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METHODS AND EDUCATIONAL TOOLS USED IN PRIMARY SCHOOL NATIVE
LANGUAGE CLASSES
Kubayeva Nilufar Shuhrat kizi
Master student of Navoi State University
e-mail:
Phone number: +998940534901
Annotation:
This article describes the methods used in native language lessons, forms
and methods of organizing the joint activities of the teacher and the student in teaching the native
language. The views of several world didactic scientists on teaching methods, their scientific
research, and their analysis are included and discussed.
Keywords:
native language, inductive and deductive method, educational use, method,
conversational method, educational activity.
Introduction.
Quality education in schools largely depends on the textbooks being
created. That is, they must meet educational standards, as well as interest students and arouse
their love for science. Used in primary school mother tongue classesmethods and educational
tools Forms, methods and techniques of organizing the joint activities of teachers and students in
teaching the mother tongue are developing and updating in connection with the improvement of
the education system.Until the late 19th and 20th centuries, the most commonly used methods in
teaching the mother tongue were the explanation method, the conversation method, the analysis-
synthesis method, the independent work method, and the inductive and deductive methods.In
recent years, world didactics have conducted considerable scientific research on teaching
methods and their classification. They classify teaching methods in various ways.One group of
scientists (S.I. Perovsky, E.Y. Golant) divides educational methods into oral, instructional, and
practical methods depending on the source of knowledge acquisition, while the second group of
scientists (M.A. Danilov, B.P. Esipov) divides them into methods such as acquiring knowledge,
forming skills and competencies, consolidating acquired knowledge, and testing and evaluating
skills and competencies, based on the educational task performed in certain types of lessons.Y.K.
Babansky divides teaching methods into three large groups:Methods of organizing students'
learning activities.1. 2. Methods for stimulating students' learning activities-run.3. Methods of
monitoring students' learning activities.4. The fourth group of scientists (M.N. Skatkin, L.Ya.
Lerner) based on the specific characteristics of cognitive activity, developed educational
methods:1. Explanation-demonstration method.2. The method of recall.3. Problem statement
method.4. Partial traceability method.5. Research (exploratory, creative) methods are divided
into the following.
Used in primary school mother tongue classesmethods and educational toolsForms,
methods and techniques of organizing the joint activities of teachers and students in teaching the
mother tongue are developing and updating in connection with the improvement of the education
system.Until the late 19th and 20th centuries, the most commonly used methods in teaching the
mother tongue were the explanation method, the conversation method, the analysis-synthesis
method, the independent work method, and the inductive and deductive methods.In recent years,
world didactics have conducted considerable scientific research on teaching methods and their
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volume 4, issue 5, 2025
341
classification. They classify teaching methods in various ways.One group of scientists (S.I.
Perovsky, E.Y. Golant) divides educational methods into oral, instructional, and practical
methods depending on the source of knowledge acquisition, while the second group of scientists
(M.A. Danilov, B.P. Esipov) divides them into methods such as acquiring knowledge, forming
skills and competencies, consolidating acquired knowledge, and testing and evaluating skills and
competencies, based on the educational task performed in certain types of lessons.Y.K.
Babansky divides teaching methods into three large groups: Methods of organizing students'
learning activities.1. 2. Methods for stimulating students' learning activities-run.3. Methods of
monitoring students' learning activities.4. The fourth group of scientists (M.N. Skatkin, L.Ya.
Lerner) based on the specific characteristics of cognitive activity, developed educational
methods:1. Explanation-demonstration method.2. The method of recall.3. Problem statement
method.4. Partial traceability method.5. Research (exploratory, creative) methods are divided
into the following.
Methodology:
Induction is the process of drawing a general conclusion based on the
observation of a certain number of individual facts, events, and processes. According to this
method, a large number of objects or processes are first carefully observed and studied, and then
a single, general conclusion is drawn from these observations. In induction, logic does not play a
central role, experience plays a primary role. One proceeds from facts to rules, from many
individual examples to a single general conclusion. A general conclusion is developed from
specific cases and ideas.
Deduction is the application of a pre-existing general truth, a general principle, to
smaller, individual cases, based on the rules of systematic thinking and logic. In deduction, a
general hypothesis is tested through individual cases in life. This general principle is pre-existing,
and cases are studied only to test and apply this principle. Logic is primary here; experience is
secondary.
Currently, modern teaching methods are widely used in the educational process. The use of
modern teaching methods leads to high efficiency in the educational process. It is advisable to
choose these methods based on the didactic task of each lesson. Classes using modern
technologies are aimed at helping students search for the knowledge they are acquiring,
independently study and analyze it, and even draw conclusions on their own. In this process, the
teacher creates conditions for the development, formation, acquisition of knowledge and
upbringing of the individual and the team, while simultaneously performing the functions of
management and guidance. In such an educational process, the student becomes the main figure.
It is important that the method be chosen in such a way that the student can behave freely,
express his thoughts fluently, and master the subject very well.
Discussion:
As is known, there are currently more than a hundred types of interactive methods,
most of which have been tested and have yielded good results. Using widely used methods -
"Cluster", "Brainstorming", "Continue", "Presentation", "Blitz-survey", "Problem situation", etc.,
it is possible to achieve effective results in the lesson. In the questioning part of the lesson, the
methods "Sinquain", "Reverse test", "Mind wheel" are used; in the explanation part of the new
topic, the technologies "Insert", "Pinboard", "Staircase", "Boomerang", and in the consolidation
part of the topic, the technologies "Venn diagram", "Fish skeleton", "Why? ", "How? ",
"Conceptual table", "Lily of the valley" and the methods "Concept analysis", "T-table",
"Resume", "Sunflower", "Wheelchair", and the methods "FSMU", "Cluster", "Chain of
syllables", "BBB" when assigning homework ensure the effectiveness of the lesson and help to
increase the knowledge of students. In native language lessons, in addition to the above-listed
interactive methods, it is possible to use didactic games such as "Yes ... no", "Find the owner of
the definition", "Who am I?", "Domino", "The fifth (sixth, seventh ...) is extra", "Mystery box
method", "Feel the letter" methods. The Cluster Method. The Cluster graphic organizer stands
for "Branching of Ideas." This type of method helps students delve deeper into a topic by
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teaching them to freely and openly organize concepts or specific ideas related to the topic into a
coherent sequence. 1. Any thought that comes to mind is expressed in one word and written in
sequence; 2. Continue writing until the thoughts run out, and if the thoughts run out, then draw a
picture until a new thought comes; 3. In the lesson, an attempt should be made to increase the
sequence of thoughts and their interconnections as much as possible. The “Cluster” method is of
immense importance in covering the topic “Word Groups” in native language lessons. Because
through this method, students work on concepts related to the topic. For example, they can divide
the concepts related to the adjective word group into branches in the following order. When word
groups are explained in the “Cluster” method, concepts related to word groups are written in the
center in order to focus the student’s attention on this topic. Students place all their thoughts
related to the topic around the center and write. After the ideas are presented, each idea or word
is divided into categories. The “Cluster” method is used to achieve the following goals: 1.
Increase students’ vocabulary; 2. Improve written speech; 3. Develop thinking skills; 4. Develop
the ability to categorize.
The method of "The fifth (sixth, seventh ...) is superfluous". When studying topics such as
"Kitchen appliances", "Birds", "Pets and poultry", the use of this method to consolidate a new
topic gives positive results. In this case, four words (concepts, ideas) related to the topic and one
unrelated (superfluous) word (idea) are given. Students determine this word (concept, idea). The
text is displayed on the screen. Students determine the superfluous word. Pets: cow, sheep, turtle,
horse, dog. Then the task is given to compose sentences with the participation of these words and
moral education is given based on the sentences composed. Example: A horse is a person's most
reliable friend. Based on the sentences composed by students, love for mother nature is
awakened in the hearts of students, and they are taught to have a positive attitude towards pets.
The "Mystery Box" method. The mystery box method also helps to develop students'
logical thinking. To use this method, students are divided into groups. The teacher puts the
names of 4 topics on the board and does not write any information about them. For example,
when the topic "Word Classes" is discussed, such as Noun, Adjective, Number, Verb. In the
"mystery box", information and examples related to word classes are written. Students place the
paper under the word class to which this information belongs. The teacher analyzes the work
done and gives incentive cards. The group that collects the most incentive cards wins. As a result,
the student gains confidence and determination. He learns to engage in debate. He gets used to
justifying his opinion. The age and level of knowledge of the students should be taken into
account. Teaching the same lesson to students in every lesson leads to their boredom and reduces
their attention to the subject. To prevent such situations, it is advisable to use various interesting
methods during the lessons. The use of various interesting methods increases the attention of
students. For example, a teacher teaching the topic "Syllables" to students can use the "Syllable
Chain" method. In this case, the last syllable of the first word spoken should coincide with the
first syllable of the next word. Example: school - congratulations; artist - somsa and so on. This
method can be used to reinforce new topics being covered in students, as well as to test their
quick thinking and vocabulary.
Result:
In conclusion, innovative methods play an important role in helping students
become literate and acquire the knowledge and skills required by the DTS requirements in an
easy and interesting way. The use of these and similar methods during lessons greatly helps to
repeat the topic and master a new one. It certainly shows its effectiveness in focusing students'
attention on the topic during the lesson. As a result of using the above interactive methods in
native language and literature lessons, it is possible to increase students' interest in science, to
express their opinions freely, to respect the opinions of others, and to develop their ability to
defend their point of view.
Conclusion:
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These include communicative language teaching, task-based learning, and the use of digital
resources like language learning apps and interactive whiteboards. The goal is to create an
engaging and effective learning environment that supports both oral and written language skills,
and encourages independent thinking and creativity.
References:
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2. “National Society of Philosophers of Uzbekistan” Publishing House, 2010,- 400 p.
3. Mavlonova R. and others. Pedagogy T.: Teacher. 2010. 254-263 p.
4. Bobomurodova A. The use of games and puzzles in the process of teaching the native
language. T.: Music. 2009.
5. N.A. Muslimov, M. Usmonbaeva, M. Mirsoliyeva ― Innovative educational technologies
and pedagogical competence ―OUM Tashkent -2016
6. O.U. Avlayev, S.N. Jo'rayeva, S.P. Mirzayeva "Teaching Methods" educational and
methodological manual, "Navro'z" publishing house, Tashkent - 2017. 6. Gulomova M.Kh.,
Sobirova N.K. Methods of increasing educational efficiency using new innovative
technologies // Innovation in the educational process (collection of abstracts). -T. 2009.
