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Buxoro Xalqaro
Universiteti

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BOSHLANG‘ICH SINF TABIIY FAN DARSLARIDA O‘QUVCHILARNING MANTIQIY TAFAKKURINI RIVOJLANTIRISH METODIKASI

МЕТОДИКА РАЗВИТИЯ ЛОГИЧЕСКОГО МЫШЛЕНИЯ УЧАЩИХСЯ НА УРОКАХ ЕСТЕСТВОЗНАНИЯ В НАЧАЛЬНЫХ КЛАССАХ

METHODOLOGY FOR DEVELOPING STUDENTS’ LOGICAL THINKING IN PRIMARY SCHOOL NATURAL SCIENCE LESSONS

  • Abdiyeva Zilola Hamdamovna — Osiyo xalqaro universiteti o‘qituvchisi

To'liq matn (PDF)

Annotatsiya

Maqolada boshlang‘ich sinf Tabiiy fan darslarida o‘quvchilarning mantiqiy tafakkurini rivojlantirishning nazariy-metodik asoslari yoritilgan. Mantiqiy tafakkurning tahlil, taqqoslash, tasniflash, sabab-oqibat bog‘lanishlarini aniqlash, taxmin ilgari surish, dalillash, umumlashtirish va bilimni yangi vaziyatga ko‘chirish kabi tarkibiy komponentlari tabiiy-ilmiy ta’lim mazmuni bilan integratsiyada tahlil qilingan. Tadqiqot doirasida ilmiy manbalarni qiyosiy-tahliliy o‘rganish, tizimlashtirish, pedagogik modellashtirish va metodik konstruksiyalash usullaridan foydalanildi. Natijada Tabiiy fan darslari uchun “kuzatish – muammoni aniqlash – taxmin – tekshirish – dalillash – xulosa va transfer” ketma-ketligiga asoslangan olti bosqichli mantiqiy-tadqiqot sikli, topshiriqlarni murakkablashtirish darajalari hamda o‘quvchilarning mantiqiy tafakkurini diagnostika qilish mezonlari taklif etildi. Mazkur metodik yondashuv o‘quvchilarda ilmiy savol qo‘yish, dalillarni tahlil qilish, asoslangan xulosa chiqarish va tabiiy-ilmiy bilimlardan kundalik vaziyatlarda foydalanish ko‘nikmalarini rivojlantirishga xizmat qiladi.

Аннотация

В статье раскрываются теоретико-методические основы развития логического мышления учащихся начальных классов на уроках естествознания. В интеграции с содержанием естественно-научного образования рассмотрены анализ, сравнение, классификация, установление причинно-следственных связей, выдвижение гипотез, аргументация, обобщение и перенос знаний в новую ситуацию. В исследовании использованы сравнительно-аналитический анализ научных источников, систематизация, педагогическое моделирование и методическое конструирование. В результате предложен шестиступенчатый логико-исследовательский цикл: «наблюдение – определение проблемы – предположение – проверка – аргументация – вывод и перенос», а также уровни усложнения заданий и критерии диагностики логического мышления. Предлагаемый подход направлен на развитие у учащихся умения ставить научные вопросы, анализировать доказательства, формулировать обоснованные выводы и применять естественно-научные знания в новых ситуациях.

Abstract

The article examines the theoretical and methodological foundations for developing primary school students’ logical thinking in Natural Science lessons. Analysis, comparison, classification, identification of cause-and-effect relationships, hypothesis generation, evidence-based reasoning, generalisation, and transfer of knowledge to new situations are considered in integration with science education. The study employs comparative analysis of scholarly sources, systematisation, pedagogical modelling, and methodological design. As a result, a six-stage logical inquiry cycle is proposed: observation – problem identification – hypothesis – verification – evidence-based reasoning – conclusion and transfer. The article also presents levels for increasing task complexity and criteria for diagnosing students’ logical thinking. The proposed approach is intended to develop the ability to formulate scientific questions, analyse evidence, draw justified conclusions, and apply scientific knowledge in new and everyday situations.

Kalit so'zlar: boshlang‘ich ta’lim, Tabiiy fan, mantiqiy tafakkur, ilmiy fikrlash, tabiiy-ilmiy savodxonlik, muammoli ta’lim, tadqiqotga asoslangan ta’lim, kuzatish, tajriba, dalillash, sabab-oqibat bog‘lanishi, transfer

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