SCIENTIFIC AND METHODOLOGICAL FOUNDATIONS OF WORKING ON EDUCATIONAL TASKS THAT DEVELOP VISUAL COMPREHENSION SKILLS IN PRIMARY EDUCATION

Аннотация

This article discusses the scientific and methodological foundations of working on educational tasks that develop visual comprehension skillsin primary education. Key words: comprehension skills, developing tasks, visual material, pictograms, diagrams, independent thinking. The harmonious upbringing of the younger generation has always been the greatest goal for humanity. Our motherland, Uzbekistan, has entered a new important stage of development based on the principle of "National revival - the path of national progress." The intensity of this era imposes itsown clear, strict and newrequirements onthe education system. Even before a child starts school, that is, in the family and kindergarten, he becomes acquainted with various spheres of our social life, especially school life, with their various activities, and the budsof high social interest and enthusiasm begin to appear in him. In young students, who do not yet have the ability to focus their attention, when working on learning tasks that develop the ability to understand and focus their attention, interests gradually begin to emerge, expressed in a long and determined focus on a certain area of reality and life, a certain activity. During the lesson and in extracurricular activities, students gain a broader understanding of the things and events around them. They become interested in all kinds of things, and their interests gradually improve and become more stable. Now schoolchildren are increasingly interested not only in individual events around them, but also in the reasons for the occurrence of these events. That is why, during this period, the number of questions asked by children, such as "Why is this?", "What is it made of?", "What is this for?", increases, and it is during these times that educators are required to work oneducational tasks that develop visual comprehension skills. When working on educational tasks that develop visual comprehension skills in primary education, attention is considered a necessary condition for the reading process. The completeness, accuracy, speed of perception, and the speed and accuracy of memorization depend on attention. Thought processes become clear, logical, and meaningful due to attention. Because students' independent problem solving and explanation of this problem first of all ensures the strength and stability of their attention. To provide the necessary conditions for students' mental activity, the teacher must be well aware of the characteristics of the attention of young students. The processes of excitation and inhibition occur very quickly in the cortex of the cerebral hemispheres of young children. Therefore, if one stimulus causes excitation in the cerebral cortex of a child, then another stimulus can very quickly inhibit the new focus of excitation in the brain. This indicates that the attention of young children can be distracted very quickly and easily. Under the influence of the learning process, all the characteristics and https://ijmri.de/index.php/jmsi volume 4,issue3,2025 835 qualities of the attention of young students grow intensively, and this facilitates the process of transition from involuntary to voluntary attention. During the early school years, attention spans grow rapidly, and educational work at school is carried out in classes. The relatively weak stability of attention is a characteristic of their age. Their attention is easily distracted. For this reason, they may not be able to complete the task on their own, lose the pace and rhythm of their activities, and may omit letters in words and words insentences. Scientists who have studied the characteristics of students' thinking when working on educational tasks that develop visual comprehension skills in primary education have studied children's thinking in the following three areas: firstly, the peculiarity of thinking in adolescence, secondly, itsdevelopment, and thirdly, thefactors that shape understandings. 1st grade students think about their learning activities based on the attractive external signs of objects: when thinking about the sun, the butterfly, the car, the bird, etc., they make statements such as “The sun warms and illuminates,” “The butterfly blooms,” “The car carries cargo,” and “The bird flies.” Therefore, if there is a need to directly identify the important signs and symptoms of the material being studied, they immediately look for the visible They refer to the example. After moving to grade 2, students move from generalization to internal signs reflecting the most important relationships and connections of reality in the material world. When younger school-age students assimilate scientific concepts in the learning process, they mix, confuse, and transfer various signs, symbols, and properties that were assimilated in previous lessons. Because they do not have a clear understanding of the connection between the objects and phenomena included in the concepts and their signs. Students in grades 1-2 al