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MODERN APPROACHES TO TEACHING THE SUBJECT OF EDUCATION IN
PRIMARY SCHOOL: TECHNOLOGIES AND METHODS
Bekchanova Shakhlo Khusanboy kizi
1st year Master's student of the Department of Pedagogy,
specializing in Theory and History of Pedagogy,
Urgench State Pedagogical Institute
Email: bekchanovashahlo2899@gmail.com
Abstract:
Modern education requires new methods and technologies for effective teaching of the
subject of education in primary schools. The article discusses innovative approaches, including
game techniques, interactive forms of learning and digital technologies that contribute to the
formation of moral qualities, emotional intelligence and social skills of younger schoolchildren.
The results of a study of the effectiveness of various methods based on data from pedagogical
experiments and a survey of teachers and students are presented.
Keywords:
education, primary school, pedagogical technologies, game methods, interactive
learning, digital technologies.
INTRODUCTION
The modern education system places high demands on the formation of not only academic
knowledge in primary school students, but also stable moral and ethical qualities. In this regard,
the subject of education in primary school plays a key role in the development of the child's
personality, the formation of his or her value orientations and social skills. Education at this
stage of training becomes the foundation for the further development of the child as an active
member of society.
The Importance of the Subject of Education in Primary School
Scientific research confirms that early childhood is a critical period for the development of
behavioral norms, emotional intelligence, and communication skills ( Vygotsky , 1978; Bruner ,
1996). It is during this period that the foundations of personal development are laid, and
therefore primary education should include not only cognitive training, but also purposeful
education.
Modern approaches to teaching education are aimed at developing the following key
competencies in children:
-
Emotional intelligence and self-regulation ( Goleman , 1995);
-
Social interaction and cooperation skills ( Bandura , 1986);
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Awareness of moral norms and cultural values ( Erikson , 1968).
Modern approaches and methods.
With the transition to a competency-based approach in education, the methods of teaching the
subject of upbringing have undergone significant changes. In the traditional system, the emphasis
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was on the transfer of norms and rules through disciplinary measures. However, modern
pedagogical research shows the effectiveness of game methods, project-based learning and
social-emotional development (SEL) technologies ( Durlak et al ., 2011).
Table 1.
Reforms in the field of education in Uzbekistan.
In recent years, Uzbekistan has paid special attention to reforming the educational process in
primary schools. In the program documents and speeches of President Shavkat Mirziyoyev
emphasizes the importance of educating the younger generation on the basis of national and
universal values. In particular, the National Education Development Program 2030 emphasizes
the need to integrate educational components into school education.
Relevance of the study.
Thus, the need to study the specifics of teaching the subject of upbringing in primary school is
due to the growing role of this subject in the development of the child's personality, as well as
changes in educational approaches. Analysis of the methods used in the educational process will
help determine their effectiveness and suggest ways to improve the upbringing system.
METHODS
To achieve this goal, complex research methods were used, including theoretical, empirical and
statistical methods of analysis.
Theoretical methods
1. Analysis and synthesis of scientific literature – the works of domestic and foreign teachers and
psychologists on issues of education of primary school students were studied, including works
devoted to the personality-oriented approach, cognitive development and pedagogical
technologies ( Dewey , 1916; Vygotsky , 1986; Montessori , 2000).
2. Comparative and contrastive analysis – an analysis of various educational systems and
approaches to the education of primary school students was conducted, including traditional,
game-based, project-based and digital learning.
3. Modeling the pedagogical process – models of educational work have been developed based
on the integration of interactive, project and digital methods, taking into account the individual
characteristics of students.
Empirical methods
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4. Survey of teachers and students – a survey was conducted among 50 teachers and 100 primary
school students to identify the most effective methods of educational work, as well as to analyze
their perception of the educational process.
5. Pedagogical observation – during the academic year, systematic observation of the educational
process was carried out in classes where various methods were used, recording changes in
educational motivation, discipline and children’s involvement.
6. Pedagogical experiment – implemented in the format of ascertaining, formative and control
stages:
At the ascertaining stage, the initial levels of upbringing and educational motivation of students
were studied.
At the formative stage, various educational methods (game, digital, interactive, project-based)
were used in several classes, and their effectiveness was assessed according to a number of
criteria.
At the control stage, a comparative analysis of the changes achieved in groups using different
methods was carried out.
7. Method of expert assessments – independent experts (teachers and psychologists) were
involved, who assessed the results of the implemented educational methods.
8. Case method – analysis of specific pedagogical situations and successful practices of
educational work in primary school.
Statistical methods
9. Quantitative data processing – the results of surveys and experiments were subjected to
mathematical and statistical processing using methods of descriptive statistics, correlation
analysis and statistical testing (χ²-criterion, Student’s t-criterion).
10. Data visualization – the results obtained are presented in the form of graphs, diagrams and
tables, which makes it possible to clearly demonstrate the dynamics of changes.
The use of this set of methods made it possible to conduct a deep analysis of the effectiveness of
various pedagogical approaches, identify the most effective methods and justify their use in
educational work with younger students.
RESULTS
As a result of using a comprehensive research method, including theoretical, empirical and
statistical analysis, the following data were obtained, demonstrating the effectiveness of modern
pedagogical technologies in teaching the subject of education in primary school.
1. Theoretical results. Analysis and synthesis of scientific literature have shown that the
integration of game, digital, interactive and project methods significantly contributes to a deeper
assimilation of educational norms ( Dewey , 1916; Vygotsky , 1986; Montessori , 2000). A
comparative analysis of various educational systems has revealed that modern approaches
focused on personality-oriented learning contribute to the development of emotional intelligence,
cognitive abilities and social skills of primary school students. Modeling of the pedagogical
process made it possible to develop integrated models of educational work that take into account
the individual characteristics of students, which in turn is confirmed by empirical research data.
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2. Empirical results. Survey of teachers and students. A survey of 50 teachers and 100 primary
school students revealed the following trends:
a.
65% of teachers positively assessed the effectiveness of game methods in the educational
process,
b.
55% of teachers noted the high effectiveness of digital technologies,
c.
Traditional methods received support from only 30% of respondents.
Among students, the highest level of engagement (around 80%) was observed when using game
methods, and the use of digital technologies increased engagement to around 70%. These data
are visualized in the presented diagrams (see “Teachers’ Opinions on Educational Methods” and
“The Impact of Methods on Student Engagement”).
Pedagogical observation. During the school year, systematic observation of the educational
process in classes where various methods were used showed that the introduction of interactive
and project methods leads to improved learning motivation, a decrease in the level of
disciplinary violations and an increase in student activity. Teachers noted that the use of gaming
and digital technologies contributes to the creation of a more positive and dynamic atmosphere in
the classroom.
Pedagogical experiment. The experiment, conducted in three stages (ascertaining, formative and
control), demonstrated that the groups in which innovative educational methods were used
achieved statistically significant improvements in the indicators of good manners and
educational motivation compared to the control groups (p < 0.05). Independent experts (teachers
and psychologists) confirmed that the integration of game, digital, interactive and project
approaches has a positive effect on the formation of moral standards in primary school students.
Case method. Analysis of specific pedagogical situations revealed successful examples of using
project-based learning and interactive tasks. In cases where teachers used these methods, there
was an increase in the level of teamwork, development of creative thinking and improvement of
students' self-esteem.
3. Results of statistical data processing
Quantitative data processing, carried out using methods of descriptive statistics, correlation
analysis, χ² - criterion and Student's t-criterion, allowed us to draw the following conclusions:
Statistical significance: A statistically significant difference (p < 0.05) was found between the
experimental groups using innovative methods and the control groups in the indicators of good
manners and motivation.
Correlation: A strong correlation (r ≈ 0.75) was found between the use of digital technologies
and the level of student engagement, indicating a direct relationship between modern
technologies and children's activity.
Data visualization:
The diagram “Teachers’ opinions on educational methods” shows that game methods received
the highest rating – 65% of positive feedback ( see diagram 1).
The diagram “The Impact of Methods on Student Engagement” shows that game technologies
provide the highest level of engagement – 80% of positive assessments ( see diagram 2).
Diagram 1. Diagram 2.
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of assimilation of educational standards additionally confirm that the use of innovative methods
has a positive effect on the quality of the educational process ( see diagram and graph 3).
4. Summary results
The integrated use of theoretical, empirical and statistical methods allowed us to conclude that
modern pedagogical technologies based on game, digital, interactive and project methods
contribute to a significant improvement in the educational process in primary school. These
methods increase the motivation and involvement of students, improve discipline in the
classroom and contribute to the formation of strong moral and social norms. The results obtained
are confirmed by both expert assessments and statistical data, which makes it justified to use
these approaches in educational practice.
Thus, the results of the study demonstrate that the integration of innovative methods into the
teaching of the subject of education is an effective tool for the formation of moral norms and
social behavior in primary school students, which opens up prospects for further research and
practical implementation of these technologies in schools.
Chart graph 3.
DISCUSSION
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The results of the study demonstrate that the choice of educational methods in primary school
has a significant impact on the level of student engagement, their motivation for learning and the
overall perception of the educational process. Let us consider in detail the key findings obtained
during the experiment.
1. The influence of different educational methods on the involvement of students. Analysis of the
data (see the diagram “The influence of methods on the involvement of students”) shows that
game-based teaching methods provide the greatest involvement – 80%. This confirms the
hypothesis that the use of role-playing games, modeling situations and interactive tasks promotes
the active participation of children in the educational process. Such results are consistent with the
research of Vygotsky (1986), who emphasized the importance of game activities in the cognitive
development of children.
The use of digital technologies, including interactive whiteboards, educational applications and
multimedia resources, also demonstrates a high level of engagement (70%). This is in line with
current trends in the digitalization of education and confirms Prensky’s (2001) research on the
importance of adapting pedagogical methods to the digital interests of modern children. However,
in some cases, excessive use of digital technologies can reduce live communication and social
interaction, which requires additional monitoring by teachers .
The least effective in terms of engagement were traditional methods, which include lecture
format of material delivery, mechanical memorization and frontal forms of work. Only 50% of
students showed active interest in such classes, which indicates the need to review
methodological approaches and search for more interactive forms of training.
2. Evaluation of the effectiveness of educational methods by teachers. According to the survey
results (see the diagram "Teachers' opinions on educational methods"), 65% of teachers support
game methods, considering them the most productive for the formation of social-emotional skills
and the development of the personality of primary school students. Digital technologies are
approved by 55% of teachers, while many note the need for a balanced approach and a
combination of digital tools with traditional methods.
Only 30% of teachers rate traditional teaching methods positively, indicating a significant shift in
teaching priorities. However, in some situations, traditional methods remain relevant, especially
when explaining complex concepts that require consistency and structure.
3. Dynamics of mastering educational norms in the learning process. The graph "Dynamics of
mastering educational norms" shows that the level of mastering key educational principles
gradually increases as we move to more advanced stages of learning. Particularly noticeable
growth is observed after the introduction of game and interactive methods, which indicates their
high efficiency.
The data show that the use of modern educational approaches helps to develop responsibility,
self-discipline and social competence in children. This confirms the theoretical conclusions of
Montessori (2000), who emphasized the importance of the child’s active interaction with the
environment and independent decision-making in the learning process.
4. Comparative analysis of educational systems. A comparative analysis of domestic and foreign
experience shows that in countries with highly developed education systems (Finland, Sweden,
Canada), the emphasis is on interactive and project-based teaching methods that allow children
to show initiative and creativity. Traditional methods still dominate in Russian schools, but the
results of this study show that their effectiveness is inferior to gaming and digital technologies.
This indicates the need to reform the education system in primary schools and more actively
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implement innovative methods.
Conclusions from the discussion.
1. Game-based methods demonstrate the highest effectiveness in increasing student engagement
and are supported by most teachers.
2. Digital technologies are a promising direction, but require competent use so as not to reduce
the level of live communication.
3. Traditional methods are inferior to modern approaches and should be used in combination
with interactive methods.
4. The practice of foreign countries confirms the need to move to more flexible and
individualized educational strategies.
CONCLUSION
The conducted research allowed to identify and substantiate the most effective methods of
education in primary school. Analysis of the obtained data shows that traditional methods of
education are gradually giving way to interactive, gaming and digital technologies, which
provide a higher level of involvement of students and contribute to their comprehensive
development.
The results of the teachers' survey and the pedagogical experiment confirmed that game methods
are the most effective in terms of motivation, development of social skills and increase in
cognitive activity. Digital technologies have also proven their effectiveness, but require a
reasonable balance with traditional forms of education. Traditional methods turned out to be the
least productive, especially in the context of the modern educational process, focused on a
personality-oriented approach.
Statistical analysis of data and visualization of results clearly demonstrated the positive dynamics
of assimilation of educational norms when using modern methods. This confirms the need to
adapt the educational system to the new requirements of society and the educational environment.
Practical significance of the study. The developed recommendations can be used by primary
school teachers to improve the effectiveness of educational work. The presented models of
educational strategies can be integrated into school educational programs. The data obtained can
become the basis for further research in the field of pedagogy and psychology of primary
education.
In general, the conducted study confirms the relevance of reforming the education system in
primary school and emphasizes the importance of using innovative pedagogical approaches to
develop a harmonious personality of the child.
LIST OF USED LITERATURE :
1.
Decree of the President of the Republic of Uzbekistan dated April 29, 2019 No. UP-5712
"On approval of the Concept for the development of the public education system of the Republic
of Uzbekistan until 2030".
2.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive
Theory. Prentice-Hall.
3.
Bruner, J. (1996). The Culture of Education. Harvard University Press.
4.
Dewey, J. (1916). Democracy and Education. Macmillan.
5.
Durlak , J. A., Weissberg , R. P., Dymnicki , A. B., Taylor, R. D., & Schellinger , K. B.
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(2011). The impact of enhancing students' social and emotional learning: A meta - analysis of
school - based universal interventions. Child Development , 82(1), 405–432.
6.
Erikson, E.
H. (1968). Identity: Youth and Crisis. W. W. Norton & Company.
7.
Goleman , D. (1995). Emotional Intelligence. Bantam Books.
8.
Montessori, M. (2000). The Montessori Method. Schocken Books.
9.
Prensky , M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1–6.
10. Vygotsky , L. S. (1978). Mind in Society: The Development of Higher Psychological
Processes. Harvard University Press.
