Volume 02 Issue 04-2022
21
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
21-27
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article is about the specifics of organizing elementary school native language classes. The role of mother tongue
and literature in general secondary education is invaluable. The main goal of the science of mother tongue and
literature is to develop a person who is logical and free-thinking, has a broad outlook, creative and artistic thinking.
As our scholars say, "all the virtues of the world permeate the human heart, first of all, with the unique charm of the
mother tongue." Therefore, the ideas of eternal love for the motherland, patriotism, humanity are realized, first of
all, in the process of teaching students the native language. This is a testament to the responsibility of the mother
tongue and literature teacher in the development of the younger generation.
KEYWORDS
Lesson, mother tongue, educator, method, school, teaching, creative imagination.
INTRODUCTION
After all, the lesson is sacred! So, the goal is the same,
and that is to improve the quality of education
provided to students, to form in them the
communicative potential, to confidently continue the
future of our country, which has its own opinion, its
Research Article
CHARACTERISTICS OF ORGANIZATION OF PRIMARY SCHOOL MOTHER
TONGUE LESSONS
Submission Date:
April 18, 2022,
Accepted Date:
April 25, 2022,
Published Date:
April 30, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue04-06
Kamola Oltiboeva Sharofjon Kizi
Student, Termez State University, Uzbekistan
Journal
Website:
https://theusajournals.c
om/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 04-2022
22
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
21-27
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
own word in independent life It consists of educating
young people who strive for higher goals.
There are a number of methods used in the
organization of lessons in the primary grades in
general secondary schools. However, their structure
depends largely on the purpose of the lesson. From a
pedagogical point of view, the content of working
with primary school students in the structure of the
lesson, firstly, the organizational part of the lesson,
secondly, defining the goals and objectives of the
lesson, thirdly, generalization and systematization of
teaching materials, and fourthly, the end of the lesson
and the need to focus on homework[1].
The complexity of the organization of primary school
lessons is that it is necessary to clearly define the
teaching materials, to distinguish the main idea,
concept, rule, and the corresponding exercise
tasks[23]. For example, in a lesson, possessive,
interjection, and secondary parts of speech are
repeated. Due to time constraints, it is not possible to
comment on each of them. Therefore, in selected
exercises and tasks, the components of speech should
be interrelated.
DISCUSSION
The retraining process focuses on the educational
aspect of the lesson. In this case, the training
materials will be more interesting events, facts and
facts. One of the unique features of the
systematization and generalization of the content of
pedagogical cooperation in the primary grades is that
the teacher understands and manages the cognitive
activity of students[22]. Basically, the materials of
each subject are studied in chapters, sections,
sections and individual topics. Generalization lessons
are divided into components that help to summarize
the material studied, to understand the connection
and integrity between them. This shows that students
develop cognition, imagination, logic, worldview, and
the ability to perform complex tasks[3].
Proper organization of primary school lessons is
based on a deep understanding of pedagogical goals
and objectives, adherence to didactic rules and the
main objectives of the lesson, focusing on the
implementation of educational, pedagogical and
developmental tasks in each lesson[21].
The effectiveness of mother tongue education in
primary school depends on the correct choice of
teaching methods, the practical direction of the
subject "Mother tongue", which encourages more
students to think in the educational process, The
implementation of learning tasks, the use of forms of
lessons that create the need for students to learn.
Educational games are the decisive factor in making
the student a subject of the educational process.
Didactic games in the native language encourage the
student to search, to be creative, to determine the
nature of the phenomena of the studied language, to
draw conclusions and conclusions[20]. Educational
games give each student the opportunity to express
themselves, to defend their opinions, to complete the
task with enthusiasm. The positive qualities that need
to be nurtured in each person: speed, sensitivity,
resourcefulness, alertness, perseverance, knowledge,
independence, entrepreneurship, creativity, etc. are
often formed through educational games[19].
Educational games in the native language may require
the restoration and repetition of previously acquired
knowledge only in memory, the application of this
acquired knowledge in part in new conditions
(unfamiliar conditions) and in a completely new
environment. Not only sound education but his
Volume 02 Issue 04-2022
23
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
21-27
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
alertness and dedication too are most required. After
all, if we do not teach students to think, think, create
text, the important requirement of modern lessons
will not be the development of the individual.
"Quick find" game. The teacher tells students
examples from folk sayings. Students will continue
with a series of such articles[24]. They identify
numbers from them and work on the meanings of
these sentences. Students are encouraged by the
teacher to be able to understand and explain the
meaning of proverbs that contain numbers. Examples:
"Seven neighborhood parents for one child", "Don't
count eight", "A person who sows mulberry for a year
will reap a hundred years of pearls", "One head is a
head, two heads are gold"[4].
In order to increase the spelling literacy of students,
you can use the game-task "You can write correctly,
you will get good knowledge." In this game, the
teacher writes certain numbers on the board with
numbers and requires them to write according to the
rules of spelling[18].
Another non-traditional form of the lesson is the
"Competition of the ingenious". To organize this
lesson, students are first divided into two groups. The
groups create questions and assignments in advance
on 3-4 topics studied. Given the level of knowledge of
primary school students, it is recommended that
these tasks be designed under the direct guidance of
a teacher. In the competition, the first group gives
questions and assignments to the second group and
the second group to the first group[17]. The teacher
analyzes the responses and announces the grade to
each group. The team with the most points wins the
game. The lesson "Competition of ingenuity" can be
conducted in different forms, for example, "Journey
to the world of words", "Journey to the world of
words", "I will overcome obstacles", etc. such as.
The teacher quickly adapts to the direction in which
he works with primary school students. Involvement
of students in science, the development of abilities in
it requires skill, originality, childishness of a small class
teacher. should be used effectively[16].
Working on creative assignments gradually becomes
more complex as children age and their level of
knowledge increases. When a child first enters school,
he or she comes with a certain vocabulary. Although
he or she uses many words in the family and in
kindergarten, he or she still does not fully understand
their meaning. children with more than a year of
experience, who will be able to draw independent
conclusions in the classroom[5].
Renowned psychologist V.A. According to Krutesky,
during this period they asked themselves "Why is
this?" - "Why study this?" They will be able to ask the
question: During this period, they asked, "Why do we
need to know our native language?" can answer the
question[15]. They begin to realize that the study of
their mother tongue expands the scope of their oral
communication, opens a wide way for them to study
fiction and scientific literature. It is known that
primary school education, first of all, creates favorable
conditions for the development of mental processes.
They contain a lot of individual mental features such
as intuition, perception, memory, thinking[14].
Primary school students differ from children of other
ages in the accuracy, purity and sharpness of their
perceptions. They are attentive to each language
material taught and are quick to accept words they
encounter during the lesson. Their desire to learn
their mother tongue is growing. At this age, the
critical thinking that begins to take shape in students
is much sharper. Sometimes children of this age
notice even the smallest details that are left out of the
attention of adults. Therefore, the teacher should pay
Volume 02 Issue 04-2022
24
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
21-27
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
special
attention
to
the
composition
and
development of selectivity in the classroom.
Another feature of students' perception in primary
school is its diversity, bright colors, vivid imagery and
richness of emotion. That's why at this age, students
like
colorful
pictures,
emotional
pictures[13].
However, it should be noted that excessive color
pictures make the child tired, and frequent use of
pictures makes him bored. Therefore, it is not
advisable to fill the textbooks "Mother tongue" for
grades 2, -3, -4 with too many pictures. When it comes
to students' reading and learning, it's important to
keep in mind how important attention is. "Attention,"
he said[6].
"In the Uzbek dictionary, it means to concentrate, to
concentrate, to focus on something." It is important
to keep in mind that the attention span of primary
school students is not stable enough. Children at this
age have difficulty concentrating on something.
According to psychologists, the stability of children's
attention is the incompatibility of motor activity with
braking in the brain. This is a physiological condition in
which students in the native language are often
caught, stopped, can not pronounce the word clearly,
sometimes in writing, letters, syllables, words fall
occurs due to A number of studies in the field of
psychology show that primary school students are not
able to focus on a particular object for more than 30-
35 minutes in class[12]. This requires frequent changes
in teaching methods in the mother tongue, to ensure
a variety of learning tasks. Because when the method
of teaching or the task is changed, the attitude of
students to it also changes. This feature, which is
important for elementary school students, requires
them to change the type of activity from time to time,
to use a variety of forms of informal lessons[7].
Memory also has its own characteristics in primary
school students. "Memory" means that a person
retains his life experience and later remembers it. In
the psychological literature there are two types of
memory: 1) creative and practical work, such as
composing sentences with the participation of words,
explaining their meaning. The group that completed
the task first was awarded the highest grade. 2) the
presence of visual memory.
"Explain the signs" game. During the game, students
are divided into three groups. Group 1 finds the color
of the melon, group 2 finds the shape and size, group
3 finds the qualities that determine its taste. Group 1:
blue, white-yellow, yellow Group 2: large, small, long,
round[11]. Group 3: Sweet, delicious, nutritious The
teacher hangs a picture of a melon on the board and
identifies the qualities from group 1 that represent
taste, from group 2 that represent color, and from
group 3 that represent shape and size. submits. The
winner of the game is the student who writes down
all the words in the box.
"I'll start, you keep going" game. Students are divided
into two groups, the first group is asked to say the
first part of a word, and the second group is asked to
find the second part of the word. (eg friend- ... high -
... young - ..., fast - ..., hard - ... etc.) This game can also
be played between teammates. Work - educational
games based on words that denote the name, symbol
and number of the subject.
"When there is no, when there is not, when there is
hunger, when there is satiety" game. In this game, the
class is divided into two groups, and one student from
each group is selected to write ten words to describe
the action. The group that completes the task
correctly at the appointed time will have the right to
tell a story (or hear it from the teacher). A fairy tale is
Volume 02 Issue 04-2022
25
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
21-27
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
heard and words in the text are found and their
meanings are explained [8].
Students' interest in knowledge is also important in
the learning process. We know of two types of
interest in the psychological literature. The first type
of interest is the interest that is aroused at a particular
time, in the course of a particular activity, and the
second is the goal interest, which, as a result of
external influences, sets a specific goal for the
student and motivates him to do so[10]. Every teacher
should be able to develop a stable, indirect interest in
their subject.
Interest in the subject "Mother tongue" interesting
organization of lessons, achieving a variety of tasks,
effective use of visual, audiovisual and technical
means, strengthening the practical direction of
lessons, making the student a subject of the
educational process is important.
CONCLUSION
The effectiveness of teaching Mother Tongue in
primary school is closely linked to many factors.
Undoubtedly, taking into account the psychological
characteristics and learning opportunities of students,
the correct definition of the system and methods of
assignments in accordance with the content and
purpose
of
mother
tongue
education,
the
development of pedagogical cooperation between
teacher and student. All of this is related to ensuring
efficiency, such as the installation, the appropriate
selection of tools for the lesson. Among these factors,
the content of mother tongue education is an
important and leading factor. Because effectiveness is
first and foremost about asking students "What to
teach?" closely related to the issue[9].
The question "How to teach?" The answer to the
question can be found. Thus, in the process of
teaching the native language to primary school
students, imitative and phonetic-articulatory methods
are also effective. Teaching students to pronounce
correctly is more based on the method of imitation.
This method is more useful for pronouncing difficult-
to-pronounce sounds and words. When the method
of imitation is used in conjunction with the method of
comparison, it is effective. Because in the process of
comparison, it becomes clear which sounds or words
the student has difficulty saying.
Making the student a subject of the educational
process, increasing his interest in the study of the
subject "Mother tongue" is directly related not only to
teaching methods, but also to the forms of lessons.
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Publisher:
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Servi
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04
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21-27
SJIF
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1121105677
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