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
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.
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