Volume 15 Issue 06, June 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
951
THE IMPORTANCE OF NON-STANDARD TASKS IN DEVELOPING CREATIVE
THINKING SKILLS IN PRIMARY SCHOOL STUDENTS
Asliddin Bahriddin ugli Akhmedov
Student of Group 5.23,
Primary Education Department,
Faculty of Pedagogy and Social-Humanitarian Sciences,
Termez Institute of Economics and Service.
Abstract:
This article substantiates the need to develop creative thinking skills in primary school
students, based on an analysis of the findings from the diagnostic stage of the study. Every
subject taught in general secondary education plays a crucial role in nurturing a well-rounded,
knowledgeable, and socially responsible younger generation. In particular, primary education
serves as a foundational stage for children's future development. The study highlights the
significant impact of non-standard lessons and interactive teaching methods on the effectiveness
of native language and literacy instruction, as well as the development of creative thinking skills
in young learners.
Keywords:
primary school, creative thinking, non-standard lessons, didactic games, native
language and literacy, seminar lessons.
Introduction
In contemporary educational practice, the issue of directing primary school students toward
creative activity has received special attention in global pedagogy and psychology. Enhancing
the effectiveness of native language and literacy lessons and fostering students’ creative thinking
skills necessitate the use of non-standard lesson formats and interactive teaching techniques.
The main goal of teaching native language and literacy is to train students to express their ideas
freely and meaningfully in both written and oral forms, to internalize the rules of the Uzbek
language consciously, and to expand their cognitive horizons. These lessons emphasize not just
memorization and repetition, but also developing students' abilities to understand texts, analyze
meaning, and express opinions.
Materials and Methods
To assess the current state of developing creative thinking in native language and literacy lessons,
a scientific research method was employed. Observations were conducted in grades 1–4 at eight
general education schools in Boysun district, Surkhandarya region. In addition to classroom
observations, interviews with teachers and students were held, and student creativity was
assessed through questionnaires and riddles. A total of 10 primary school teachers and 32 student
respondents participated in the experimental phase. Research methods included interviews,
surveys, classroom observations, experiments, and analysis of students’ creative work.
Results
Teachers reported that creating favorable conditions is key to fostering students’ creative
thinking, although many admitted that they provide only limited guidance for creative tasks. The
survey results showed that current methods in native language and literacy classes are
insufficient for fully developing students’ creative thinking skills. During teaching practice,
additional pedagogical efforts were made to evaluate students’ creative thinking levels through
Volume 15 Issue 06, June 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
952
content analysis of textbooks, classroom, and extracurricular activities. The diagnostic stage
revealed that creative, logical, and critical thinking skills were developed at varying levels:
Low – 41%
Medium – 27.7%
High – 31.3%
The minimal difference in results between control and experimental groups highlighted the need
to establish didactic conditions conducive to developing creative thinking.
Discussion
In native language and literacy classes, using non-standard lesson types plays a crucial role in
boosting student engagement and fostering creativity. Such lessons—whether problem-based,
staged, or computer-assisted—promote interest in learning and support independent thought.
Problem-Based Lessons
: Focus on identifying and solving real-world problems in a way
that allows students to grasp the importance and solution process.
Programmed Lessons
: Use pre-designed digital or paper-based modules to help students
learn material step-by-step, with immediate feedback and personalized support.
Staged or Dramatic Lessons
: Engage students emotionally and cognitively, encouraging
them to internalize moral or educational messages through role-play and dramatization.
Key strategies for enhancing creative thinking include:
Analytical and reflective written tasks
Scenario-based exercises and problem-solving
Oral and written discussions of exemplary texts
Systematic use of interactive and didactic games
Despite some criticism that non-standard lessons lack structure, they are effective when properly
aligned with pedagogical principles. They help create an engaging, student-centered environment
that motivates learners and facilitates deep understanding.
Conclusion and Recommendations
This study focused on native language and literacy instruction due to its fundamental role in
primary education. Creative thinking cannot be developed solely through reading and
memorization. Lessons should aim to instill values and knowledge that are meaningful to
students’ lives and promote independence and critical reflection. To develop creative thinking
skills in primary school students, the following methods are recommended:
Written exercises aimed at stimulating creativity
Analysis of problem situations and developing solutions
Interpretation and discussion of instructive stories
Assessing oral and written responses to thematic questions
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4.
Ibragimov R. (2001).
Didactic foundations for developing cognitive activity in primary
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. Doctoral dissertation, TDPU.
Volume 15 Issue 06, June 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
953
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Nazarova Lola Kurbanovna
Termiz davlat muhandislik va agrotexnologiyalar universiteti o‘qituvchisi
