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XORAZM MA
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MUN AKADEMIYASI AXBOROTNOM
А
SI
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12/2020
210
Teaching students logical thinking (presentation) of educational material encourages them to master the
methods of posing questions to the information being studied and generalization methods of classifying signs
and phenomena with t
he ability to apply theoretical knowledge in a future situation. All this is the teacher’s
ability to present scientific ideas as pedagogical tasks, formed in the form of a task system for students, to form
specific skills. The basis and condition of deep knowledge is a thorough analysis of information, skillful
advancing of cognitive tasks with an emphasis on the source of knowledge, a well-thought-out system of
questions, which makes it necessary to increase interest in thinking, comparing, generalizing and
communicating freely in a foreign language. To improve the methods of obtaining knowledge in the process
of testing knowledge and summarizing independent work when discussing more rational methods for
correlating new information with previously learned information from one lesson to another, students improve
their knowledge and skills, acquire practical skills, and learn how to independently acquire and generate
knowledge. It is important to skillfully apply pedagogical ideas, to build up the discovered scientific ideas in
order of complexity (so that students are not at the same level of development), the ability to direct the efforts
of their students in new ways of acquiring knowledge, the constant analysis of situational correction, the
successful solution of the problem of contradictions between the achieved result and the predicted guarantee
of successful implementation of the characterized problem in general. However, it is impossible to formulate
the student’s desired qualities (associ
ated with the formation of mental independence) based on one selected
didactic interaction. It is important to first identify the criteria by which the results of successful activities are
verified and then select information to achieve the required quality of student knowledge. It is advisable to
prepare such tasks for them to direct their thoughts in the right direction, and, to varying degrees of their
activity, rely on the characteristics of a different language (in this case, Uzbek pay attention to English) when
teaching a second foreign language. An important point in the formation of students' mental independence is
the ability to retell the content of the topic (text) to briefly summarize the content using certain lexical levels,
translation is also welcome, it contributes to the development of English writing. Distance learning of students
is increasingly included in the learning process for the development of students' independence, this type of
activity forms their Internet skills to learn the knowledge of courses from a foreign source, use foreign
additional literature on topics, learn the methods of educational programs of foreign colleagues and before
thinking independently, assimilating information from foreign media sources, strengthening the skills of
listening, speaking and reading because it is a rapid acquisition of information and knowledge, saving time,
creating responsibility, independent thinking and working on oneself, in learning a foreign language. Group
analysis and decision-making is also a cont
inuation of the student’s mental independence formation chain,
strengthening of knowledge gained in different variations, the practical use of conceptual schemes and models
included in the main task of the “case
-
study” method of pedagogical ci
rcumstantial tasks. Since the success
achieved will be closer to the goal, this is considered the most effective. Although it is appropriate to recognize
that this primarily depends on anticipation- (the mental activity of the person himself) and the educational
process itself during which the expected and unexpected situations, as well as for planned and unplanned, in
addition to this, students need to independently learn the vocabulary of a foreign language using dictionaries,
reference and the corresponding A1-C2 (IELTS) and (CEFR) levels recommended by Internet sources. Equally
important in the development of quality knowledge is the problematic method, where the development of the
research method is used, where students can (should) deeply understand the topic of the lesson, which helps
to independently master knowledge, thereby forming mental independence. Because the educational material,
in principle, is not new, logically, it is a continuation of previously acquired knowledge based on which
students take independent steps in finding new knowledge, leading to reasons for the investigative content of
the case leading to other cases.
Of course, the formation of lexical speaking skills, the formation of grammatical skills, the improvement
of speech skills, and reading instruction are all these teaching methods that are inextricably linked with each
other and are closely connected with understanding and mastering the educational material effectively and
efficiently.
The formation of mental independence is revealed by analyzing information, attracting and using
primary sources, solving certain cognitive tasks, developing logical thinking, the ability to complete a story
with its statement of facts, formulate questions in connection with the comprehension of educational material
during the lesson or with work on sources, conduct elementary studies in the process of solving search
problems, formulate and solve cognitive tasks in a deliberately created educational situation by the teacher.
In conclusion, summing up, it is quite reasonable to pay attention to the fact that foreign language
classes, in particular English, most often have flaws of different ranks, and the flaw itself can manifest itself
to a greater or lesser extent. “The lesson is such a co
mplex phenomenon that
“even direct observation is not
easy to carry out since it concerns too many aspects and too many problems of the lesson” M.I. Makhmutov:
Modern Lesson-M., 1985-P.160. In any case, the lesson should be presented as a holistic, purposeful system,
where there is nothing random, where everything is interconnected and interdependent such as methodological,
general didactic, psychological, and pedagogical aspects. The observance of the psychological and pedagogical
requirements for the modern lesson is so important that everything else depends on it: the overall success of
the case, the development of the students' ability to learn mental independence, while it is important to use the
educational values of the materials used in the classroom as well. Everything valuable, obtained by the work
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