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Buxoro Xalqaro
Universiteti

11-tom, 1-son, b. 162–165, Nashr: 2026-11-05

BOSHLANG‘ICH TA’LIMDA GIPERFAOL O‘QUVCHILARNI PEDAGOGIK QO‘LLAB-QUVVATLASH METODIKASINI TAKOMILLASHTIRISH

СОВЕРШЕНСТВОВАНИЕ МЕТОДИКИ ПЕДАГОГИЧЕСКОЙ ПОДДЕРЖКИ ГИПЕРАКТИВНЫХ УЧАЩИХСЯ В НАЧАЛЬНОМ ОБРАЗОВАНИИ

IMPROVING THE METHODOLOGY OF PEDAGOGICAL SUPPORT FOR HYPERACTIVE STUDENTS IN PRIMARY EDUCATION

  • SHaripova Hanifa Alisher qizi — Osiyo xalqaro universiteti o’qituvchisi

DOI: 10.67780/buxoro-xalqaro-universiteti-ilmiy-axborotnomasi.2026.f8ffc86d

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Annotatsiya

Mazkur maqolada boshlang‘ich ta’lim jarayonida giperfaollik xususiyatlariga ega o‘quvchilarni pedagogik qo‘llab-quvvatlash muammosi ilmiy-nazariy va metodik jihatdan tahlil qilingan. Giperfaollikning o‘quv faoliyati, diqqatni boshqarish, xulq-atvorni nazorat qilish va ijtimoiy munosabatlarga ta’siri yoritilgan. Shuningdek, boshlang‘ich sinf o‘quvchilarining individual psixologik-pedagogik ehtiyojlarini hisobga olgan holda pedagogik qo‘llab-quvvatlashning diagnostik, individual-ta’limiy, korreksion-rivojlantiruvchi, ijtimoiy-kommunikativ va monitoring komponentlaridan iborat metodik model taklif etilgan. Metodikani amalga oshirishda ijobiy xulq-atvorni rag‘batlantirish, topshiriqlarni bosqichlarga ajratish, vizual ko‘rsatmalar, harakatli tanaffuslar, o‘zini o‘zi boshqarish mashqlari hamda oila va maktab hamkorligidan foydalanishning pedagogik imkoniyatlari asoslangan. Tadqiqotda metodika samaradorligini aniqlashga xizmat qiluvchi mezon va ko‘rsatkichlar ham ishlab chiqish uchun taklif etilgan.

Аннотация

В статье рассматривается проблема педагогической поддержки учащихся с гиперактивными особенностями в начальном образовании. Анализируется влияние гиперактивности на учебную деятельность, концентрацию внимания, саморегуляцию поведения и социальное взаимодействие младших школьников. Предлагается методическая модель педагогической поддержки, включающая диагностический, индивидуально-образовательный, коррекционно-развивающий, социально-коммуникативный и мониторингово-оценочный компоненты. Обосновываются педагогические возможности положительного подкрепления, визуальных инструкций, поэтапного выполнения заданий, двигательных пауз и взаимодействия школы с семьёй. Определяются критерии и показатели для последующей экспериментальной проверки эффективности предложенной методики.

Abstract

This article examines the problem of pedagogical support for primary school pupils with hyperactive characteristics. It analyzes the impact of hyperactivity-related difficulties on learning activities, attention regulation, behavioral self-regulation, and social interaction. A methodological model of pedagogical support is proposed, consisting of diagnostic, individualized educational, corrective-developmental, social-communicative, and monitoring components. The article discusses the educational value of positive reinforcement, visual instructions, step-by-step tasks, movement breaks, self-regulation activities, and school-family cooperation. Criteria and indicators for the subsequent experimental evaluation of the proposed methodology are also outlined.

Kalit so'zlar: boshlang‘ich ta’lim, giperfaollik, pedagogik qo‘llab-quvvatlash, individual yondashuv, diqqat, o‘zini o‘zi boshqarish, ijobiy xulq-atvor, ta’limiy moslashuv

Foydalanilgan adabiyotlar

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