually held for a short time; it is conducted to check
the students' level of knowledge of the terms and
Volume 03 Issue 12-2023
193
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
12
P
AGES
:
190-194
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
concepts. It is effective to use this method to pass all
word groups.
"Conference" method. It is a type of mid-term
examination, mainly an oral presentation of
independently written work on certain topics during a
quarter or a year. It is appropriate to use this method
in the part of the new topic statement of the lesson.
This method can be used to explain all word groups.
Only in this case, pre-prepared students as speakers
will convey their information to the rest of the
students.
"Pair communication" method. Invite students sitting
next to each other to dialogue on the topics of nouns,
adjectives, numbers, verbs, personal pronouns;
exchange ideas and listen to some of them.
"Voice" method. Creating a controversial situation
during the lesson; in order to control the debate that
has arisen, put the opinions of the disputing parties to
a vote by class; determine the pros and cons of each
opinion; hearing arguments and opinions of the
parties; then vote again; to conclude.
"Carpenter" method. This method is an improved
version of the method of working in groups, with the
help of which students can independently acquire
certain knowledge of vocabulary, acquire the skills of
working with a team, teach others, will have the skills
to exchange information and make decisions as a
team.
The advantages of interactive methods are shown in
the following:
1) study-learning with a higher educational effect;
2) highly motivating the student;
3) consideration of previously acquired knowledge;
4) adapting the intensity of study to the student's
needs;
5) support of student's initiative and responsibility;
6) learning by doing;
7) creation of conditions for bilateral opinions;
8) preservation of education in a healthy environment;
9) turning your teacher into a person who creates
relief.
During the analysis of situations presented in the
teaching of independent vocabulary to elementary
school students based on interactive methods,
students actively search together, look for a solution to
the situation, put forward different options for solving
the problem and put forward the most optimal
options, analyze . They develop personal critical
attitudes, conduct specific research to prove the
validity of their judgments, choose the most
appropriate among a number of scientific concepts,
compare the obtained results, summarize opinions,
come to clear conclusions, and predict decisions that
serve to ensure the effectiveness of activities, and
supported in practice to the extent possible.
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Volume 03 Issue 12-2023
194
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
12
P
AGES
:
190-194
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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