TALABA YOSHLARDA IJOBIY MULOQOTNI SHAKLLANTRISH VA UNING PEDAGOGIK-PSIXOLOGIK HUSUSIYATLARI

Аннотация

The article contains thoughts on the processes of forming positive communication in students and their pedagogical and psychological characteristics, as well as thoughts and comments ontheproblems of forming positivecommunication. Keywords: student, age characteristics, communication, cognitive activity, activation, communication. In today's new Uzbekistan, the study of the processes of forming positive communication among students and their pedagogical and psychological characteristics is one of the most important aspects. In our republic, the higher education system is being further improved, the material and technical base is being strengthened, the network of higher education institutions is being expanded, the provision of qualified pedagogical personnel is being created, the conditions for developing intellectual, moral, aesthetic, physical and communicative culture in students, taking into account advanced foreign experiences, the quality of higher education, the normative basis for improving the mechanism for training and improving the skills of pedagogical personnel have been created. In particular, the Concept for the Development of the Higher Education System of the Republic of Uzbekistan until 2030 stipulates the introduction of methodologies www.wordlyknowledge.uz ILMIYMETODIK JURNAL JOURNAL OFIQRO –ЖУРНАЛ ИҚРО –IQRO JURNALI –volume 14,issue02,2025 ISSN:2181-4341, IMPACT FACTOR( RESEARCH BIB )–7,245,SJIF–5,431 and technologies aimed at increasing the share of independent learning hours, developing independent learning, critical and creative thinking, systematic analysis, entrepreneurial skills in students, and strengthening competencies in the educational process. The formation of positive communication among students in higher educational institutions is of great importance in increasing the effectiveness of education and raising the level of knowledge. Student life is a very active period of intensive work on oneself, and at the same time it means the development of interpersonal communication in them, as well as their practical application in the social environment. The great scientist L. D. Stolyarenko characterizes the student community as a special social category of people, a special team, organizationally united by a higher educational institution. According to the definition of I. A. Zimnaya, the student body includes people who purposefully and systematically master knowledge and professional skills, distinguished by the highest level of education, the most active consumption of culture and a high level of cognitive motivation. A modern student of the institute is, first of all, a young man who has all the opportunities for further development. The first-year student, the most important intellectual potential of society, is yesterday's student, he does not have the necessary experience and urgently needs to acquire it. In this regard, it is very important for the teacher to direct the activity of the first-year student to adapt to independent work as soon as possible. This implies the development of cognitive activity. It is necessary to explain to the student that this activity is carried out not only in order to successfully pass exams, but also in order to acquire knowledge, skillsand abilities. The time between graduating from school and starting studies at the institute is very short, and it requires a high level of change in previously set goals, a deep reconsideration of your habits and behavior, as a result of which new qualities appear that contribute to thefulfillment of new social roles, the manifestation of such personal qualities as independence, curiosity, initiative. The student faces difficulties associated with the need to get used to new things - classmates, teachers of specialized subjects, various reporting forms, and importance in the eyes of others. There is a complex dynamic relationship between the educational process and development, which changes depending on age. L. S. Vygotsky proved that developmental processes do not coincide with educational processes, but follow them. He identified a “zone” of proximal development, characterized by a range of tasks that a student can solve at a certain stage of development not independently, but under the guidance of a teacher. But over time, as cognitive abilities develop, these tasks are performed by him independently. Researchers identify sensitive periods of human ontogenesis, which are most favorable for the development of abilities. During these periods, a particularly intensive development of abilities can occur, preceding the general development of the personality. This is an important condition for the formation of abilities. Studies by B. G. Ananyev and a group of scientists prove that the nature of the psychophysical development of human maturity is heterogeneous and contradictory, and is a complex structure of various processes. The most profound social and psychophysiological shifts occur on the border betw