E. M. Colocassides College of Tourism & Hotel Management, Doctor of Science in

Formation of cognitive interest in students of secondary 
educational schools in the process of studying vocal choir 
works 
 
Yulduz Userova 
Tashkent State Pedagogical University named after Nizami
Abstract: 
In the article, the problem of cognitive interest is considered as a 
central link in the system of ideas. The main stages of the development of cognitive 
interest are emphasized, the importance of musical perception as the most important 
factor in the formation of cognitive interest is emphasized.
 
Keywords: 
education, cognitive, music culture, school, lesson, current, science, 
information, education, character.
 
Choral performance unites many performers. In the process of singing as a 
group, he awakens the performers, who develops in them the most delicate aspects of 
art, such as listening to others, following others, being a companion. This feature of 
choral art is manifested in the fact that many, sometimes hundreds of performers are 
organized into a single idea, directed towards a single purpose of performance, and 
thus the content and feelings in words and music are expressed by many. `ladi. Along 
with the artistic and aesthetic education of the audience, choral art introduces them to 
the masterpieces of folk songs, works on modern themes, as well as samples of 
classical vocal and choral works of fraternal peoples, Russian and foreign. It enriches 
their spiritual world. The topic chosen by the graduate student Mamatova Dilrabo 
was the organization of such a team performance, and the student conducted research 
on this topic. The state educational standards and curriculum for music education 
explain the essence of the content of music teaching, the educational goals and 
objectives of each musical activity. In this case, the positions of knowledge and skills 
to be acquired by students on each subject should be indicated. 
The problem of cognitive interest is one of the current problems of modern 
pedagogy. In order to use modern technical media properly, it is important to 
understand what students are interested in, how to arouse it and prevent it from fading 
over time, and how to make the lesson attractive. Scientists and practitioners have 
long sought answers to the question of how to make educational work attractive, fun, 
and "passionate learning." In the second half of the twentieth century, an integrated 
theory of cognitive interest was developed. The teacher-scientist who made a great 
contribution to its development was G.I.Having worked for a long time on the 
"Science and Education" Scientific Journal / ISSN 2181-0842
December 2021 / Volume 2 Issue 12
www.openscience.uz
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problem of cognitive interest, Shchukina established a scientific school, studying 
many aspects of the theory and practice of teaching and learning. 
While the problem of cognitive interest was considered primarily from the point 
of view of pedagogical science, in the past interest was considered primarily a 
problem of psychology. The problem of cognitive interest is a central link in G.I.’s 
system of ideas. Shchukina. Cognitive interest in this system is closely related to the 
problem of activity and the interdependence of different types of activities in the 
learning process, as well as the problem of personality formation. 
G.I.Shchukina believed that curiosity as a means of education is reliable only 
when used in the arsenal of developmental learning tools, opens up new opportunities 
in the development of the student, opens new prospects for learning for him. How 
does interest arise? The answer to this question can be found in the works of G.I. 
Shchukina identified the following sequential stages in the development of cognitive 
interest: 
1. Curiosity is an elemental stage due to external, sometimes unexpected, and 
unusual circumstances that attract the child’s attention. Entertainment can serve as a 
starting point for identifying interest, a means of engaging interest in a topic, helping 
to move interest from a simple orientation phase to a sustainable cognitive 
relationship phase. 
2. Curiosity is a valuable personal condition characterized by a person’s desire 
to go beyond what he or she sees. At this stage in the development of curiosity, the 
feeling of surprise and joy of learning is very strongly expressed. 
3. Cognitive interest is characterized by cognitive activity, value motivation, in 
which the main role is played by cognitive motives. They contribute to the 
penetration of the individual into the important connections between the studied 
phenomena, the laws of knowledge. 
4. Theoretical interest: The studied theoretical questions, in turn, are used as a 
tool of knowledge. This stage describes the person as an executor, a subject, a 
creative person. All these stages are interconnected and represent the most complex 
combinations. It should be noted that on the basis of cognitive interest is formed a 
selected attitude to a particular field of science, activity, communication with 
cognitive participants. 
Worldview and worldview are formed on the basis of knowing the objective 
world and the relationship to it. 
Cognitive interest enriches and activates the process of not only cognitive but 
also any other human activity, because each of them has a cognitive principle. 
Therefore, our task as teachers is to form students' interest in knowledge and develop 
their cognitive and creative activity, to guide and direct them in a complex way of 
forming personality, worldview and worldview. And each of us has our own, already 
"Science and Education" Scientific Journal / ISSN 2181-0842
December 2021 / Volume 2 Issue 12
www.openscience.uz
663

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tried and tested ways of activating cognitive interest, regardless of the specific topic 
and the content of the topic in general, we are sometimes consciously and sometimes 
intuitively in the learning process. we use. 
As G.I. According to Shchukin, cognitive curiosity serves as the most important 
motivating factor for an individual’s activity, his or her cognitive activity. In modern 
conditions, the task of educating an active, active, creative person remains very 
important. After all, the ability to solve cognitive problems independently, the 
constant search for solutions, the thirst for new activities allow our students to 
express themselves in adult, sometimes very hard life. 
Musical perception is the most important factor in shaping cognitive interest. 
The practice of music education shows that deep penetration into the ideas of a work 
of art can lead to interdependence if the student sees in it something that is 
meaningful to him, that meets his inner needs and hopes. is obtained. the content of a 
work written long ago with the mental attitude of today’s listener. Classical music has 
such an opportunity. In music lessons, schoolchildren meet not only children's songs, 
but also children's repertoire - classical and modern, works by Uzbek and foreign 
composers, folk music. At the same time, the ability of schoolchildren to emotionally 
orient and at the same time reflect the musical classics, to perceive meaningfully, is 
an indication of the level of their musical development, musical culture. Music is 
aimed at solving many vital tasks and the most important thing - to instill in children 
a sense of inner involvement in the spiritual culture of mankind, to cultivate the vital 
position of schoolchildren in the world of music. 
Music shapes the human worldview. Restoring a spirit of self-confidence 
cultivates qualities such as not losing oneself in the face of temporary setbacks. 
Music is a great force that unites people. the one who listens to the melody becomes a 
partner in the emotional upheavals in his heart. Music embodies the ideal of works in 
the face of autumn. Music teaches a person to crave life. The cocktail increases it nu 
mini. It plays an important role in the formation of political aesthetics of human life. 
It is impossible to imagine life without music. 
Conclusion:
Recently, the organization of choirs in secondary schools and their 
activities are given serious attention, so we brought the topic of our graduate work 
closer to this area and conducted experiments in the music culture classes of 
secondary schools.