Volume 04 Issue 12-2024
252
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
252-258
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Adaptation to the educational process of the primary school environment is a crucial stage for children, as it lays the
foundation for their educational and personal development. A number of didactic studies conducted by pedagogic
scientists show that among the teaching factors that increase the effectiveness of the educational process, the factor
of motivation for learning activities is in the first place, that is, the effectiveness of education is 92% as it depends on
motivating learning activities. Anyone who understands human nature at least a little will admit that this is not in vain.
Motives are the main driving force of the didactic process. Learning motivational motives, using them correctly and
being able to direct them correctly determines the main essence of the content of pedagogical activity. In this article,
the psychological features of the adaptation of primary school students to the educational process are discussed in
detail.
KEYWORDS
Pupil, school, Teacher, primary education, adaptation, motive, motivation.
INTRODUCTION
Motivation - (from the Latin moveo - means to move,
to move) is the general name of processes, methods,
tools that direct students to effective educational
activities and active learning of the content of
educational material. Figuratively speaking, the reins of
motivation are held by both the teacher and the
students. If we look at it from the point of view of
teaching activity, we can talk about motivation of
education, if we look at it from the point of view of
study activity, we can talk about motivation of
educational activity. Motivation is based on motives as
a process of changing the mental state and attitudes of
Research Article
SCIENTIFIC-THEORETICAL BASIS OF SHAPING STUDENTS' LEARNING
MOTIVATION IN PRIMARY SCHOOL READING CLASSES THROUGH
INDEPENDENT WORK
Submission Date:
December 15, 2024,
Accepted Date:
December 20, 2024,
Published Date:
December 30, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue12-53
Turumbetova Aygul Yusupbayevna
Teacher of Nukus State Pedagogical Institute named after Ajiniyaz, 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 04 Issue 12-2024
253
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
252-258
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
a person. Motive means a specific reason, impulse that
forces a person to perform this or that action [1].
Also, the motive can be understood as the student's
attitude towards the subject of his activity. Motives can
act in the form of needs and interests, aspirations and
emotions, basic concepts and ideals. That is why
motives are a very complex structure, a dynamic
system in which alternatives, choices and decisions are
analyzed and evaluated. Studying motivation is one of
the central problems of didactics and pedagogical
psychology. Some progress has been made in this
regard, but the full solution of the problem has not yet
been achieved. Due to the changeability, mobility,
variety of motives, it is difficult to determine their
specific structural structure, to determine specific
methods and means of management.
Adaptation can be defined as the process by which
students adjust to the expectations, routines, and
social processes of school life and education.
Psychological, this includes knowledge, emotional, and
changes in the interests of students as they move from
a home-based environment to an institutional one,
they must be in accordance with the rules and regular
schedules [2].
MАTЕRIАLS АND MЕTHОDS
Cognitive Adaptation. Cognitively, children entering
elementary school are faced with new learning
demands that require them to selectively focus on
relevant information, remember instructions, and
perform complex mental operations. Thus, successful
cognitive adaptation is related to learning. includes
developing learning strategies, problem-solving skills,
and general interest.
Emotional Adjustment. Emotional adjustment to
school requires the ability to regulate emotions and
express emotions appropriately. This process focuses
on developing positive attitudes towards learning,
managing classroom pressures and developing
relationships with teachers and peers.
Behavioral
Adjustment.
Behavioral
adjustment
involves following the norms and expectations of
school-related behavior. This includes cooperation,
respect for others, maintaining discipline in the
classroom, and taking responsibility for one's own
actions.
Role of parents and teachers. Parents and teachers
play an important role in this adjustment process.
Positive parent-child communication, emotional
support, and scaffolding can help smooth transitions.
Teachers' nurturing and supportive actions promote
student self-confidence and engagement in the
classroom. Enrollment in primary school education is a
multidimensional
process
involving
cognitive,
emotional, and behavioral changes. Creating a
supportive learning environment at home and at
school can facilitate this adjustment, setting the stage
for successful academic progress and overall
development. During our work, we observe that the
psychological development of students is closely
related to age characteristics. Mental processes and
changes in the child's psyche, for example, the level of
attention and memory, the features of thinking, the
vocabulary and the level of speech development, etc.,
are related to mental and psychological development.
In our schools, educational activities are not limited to
providing children with knowledge, but also to develop
all abilities of children [3].
RЕSULTS АND DISСUSSIОN
Volume 04 Issue 12-2024
254
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
252-258
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In the development of the intellectual potential of
primary school students, the role of their innate
abilities and talents is important. Our young people,
who have innate abilities, quickly learn all the
educational, educational and professional teachings of
adults and can quickly master them and apply them to
life. But not all our young people are gifted with this
ability and talent. Therefore, it is primarily the
responsibility of our pedagogues and the general
public, i.e. families, neighborhoods, and educational
institutions, to develop skills and improve the talents
of young people. Children realize their innate abilities
for various activities in the team, in the process of
continuous work on themselves.
Participating in classes and teams, groups, clubs,
science Olympiads in schools are opportunities for
innate abilities. Also, children's abilities are awakened
and their abilities grow in educational and work
activities. The main content of the concept of talent
also means the concept of "ability".
It can be said that the concept of ability is not accepted
as a natural characteristic of a person, but in many
cases, based on the development of ability, we can see
that some people have a natural characteristic, that is,
talent. Sometimes the "real"
When it is said with the words "natural", "given by
nature" and similar words, the concept of "natural" is
related to the concept of ability in practical analysis. In
many cases, we understand naturalness as the ability
that underlies the development of talent. Perhaps
someone somewhere, using the practical word, can
emphasize this or that - a natural feature as a skill. It is
unlikely that the 'harmonic sense' or 'musical sense'
present at birth is merely a sign of talent based on the
development of a sense or mutual feeling. one might
think that there is a feeling of interest or something like
that. It is important to note that when we talk about
natural talent badges, we are not talking about
inherited talent badges.
Here are examples of how to use the methods of
developing the intellectual creative potential of
primary school students:
Conducting brainstorming exercises: this includes
solving various rebuses, crosswords, organizing chess
and checkers games in the form of a competition.
Conducting agility sports: this includes conducting all
types of sports competitions.
Conducting fun and wit contests: through this contest,
the interest of young people in art, theater and
painting is increased and the skill of wit is evaluated.
Despite the theoretical situation and practical
examples presented above, the problem of ability and
its development is one of the most complex issues of
psychology and pedagogy. Ability develops under the
influence of natural talent, talent, as well as the
external social environment, which depends on the
properties of the nervous system, such as sensory
analyzers, strength, movement and coordination of
nervous, physical and mental processes. It is worth
noting that only when the child takes an active part in
education in the social environment, his innate abilities
can be awakened, talents and abilities can be
developed [4].
-
time limit;
-
state of stress;
-
state of high anxiety;
-
desire to quickly find a solution;
-
existence of strict limits for a specific solution;
Volume 04 Issue 12-2024
255
International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
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P
AGES
:
252-258
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
-
insecurity caused by previous failures;
-
fear;
In the process of educating creative youth, the
following situations occur:
1.
With the help of upbringing, it is possible to
eliminate the shortcomings caused by the
negative effects of the environment.
2.
Education determines the future goal of human
activity. Therefore, it plays a leading role in
ensuring the perfection of a person.
3.
Spiritual growth of a person takes place. For
example, a child can learn his native language
under the influence of the surrounding
environment. But he learns to read and write only
through special education. Certain knowledge,
skills and abilities are acquired only in the process
of education.
4.
With the help of education, even some congenital
defects of a person can be changed to a positive
side. For example, some children are born with
certain defects (deaf, blind, mute, etc.). But with
the help of specially organized education, their
mind develops fully, they can be active on a par
with people without congenital defects.
Naturally, in order for students to achieve their goals,
the knowledge, skills and qualifications acquired in the
educational institution are lacking. They should
constantly search above themselves for a higher goal,
actively participate in the process of social relations.
It is a mistake to say that students who have not
mastered the subjects are incapable, the first task of
the teacher is to deeply study the age and
psychological characteristics of each student, to
determine his interests and desires, and to take
pedagogical measures taking them into account. In
general, any activity that is properly organized
pedagogically has a positive effect on the mental,
moral, aesthetic, physical and voluntary development
of a child's personality.
Educating young people to become free-thinking,
innovative and well-rounded people is carried out from
the primary grades, this process is one of the important
tasks. For this reason, the content of education is being
radically updated. In the period of junior school age,
the motivations for independent education arise in the
child, and they arise in the simplest form - along with
acquiring knowledge, they are interested in additional
resources and reading books on various topics. Social
motives cause the first grader to acquire a practical
nature of social motives in understanding the reasons
for the necessity of reading and learning from a non-
differentiated,
general
understanding,
in
understanding the content of reading "for himself".
The formation of the student's educational
independence based on motives depends on the
educational conditions that develop: - the purpose of
the activity. It should be clear to the child what is being
done and why it is being done. - motives are of great
importance in the student's activity. Motives direct
action to achieve a set goal. - activity content.
Presenting the knowledge that the student
independently seeks and acquires, not the knowledge
given by the teacher. Tasks that require different
mental actions lead to the development of students'
knowledge. - actions included in the activity carried out
by the student are of great importance. Actions can be
different. Simple actions (repetition of some actions),
creative actions, practical and mental actions. The
student can independently plan and complete a
complex assignment or perform it according to the
Volume 04 Issue 12-2024
256
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
252-258
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
teacher's instructions, which basically requires the
student to listen carefully to the topic and perform it
accurately. But independent performance of complex
tasks requires him to act independently, find ways and
methods of completing the task independently. - if all
organizational conditions are not created, the
development potential of any activity will be lost. - in
order for the student's activity to acquire a
developmental character, it should be constantly
complicated.
The content and tasks of the activity gradually become
more complex, the demand for the speed and quality
of the tasks increases, it should be based on the
independence of the students in performing the tasks
and finding a solution. Therefore, the result of his
activity should be monitored and evaluated by the
pedagogue. - the student knows his successes and
failures (in our opinion, it is necessary to teach the
students themselves the ways of control and
evaluation). In any case, the assessment should serve
as a stimulus to encourage the student to engage in
complex and interesting activities in the future. What
has been shown is that the motivation field of junior
high school students has changed and their desire to
occupy the "student position", i.e. to go to a place of
general secondary education, has been satisfied. ,
indicates the emergence of new relationships -
educational motives and social motives of several
complex forms. By the end of the junior school period,
students should have developed learning motives, that
is, interest in acquiring new knowledge, not just new
knowledge and general laws, but also specific ways of
finding new knowledge. In order to determine the
characteristics of the educational motivation of the
students of junior school age who participated in our
research, the superiority of internal or external
motivation, it is possible to use the questionnaire
method proposed by N. G. Luskanova. In science, many
psychodiagnostic methods are known that serve to
study the characteristics of students' educational
motivation. However, this methodology is concise, the
questions in it reflect life situations that are typical for
the student, the answer options are ready, it can be
used both individually and in groups, and it facilitates
the process of processing the obtained results.
The child is very sensitive to the teacher's attitude
towards some children: if he notices that the teacher
has "favorites", then his halo will be destroyed. At first,
children follow the teacher's instructions exactly; if the
teacher allows adherence to the rule, then the rule is
destroyed from within. A child begins to relate to
another child by how this child relates to the standard
imposed by the teacher. Therefore, there are many
hidden things in the lower classes. The new social
situation of development requires a special activity
from the child.
- educational. When a child comes to school, it does not
yet exist as an educational activity, and it must be
formed in the form of learning skills. This is clearly a
unique task of primary school age. The main difficulty
encountered in the way of this formation is that the
motivation of the child to come to school is not related
to the content of the activity that he should perform at
school. A distinctive feature of teaching is scientific
knowledge in the assignment [6]. The main part of the
content of the educational activity is the creation of
scientific concepts, laws, general methods of solving
practical problems. Therefore, the conditions for the
formation and implementation of educational
activities are created only at school, and in other types
of activities, the function of acquiring knowledge is a
by-product in the form of everyday concepts.
Volume 04 Issue 12-2024
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International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
252-258
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Mastering the rules comes only with the basic desire.
And only in educational activities, the assimilation of
scientific knowledge and skills works as the main goal
and main result of the activity. The child begins to work
with scientific concepts under the guidance of the
teacher.
Educational activity is carried out during all years of
schooling, but it is just now that it is being formed and
is taking the lead.
СОNСLUSIОN
It was found that: a) at different stages of the
development of the society, one or another group of
students' learning motives is leading; b) groups of
motives are dynamically interdependent and act
according to certain conditions. According to this
connection, the concept of the driving force of reading
(educational activity) appears, whose character,
direction and scope are determined according to the
embodied influence of motives. Different motives have
different effects on the course and results of didactic
processes. For example, broad knowledge motives are
manifested in the desire to cover more educational
content, but these motives are weak compared to
learning-knowledge motives. Because educational
motives are the best means of stimulating
independent activity in a narrow field. In the
competitive environment, more utilitarian-practical
motives dominate. From this point of view, the
motivations of schoolchildren can be divided into
types, such as those that are based on goal-oriented
behavior - motivational and essence-acquiring motives
that bring universal values to the level of personal
values. shows that indicators corresponding to
average learning motivation usually indicate extrinsic
motivation, while above-average motivation is relative
to external demands and norms independence, that is,
it shows more reliance on internal motives.
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International Journal of Pedagogics
(ISSN
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VOLUME
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ISSUE
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P
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:
252-258
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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