2-tom, 1-son, b. 67–71, Nashr: 2026-10-17

4-SINF O‘QUVCHILARINING MUSIQIY TAFAKKURINI RIVOJLANTIRISHDAGI METODIK UZILISHLAR VA ULARNING YECHIMLARI

МЕТОДИЧЕСКИЕ РАЗРЫВЫ В РАЗВИТИИ МУЗЫКАЛЬНО-СИМВОЛИЧЕСКОГО МЫШЛЕНИЯ УЧАЩИХСЯ 4 КЛАССА И ПУТИ ИХ ПРЕОДОЛЕНИЯ

METHODOLOGICAL GAPS IN DEVELOPING MUSICAL-SYMBOLIC THINKING OF FOURTH-GRADE PUPILS AND WAYS TO OVERCOME THEM

• Xamidjonova Yulduzxon Dilshodjon qizi — Farg‘ona davlat universiteti 2-kurs magistranti

To'liq matn (PDF)

Annotatsiya

Mazkur maqolada umumta’lim maktablarining 4-sinf “Musiqa madaniyati” darslarida o‘quvchilarning musiqiy tafakkurini rivojlantirish jarayonida yuzaga keladigan metodik uzilishlar ilmiy-pedagogik jihatdan tahlil qilingan. 9–10 yosh davrining kognitiv xususiyatlari hisobga olinib, nota yozuvi, metroritm, interval va tovush balandligi kabi musiqiy tushunchalarni faqat abstrakt ta’riflar asosida emas, balki eshitish, ko‘rish, harakat va amaliy ijro birligi orqali o‘zlashtirish zarurligi asoslangan. Qoralama matnda uchragan 9–10 yoshni bevosita formal-mantiqiy tafakkur bosqichi sifatida talqin qilish aniqlashtirilib, bu davr konkret operatsiyalar bosqichida simvolik tizimlarni bosqichma-bosqich o‘zlashtirish davri sifatida yoritildi. Tadqiqotda Kodályga tayanuvchi nisbiy solmizatsiya va Curwen qo‘l belgilari, Orff-Schulwerkning harakat, nutq, ritm va cholg‘u faoliyati, geymifikatsiya, QR-kodli audio topshiriqlar hamda milliy musiqiy materiallarni integratsiyalash asosida modernizatsiyalashgan metodik model taklif etilgan.

Аннотация

В статье рассматриваются методические разрывы, возникающие при формировании музыкально-символического мышления учащихся 4 класса на уроках музыкальной культуры. С учетом когнитивных особенностей детей 9–10 лет обосновывается необходимость перехода от преимущественно словесно-описательного объяснения нотной грамоты к интеграции слухового восприятия, движения, визуализации и практического исполнения. Уточняется положение о возрастной периодизации Ж. Пиаже: 9–10-летние дети в основном находятся на стадии конкретных операций, поэтому усвоение абстрактных музыкальных символов требует опоры на наглядные и практические действия. Предлагается модернизированная модель, объединяющая относительную сольмизацию, ручные знаки Curwen, элементы Orff-Schulwerk, геймификацию, цифровые аудиозадания и национальный музыкальный материал.

Abstract

This article analyzes methodological gaps that emerge in developing musical-symbolic thinking in fourth-grade Music Culture lessons. Considering the cognitive characteristics of nine- to ten-year-old pupils, it argues that music notation, meter and rhythm, intervals, and pitch relations should not be taught mainly through abstract verbal definitions, but through an integrated sequence of listening, visualization, movement, and practical performance. The article clarifies the interpretation of Piaget’s developmental stages: most pupils of this age remain within the concrete operational stage, which makes scaffolded, hands-on mediation essential for mastering symbolic music systems. A modernized methodological model is proposed by combining relative solmization, Curwen hand signs used in Kodály-inspired practice, elements of Orff Schulwerk, gamification, QR-supported audio tasks, and Uzbek national musical materials.

Kalit so'zlar: musiqiy savodxonlik, musiqiy tafakkur, kognitiv rivojlanish, 4-sinf, metodik uzilish, Kodály yondashuvi, Curwen qo‘l belgilari, Orff-Schulwerk, geymifikatsiya, smart-didaktika, milliy musiqa

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