THE USA JOURNALS
THE AMERICAN JOURNAL OF INTERDISCIPLINARY INNOVATIONS AND RESEARCH (ISSN- 2642-7478)
VOLUME 06 ISSUE06
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PUBLISHED DATE: - 13-06-2024
DOI: -
https://doi.org/10.37547/tajiir/Volume06Issue06-06
PAGE NO.: - 19-22
DEVELOPMENT OF SANOGENIC THINKING
OF PRIMARY CLASS STUDENTS IN THE
CONDITIONS OF DIGITALTRANSFORMATION
Abralova Munojat Dzhuraevna
Development Of Education In The Republic Chief Specialist Of The Scientific-Methodical Center,
Uzbekistan
Abralova Zabarjat Djurayevna
Tashkent State Pedagogy Senior Teacher Of The University, Uzbekistan
INTRODUCTION
To modernize the country in the new Uzbekistan,
increase the quality of training of highly qualified
personnel
for
sustainable
socio-economic
development, develop human capital based on the
requirements of the labor market, introduce digital
technologies and modern methods into the
educational process, create highly qualified,
creative and training of systematically thinking,
independent decision-making personnel, creation
of the necessary conditions for the manifestation of
their intellectual abilities and formation as morally
competent individuals are defined as the main
strategic tasks.
A person should control his behavior, feelings, and
mood in the process of social relations. For this, he
needs to understand himself more deeply.
Everyone should be able to control not only their
feelings and actions, but also their way of thinking
according to certain rules. In connection with this
situation, pedagogic psychologists distinguish two
types of thinking: sanogenic and pathogenic
thinking.
Sanogenic thinking (Latin: "sanus" - healthy and
Greek - "genesis" - development) is a healthy
thinking that controls feelings, inner experiences,
thoughts and emotions.
Pathogenic thinking is a set of negative views that
harm a person's health, and it is explained by
emotional instability and internal conflicts that
arise in the course of a person's self and
interpersonal relationships.
Professor Y.M. Orlov, who developed the
theoretical and practical foundations of sanogenic
thinking, touched on the issue of human mental
health and expressed the following opinion:
"Sanogenic thinking is one of the most reliable
ways of philosophy of life, mind and div health.
This method allows to master new emotional and
mental habits at a high level, accumulates the
RESEARCH ARTICLE
Open Access
Abstract
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experience of pathogenic thinking in the past.
Sanogenic thinking is an effective way to improve
the health of the human mind. That is, a method of
eliminating crisis situations that have arisen during
the course of a person's life with the help of mental
support and emotional-emotional self-influence.
Continuing his observations, the scientist strongly
emphasizes the following points: the main
importance of sanogenic thinking is to create
conditions for achieving the goals of self-
improvement, i.e. harmony of character, self- He
believes that it is to agree with himself and others,
as well as to eliminate bad habits, to control his
emotions, to control his needs.
According to Z.A. Abdirakhmonova, who
researched the socio-psychological problems of the
development of sanogenic thinking in students, the
development of sanogenic thinking is determined
by the high need for reflexivity in thinking and self-
development. indicators affecting character are
related to social factors such as educational
process, interpersonal relations, professional
development. T. N. Vasilyeva pays serious attention
to the teacher's sanogenic thinking as a means of
sanogenic upbringing of the child and develops a
set of corrective and developmental games and
exercises that serve to form sanogenic thinking in
students. A. B. Rossokhin distinguishes the
following positive features of the sanogenic way of
thinking: mastering healthy thinking skills ensures
many positive changes in a person; sanogenic
thinking serves as a means of ensuring diversity
and independence of mental activity.
Based on the ontological approach to the
educational process, I.M. Spivak, who studied the
problem of sanogenic thinking, evaluates healthy
thinking as a new form of behavior. Based on this,
the researcher distinguishes the following
components of sanogenic behavior: reflexive,
directional, managerial and meaningful. The
ontological approach requires taking into account
the age factor and age-related characteristics. It is
necessary to determine the stages of activity based
on the characteristics of the ontological approach
in clarifying the structural components of the
development of sanogenic thinking in students.
Factors for the development of sanogenic thinking
in primary school students: development of
thinking characteristics, strengthening of cognitive
processes in relation to the educational process
and formation of skills, competencies, emotional
knowledge related to the thinking characteristics
of the individual, spiritual health in the family the
factor of creating a good environment, helping the
child to form his personality, the factor of
accustoming the child to study from a young age; a
factor of forming the qualities of honesty,
correctness, hard work, human dignity, loyalty,
loyalty, patience, and gratitude from a young age;
that education and upbringing in family relations
are properly implemented; It consists of following
the social rules established in the society, empathy,
the imparting of strong knowledge in educational
institutions and the rational flow of the master-
student system.
A person with a sound mind always gives positive
reasons for his views, defends them when
necessary, makes the right conclusions, and
evaluates his duty fairly. A person with a sanogenic
mindset positively resolves internal conflict.
Therefore, in our country, special attention is being
paid to the education of a well-rounded generation
of people with sanogenic thinking.
We can express the need to develop sanogenic
thinking in students as follows:
First, until recently, mainly psychological aspects
of the problem of sanogenic thinking were
considered. From the point of view of modern
reality, there is a serious need to study its
pedagogical aspects;
secondly, to reveal the nature of the form of
sanogenic thinking as a pedagogical phenomenon,
to clearly define its components, to determine the
factors that determine a person's stable
relationship to pathogenic (unhealthy) thinking;
thirdly, the process of developing the
characteristics of sanogenic thinking requires
clarification of the factors affecting it, pedagogical
conditions, and scientific research. Development of
sanogenic thinking in students requires a
systematic and active approach. Based on this, we
can define the main components of the
development of sanogenic thinking as follows:
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- motivational - awakening interest in sanogenic
thinking;
- meaningful - covers knowledge and skills of
sanogenic thinking, general cultural, professional
and special competencies;
- active - covers methods of action, logical process
of thinking, as well as methods of practical activity;
- reflexive - a person's thinking and analysis about
professional and creative activity;
valuable - determines the existence of a valuable
attitude towards the development of the
individual's self and way of thinking.
The development of the sanogenic thinking of
students, together with the proper organization of
their future activities and ensuring that they
achieve high professional success, will bring about
the following positive situations:
- the sanogenic way of thinking serves to make a
person mentally, physically and spiritually healthy;
-sonogenic thinking allows students to develop
correct instructions and conclusions during their
education.
At the same time, the use of heuristic methods
should be combined with the use of algorithmic
methods of creativity to effectively develop the
creative abilities of schoolchildren. Based on the
analysis of the literature (G.S. Altshuller, V.A.
Bukhvalov, A.A. Gin, M.A. Danilov, A.M. Matyushkin,
etc.), the following requirements for creative tasks
can be distinguished:
-
openness (content of a problematic situation or
conflict);
-
compatibility of the condition with the selected
methods of creation;
-
possibility to find different solutions;
-
taking into account the current level of
development;
-
taking into account the age characteristics of
students.
When choosing the content for the system of
creative tasks, two factors were taken into account:
1. The creative activity of primary school students
is carried out mainly on the problems solved by the
society.
2. Creative possibilities of the content of primary
school subjects.
According to modern researchers, the most
important pedagogical conditions for the
development of children's creative activity are:
- change the nature of the activity;
- environment of benevolence in children's
educational activities;
- formation of the team.
It is necessary to remember the importance of
choosing a strategy of interaction between the
teacher and the student when organizing artistic
and creative activities. In practice, as researchers
note, two methods are usually used when choosing
an interaction strategy:
- development from the outside, as an intervention
in the inner world of a person, imposing on him
developed methods, norms of activity and
behavior;
- internal development, such as encouraging
activity, independence, responsibility, showing
respect to the individual, revealing his unique
opportunities, developing creative abilities.
In the process of primary education, it is important
to create various conditions for the development of
creative activity of students. For this purpose,
determining the educational requirements and
organizing its priority directions based on these
requirements on the basis of searching education,
creating problem situations and a technological
approach to education prepares the ground for the
effectiveness of the development of creative
activity of students. Since primary education is
considered the foundation of students' learning, it
requires the development of creative activity in
students starting from this grade. Therefore, the
need to develop creativity and creative activity in
students has become a problem on the agenda.
After all, it is important to take into account the age
characteristics of students in the development of
creative activity of students of 1-4 grades, to
conduct lessons in an unconventional way in the
effective organization of education, and to use
THE USA JOURNALS
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VOLUME 06 ISSUE06
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innovative methods in lessons. Development of
creative activity in students will help them become
mature in all aspects.
REFERENCES
1.
Decree No. PF-5847 of the President of the
Republic of Uzbekistan "On approval of the
concept of development of the higher
education system of the Republic of
Uzbekistan until 2030" // National database
of legal documents, 08.10.2019 y.
2.
Abdirakhmonova Z.A.. Socio-psychological
characteristics of the development of
sanogenic thinking in adolescent students.
Diss. autoref. 2020. - 48 p.
3.
3. Kananchuk L.A. Sanogenic reflection as a
factor in students’ adaptation in a
multiethnic environment at a university.
Author's abstract. Ph.D. diss. M., 2010.
4.
Ismailov M. K. Talabalarda sanogen
tafakkurni rivojlantirish komponentlari va
uning pedagogik-psixologik xususiyatlari
//Oriental
renaissance:
Innovative,
educational, natural and social sciences.
–
2021.
–Т. №
8.
–
С. 509
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