5 – 7 – SINF O‘QUVCHILARIDA KOGNITIV KOMPETENSIYALARNI RIVOJLANTIRISH TEXNOLOGIYASI (TARBIYA FANI MISOLIDA)

KIRISH: zamonaviy ta’lim paradigmasida o‘quvchilarning faqat bilimlarni o‘zlashtirishi emas, balki ularni turli hayotiy vaziyatlarda qo‘llay olishi, mustaqil fikrlashi, muammolarni hal etishi va ongli qarorlar qabul qilishi ustuvor ahamiyat kasb etmoqda. Shu nuqtai nazardan, kognitiv kompetensiyalarni shakllantirish umumiy o‘rta ta’lim tizimining muhim strategik yo‘nalishlaridan biri hisoblanadi. Ayniqsa, 5–7-sinf o‘quvchilari rivojlanishning o‘tish bosqichida bo‘lib, ularda mantiqiy tafakkur, refleksiya, metakognitiv nazorat va ijodiy yondashuv faol shakllanadi. Bu davrda o‘quvchilarning bilish jarayonlarini to‘g‘ri yo‘naltirish, ularni ijtimoiy va axloqiy muammolarni anglashga o‘rgatish muhim pedagogik vazifalardan biridir. Tarbiya fani mazmuni o‘zida axloqiy qadriyatlar, ijtimoiy mas’uliyat, shaxsiy rivojlanish va fuqarolik pozitsiyasini mujassam etgani sababli kognitiv kompetensiyalarni rivojlantirish uchun keng imkoniyat yaratadi. MAQSAD: mazkur maqolada tadqiqot ishining maqsadi – 5–7-sinf o‘quvchilarida Tarbiya fani asosida kognitiv kompetensiyalarni rivojlantirishning ilmiy asoslangan, bosqichli va integrativ texnologiyasini ishlab chiqish hamda uni zamonaviy pedagogik va psixologik yondashuvlar asosida boyitib ochib berishdan iborat. MATERIALLAR VA METODLAR: tadqiqotda pedagogik va psixologik adabiyotlarning nazariy tahlili, kontent-tahlil va konseptual yondashuv qo‘llanilgan. Asosiy manbalar sifatida D.Y. Xudoyberganovning boshlang‘ich sinf o‘quvchilarida kognitiv kompetensiyani shakllantirish bosqichlari haqidagi ishi va S.T. Jakbarovaning oilaviy-ijtimoiy muhit ta’siri bo‘yicha tadqiqoti olingan. Ularga qo‘shimcha ravishda Kohlberg, Demetriou, Vygotskiy, Piaget kabi xorijiy olimlarning asarlari hamda O‘zbekiston olimlarining (masalan, tarbiya fani metodikasi bo‘yicha ishlar va UNICEFning O‘zbekistonda o‘quv natijalari haqidagi hisobotlari) materiallari jalb qilingan. Tahlilda kognitiv kompetensiyaning darajalari, bosqichlari va Tarbiya fanidagi amaliy texnologiyalar sintezi amalga oshirilgan. MUHOKAMA VA NATIJALAR: 5-7 sinf o‘quvchilarida kognitiv kompetensiyalarni rivojlantirish texnologiyasi uch bosqichdan iborat bo‘lib, texnologiya Xudoyberganovning boshlang‘ich sinflar uchun taklif etgan modelini o‘rta sinflarga moslashtirishga, shuningdek, J.Akbarova, Xorijiy tajribada Kohlbergning axloqiy dilemmalari, Vygotskiyning yaqin rivojlanish zonasi kontseptsiyasiga asoslanadi. Tadqiqot natijalari kognitiv kompetensiyaning quyidagi darajalari (Xudoyberganov bo‘yicha moslashtirilgan)ni ajratib ko‘rsatadi: • Past daraja – tayyor namuna bo‘yicha harakat; ko‘p xatolar, kattalar yordami talab etiladi. • O‘rta daraja – standart vaziyatlarda mustaqil qo‘llash, interpretatsiya. • Yuqori daraja – nostandart muammolarda izchil qo‘llash, meta-fan aloqalari va o‘zini nazorat qilish. XULOSA: 5–7-sinf o‘quvchilarida kognitiv kompetensiyalarni rivojlantirish Tarbiya fanining mazmuni va metodik imkoniyatlari orqali samarali amalga oshiriladi. Taklif etilgan texnologiya bosqichma-bosqich rivojlanish, darajaviy yondashuv va interfaol metodlar uyg‘unligiga asoslanadi. Zamonaviy pedagogik yondashuvlar, jumladan, metakognitiv, konstruktivistik va raqamli ta’lim elementlarining integratsiyasi o‘quvchilarning mustaqil fikrlashini, refleksiv faoliyatini va ijtimoiy mas’uliyatini oshiradi.

INTRODUCTION: in the modern educational paradigm, it is becoming increasingly important for students not only to acquire knowledge, but also to be able to apply it in various life situations, think independently, solve problems and make informed decisions. In this regard, the formation of cognitive competencies is one of the important strategic directions of the general secondary education system. In particular, students in grades 5–7 are at a transitional stage of development, in which logical thinking, reflection, metacognitive control and a creative approach are actively formed. During this period, one of the important pedagogical tasks is to correctly direct students' cognitive processes and teach them to understand social and moral problems. Since the content of the subject of education embodies moral values, social responsibility, personal development and civic position, it creates a wide opportunity for the development of cognitive competencies. AIM: the purpose of the research work in this article is to develop a scientifically based, phased and integrative technology for developing cognitive competencies in 5th-7th grade students based on the subject of Education, and to enrich and explain it based on modern pedagogical and psychological approaches. MATERIALS AND METHODS: the study used theoretical analysis of pedagogical and psychological literature, content analysis and conceptual approach. The main sources were D.Y. Khudoyberganov's work on the stages of cognitive competence formation in primary school students and S.T. Zhakbarova's research on the influence of the family and social environment. In addition to them, the works of foreign scientists such as Kohlberg, Demetriou, Vygotsky, Piaget, as well as materials of Uzbek scientists (for example, works on the methodology of educational science and UNICEF reports on educational results in Uzbekistan) were involved. The analysis included a synthesis of levels, stages of cognitive competence and practical technologies in educational science. DISCUSSION AND RESULTS: the technology for developing cognitive competencies in students in grades 5-7 consists of three stages. The technology is based on the adaptation of Khudoiberganov's model proposed for primary grades to middle grades, as well as J. Akbarova, Kohlberg's moral dilemmas in foreign experience, and Vygotsky's concept of the zone of proximal development. The results of the study distinguish the following levels of cognitive competence (adapted according to Khudoiberganov): • Low level - action according to a ready-made model; many errors, adult help is required. • Medium level - independent application in standard situations, interpretation. • High level - consistent application in non-standard problems, meta-subject connections and self-control. CONCLUSION. the development of cognitive competencies in students in grades 5–7 is effectively implemented through the content and methodological capabilities of the Department of Education. The proposed technology is based on a combination of gradual development, a leveled approach and interactive methods. The integration of modern pedagogical approaches, including metacognitive, constructivist and digital learning elements, increases students' independent thinking, reflective activity and social responsibility.