METHODS AND EDUCATIONAL TOOLS USED IN PRIMARY SCHOOL NATIVE LANGUAGE CLASSES

Аннотация

This article describes the methods used in native language lessons, forms andmethods of organizing the jointactivities of theteacher and the student in teaching the native language. The views of several world didactic scientists on teaching methods, their scientific research, and theiranalysis are included and discussed. Keywords: native language, inductive and deductive method, educational use, method, conversational method, educational activity. Introduction. Quality education in schools largely depends on the textbooks being created. That is, they must meet educational standards, as well as interest students and arouse their love for science. Used in primary school mother tongue classesmethods and educational tools Forms, methods and techniques of organizing the joint activities of teachers and students in teaching the mother tongue are developing and updating in connection with the improvement of the education system.Until the late 19th and 20th centuries, the most commonly used methods in teaching the mother tongue were the explanation method, the conversation method, the analysis- synthesis method, the independent work method, and the inductive and deductive methods.In recent years, world didactics have conducted considerable scientific research on teaching methods and their classification. They classify teaching methods in various ways.One group of scientists (S.I. Perovsky, E.Y. Golant) divides educational methods into oral, instructional, and practical methods depending on the source of knowledge acquisition, while the second group of scientists (M.A. Danilov, B.P. Esipov) divides them into methods such as acquiring knowledge, forming skills and competencies, consolidating acquired knowledge, and testing and evaluating skillsand competencies, based on theeducational task performed in certain types of lessons.Y.K. Babansky divides teaching methods into three large groups:Methods of organizing students' learning activities.1. 2. Methods for stimulating students' learning activities-run.3. Methods of monitoring students' learning activities.4. The fourth group of scientists (M.N. Skatkin, L.Ya. Lerner) based on the specific characteristics of cognitive activity, developed educational methods:1. Explanation-demonstration method.2. The method of recall.3. Problem statement method.4. Partial traceability method.5. Research (exploratory, creative) methods are divided intothefollowing. Used in primary school mother tongue classesmethods and educational toolsForms, methods and techniques of organizing the joint activities of teachers and students in teaching the mother tongue are developing and updating in connection with the improvement of the education system.Until the late 19th and 20th centuries, the most commonly used methods in teaching the mother tongue were the explanation method, the conversation method, the analysis-synthesis method, the independent work method, and the inductive and deductive methods.In recent years, world didactics have conducted considerable scientific research on teaching methods and their https://ijmri.de/index.php/jmsi volume 4,issue5,2025 340 classification. They classify teaching methods in various ways.One group of scientists (S.I. Perovsky, E.Y. Golant) divides educational methods into oral, instructional, and practical methods depending on the source of knowledge acquisition, while the second group of scientists (M.A. Danilov, B.P. Esipov) divides them into methods such as acquiring knowledge, forming skills and competencies, consolidating acquired knowledge, and testing and evaluating skills and competencies, based on the educational task performed in certain types of lessons.Y.K. Babansky divides teaching methods into three large groups: Methods of organizing students' learning activities.1. 2. Methods for stimulating students' learning activities-run.3. Methods of monitoring students' learning activities.4. The fourth group of scientists (M.N. Skatkin, L.Ya. Lerner) based on the specific characteristics of cognitive activity, developed educational methods:1. Explanation-demonstration method.2. The method of recall.3. Problem statement method.4. Partial traceability method.5. Research (exploratory, creative) methods are divided intothefollowing. Methodology: Induction is the process of drawing a general conclusion based on the observation of a certain number of individual facts, events, and processes. According to this method, a large number of objects or processes are first carefully observed and studied, and then a single, general conclusion is drawn from these observations. In induction, logic does not play a central role, experience plays a primary role. One proceeds from facts to rules, from many individual examples to a single general conclusion. A general conclusion is developed from specific cases and ideas. Deduction is the application of a pre-existing general truth, a general principle, to smaller, individual cases, based on the rules of systematic thinking