BOSHLANG‘ICH SINF O‘QUVCHILARIGA ONA TILI FANINI O‘QITISHDA MATNNI O‘QIB TUSHUNISHGA OID TA’LIM JARAYONINING IMKONIYATLARI

Mazkur maqolada boshlang‘ich ta’lim ona tili fanini o‘qitishda matnni o‘qib tushunishga oid ta’lim jarayonining pedagogik va metodik imkoniyatlari tahlil qilinadi. O‘quvchilarda o‘qish savodxonligi, mantiqiy va kreativ fikrlash ko‘nikmalarini shakllantirishda matn bilan ishlash jarayonining o‘rni ilmiy asoslanadi. Tadqiqot davomida pedagogik kuzatuv, suhbat, diagnostik topshiriqlar va o‘quvchilarning yozma ishlari tahlili metodlaridan foydalanildi. Natijalarga ko‘ra, interfaol va muammoli topshiriqlar asosida tashkil etilgan darslar o‘quvchilarning matnni chuqur anglash, tahlil qilish va mustaqil xulosa chiqarish ko‘nikmalarini rivojlantirishga xizmat qilishi aniqlandi. Matn bilan ishlash jarayonini tizimli va kreativ yondashuv asosida tashkil etish boshlang‘ich ta’lim samaradorligini oshirishning muhim omili hisoblanadi. Ta’lim tizimini modernizatsiya qilish sharoitida boshlang‘ich ta’lim bosqichi o‘quvchining keyingi bilim faoliyatiga poydevor yaratadi. Ayniqsa, ona tili fanini o‘qitishda matnni o‘qib tushunish ko‘nikmasini shakllantirish dolzarb pedagogik vazifalardan biridir. Chunki o‘qish savodxonligi nafaqat til fanining, balki barcha o‘quv predmetlarining muvaffaqiyatli o‘zlashtirilishini ta’minlaydi. Davlat ta’lim standarti va Milliy o‘quv dasturida o‘quvchilarning funksional savodxonligini rivojlantirish ustuvor yo‘nalish sifatida belgilangan. Shunga qaramay, amaliyotda matn bilan ishlash jarayoni ko‘pincha reproduktiv faoliyat — qayta hikoyalash va tayyor savollarga javob berish bilan cheklanib qolmoqda. Bu esa o‘quvchilarning tanqidiy va kreativ fikrlash ko‘nikmalarini to‘liq rivojlantirishga imkon bermaydi. Matnni o‘qib tushunish jarayoni murakkab psixologik-pedagogik faoliyat bo‘lib, u o‘qilgan axborotni anglash, tahlil qilish, umumlashtirish va qo‘llash bosqichlarini o‘z ichiga oladi. Shu bois boshlang‘ich ta’limda matn bilan ishlashning metodik imkoniyatlarini ilmiy jihatdan asoslash zarurati mavjud.

This article analyzes the pedagogical and methodological possibilities of the educational process for reading and comprehension of the text in teaching the mother tongue of primary education. The role of the process of working with the text in the formation of reading literacy, logical and creative thinking skills in students is scientifically substantiated. During the study, the methods of pedagogical observation, conversation, diagnostic tasks and analysis of students' written work were used. According to the results, it was found that lessons organized on the basis of interactive and problem-based tasks serve to develop students' skills in deep understanding of the text, analysis and independent conclusion. Organizing the process of working with the text on the basis of a systematic and creative approach is an important factor in increasing the effectiveness of primary education. In the context of the modernization of the education system, the primary education stage creates the foundation for the student's further cognitive activity. Especially in teaching the native language, the formation of the skill of reading and understanding the text is one of the urgent pedagogical tasks. Because reading literacy ensures the successful mastery not only of the language subject, but also of all academic subjects. The State Educational Standard and the National Curriculum define the development of students' functional literacy as a priority. However, in practice, the process of working with the text is often limited to reproductive activities - retelling and answering ready-made questions. This does not allow students to fully develop their critical and creative thinking skills. The process of reading and understanding the text is a complex psychological and pedagogical activity, which includes the stages of understanding, analyzing, generalizing and applying the information read. Therefore, there is a need to scientifically substantiate the methodological possibilities of working with the text in primary education.