G. A. Ergasheva Kichik yoshdagi bolalarni

Таълим ва инновацион тадқиқотлар (2021 йил №2)
ISSN 2181-1709 (P)
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Education and innovative research 2021 y. №2
idea of the need for students to master the ability to see, think and do was 
widely reflected. “Whatever knowledge we pass on to children, even if it is 
the most necessary knowledge for life,” K.N. Wenzel, - if this knowledge is 
not creatively processed by the individual into one harmonious, individually 
distinctive whole, we will not get what could be called an honest education 
as a result” [6].
According to N.I. Pirogov, it is important «... to demand from the 
gymnasium students an active exercise of thinking abilities, independent 
and motivated reports on the lessons, the development of some well-known 
sources on their own».
The problem of individual independence aroused particular interest 
among teachers of the early XX century. in connection with the formulation 
of new requirements for the education of the individual, the formation of 
initiative, activity, and the ability to act independently.
S.F. Egorov, who studied the problem of independence in didactics at the 
beginning of the 20th century, rightly notes that the words «independence», 
«activity», «initiative» is used in the meanings of close ones. «Activity and 
independence to think as extremely broad psychological and pedagogical 
categories, indicating the student's attitude to learning, the nature of his 
educational work» [6].
Researchers of the 1930s of XX centuries note that the teachers did not 
attempt to define the concepts of «activity» and «independence».
In the 30-50 years of the XX century. to a greater extent, the problems of 
the formation of independence of students of general education schools are 
considered, since verbal teaching methods were used to a greater extent in 
schools, the teacher's word was considered as the main and almost the only 
source of knowledge.
In the works of teachers of those years, the term «consciousness» is 
increasingly being used, and this term began to replace and replace the 
concept of «activity», by no means being its synonym. The fundamental 
works on pedagogy of this period reflect the principles of systematicity, 
conscientiousness, and individual approach.
P.Ya. Halperin, setting out the theory of the interiorization of students'
actions, sees the connection of the action first with concrete objects and only 
then with abstract concepts as the basis of their cognition [6].
The theory of the stage-by-stage formation of mental actions, developed 
by P.Ya. Halperin, N.F. Talyzina and others are characterized by two features:
1) the formation of mental actions is revealed indirectly, through a series
of transitional states of the assimilated activity (skill);
2) the role of a teacher is not limited to creating conditions for cognitive
activity, but also includes managing it [6].

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Образование и инновационные исследования (2021 год №2)
ISSN 2181-1717 (E)
http://interscience.uz 
183
The content of the components «understanding» and «understanding» 
in the process of cognitive activity P.Ya.Halperin refers to it as «the stage 
of acquaintance with the objective conditions of action» or «the stage of 
drawing up a diagram of the indicative basis of action», which consists in the 
fact that students acquire the desired subject-specific skill, which, however, 
is only a «semi-finished product», differing in two features:
- the action performed on its basis is presented in an ideal form;
- implemented only by some, albeit the most significant operations, etc.
[3]
The main point of performing this action is to obtain its by-product - fixed 
in the student's brain - a trace of this action, which is the basis of the next 
stage of preliminary skill. The ability to perform an action P.Ya. Halperin 
defines it as «the stage of drawing up a preliminary idea of the task» [4] in 
the form of a plan, briefly and in relief written on a card [5].
In the process of learning and organized educational activity, requiring the 
manifestation of activity and independence, there is not only the acquisition 
of knowledge and the mastery of skills, primarily intellectual, which is 
undoubtedly important, but also the regulation of the student's interaction 
with what he acquires. The effectiveness of the learning process depends 
on the realization of a person's capabilities, his abilities, creative potential, 
manifested in the form of methods, techniques of cognitive activity.
A specialist in any area of professional activity is faced with the need to 
constantly acquire new knowledge, improve skills and abilities, be able to 
transfer acquired skills and abilities to new conditions in connection with 
the changed circumstances of life. These demands of life, perhaps, are more 
related to the teacher, whose readiness for self-education should be formed 
during his student years. The university is not able to provide the graduate 
with the knowledge necessary for further work, and not only because they 
become outdated, but because the teacher's activity requires a constant 
striving to update them. “Even the largest and most famous universities have 
no right to believe that they graduate truly “educated” people - in the sense 
that the education of these people is fully completed. They should strive to 
produce people who are “education receptive” who are well prepared to learn 
throughout their lives. This is much more difficult to do than just educate 
people.» [7]. If we are talking about a school teacher, then he must have 
knowledge of the subject taught by him, in the cycle of psychological and 
pedagogical disciplines, including teaching methods. It should consider the 
individual psychological and age characteristics of schoolchildren, the level 
of intellectual demands of students not only in an educational school, but also 
in any educational system.
In accordance with the age periodization of the psychophysiological 

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