THE USA JOURNALS
THE AMERICAN JOURNAL OF INTERDISCIPLINARY INNOVATIONS AND RESEARCH (ISSN- 2642-7478)
VOLUME 06 ISSUE06
16
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PUBLISHED DATE: - 11-06-2024
DOI: -
https://doi.org/10.37547/tajiir/Volume06Issue06-05
PAGE NO.: - 16-18
SOME ASPECTS IN IMPROVING SELF-
DEVELOPMENT COMPETENCIES OF FUTURE
PRIMARY CLASS TEACHERS
Gulnoza O. Baymatova
Researcher of Tashkent State Pedagogical University named after Nizami, Tashkent, Uzbekistan
INTRODUCTION
Any scientific classification requires, first of all, the
determination of common grounds and the
identification of characteristics for ranking the
objects that make up the subject of classification.
By what criteria can education methods be built
into a system? Considering that the method of
education is a multidimensional phenomenon,
there are many such signs. A separate classification
can be made according to any general
characteristic. In practice, this is what they do,
obtaining various systems of methods. In modern
pedagogy, dozens of classifications are known,
some of which are more suitable for solving
practical problems, while others are of only
theoretical interest. By nature, education methods
are
divided
into
persuasion,
exercise,
encouragement and punishment (N.I. Boldyrev,
N.K. Goncharov, F.F. Korolev, etc.). In this case, the
general feature “nature of the method” includes the
focus, applicability, peculiarity and some other
aspects of the methods.
This classification is closely related to another,
which interprets the nature of the methods in a
more general way (T.A. Ilyina, I.T. Ogorodnikov). It
includes methods of persuasion, organizing
activities, and stimulating the behavior of
schoolchildren. The classification of I.S. Maryenko
names such groups of education methods as
explanatory-reproductive,
problem-situational,
methods of training and exercise, stimulation,
inhibition, guidance, self-education. Based on the
results, methods of influencing a student can be
divided into two classes: 1) influences that create
moral attitudes, motives, relationships, forming
ideas, concepts, ideas; 2) influences that create
habits that determine this or that type of behavior.
Currently, the most objective and convenient
classification of educational methods is based on
RESEARCH ARTICLE
Open Access
Abstract
THE USA JOURNALS
THE AMERICAN JOURNAL OF INTERDISCIPLINARY INNOVATIONS AND RESEARCH (ISSN- 2642-7478)
VOLUME 06 ISSUE06
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orientation - an integrative characteristic that
includes in unity the target, content and procedural
aspects of educational methods (G.I. Shchukina). In
accordance with this characteristic, three groups of
educational methods are distinguished: 1)
methods of forming the consciousness of the
individual; 2) methods of organizing activities and
forming experience of social behavior; 3) methods
of stimulating behavior and activity.
The first stage of properly organized upbringing is
the knowledge (understanding) by the pupil of
those norms and rules of behavior that should be
formed in the process of upbringing. It is difficult to
educate or develop any quality without first
achieving a clear understanding of the meaning of
this quality. To form views, concepts, and beliefs,
methods are used that have received the general
name of methods for forming the consciousness of
the individual. The methods of this group are also
very important for successfully passing the next
important stage of the educational process - the
formation of feelings, emotional experience of the
required behavior. If students remain indifferent to
pedagogical influence, then, as is known, the
process develops slowly and rarely achieves the
intended goal. Deep feelings are born when the
idea realized by schoolchildren is clothed in bright,
exciting images. In textbooks of previous years, the
methods of this group were called briefly and more
expressively - methods of persuasion, since their
main purpose is the formation of stable beliefs. It is
not knowledge, but beliefs that stimulate the
actions of schoolchildren, therefore, it is not so
much concepts and judgments as moral confidence
in the social necessity and personal usefulness of a
certain type of behavior that should be formed at
the stage of development of consciousness. The
methods achieve the goal when the pupils have
formed a willingness to actively participate in the
activities provided for by the content of education.
Conviction in the educational process is achieved
using various methods. In the old school, for
example, edifying stories, parables, fables and
other indirect and figurative ways of conveying the
necessary knowledge to students were widely and
usefully used for this purpose. The students
themselves had to draw conclusions (morality).
The current school has almost completely
abandoned the use of traditional educational
means, replacing them with direct, simplified,
thought-free methods of moralizing. The
effectiveness of such methods turned out to be low:
endless instructions brought little benefit to
education. Today's mentors are increasingly
including forgotten biblical parables, Aesop's and
Krylov's fables, and edifying stories by K.D.
Ushinsky and L.N. Tolstoy in their arsenal of
methods of persuasion, seeing in them a means of
reviving the spiritual principles of education.
Stories
on
ethical
topics,
explanations,
clarifications, lectures, ethical conversations,
exhortations, suggestions, instructions, debates,
and reports are also widely practiced.
A powerful method of persuasion is an example.
Each method has its own specifics and scope of
application. Despite their apparent simplicity, all
methods of this group, without exception, require
high pedagogical qualifications. They are used
systematically, in combination with other methods.
Let's consider the most complex methods of verbal
and emotional influence in terms of content and
application:
story,
explanation,
ethical
conversation, debate and the method of visual and
practical influence - an example. A story on an
ethical topic, which is used primarily in elementary
and middle grades, is a vivid emotional
presentation of specific facts and events that have
moral content. By influencing feelings, the story
helps students understand and internalize the
meaning of moral assessments and norms of
behavior. A good story not only reveals the content
of moral concepts, but also evokes in
schoolchildren a positive attitude towards actions
that comply with moral standards and influences
behavior. A story on an ethical topic has several
functions: to serve as a source of knowledge, to
enrich the moral experience of an individual with
the experience of other people. Finally, another
important function of the story is to serve as a way
to use a positive example in education.
The conditions for the effectiveness of an ethical
story include the following.
1. The story must correspond to the social
experience of schoolchildren. In the lower grades,
it is brief, emotional, accessible, and corresponds to
THE USA JOURNALS
THE AMERICAN JOURNAL OF INTERDISCIPLINARY INNOVATIONS AND RESEARCH (ISSN- 2642-7478)
VOLUME 06 ISSUE06
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the children’s experiences. The story for teenagers
is more complex: they are much closer to actions
that excite with their high meaning.
2. The story is accompanied by illustrations, which
can be works of painting, artistic photographs, or
products of folk craftsmen. A well-chosen musical
accompaniment enhances his perception.
3. The setting is of great importance for the
reception of an ethical story. The emotional impact
of the environment must correspond to the intent
and content of the story. In the arsenal of
pedagogical tools of a professional educator, a
story is always ready for any setting: a campfire, a
bus trip, an unharvested field and a cozy room, a
big city square or a spring garden.
4. The story makes the right impression only when
done professionally. An inept, tongue-tied
storyteller cannot count on success.
5. The story must be experienced by the listeners.
Care must be taken to ensure that the impressions
made from it last as long as possible. Often the
educational value of an ethical story is greatly
reduced only because immediately after it the
children move on to something completely
different in content and mood, for example, a
sports competition.
Explanation is a method of emotional and verbal
influence on students. An important feature that
distinguishes explanation from explanation and
story is the focus of the impact on a given group or
individual. The application of this method is based
on knowledge of the characteristics of the class and
the personal qualities of team members. For
younger schoolchildren, elementary techniques
and means of explanation are used: “you need to do
this,” “everyone does this,” etc. Wh
en working with
teenagers, deep motivation and clarification of the
social meaning of moral concepts are necessary.
Explanation is used only there and only when the
student really needs to explain something,
communicate new moral principles, and in one way
or another influence his consciousness and
feelings. But explanations are not needed where we
are talking about simple and obvious norms of
behavior in school and society: you cannot cut or
paint a desk, be rude, spit, etc. There are categorical
requirements here.
Clarification applies:
a) to form or consolidate a new moral quality or
form of behavior;
b) to develop the correct attitude of students
towards a certain action that has already been
committed (for example, the whole class did not
come to class). In the practice of school education,
explanation is based on suggestion. The latter is
characterized by the student’s uncritical
perception of pedagogical influence.
Suggestion, penetrating imperceptibly into the
psyche, affects the personality as a whole, creating
attitudes and motives for activity. Children and
adolescents are especially suggestible. The teacher,
relying on this specificity of the psyche, uses
suggestion in cases where the student must accept
certain attitudes. Suggestion is used to enhance the
impact of other parenting methods.
REFERENCES
1.
Ventzel K.N. Culture and education. M., 2000.
2.
Educating young people on universal moral
values. Rostov n/d, 2000.
3.
Makarenko A. S. Methodology for organizing
the educational process. Ped. cit.: In 8 vols. T. 1.
M., 1983.
4.
Mekhontseva D.M. Scientific substantiation of
the theory of education as management of
personality formation. Krasnoyarsk, 1998.
5.
Rydanova I.I. Fundamentals of pedagogical
communication. Minsk, 1998.
