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ANALYSIS OF THE STATE OF THE CONTINUITY PRINCIPLE IN 
PEDAGOGY 
 
Yunusova D.I., Umaralieva D.U. 
Tashkent state pedagogical University named after Nizami 
Today we see how the education system of our Republic, thanks to radical 
positive changes in it, tries to keep up with the most advanced modern world, this 
applies both to the spiritual and material-technical base, advanced pedagogical 
technologies and new information technologies that have been introduced into the 
learning process at each of the stages of education. One of the measures taken to 
develop the higher education system, expand the coverage of higher education, and 
improve the quality of training of specialists with higher education is to ensure the 
harmony and continuity of programs of General secondary, secondary special and 
higher education in order to achieve continuity of education. [1] 
Considering the concept of development from a methodological point of view 
shows that it is an integral continuous process, the driving force of which is the 
resolution of contradictions that arise in the process of change. Contradictions arise 

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Аниқ фанларни ўқитишни модернизациялаш: инновацион таълимнинг янги моделлари ва амалиёти, 2020 йил 17 апрель 
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in the "conflict zone", where there is a gap, "potential difference", "barrier" (L. S. 
Vygotsky, V. P. Zinchenko, R. H. Shakurov) and others.Psychologists claim that the 
process of overcoming contradictions creates conditions for development, as a result 
of which individual knowledge and skills grow into a new integral formation, a new 
ability. But this happens only if the principle of continuity between old and newly 
formed knowledge and skills is applied at the place of the gap. Any development is 
carried out only on the basis of continuity, since it is always determined by the past 
and directed to the future (A. B. Brushlinsky). The problem of developing the 
learning process is closely related to the problem of establishing continuity. 
Implementation of the continuity of various parts of the training system has long 
been in the focus of attention of theorists and practitioners. These problems are most 
acute and discussed during periods of radical transformation of existing educational 
systems. 
The review of the literature based on the analysis of research papers on 
continuity in learning shows the essence of continuity. In the pedagogical dictionary 
continuity in learning is defined as the establishment of necessary connections and 
proper relations between parts of the subject at different stages of its study, which 
shall be based on the content and logic of the relevant science and laws of process 
of usvoenii knowledge. It should cover not only individual academic subjects, but 
also the relationships between them [5]. 
Ideas of succession were considered in different aspects from different 
positions. With methodological (M. p. Polasov, K. V. Moroz, A. B. Batarshev, V. 
V. Zhukovsky, G. N. Isaenko, Yu. a. Kustov, etc.), with pedagogical (B. G. 
Ananyev, sh. I. Ganelin, S. M. Godnik, S. E.Drabkina, A. A. Lublinskaya, M. N. 
Skatkin, A. B. V. A. Cherkasov, etc.), to a lesser extent-with methodological (N. B. 
Istomina P. A. CompanyTs, JI.M. Korotkova K. I. Neshkov, G. V. Voiteleva, JI.B. 
Voronina, V. A. Testov et al.) [3]. In pedagogy, it is emphasized that the problem of 
continuity in learning is a multidimensional and multi - sided problem. In connection 
with the tasks of a specific study, it should be considered each time from a specific 
angle. The analysis of methodological literature shows that the problem of continuity 

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Аниқ фанларни ўқитишни модернизациялаш: инновацион таълимнинг янги моделлари ва амалиёти, 2020 йил 17 апрель 
147 
in teaching mathematics is solved mainly from General pedagogical positions, the 
methodological aspect of the problem is not highlighted in the research. 
E. A. Komarova summarized the views of the classics of pedagogical science 
on continuity in education and highlighted its key features in pedagogy: 
1) it is considered as a General didactic principle; 
2) is a manifestation of the principle of systematicity and consistency; 
3) there is a two-way continuity of new knowledge and old experience [4]. 
A. K. Mendygalieva understands continuity as a process that ensures 
continuous and effective implementation of educational activities, related to the 
content of training, requiring repetition, aimed at the development of a system of 
concepts and propaedeutics. Continuity of learning is based on the principles of 
systematization and 
consistency, 
interdisciplinarity, 
contextual learning, 
fundamentalization and Informatization.[6] 
.V. Makhrova analyzes the following types of continuity: within a section, 
within a discipline, within a cycle of disciplines, within a stage of education, or 
stages of education.[2] 
In each of these areas, there is continuity in all components of the 
methodological system: continuity in the goals, content, methods, forms and means 
of training. It is known that formally the continuity between the stages of teaching 
mathematics is provided by the curriculum, a mandatory minimum of content in 
mathematics for the main school, textbooks, educational, didactic and visual AIDS, 
teaching AIDS for teachers, instructional and methodological letters about teaching 
the subject. The identified components of continuity and identified patterns of 
knowledge acquisition allow us to re-evaluate the significance of continuity in 
teaching mathematics within each course, between propaedeutic and systematic 
courses. Thus, the continuity of teaching mathematics provides a continuous, 
consistent development of mathematical knowledge in relation to various fields, 
through specially selected content. 
The analysis made it possible to conclude that continuity is a condition without 
which it is impossible to progress any development and to achieve goals in teaching 

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Аниқ фанларни ўқитишни модернизациялаш: инновацион таълимнинг янги моделлари ва амалиёти, 2020 йил 17 апрель 
148 
mathematics, continuity of mathematical training is necessary, which is currently 
difficult to implement, which necessitates the development and implementation of 
special organizational and pedagogical conditions. 
Literature 
1. Decree of the President of the Republic of Uzbekistan no. up-5847 "on 
approval of the Concept of development of the higher education system of the 
Republic of Uzbekistan until 2030" 2019. Appendix 1. 
2. Makhrova L. V. Implementation of the principle of continuity in the process 
of formation of information and technological competence of the future teacher of 
mathematics: Dissertation of the candidate of pedagogical Sciences. Yekaterinburg, 
2005. 24 p. 
3. Glebova M. V., Nikolaichuk S. D. Establishing continuity in higher 
education mathematics / / Actual problems of teaching mathematics, physics and 
computer science at school and University. 2014. Pp. 197-200. 
4. Komarova E. A. Continuity in teaching mathematics: a methodological 
guide. Vologda: VIRO Publishing center, 2007. 108 p. 
5. Pedagogical encyclopedia / GL. ed. B. M. BIM-bad. Moscow: Big Russian 
encyclopedia, 2008. 528 PP. 
6. Mendygaliyev A. K. Methodological basics of continuity in teaching 
mathematics // proceedings of the Samara scientific center, Russian Academy of 
Sciences. Social, humanitarian, medical and biological Sciences. 2009. # 4-3. Vol. 
11. Pp. 621-625.