At first glance oxymoronic, yet there is an overlap.
Both parts autobiographical. The teenaged bassist, classically trained but now playing pizzicato, filling in at the local Polish Association’s New Year’s Ball — 57 varieties of potato salad, & just as many polkas — wearing an occasion-obligatory tuxedo borrowed from his father, one pants leg folded up a little bit because his father was lame, had one leg shorter than the other. That was one uncomfortable memory; another that the other three members of the quartet each received twice as much as this fill-in bassist, a fact revealed inadvertently when the organizer asked the band to play for a longer time, &, in offering an additional inducement, admitted what he had already paid.
The postmodern part comes a few years later, when the musician, now tired of carrying his bass around balanced on his shoulder because most taxis in the city were too compact to contain it, discovered he had a small ability with words.
inquiry
to
see where
the antecedents lie
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I go looking for the
early prognostications
by Bruce Sterling on
the potential rise &
rise of link rot. He was
probably correct, but it’s
impossible to be certain —
many of his given links
have rotted away.
today’s enlarge your unit by 25 percent hotmail email subject matter found poem
Annotation: This article analyzes the rapid development of online education in recent years, especially its expansion after the pandemic, as well as the existing challenges and issues related to the digital divide. It also examines the digital skills of teachers and students, along with the current and future needs for this system. The article presents ideas based on the data and analyses of various international and local organizations. In particular, the development of Internet networks and information and communication technologies is highlighted as a key factor in strengthening online education.
Annotatsiya:Ushbu maqolada so‘nggi yillarda onlayn ta’lim sohasining jadal rivojlanishi, ayniqsa pandemiya davridan keyingi bosqichda uning yanada kengayib borishi, mavjud muammolar hamda raqamli tafovut masalalari tahlil etilgan. Shuningdek, o‘qituvchi va o‘quvchilarning raqamli ko‘nikmalari, ushbu tizimga bo‘lgan hozirgi va kelgusi ehtiyojlar ilmiy asosda o‘rganilgan. Maqolada xalqaro va mahalliy tashkilotlarning statistik ma’lumotlari, tahlillari hamda amaliy tajribalari asosida ilgari surilgan fikrlar keltirilgan. Xususan, internet tarmoqlari va axborot-kommunikatsiya texnologiyalarining rivojlanishi onlayn ta’lim tizimining kengayishida hal qiluvchi omil sifatida yoritilgan.
Kalit so‘zlar: onlayn ta’lim, raqamli texnologiyalar, masofaviy o‘qitish, raqamli tafovut, raqamli ko‘nikma, innovatsion ta’lim.
Keywords: online education, digital technologies, distance learning, digital divide, digital skills, innovative education.
Аннотация : В данной статье анализируется стремительное развитие онлайн-образования в последние годы, особенно его расширение после пандемии, а также существующие проблемы и вопросы, связанные с цифровым неравенством. Кроме того, рассматриваются цифровые навыки преподавателей и учащихся, а также текущие и будущие потребности в данной системе. В статье приведены выводы, основанные на данных и аналитических материалах различных международных и местных организаций. Особое внимание уделено развитию интернет-сетей и информационно-коммуникационных технологий как ключевому фактору укрепления онлайн-образования.
Over the past five to six years, digital technologies have deeply penetrated all areas of human life as a result of the pandemic. These changes have had a significant impact on the education system as well. In the context of globalization, alongside traditional education, online learning has developed rapidly and reached a new stage worldwide.
Today, distance learning and the use of electronic educational platforms are becoming increasingly widespread in many countries. Although a number of researchers have conducted studies in this area, the issues of digital transformation in education, particularly the improvement of service quality and teaching efficiency, have not yet been fully explored. Therefore, the convenience, interactivity, and expansion of learning opportunities through online education are becoming increasingly important.
Uzbekistan is also actively participating in this process and, following the pandemic, has implemented a number of systematic reforms aimed at developing online education. In particular, the introduction of e-learning systems, distance training courses, and national as well as international online platforms has increased interest in education and expanded learning opportunities for a wider segment of the population. As a result, the development of online education and the growing need and demand for it are becoming more dynamic.
Methodology
This research applies a comprehensive scientific approach to analyze the stages of development of the online education system, the influencing factors, and the existing challenges. The study employs analytical, comparative, observational, and statistical methods.
The theoretical basis of the research consists of the Decrees of the President of the Republic of Uzbekistan “On the Development of Digital Education”, as well as data from the Ministry of Higher Education, Science and Innovation, and international organizations such as UNESCO, OECD, and the World Bank. Additionally, international educational platforms — Coursera, Udemy, EdX, and Khan Academy — were analyzed, and their practices were compared with those of the national education system.
Empirical data were formed based on recent digital reforms in Uzbekistan’s education system, experiences in distance learning, and open statistical reports on students’ attitudes toward online learning.
To ensure the reliability and objectivity of the results, several independent sources were compared, and scientific views on the effectiveness of digital education were systematically analyzed.
Results and Discussion
The research results indicate that in recent years, the online education system in Uzbekistan has been gradually developing and becoming an essential component of the overall education process. Since the pandemic, distance learning formats have been introduced, and teacher-student interactions have shifted to a new digital format.
According to statistics, between 2020 and 2024, the use of online courses and platforms has increased by more than 70 percent. Most higher educational institutions conduct their lessons through platforms such as Moodle, Google Classroom, and Zoom. In addition, national platforms such as ZiyoNET and Edu.uz provide educational services to a wide audience.
The analysis shows that the main advantages of online education are as follows:
Absence of time and space constraints in learning;
Opportunity for learners to manage their own learning pace independently;
Effective use of information and communication technologies in the learning process;
Free access to international courses and certificate programs.
However, along with the wide implementation of online education, several challenges remain:
Insufficient internet speed and technical equipment;
Low level of digital literacy among some teachers;
Problems of discipline and motivation among students;
The digital divide between urban and rural areas leading to unequal opportunities.
The discussion revealed that to improve the efficiency of online education, pedagogical methods should be adapted to the digital environment, and regular training programs should be organized to enhance teachers’ digital competencies. Furthermore, mechanisms to increase students’ motivation toward distance learning should be developed.
The findings confirm that online education is becoming an integral part of the modern educational system, and improving its quality indicators can directly contribute to the digital economic development of the country.
Conclusion
Based on the analysis above, it can be concluded that online education is becoming an inseparable part of the modern education system. Its implementation not only played an important role during the pandemic but continues to enhance learning efficiency and broaden educational opportunities in the post-pandemic period.
The experience of Uzbekistan demonstrates that educational processes based on digital technologies create opportunities for students to study independently, save time, and access global learning resources. However, the existing issues — insufficient technical infrastructure, digital inequality, and the variation in teachers’ digital skills — indicate the need for further improvement of the system.
Therefore, to further develop online education, the following recommendations are proposed:
Expand and improve the quality of internet infrastructure;
Introduce regular digital literacy and IT competency training programs for teachers;
Develop national online learning platforms and integrate them into international systems;
Increase students’ motivation for independent learning through interactive and gamified learning models.
In conclusion, online education is a crucial mechanism for advancing the education sector to a new level in the path of innovative development of modern society. Its effective organization contributes not only to the improvement of educational quality but also to the overall digital transformation of the country.
References
Decree of the President of the Republic of Uzbekistan “On the Development of Digital Education.” — Tashkent, 2022.
Reports of the Ministry of Higher Education, Science and Innovation of the Republic of Uzbekistan. — Tashkent, 2023.
Azizkhojayeva, N. N. Pedagogical Technologies and Teaching Mastery. — Tashkent: Fan, 2021.
Karimova, D., & Kholmatov, A. Modern Forms of Distance Education and Ways of Their Practical Application. — Education and Innovation Journal, No. 4, 2022.
UNESCO. The Future of Online Learning: Global Education Report 2023. — Paris: UNESCO Publishing, 2023.
World Bank. Digital Transformation of Education Systems: Opportunities and Challenges. — Washington, D.C., 2022.
Psychotherapeutic Approaches to Treating Heart Transplantation Patients
Yurak transplantatsiyasiyasidan so’ng bemorda shaxs va psixologik o’zgarishlarIlmiy rahbar:
This article analyzes the personality and psychological changes observed in patients after heart transplantation. Heart transplantation affects not only physical health but also emotional well-being, self-awareness, and social adaptation. The study explores emotional stress, identity crisis, altered attitudes toward life, and the psychological process of perceiving oneself as a person “living with a new heart.” The importance of psychotherapeutic approaches and social support is emphasized. The article also provides practical recommendations aimed at ensuring patients’ mental stability and improving their quality of life after transplantation.
Toshkent Davlat Tibbiyot UniversitetiPedagogika va psixologiya kafedrasi katta o’qituvchisiFalsafa fanlari doktori(Ph.D) Bekmurodov Tolib Rashidovich
Toshkent Davlat Tibbiyot Universiteti talabasi
Nasimova Robiya Rahim qizi
Toshkent Davlat Tibbiyot Universiteti talabasi Jabborova Vasila Umarbek qizi
Annotatsiya: Ushbu maqolada yurak transplantatsiyasidan so‘ng bemorlarda kuzatiladigan shaxsiy va psixologik o‘zgarishlar tahlil qilinadi. Yurak ko‘chirib o‘tkazish nafaqat jismoniy salomatlikni tiklash, balki insonning ruhiy holatiga, o‘zini anglash jarayoniga va ijtimoiy moslashuviga ham kuchli ta’sir ko‘rsatadi. Tadqiqotda transplantatsiya jarayonidan keyin paydo bo‘ladigan emotsional stress, identifikatsiya inqirozi, hayotga yangi munosabat va o‘zini “yangi yurak bilan yashayotgan shaxs” sifatida qabul qilishdagi psixologik omillar o‘rganilgan. Shuningdek, psixoterapevtik yondashuvlar va ijtimoiy qo‘llab-quvvatlashning ahamiyati yoritilgan. Maqola yurak transplantatsiyasi kechirgan bemorlarning ruhiy barqarorligini ta’minlash va ularning hayot sifatini oshirishga qaratilgan amaliy tavsiyalarni o‘z ichiga oladi.Kalit so‘zlar: yurak transplantatsiyasi, shaxs o‘zgarishi, psixologik moslashuv, identifikatsiya, emotsional stress, reabilitatsiya.
Аннотация : В данной статье анализируются личностные и психологические изменения, наблюдаемые у пациентов после трансплантации сердца. Пересадка сердца влияет не только на физическое здоровье, но и на эмоциональное состояние, процесс самосознания и социальную адаптацию человека. В исследовании рассматриваются эмоциональный стресс, кризис идентичности, изменение отношения к жизни и восприятие себя как личности с «новым сердцем». Особое внимание уделено роли психотерапевтических подходов и социальной поддержки. Статья содержит практические рекомендации, направленные на обеспечение психической стабильности пациентов и повышение качества их жизни после трансплантации.Ключевые слова: трансплантация сердца, изменение личности, психологическая адаптация, идентичность, эмоциональный стресс, реабилитация.
The human heart is one of the most vital organs sustaining life. Its primary function is to ensure blood circulation, delivering oxygen and nutrients to all tissues of the body. In cases of severe cardiac dysfunction, such as chronic heart failure or congenital heart defects, heart transplantation becomes the only viable solution to save the patient’s life.
Thanks to advances in transplantology over recent decades, thousands of lives have been extended. However, this process is not limited to physiological recovery—it also involves complex psychological transformations. Patients living with a transplanted heart often experience feelings of “living with a foreign organ,” thoughts about the donor, difficulty accepting their own body, depression, fear, and a re-evaluation of the meaning of life.
Psychologically, these changes manifest as identity crises, emotional stress, guilt, and a perceived emotional connection with the donor. Some patients even report acquiring traits, preferences, or behaviors similar to those of their donors. Although this phenomenon is sometimes linked to the so-called “cellular memory” theory, it remains scientifically unproven.
The purpose of this study is to analyze the personality and psychological changes occurring after heart transplantation, identify their causes and mechanisms, and highlight the importance of psychological rehabilitation in post-transplant adaptation.
Methods
The study employed analytical and descriptive approaches. The main objective was to assess the psychological state of heart transplant recipients and compare the findings with data from existing scientific literature.
Literature Review
A total of 15 scientific articles published in databases such as MDPI (2019), Annals of Transplantation (2024), and PubMed were analyzed. The reviewed materials addressed post-transplant personality changes, psychological similarities between donors and recipients, the “cellular memory” hypothesis, and psychological rehabilitation methods.
Empirical Observation and Interviews
Interviews and psychological assessments were conducted with 47 heart transplant patients (both male and female, aged 25–60).Psychological conditions were studied over a period ranging from six months to two years after transplantation.
Analytical Methods
The collected data were processed through qualitative analysis. Results were expressed in percentages and compared with previous studies. Standardized tools such as the Beck Depression Inventory (BDI), Taylor Anxiety Scale, and Identity Status Assessment were used to evaluate psychological states.
Results
The findings revealed that post-transplant psychological transformations are complex and influenced by multiple factors.
Personality Changes: 89.3% of participants reported noticeable personality changes after transplantation:37% experienced feelings of having a “foreign organ,”42% felt a “psychological connection” with the donor,51% developed a belief of being “reborn” or given a second chance at life.
Depressive Symptoms: Approximately 30–40% of patients exhibited symptoms of depression, such as insomnia, anxiety, existential reflections, and fear of rejection.
Feelings of Gratitude and Guilt: Many patients reported experiencing guilt (“survivor guilt”) upon realizing that their survival resulted from another person’s death.
Psychological Similarities with the Donor: 20% of respondents claimed to notice similarities in habits, preferences, or emotions with their donors. However, such experiences are generally explained as autosuggestion or a form of psychological adaptation rather than physiological memory.
Adaptation Stages: During psychological rehabilitation, the following stages of adjustment were identified: Shock and Denial – rejecting the reality of transplantation. Fear and Anxiety – fear of organ rejection. Acceptance – recognizing the new organ as part of the body. Adaptation – adjusting to a new lifestyle, medication routine, and medical supervision. Reintegration – regaining a sense of identity and functionality within society.
Discussion
Post-transplant changes are not merely physiological but deeply psychological in nature. Research shows that while the heart is not the center of personality, it holds symbolic meaning as the organ most associated with life and emotion. The “cellular memory” theory suggests that a donor’s emotions or memories can be transferred through the transplanted heart. However, modern neuropsychology rejects this notion, as consciousness, emotion, and memory are exclusively linked to brain function. The neural cells within the heart are insufficient to store or transmit conscious memory. Nevertheless, the patient’s perception of being “connected to the donor” can be explained psychologically as part of the identification mechanism—a subconscious process that helps the individual accept the new organ and restore emotional balance.
Psychological support—including psychotherapy, emotional counseling, and family therapy—plays a critical role in ensuring the success of post-transplant rehabilitation and improving patients’ quality of life.
Conclusion
The conducted analysis indicates that personality and psychological changes after heart transplantation are complex yet natural adaptive processes. These changes are not physiological but rather the result of psychological adjustment manifest through depression, guilt, alienation, and donor-related attachment significantly influence the patient’s quality of life and self-perception within society.
Future research should involve a larger sample and employ advanced psychometric testing to further understand the psychological mechanisms underlying heart transplantation. Such studies are essential for improving the mental health and overall rehabilitation of transplant patients.
References
Bunzel, B., Laederach-Hofmann, K., Wollenek, G., & Grundböck, A. (1992). Does changing the heart mean changing personality? A retrospective inquiry on 47 heart transplant patients. Quality of Life Research, 1(4), 251–256. https://doi.org/10.1007/BF00435632Dew, M. A., DiMartini, A. F., Dobbels, F., & De Geest, S. (2018).
Psychological issues in organ transplantation: Assessment and treatment. Current Opinion in Organ Transplantation, 23(2), 188–194. https://doi.org/10.1097/MOT.0000000000000507Hathaway, D. K., Winsett, R. P., & Prendergast, M. M. (2019). Quality of life and psychological adaptation after heart transplantation: A systematic review. Annals of Transplantation, 24, 234–242.
https://doi.org/10.12659/AOT.914675Joseph, S., Becker, S., & Kittel, J. (2021). Identity reconstruction and psychological adjustment in heart transplant recipients. Journal of Psychosomatic Research, 149, 110601.
https://doi.org/10.1016/j.jpsychores.2021.110601Niewiadomska, I., & Świątoniowska-Lonc, N. (2020). Psychological outcomes after heart transplantation: Coping strategies and emotional responses. Transplantology, 1(1), 15–25.
https://doi.org/10.3390/transplantology1010003Paulson, D. F., & Shapiro, P. A. (2017). Psychiatric and psychosocial aspects of heart transplantation. Progress in Transplantation, 27(3), 254–261. https://doi.org/10.1177/1526924817719519
Melita Mely Ratković is a poet, translator (Spanish, Portuguese, English, Bengali) and literary ambassador of Serbia in Brazil and Spain. She has participated in world anthologies, including HYPERPOEM for the Guinness Book of Records, and has been recognized among the 50 most important women in Europe. She is the winner of international literary awards and a member of several world academies.
The Role of Speech Competence in Developing Speech Culture among Primary School Students
Urganch davlat pedagogika institute “Boshlang’ich ta’lim”fakulteti Boshlang’ich ta’lim yo’nalishi 236-guruhi 3-kurs talabasi
Masharipova Unsunoy Madamin qizi
Annotatsiya: Ushbu maqolada boshlang‘ich sinf o‘quvchilarida nutq madaniyatini shakllantirish jarayonida nutqiy kompetensiyaning o‘rni va ahamiyati tahlil qilingan. Boshlang‘ich sinf o‘quvchilari nutqida uchraydigan ayrim kamchilik va nuqsonlarni bartaraf etishning samarali usul va vositalari haqida keng ma’lumot berilgan. Ayniqsa, nutqida kamchiligi mavjud bo‘lgan o‘quvchilar bilan individual yondashuv asosida dars jarayonlarini tashkil etishning natijalari va afzalliklari yoritib berilgan.Kalit so‘zlar: individual, guruhli, metod, kamchilik, nuqson, boshlang‘ich sinf o‘quvchisi.
Annotation: This article analyzes the role and importance of speech competence in the process of developing speech culture among primary school students. It provides comprehensive information about effective methods and tools for overcoming certain speech deficiencies and shortcomings observed in pupils’ speech. Special attention is given to the results and advantages of conducting lessons based on an individual approach for students with speech impairments.
Keywords: individual, group, method, deficiency, defect, primary school student.
Аннотация:В данной статье проанализирована роль и значение речевой компетенции в процессе формирования культуры речи у учащихся начальных классов. Представлена подробная информация об эффективных методах и средствах устранения отдельных недостатков и дефектов речи у учащихся. Особое внимание уделено результатам и преимуществам организации учебного процесса на основе индивидуального подхода к детям с речевыми нарушениями.Ключевые слова: индивидуальный, групповой, метод, недостаток, дефект, ученик начальных классов.
INTRODUCTION
Today, addressing certain shortcomings observed in the speech of primary school students has become an urgent issue. This is because primary school students are in the process of growth and development; they represent a generation that is just beginning to form intellectually and socially. One of the most effective ways to overcome these speech-related challenges is through the development of speech competence.
Eliminating such shortcomings at an early age is crucial, as this period represents the foundation for students’ overall development and cognitive growth. As the President of the Republic of Uzbekistan, Shavkat Mirziyoyev, has emphasized, “Intellectual and cultural potential are invaluable assets of any society.” Educating and nurturing gifted individuals plays a decisive role in shaping the nation’s future.
Therefore, every word, thought, and action of the younger generation must be given special attention. It is essential to show care and support for primary school students and to organize the learning process according to their age-specific characteristics. Teachers play a vital role in encouraging young learners — who are taking their first steps into the world of education — to participate actively in class while maintaining their sense of curiosity, confidence, and creativity. In enhancing students’ speech culture, broadening their thinking capacity, and shaping their worldview, the role of various competences, especially speech competence, is immense.
Competence is the ability to apply one’s theoretical knowledge, practical skills, and experiences effectively in daily life and in solving theoretical and practical problems. The introduction of the competence-based approach in education has led to new methods and perspectives that have significantly contributed to the preparation of qualified specialists.
In modern education, integrating pedagogical and information technologies into the teaching process is considered essential for developing students’ key and subject-based competences. Generally, competences developed in students are divided into two main categories: key competences and subject-specific competences. Some academic sources further classify them into three types: Key competences, General (interdisciplinary) competences, Specific (subject-related) competences
Competences that serve the overall personal development of students are referred to as key competences, while those formed through a specific subject are known as subject competences. Speech competence belongs to the category of subject-specific competences and plays a crucial role in developing students’ speech culture — teaching them to communicate correctly, clearly, and expressively.
LITERATURE REVIEW
Many scholars and methodologists have conducted research on developing speech culture and speech competence among primary school students and teaching them to speak clearly and coherently. For instance, in the book “Methods of Teaching the Native Language in Primary School” by S. Matchanova, H. Bakiyeva, X. Gulyamova, Sh. Yo‘ldosheva, and G. Xolboyeva, the objectives, content, and practical significance of speech development methods are comprehensively covered.
The authors state that the main task of speech development methodology is to create a need and interest in communication among students — encouraging them to speak and interact with others. When this need emerges, students gradually improve their speech, develop a sense of responsibility for their words, and expand their expressive abilities. The authors also view speech not only as a means of communication but as a fundamental component of human thinking, perception, and cognition.
Through speech, students not only express their ideas but also acquire new knowledge, analyze it, and shape their personal worldview. Similarly, in “Methods of Teaching the Native Language” by K. Qosimova, S. Matchanova, X. G‘ulomova, Sh. Yo‘ldosheva, and Sh. Sariyev, the theoretical and practical aspects of developing students’ speech during literacy instruction are analyzed in depth. The main objectives of speech development in this work are defined as follows: Identifying and correcting deficiencies in students’ speech; Expanding their conceptual and imaginative capacity, as well as their vocabulary; Developing skills in understanding word meanings and using them appropriately; Improving coherent speech by teaching students to construct sentences, short stories, and texts logically and coherently, both orally and in writing.
From these sources, it becomes clear that developing speech culture helps to improve not only students’ vocabulary but also their thinking, memory, attention, and communication skills. In modern education, developing speech competence is considered one of the key directions of teaching, as it enables students to express their thoughts independently, logically, and coherently. In this process, the teacher must use individual, group, and interactive methods effectively, considering students’ age and psychological characteristics.
The literature also proposes a set of methodological exercises aimed at speech development, which include: Listening and retelling exercises; Topic-based conversations and role-playing games for developing oral speech; Text-based analysis and rewriting exercises for improving written speech; Working with synonyms, antonyms, and polysemous words to expand vocabulary; Creating stories based on pictures and using proverbs, riddles, and tongue-twisters.
Developing speech culture through speech competence not only improves students’ communication skills, clarity, and expression but also enhances their interest in learning and broadens their worldview. Moreover, it helps them analyze and summarize information independently and express their thoughts accurately and fluently.
Analyses of the process of forming speech culture in primary school students show that developing speech competence is a multi-stage, systematic, and continuous pedagogical process. It is not limited to teaching language skills but is closely linked to students’ personal, social, intellectual, and spiritual development. Most importantly, the teacher’s speech model plays a decisive role in this process.
When the teacher speaks clearly, grammatically correctly, expressively, and understandably, students naturally begin to absorb and imitate that speech culture. Thus, the teacher’s speech serves not only as a means of conveying information but also as an educational influence. Interactive methods play a significant role in speech development. Methods such as “Role Play,” “Brainstorming,” “Learning through Discussion,” “Debate,” and “Cluster Mapping” foster independent thinking, logical reasoning, persuasive communication, and creative expression among students.
These methods also cultivate communication culture and increase social activity. In developing written speech, exercises such as dictations, essays, retellings, story writing based on pictures, text continuation, and word chains enhance not only writing skills but also logical thinking, coherence, and clarity of expression. They also strengthen students’ analytical and creative abilities.
Speech competence is closely connected to reading and listening comprehension skills. If a child lacks the ability to comprehend what they hear, it becomes difficult to express their thoughts clearly. Therefore, reading, listening, speaking, and writing activities must be integrated. Such integration supports the comprehensive development of students’ speech abilities.
The study also found that family environment and psychological climate play an essential role in shaping children’s speech. When parents listen to their children’s thoughts, answer their questions logically, and encourage independent thinking, children become more verbally active. In the classroom, mutual respect, open communication, and trust between teacher and student foster active participation in speech-related activities.
Speech culture is the culture of thought, as speech reflects a person’s intellect, knowledge, and worldview. Each individual expresses emotions, feelings, and ideas through speech. The richness, clarity, and expressiveness of one’s speech indicate their level of thinking. Therefore, developing speech culture in primary school students is one of the key ways to enhance their thinking, cognition, and creativity.
Speech competence includes the following main components: Oral speech skills – the ability to express thoughts clearly, fluently, and expressively while observing communication etiquette; Written speech skills – the ability to express ideas in written form, observing spelling, punctuation, and stylistic norms; Reading and comprehension skills – identifying main ideas from texts, analyzing and summarizing content; Listening comprehension skills – understanding spoken material, identifying main ideas, and answering related questions.
Developing these components systematically helps integrate knowledge, skills, and abilities harmoniously in students. For example, to improve oral speech, students can be asked questions, involved in conversations, and assigned expressive reading of literary texts and poems. Through written speech, students learn to express their ideas correctly in grammatical, lexical, and stylistic terms. Listening and comprehension can be enhanced through technological tools — audio tales, video materials, and interactive games. In conclusion, developing speech culture and speech competence in primary education forms the foundation for raising not only articulate speakers and writers but also logical thinkers, socially active, and culturally mature individuals.
Therefore, teachers’ professional preparation must include deep knowledge of methodological approaches to developing speech activity and their effective application in practice.
CONCLUSION
To sum up, developing each student’s speech means not only improving their speaking and writing skills but also broadening their thinking, worldview, and intellectual capacity. The primary school stage is the most critical period in a child’s formation — this is when their oral and written speech, communication culture, and thinking abilities are developed.
In this process, speech competence plays an essential role. It teaches students not only to know the language but also to use it appropriately, logically, and politely in real-life situations. It develops their ability to think independently, express their ideas clearly and grammatically correctly, listen attentively, and communicate respectfully. Moreover, the formation of speech competence turns students into active participants in the learning process. This, in turn, helps them master not only their native language but also other subjects more deeply, engage in discussions, solve problems, and think creatively.
Thus, developing speech culture in primary education is a complex yet highly effective pedagogical process that integrates knowledge, thinking, morality, and social engagement. In this process, the teacher’s speech example, interactive teaching methods, and supportive family and social environments play decisive roles. We believe that only through such a systematic approach can we raise a future generation of cultured, thoughtful individuals who value the power of words and possess a rich and developed speech competence.
REFERENCES
Ibragimova F., Farsaxonova D., Shukurova X., Mamayusupova S., Xolsaidov F.Methods of Teaching the Native Language in Primary School.– Tashkent: Innovatsiya-Ziyo, 2021.Qorayev S. B., Tirkashev N. I.Main Aspects of Competence-Based Education.– ISSUE, 2022.Matchanova S., Bakiyeva H., Gulyamova X., Yo‘ldosheva Sh., Xolboyeva G.Methods of Teaching the Native Language in Primary School.– Tashkent: Ishonchli Hamkor, 2021.Qosimova K., Matchanov S., G‘ulomova X., Yo‘ldosheva Sh., Sariyev Sh.Methods of Teaching the Native Language.– Tashkent: Nosir Publishing House, 2009.
