International Journal of Pedagogics
71
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue04 2025
PAGE NO.
71-73
10.37547/ijp/Volume05Issue04-20
Content of Integrated Teaching of Native Language and Reading
Literacy and Fine Arts Subjects to Primary School Students
Muratkamalova Roza Zholdasbayevna
NDPI named after Ajiniyaz, Distance learning in humanities and social sciences, Senior Lecturer (PhD) of the Department of Education,
Uzbekistan
Received:
13 February 2025;
Accepted:
15 March 2025;
Published:
10 April 2025
Abstract:
This article discusses the development of visual arts and native language and reading literacy in general
education schools based on an integrative approach.
Keywords:
Professional competence qualities, pedagogical skills, creativity, integrative approach.
Introduction:
The curricula and materials presented in
the textbooks for the subjects currently taught in
primary grades are presented in a very convenient way
for integrating lessons. Integrating lessons is carried
out in conjunction with didactic principles such as
scientific approach, career guidance, consistency,
systematic approach, clarity, and differentiation.
Most of the subjects taught in elementary school are
taught by class teachers. This allows us to connect the
topics covered in the subjects with each other. For
example; When we integrated the 3rd-grade Native
Language, Reading Literacy, and Fine Arts lessons,
students were shown a picture of family members
sitting and eating at a table on the topic "Homeland
begins with the family" in their native language lesson.
Through this image, we can connect the subject of
Native Language and Reading Literacy with the subject
of Fine Arts. Within the framework of this topic, it is
possible to draw family members in fine arts. Below is
an assignment for students to consolidate the covered
topics.
Think about it. Why is a family called a small homeland
within a country? What is the connection between
them?
For example: The country is ruled by the president, and
the family...
Talk to your friend.
How many people are there in your family?
Whose child are you?
What professions do you have in your family?
What kind of order is established in your home? An
assignment like [1.12] has been given. By completing
these tasks, students learn to find answers to
questions.
Concepts of family and homeland are formed. Students
begin by expressing their thoughts on Family and
Homeland, each based on their own level of
understanding. Other students will also hear these
ideas, and their thinking will expand.
In the field of fine arts, scenes related to family
members, such as "In Love of the Motherland" and "My
Brother Comes from the Army," are also included in the
"Childhood" collection. By observing these scenes,
students will once again recall and reinforce the topic
"Homeland begins with the family" covered in the
subject of Native Language and Reading Literacy.
By having students draw pictures, we can also
understand their inner feelings. Therefore, school
psychologists conduct psychological tests for primary
and high school students. Using students' drawings,
one can learn about their home situation, the student's
psychological state, their parents' attitude towards
their child, and the love and affection between them.
We can even understand their psychological state by
looking at the colors they used when painting pictures.
Teaching fine arts in elementary school teaches
students to understand the world, to look at life
realistically, to love nature, and to know the history of
peoples. Visual art has a seemingly strong influence on
International Journal of Pedagogics
72
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International Journal of Pedagogics (ISSN: 2771-2281)
both students and adults. It is also important for the
development of students' thinking and independent
thinking. By observing works of fine art and seeing the
beauty depicted in them, students try to absorb them
relatively to their lives. They see the heroic actions in
the work and put themselves in their shoes. Seeing the
negative events in the pictures, they conclude not to do
such negative things themselves. Seeing the historical
genre paintings, they feel as if they've fallen into that
era. The science of fine arts plays a crucial role in
educating the younger generation. It fosters
appreciation for beauty in the world and art, develops
aesthetic taste and culture, and cultivates imagination
and creativity. Students gradually enter the world of
beauty through the pedagogical skills of the school's
fine arts teacher. Over the years, they have developed
many qualities necessary for a person. Therefore, the
great philosopher Aristotle did not say in vain that
"drawing comprehensively develops a child." [1.4]
Indeed, by drawing pictures for students, we aim to
develop their sense of consciousness and thinking,
teaching them to love nature.
In turn, the integrative approach, like other didactic
principles, does not give the teacher any ready-made
prescription, but uses it to determine the solution to
didactic and methodological issues. During integration,
interdependence increases, and the functioning of the
system's components and the integrity of the learning
object are regulated. As emphasized in modern
didactics and methodology, the result of teaching,
developing, and educating students is their
understanding of the world, their understanding of the
necessity of organizing their activities based on the
laws of nature, and their ability to understand
interdisciplinary and intradisciplinary connections in
fine arts, native language, and reading literacy. In an
integrated lesson, the results of the analysis of
concepts related to other subjects and other academic
subjects are included. For example, concepts like
"summer," "hot," and "sunburns" are covered in
lessons on reading, Russian, Uzbek, natural science,
music, and fine arts. Analysis of concepts is considered
integrated with lessons related to the knowledge
acquired in other lessons. Integrated lessons are an
interactive learning system that learns the secrets of
developing visual aids based on deepening and
expanding
integrated
knowledge.
In
primary
education, the role of the integrating element is
performed by the teacher themselves. It teaches
children arithmetic, writing, nature, and many basic
concepts. They will carry out this work according to
their strength and capabilities. In primary education, it
is advisable to consider integration based on the
integration of closely related subjects. In later stages of
education, they strive to integrate the boundaries of
core subjects. When integrating elementary school
subjects, the presence of both positive and negative
factors should also be considered. These factors
determine the methods of integration.
Y.M.Kolegin and O.L.Aleksenko point out the negative
factors of integration: a limited number of subjects -
the content of the acquired knowledge can be
supplemented by reflecting the real picture of the
world, the interconnectedness of its parts. It is essential
to develop important reading, writing, and arithmetic
skills in elementary school. This necessitates divided
instruction among subjects. However, the traditional
experience of teaching reading and mathematics also
testifies to the wide possibilities of integration. This, as
an academic subject, includes not only literary texts but
also materials on history and natural science. At the
same time, we can mention mathematics, arithmetic,
algebra, and geometric materials. Such integration
does not hinder the formation of important skills; on
the contrary, it guarantees their formation. Analyzing
the above, we can conclude the following:
The relevance of interdisciplinary connections
necessitates analyzing their developmental history.
Only then will the current significance of
interdisciplinary connections and the ways they can be
applied to science be revealed.
Defining the development of the problem of
interdisciplinary connections is linked to the
development
of
philosophical
and
scientific
perspectives of scholars studying this field.
- the problem under consideration is determined by the
views of educators, the requirements of social society
for educators;
The connection between subjects should be
implemented based on pedagogical and didactic
principles.
CONCLUSION
In conclusion, the interdisciplinary connection, as an
important concept influencing the quality of the
educational process, is a specific stage of education and
serves to deepen and develop students' knowledge.
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