G. A. Ergasheva Kichik yoshdagi bolalarni

Keywords: independence, mental independence, students, cognitive 
activity, cognitive independence.
Introduction. The educational and cognitive activity of students continues 
to be one of the central problems in various systems of lifelong education, 
from school to university and postgraduate training of specialists. There is 
a need to study not only the structure of this activity, but also to develop 
adequate means and techniques to ensure that the subject achieves higher 
developmental results in the learning process. The «appropriation» of social 
experience in the process of acquiring educational information (knowledge 
and skills) occurs with the decisive role of the student's activity and 
independence [7]. Knowledge and mental activity are not the same thing. 
Mental activity is the cognitive activity of a person, as a result of which it 
becomes possible to operate with knowledge. Knowledge, being the result of 
the cognitive activity of an actively manifesting student, becomes the source 
of his development. Knowledge and mental activity are a two-fold process 
of cognition.
In the educational process, in the form of goals, there are two sides: the 
provision of teaching with innovative teaching technologies and the effective 
functioning of the student's cognitive activity. These parties are interconnected 
and interdependent.
When it comes to training a specialist for his future professional activity, 
then, along with the knowledge and skills necessary for this type of activity, 
they talk about those personality traits that are important for its implementation. 
The training of a future specialist in a university does not provide for breaking 
his natural properties and qualities already formed at the previous stage of 
life, but for the development on their basis of the personality traits necessary 
in accordance with the requirements of the profession. Such important 
qualities in the student's learning activity include mental independence, 
which manifests itself depending on cognitive styles and ensures success 
in learning. Cognition and self-knowledge of the possibilities of forming 

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Образование и инновационные исследования (2021 год №2)
ISSN 2181-1717 (E)
http://interscience.uz 
181
mental independence based on different cognitive styles and determining the 
«price of intellectual tension» in achieving positive indicators of success are 
necessary not only to manage the development of a student's personality as 
a subject of cognitive activity, but also self-development. It is appropriate to 
recall the aphorism «know yourself and be yourself.»
Materials and methods. The research is based on the following concepts 
and principles of its organization:
1) an objective study of the subject of research;
2) study in development, considering the conditions and influencing
factors;
3) study in activity, as one of the main conditions for development;
4) systemic - structural approach;
5) the concept of individuality.
Results and discussion. Recently, in the field of education, the concepts of
«education technology», «teaching technology», «pedagogical technologies», 
«psychological and pedagogical technologies» have been persistently 
introduced. Thus, the humanization of higher education, in particular 
pedagogical, acts in interaction with technism, covering all spheres of life, 
including education, from the development of teaching tools and techniques to 
the final result, the development of a cognizing subject, and the identification 
of his cognitive and personal capabilities. “Like any mental process, learning 
turns into its results, which are included in the mental process and not only 
perform the function of mental regulation of activity, but also participate in 
the formation of the mental development of the individual” [5].
The development of the problem of the formation of students' cognitive 
independence in the learning process is complex and diverse. Currently, 
we can talk about the actualization of this problem for higher education, in 
connection with the tasks assigned to it and the need to solve this problem at 
the modern level. To understand, in essence, the concepts of «independence», 
«cognitive independence», it is necessary to consider some historical aspects 
of the problem and their development in pedagogy. Most of the teachers of the 
past paid attention to the problem of student independence. The founder of the 
theory of education of independence in Russia can rightfully be considered 
- K.D. Ushinsky. According to his theory, accustoming to contemplation,
observation makes it possible to think independently and express thoughts
in words, «the independence of thought follows only from independently
acquired knowledge» [6]. Independence, according to K.D. Ushinsky is a
personality trait, which consists mainly of independent thinking and is
formed in the process of student's independent activity under the guidance
of a teacher.
In the works of famous teachers K.N. Ventzel, N.I. Pirogov et al., The 

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